Students will learn about people having fun through various activities, sports, and celebrations. They will practice reading comprehension, identify vocabulary like adjectives and verbs, and discuss topics like hobbies, weddings and letters. Students will role play, write stories and letters, and prepare for exams by understanding sequence of events and reasons why people move to new places. The unit aims to improve English communication skills through listening, speaking, reading and writing activities.

1. TEACHING FOR UNDERSTANDING UNIT
2020
AREA: ENGLISH SUBJECT: ENGLISH TEACHERS: LUZ PATRICIA CÓRDOBA - LUZ MARY RODRIGUEZ GRADE: THIRD TERM: I
OVERARCHING UNDERSTANDING GOALS (THROUGHLINES): STANDARD
Students should be able to:
1. Understandandrespondto simple phrases,statementsandquestions.
2. Identifybasicmessages,facts,opinions,feelingsandideaspresentedinoral,visual andwrittenlanguage,and demonstrate theircomprehensioninsimple oral
and writtenphrases.
3. Conveybasicinformationinalimitedrange of everydaysituations,usingoral andwrittenlanguage appropriate toaverylimitedrange of interpersonal and
cultural contexts.
4. Beginto be aware that language use isconnectedtoa purpose andan audience.
UNDERSTANDING GOALS COMPONENTS-DIMENSIONS CONTENTS (TOPICS-GUIDELINES)
Students will understand
LINGUISTIC-SOCIOLINGUISTICS-PRAGMATICS
How to read and comprehend a story, searching for the main ideas and
following its sequence of events. (PURPOSE, METHOD).
1. Howtoidentifydetailsabouthowthe peoplegetfun,identificationof facts,
mainidea.(PURPOSE,CONTEXT, METHOD, COMMUNICATION,PURPOSE)
2. Howtoadd “ing” toaverbforgerunds,anduse timewordsaboutactivities
in the past. (METHOD, COMMUNICATION, PURPOSE).
3. How to identifydetailsaboutnationalityandapplylisteningforanswersto
“why” and “because”. (PURPOSE, COMMUNICATION, CONTEXT).
4. How to use expressionsforaskingforhelp,talkaboutopinions,similarities
and differences. (PURPOSE, COMMUNICATION, CONTEXT).
TOPIC 1. HOW DO PEOPLE HAVE FUN?
- Adjectiveswith “ed”and“ing”.
- Gerunds
- Usingtime word
- WritingWH questions
- National exampreparation
TOPIC 2. WHYDO PEOPLE MOVE TO NEW PLACES?
- Can and Could
- Presentreal conditional
- WritingusingBut
- Usingcomplete sentenceswithBecause
- National exampreparation

2. 5. Understand and use: Adjectives and Action verbs. (PURPOSE, METHOD)
6. Practice using diagrams, and understanding problems and give solutions.
(CONTEXT, PURPOSE, COMMUNICATION)
7. Understandand use expressionsfortalkingaboutweather,askingfor and
giving directions. (PURPOSE, COMMUNICATION, METHOD)
8. Understand and use definite article “The”, “Capitalization”. (CONTEXT,
PURPOSE, METHOD)
TOPIC 3. WHYDO PEOPLE WRITE POEMS?
- Past continuous
- Past continuousandsimple past
- Adjective Order
- Actionverbs
- National textpreparation
TOPIC 4. HOW DO WE MEASURE TIME?
- Future factswithWill
- Future planswithGoingto
- Definite articleThe
- Talkingabouttime andweather
- National exampreparation
- International exampreparation
TOPIC 1
HOW DO PEOPLE HAVE FUN? (Unit 1-2)
STAGE HOURS GOAL PERFORMANCES OF UNDERSTANDING ONGOING ASSESSMENT
E
X
P
L
O
R
A
T
O
R
Y
2 1,2,3
LISTENING,READING, SPEAKING,WRITING
Distinction of details about how people get fun
To recognize and comprehend some vocabulary
related to people´s activities and Family and
Social celebrations to identify and connect the
words given.
Oxford Discover 3:SB PAGE 8, 16
EVIDENCE
 To understand words about events
and sports; to apply own experience
and a reading strategy to help
comprehend text.
TASKS
T1: Tellsthe teacherwhatfamilymembers
andtype of celebrationstheyseebasedon
the pictures shown on the book.
T2: Listens to and uses the information
required about activities and celebration
people have,basedonthe picturesgiven.

3. G
U
I
D
E
D
T3: Completes the information relatedto
family, sports and celebrations, in the
spaces provided on the book.
2 1,2,3 Discussion concerning to a video related to
people having fun.
To watch a videoaboutactivitiespeopleusedto
do for getting fun, and participate in a
brainstorm,toanswerquestionsandwrite about
favorite sport.
Oxford Discover 3: SB PAGE 8, 9, 17.
 To complete the activities that builds
and tests their knowledge following
the video.
T1: Recognizes through a video shown
from the book, the activities people used
to do for getting fun.
T2: Names and describes their favorite
sports.
T3: To complete an activity that helps
them to work more closely with the
words in context.
2 1,2,3 Recognition of adjectives ending in “ed” and
“ing”,
To write statements using adjectives ending in
“ed” or “ing” and share withtheirclassmates.To
apply the grammar rules.
Oxford Discover 3:SB PAGE 12-13/ Practice
writing Workbook Page 9
 To demonstrate their comprehension
of reading through reading the text.
T1: Identifies activities developed by
people in different places.
T2: Applies the vocabulary learned to
match a word with each meaning.
T3: Expresses their opinion taking turns
showingthe classtheirpostersandtalking
about it.
T4: Makes differencesbetween“Excited”
and “Exciting”, given in a short text, by
underliningthemappropriately andwrite
examples.
Identifies the adjectives by underlining
“exciting” and “excited” according to the

4. ASSESSMENT RUBRICS FOR TEACHING FOR UNDERSTANDING
context, and applies them writing
examples on the notebook.
2
2
1,2,3
LISTENING,READING, SPEAKING,WRITING
Entertainmentarticle Text.
- To reada textabout“Havingfun”,and answer
questionsgivenbythe teacheraboutFestivals,
Sport,FamilyCelebrationandCommunity
Events.
Oxford Discover3:SB PAGES 10-11.-12
 To findspecificinformationabout
activitiesandcelebrationthatpeople
have.
T1: Applies their understanding to talk
about the pictures they like the most.
T2: Finds five facts in the reading and
writes them on the notebook.
T3: Showsthe characteraccordingtothe
listening, .
1,2,3 Feelingsvocabularyrecognition.
- To recognize the vocabularyabouta wedding,
then,complete the activitiesassignedonpages
14. in orderto assessstudents’understanding
of the topic.
Oxford Discover3:SB PAGE 14 (Track 1-05) and
(Track 1-06), PAGE 22
 To learn and practice listening,
speaking, and writing strategies to
facilitate effective communication
T1: Definesthe wordstheyhear
accordingto the audio.
T2: Usesthe WH Questionstocheck
understanding.
T3: Repeatsthe sentenceswitha
teacheraccordingto the audiothrougha
conversation.
T4: Usessome expressionstogive
encouragementtoapartner.

5. 2 1,2 Identificationof irregular and regular verbsin
past tense to write sentences
To write some actionverbsusingtime words
aboutsomethingtheydidinhis,herdaily
routine.
Oxford Discover3:SB PAGE 15 and 23
 To learn and practice listening,
speaking, and writing strategies to
facilitate effective communication.
T1: Demonstrates understanding of a
text through a listening, giving correct
answerstothembymatchingstatements..
T2: Uses the WH questions to check
understanding,
T3: Repeatsthe sentenceswithateacher
according to the audio through a
conversation.
T4: Uses some expressions to give
encouragement to a partner.
S
Y
N
T
H
E
S
I
S
2
2
1
1,2
LISTENING,READING, SPEAKING,WRITING
Recognitionof a play
To watch a video“Whatdid youlearnabout
fun?”and identifythe charactersandactions
people do.
Oxford Discover3:SB PAGE25
 To define the maincharactersand
the role each one has,watchinga
video.
T1: Determines the role that each one
has in a play.
T2: Listens to the dialogues and follows
the performance step by step to do
his/her own.
T3: Writes a play about having fun.
Theatrical representation
- To participate ina playaboutfun,talkingabout
whattheylike the best,costumes,and favorite
actors or actress.
Oxford Discover3:SB PAGE 25.
 To identifythe partsof the playto do
theirown.
T1: Paraphrasesthe rolesgiven.
T2: Deducesthe role of eachcharacter on
“Our funday” followingthe steps.
T3: Writesdownall the ideasthat come
intotheirmind.

6. National exampreparation
- Evidence an approach to the English language,
helping his/her communicative participation in
different context.
https://www.esolcourses.com/uk-
english/beginners-course/unit-1/personal-
information/giving-personal-information-
worksheet.html
 Use basic structures in short
conversations in English, to give
information on himself/herself,
others, and their environment.
T1: Uses basic structures in short
conversations in English, to give information
on himself/herself, and others and the
environment.
T2: Recites greetings and /or farewells
correctly in short conversations.
TOTAL 20
TOPIC 2
WHYDO PEOPLE MOVE TO NEW PLACES? (Unit3-4)
STAGE HOURS GOAL PERFORMANCES OF UNDERSTANDING ONGOING ASSESSMENT
E
X
P
L
O
R
A
T
2 1,2
LISTENING,READING, SPEAKING,WRITING
Understandingcommunications,eventsand
details.
To watch the videoandwrite aboutwhydo
people move tonewplaces.
Oxford Discover3:SB PAGE27.
 To identifythe places,feelingsand
activitiesdevelopedbypeople,
followingthe strategiesprovided.
T1: Expressesopinionsaboutwhatthe
people are doing. Based on the
information shown on the book.
T2: Identifies her/hisfeelings moving
to another place, by writing a short
paragraph, on the notebook.
T3: Recognizes the places he/she

7. O
R
Y
G
U
I
D
E
D
2
2
1,2
5
wants to move on.
T4: Explains why they would like to
move to a new place by expressing
his/her reasons in oral way.
LISTENING,READING, SPEAKING,WRITING
Recognitionof eventsand details.
To listenthe audioandfollowthe wordsto
complete the Ven’sDiagram.
Oxford Discover3:SB PAGE28.
Identificationofeventsand details.
To listenthe audioandfollowthe letter´s
sender,identifyingthe purpose of eachone.
Oxford Discover3:SB PAGE29.
Discussionabout the purpose of the letter
 To classifywordsintoIndoors,
Outdoorsor Both activities
 To analyze the letters,writingand
orderof eventstowrite theirown
letterfollowingthe strategiesprovided.
 To examine whichtype of letterapplies
T1: Completes the diagram assigned
based on his/her own experiences.
T2: Expresses opinions using the
vocabularyprovidedtoshare withthe
classmates.
T3: Writes five sentences using the
vocabularylearned,onthe notebook.
T1: Expresses opinions about the
purpose of people have to write a
letter.
T2: Composes a letter to a friend
following the sample.
T3: Recognizes the purpose of the
different letters.
T4: Chooses a letter to read and
examines it sharing their ideas
T1: Exposes opinion about the letters

8. CRITERIA
* QUALITY LEVELS
SUPERIOR HIGH BASIC LOW
2
2
7
7
To thinkaboutsomeone´sletterandchoose
whather /hisfavorite one is,givingthe reason.
Oxford Discover3:SB PAGES30 and 31.
LISTENING,READING, SPEAKING,WRITING
Identificationofsequence´ events
To listenthe song“Ican Ice skate” and identify
the actionsthat the character “could” do,
encouragingthemtoapplythe reading
strategiestodiscussabouta fictiontext.
Oxford Discover3:SB PAGE33.
to his/herpurpose towrite his/hers.
 To make a chart followingthe example
to talkwhat happenedwithher/himin
the past and inthe present.
given making differences between
them.
T2: Answer questions related to the
writers.
T3: Writesa personal lettertoafriend
following the example given.
T4: Highlightsthe basicvocabularyand
details in each example.
T1: Chooses the number for the
timeline, observing the picture.
T2: Completessentenceswith“could”
and “can” referringtowhat happened
“before” and “now”.
T3: Makes a chart expressing what
happened “before” and “now”.

9. Listening
The student understands
thoroughly oral instructions
and description that let
The student understands
considerably oral
instructions and description
The student understands
adequately oral instructions
and description that let
The student understands
minimally oral instructions and
description.
2
2
1
7
LISTENING,READING, SPEAKING,WRITING
Organization of ideas.
To planand write his/herownlettertakinginto
account the parametersestablished,andthe
sequence words:First,next,andlast.
Oxford Discover3:SB PAGE 34-35.
Recognitionof placesof the city and community
To write aboutplacesof the communityusing
the language toexpresstheirownopinionabout
movingfromone place to anotherimportant
places.
Oxford Discover3:SB PAGE36-37.
 To learnand practice listening,
speaking,andwritingstrategiesto
facilitate effective communication.
 To understandwordsaboutplaces;to
applyownexperience andreading
strategyto helpcomprehendatext.
T1: Completes the exercise
individually, then shares the answers
with classmates.
T2: Usesthe vocabularylearnttomake
a posterabout movingto a newplace
and explain.
T3: Producesa compositionrelatedto
the topic using the strategies
established.
T1: Identifiesthevocabularyrelatedto
a community through the listening.
T2: Uses the appropriate words
classifying the places on a chart
analyzing the details.
T3: Answers the questions about
moving and places.
T4: Describes the place they like the
most, writing a short composition.

10. S
Y
N
T
H
E
S
I
S
2 7
Theatrical representation
- To participate ina playaboutfun,talkingabout
whattheylike the best,costumes,andfavorite
actors or actress.
Oxford Discover3:SB PAGE 25.
National exampreparation
- To Evidence an approach to the English
language, helping his/her communicative
participation in different context.
https://www.esolcourses.com/uk-
english/beginners-course/unit-1/personal-
information/giving-personal-information-
worksheet.html
 To identifythe partsof the playto do
theirown.
 Use basic structures in short
conversations in English, to give
information on himself/herself,
others, and their environment.
T1: Paraphrasesthe rolesgiven.
T2: Deducesthe role of eachcharacter on
“Our funday” followingthe steps.
T3: Writesdownall the ideasthat come
intotheirmind.
T1: Speaks in English, with short words and
isolated sentences to express his/her ideas and
feelings about school subjects and family.
T2: Selects the most appropriate
expression for ask questions with
w/questions structures in short
conversations.
HOMEWORK 1 :: ENGLISH :: 3ABC
HOMEWORK # 1
DATE:
TYPE OF HOMEWORK: Comprehension and
Practice.
UNDERTANDING GOAL:

11. Practice using diagrams, and understanding
problems and give solutions. (Context, purpose,
communication)
INSTRUCTIONS:
 Readthe story StudentBookpages38 and 39.
 Solve StudentsBookpages40and41Exercises
A, B, and C.
 Write on your notebook a letter to a friend
telling him/her about your experiences in a
new place. (At least 60 Words)
ASSESSMENT CRITERIA:
 Showstheirknowledgeaboutthe units3and
4.
 Use correctly the vocabulary, grammar and
topics studied.
 Write about what are some reasons that
people move to a new place, answering
questions on your notebook exercise A.
 The Topic of the writing is clear, use
appropriate punctuation, spelling and
capitals, use a variety of complete sentences
that make sense and use nice handwriting.
 Give your opinion about moving to another
place in oral way.
Total 16

12. TOPIC 3
WHY DO PEOPLE WRITE POEMS? (Unit 5-6)
STAGE HOURS GOAL PERFORMANCES OF UNDERSTANDING ONGOING ASSESSMENT
E
X
P
L
O
R
A
T
O
R
Y
1,2
1,2
Grammar inclusionof Whyand Because
To use the words,like “why”and“because”,to
understandwhysomethinghappens.
Oxford Discover3:SB PAGE42-43
Identificationofdifferenttypesof animals
To classifythe animalsusingadjective orderand
actionverbsto compare them.
Oxford Discover3:SB PAGE48-49
 To distinguishanduse the words
“why”and “because”intheirdaily
conversations,appropriately.
 To applytheirpreviousknowledge to
fill inthe charts withthe proper
vocabulary
T1. Recognizes the nationalities
through the dialogue heard.
T2: Defines what kind of community
she/he likesthe mosttalkingwiththeir
classmates.
T3: Uses their knowledge to identify
expressions in the reading.
T1: Pointsthe animalsthattheyidentify
through an audio.
T2: Determines the vocabulary about
the animals using the flashcards or
pictures.
T3: To ask and answer question about
the importance to have good
environment to write a poem.

13. G
U
I
D
E
D
1,2,3
1,2
Identificationofthe Importance ofthe Poetry
To show theirabilitiestocreate a poem,abouta
real situation,followingthe writingstrategies
established.
Oxford Discover3:SB PAGE54
Making differences
To write a short paragraphusingadjectivesand
colortogetherto establishdifferences.
Oxford Discover3:SB PAGE55
Identificationofsimilaritiesesand differences
To read some vocabularyaboutthe nature and
poetryand classifythemtofindoutsimilarities
and differences.
Oxford Discover3:SB PAGE56
 To practice listening,speaking,and
writingstrategiestofacilitate effective
communication.
 To use adjectivesof size andcolor
togethertodescribe people,things,
places.
 To identifywords,nouns,verbs,
adjectives,toapplyownexperience to
helpcomprehendthe text.
T1: Listens reasons because of Ms. Lee
writes poetry. Then identify them.
T2: To choose a poem following the
established parameters.
T3: To make a composition of a poem.
T1: Choosesthe bestanswerfollowingthe
audio instructions.
T2: Establishes differences between two
pictures, talking with his/her partner.
T3: Orders and namesthe sentencesand
write his/her own composition.
T1: Points the words as they heard them.
T2: Writes two or three examples of the
definition given.
T3: Answersthe teacherif theyknow the
word for each picture give examples

14. 1,2 Feelingaboutpoetry
To talk aboutwhyis itimportantto notice things
aroundhim/her,whentheywrite poetry.
Oxford Discover3:SB PAGE57
 To comprehendthe correctuse of
vocabularytoidentifyplacesaround
him/her.
T1: Completesadialogue withthe missing
words.
T2: Expressestheirfeelingsandopinions
aboutthe thingsaroundthem.
T3: Writes about his/her things around
them using the vocabulary learned.
S
Y
N
T
H
E
S
I
S
2
2
7
6
LISTENING,READING, SPEAKING,WRITING
Wrap Up
To explain the way to write a letter using the
parameters established and the process.
Oxford Discover 3:SB PAGE 44
To showwhatstudentslearnedaboutthe
language and learning points Units 3 and
4.
T1: Organizes ideas using first, next, and
last.
T2: Makes a poster about moving a place
using her/his creativity.
T3: Analysesavideoandexplainwhatthey
learned about moving.
Creationof a poem.
To followthe specificationsgivenbythe teacher
inorder to choose whatkindof poemshe/he is
goingto write.
Oxford Discover3:SB PAGE64-65
 To showwhat studentslearnedabout
the language andlearningpointsUnits3
and 4.
T1: Makescompositionof apoem.Writing
it onto a large sheet of paper.
T2: Makes exposition of his/her poem in
front of the classmates accurately.
T3: Namesstepbystepthe way to make a

15. him/her to complete
different exercises.
that lethim/hertocomplete
different exercises.
him/her to complete
different exercises.
Reading
The student demonstrates
effectively understanding of
simple phrases and ideas
within short texts.
The student demonstrates
considerably understanding
of simple phrases and ideas
within short texts.
The student demonstrates
adequately understanding of
simple phrases and ideas
within short texts.
The student demonstrates
minimally understanding of
simple phrasesandideaswithin
short texts.
Speaking The student communicates
effectively using short
The student communicates
considerably using short
The student communicates
adequately using short
The student communicates
minimally using short
National exampreparation
- Evidence an approach to the English language,
helping his/her communicative participation in
different context.
https://miltonochoa.com.co/home/Descargas/D
escargas%20Gratuitas/INGL%C3%89S_3.pdf
 Use basic structures in short
conversations in English, to give
information on himself/herself, others,
and their environment.
poem been good listeners.
T1: Understands a short text and answers
to who,Where,What,When….,questions
T2: Recognizesthe role playedbydifferent
characters, from a given text.
TOTAL 16
TOPIC 4
HOW DO WE MEASURE THE TIME? (Unit 7-8)
STAGE HOURS GOAL PERFORMANCES OF UNDERSTANDING ONGOING ASSESSMENT

16. E
X
P
L
O
R
A
T
O
R
y
G
U
I
D
E
D
2
2
1,3
1
1
LISTENING,READING, SPEAKING,WRITING
Identificationoffacts
Studentswatcha video,afterviewingthe video
togethertheywill identifythe factsthey
watched.
Oxford Discover3: SB PAGE 67
Identificationoftime
To name some pictures,describe,anduse words
about:time,the worldaroundus andhealth.
Oxford Discover3: SB PAGES 68
 To give opinionsaboutWhatdowe
measure the time andanswers
questionaboutthe topic.
 To recognize wordsaboutthe time and
the relationwiththe worldgeographic
positiontoexpressfeelings.
T1: Describesthe picture and write what
can he/she watching a video.
T2: Answers each question related to
time in different places in the world.
T3: Gives opinion about the way people
measure time.
T4: Write what he/she wants to know
about the topic.
T1: Definesthe wordstheyheardrelated
to the time and broadcaster.
T2: Matches each sentence with the
corresponding meaning about their
choices.
T3: Gives opinion related to time, the
world about us and health.
T4: Discriminates the time
measurements using the vocabulary
learned.
Identificationoftime expressions
To read “Time and the earth” and identifythe
wayto measure time bythe spinningof the
Earth.
Oxford Discover3: SB PAGES 69
 To ask and answersquestionsrelated
to the time and the time zones
T1: Answersquestionsrelatedwhatthey
heard about “Time and the Earth”.
T2: Determineswhydoesthe Earthtakes
so long to travel around the sun.
T3: Makes a broadcaster related to the

17. 1,3
1
1,2
LISTENING,READING, SPEAKING,WRITING
Classification of the time items.
To recognize the time´s vocabulary through an
article and identify the time (seconds, minutes,
hours, days and months).
Oxford Discover 3:SB PAGE 70-71
Time and Earth characteristics
To read the sentences about “Time and the
Earth” and solve questions about the text to
choose proper words concerning to the
vocabulary.
Oxford Discover3:SB PAGE72-73
LISTENING,READING, SPEAKING,WRITING
Classification of sickness.
 To demonstrate comprehensionabout
grammar structure relatedwithfuture
facts with“will”tohis/herpersonal
information.
 To classifyandrecognize the listened
vocabularyaboutsicknessinawritten
chart.
day they are.
T1: Determines what is the most
interesting aspects they learned from the
Earth.
T2: Shares opinions with their partners
aboutthe waytheyuse tofindthe amount
of time.
T3: Demonstrates their understanding
reading and article “Time and Earth”.
T1. Readssentencesandcircle the correct
answer.
T2: Completes the listening
comprehension activity properly.
T3: Uses the vocabulary learnt writing a
report about future Facts with will.
T4: Fills in the blanks to write sentences
including the future facts, using “will”

18. To reproduce information listening vocabulary
related to sickness and classify it in the chart
provided.
Oxford Discover 3:SB PAGES 74 and 75.
Applications of simple future form
To talk with their classmates about future plans
using “going to” to they write a report following
the instructionsandsectionsfora reportformat.
Oxford Discover 3:SB PAGE 81
 To classify and recognize the listened
vocabularyaboutsicknessbasedonthe
strategies provided.
 To use Simple Future time to
establishthe actionsoractivities
that will take place.
T1: Identifies through an audio “On the
Plane to Spain”, the time mentioned.
T2: Makes a dialogue with partner using
properlythe time expressions and items.
T3: Applies his/her knowledge giving
examples using the suffix-tion.
T4: Writes the Define Article “The”,
inserting the word when it is needed.
T1: Uses the new words to express
opinions about sickness and what the
doctor suggests.
T2: Identifies the vocabulary related to
sicknessusingittowrite ashortparagraph
concerning to his/her experience about
them.
T3: Participates in a practice reading,
expressively,sharingitwiththeir partner.
S
Y
N
T
H
4
Descriptionof placesthrough the
Advertisement
To make a Travel Adaboutpeople takingon
vacation,describingplace,weather,andthe way
 To learn and practice speaking and
writing activities to facilitate effective
communication.
T1: Shows understanding of places and
airport staff vocabulary by writing a short
text about his/her favorite place to travel
using them accurately.

19. E
S
I
S
to getthere,usinga map,drawingsandthe
vocabularylearned
Oxford Discover3:SB PAGE85.
National exampreparation
- Evidence an approach to the English language,
helping his/her communicative participation in
different context.
https://co.pinterest.com/pin/417145984228736
927/?lp=true
 To write simple paragraphsorsentences
using specific vocabulary and grammar
structures in order to express points of
view, explain details about people on
vacation time.
 Use basicstructuresinshort
conversationsinEnglish,togive
informationonhimself/herself,others,
and theirenvironment.
T2: Makes use of the language and
strategies that have been taught and
practiced in the classroom accurately by
personalizing information and showing
awareness of audience.
T3: Explains accurately details of places
and activities by expressing his/her
reasons to travel there.
T4: Uses key words appropriately to
communicate preferences or experiences
in written and spoken ways.
T1: Identifies the placewhere
Advertisements, banners,ads,etc., are placed
and gives a shortexplanation aboutthem, etc.
T2: Identifies the different ads and banners
and writes their correct meaning.
1 International andNational TestTrainingReading T1. Copiesthe correctwordsnextto
definitions.

20. sentences to interact with
other.
sentences to interact with
other.
sentences to interact with
other.
sentences to interact with
other.
Studentswillunderstandsimple sentencesif they
read them slowly and several times.
YLE Test Movers 1 Reading and Writing. Part 1-
2
Prueba Pensar # 1. 3ER
Grado. 2019
 To readshort definitions,tomatchwith
the correct words.
T2. WritesYesor NO
T3. Chosesthe bestanswers.
1 International and National Test Training Writing
Students will be able to write simple sentences,
using words given to them.
YLE Test Movers1 Readingand Writing. Part 4-5
Prueba Pensar # 1. 3ER
Grado. 2019
To write correct wordsnexttodefinitions T1. Writesthe correct wordsnextto the
number.
T2. Completesthe informationrequired.
1 International and National Test Training
Listening
Students will be able to agree or disagree with
someone usingphrasessuchas“I thinkso”,“you
are right”, “I don´t think so”
YLE Test Movers 1 Listening. Part 1-2
Prueba Pensar # 1. 3ER
Grado. 2019
To listen to names and descriptions. T1. Listensanddraw linesbase onthe
namesprovided.
T2. Listensandwritesthe information
required.

21. 1 International and National Test Training
Speaking
Students will be able to ask questions and use
fixedexpressions,suchas.“Howmuchis/are…...?
“, “What´s the matter?”, “I´m good at”.
YLE Test Movers 1 Speaking. Part 2
Prueba Pensar # 1. 3ER
Grado. 2019
To describe two pictures by using short
responses.
T1. Tellsa storyaccordingto the pictures.
HOMEWORK # 2:: ENGLISH :: 3ABC
HOMEWORK # 2
DATE:
TYPE OF HOMEWORK: Comprehension and
Practice.
UNDERTANDING GOAL:
Practice using a chart, and understanding
problems and give solutions. (Context, purpose,
communication)
INSTRUCTIONS:
 Read the story Student book page 78 and 79.
 Solve Studentsbookpage 80and81, exercises
A,B,C, D,E, F,G. Takingintoaccountthe story
on pages 78, 79.
 Answer the question on your notebook Page

22. 80 exercise A.
 Solve exercise G on your notebook; in class
you will share your ideas.
 Write on your notebook a short Personal
Report about your favorite topic) based on
page 84. (At least 60 Words)
ASSESSMENT CRITERIA:
 Read the story Student book page 78 and 79.
 Showstheirknowledge aboutthe units7and
8.
 Use correctly the vocabulary, grammar and
topics studied.
 Talks about would like to help your father or
mother the way Molly did, answering the
question on your notebook exercise A.
 The Topic of the writing is clear, use
appropriate punctuation, spelling and
capitals,use a varietyof complete sentences
that make sense and use nice handwriting.
TOTAL
14

23. Writing
The studentwriteseffectively
short sentences applying the
structures learnt.
The student writes
considerably short
sentences applying the
structures learnt.
The student writes
adequately short sentences
applying the structures
learnt.
The student has difficulties to
write short sentences applying
the structures learnt.
VISUAL INTERPRETATION
The student makes simple
interpretation thoroughly
specific detail of visual text
on familiar topic.
The student makes simple
interpretation considerably
specific detail of visual text
on familiar topic.
The student makes simple
interpretation adequately
specificdetail of visualtexton
familiar topic.
The student has difficulties to
make simple interpretation
specific detail of visual text on
familiar topic.
SKILLS: READING, WRITING, LISTENING, SPEAKING
PERFORMANCES
SUPERIOR HIGH BASIC LOW
Applies the concepts worked in class in order to
explain and identify the main idea or specific
information from a written or oral text. Writes
complete sentences that make sense and the
words are correctly written. Understands all
verbal statements and responds appropriately
using the structures and vocabulary learnt.
Congratulations!
Uses the concepts learnt to
determine what a text says and
identify the main idea. Recognizes
vocabulary and expressions. Writes
complete sentencesthatmake sense.
Understands verbal statements and
responds appropriately. Good job!
Tries to determine what the text says
and identifythe mainideaandspecific
information.Needsto practice how to
write clearsentences and the spelling
of the words. Requires help to
understand verbal statements and
responds appropriately. Can do it
better!
Repeats the vocabulary learnt in
classbut doesnot rememberitto
identify what a text says, can’t
identifythe main idea or specific
information.Needs help to write
sentences using the vocabulary
learnt understand verbal
statements or respond properly.
Needs a better attitude in class
and review at home.