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SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

FORMATO PARA PLANIFICACIÓN POR DESTREZAS CON CRITERIOS DE DESEMPEÑO

LOGO INSTITUCIONAL NOMBRE DE LA INSTITUCIÓN AÑO LECTIVO


PLAN DE DESTREZAS CON CRITERIO DE DESEMPEÑO
1. DATOS INFORMATIVOS:
Docente: Nombre del docente que ingresa la Área/asignatura: Inglés Grado/Curso: Paralelo:
información
N.º de unidad de Título de unidad de planificación: Book: Next Move 5 Objetivos específicos de la unidad de O.EFL 3.9 Be able to interact in
planificación: Unit 2 Egypt planificación: English using basic, frequently
O.EFL 3.1 Identify the main ideas and used expressions
some details of written and oral texts, and short phrases in familiar
in order to interact with and to and personalized contexts,
develop an approach of critical demonstrating a limited but
inquiry to a variety of texts. effective command of the
O.EFL 3.6 Read and write short spoken language in simple and
descriptive and informative texts routine tasks which require a
related to personal information or direct exchange of
familiar topics and use them as a information.
means of communication and written O.EFL 3.10 Demonstrate an
expression of thought. ability to use English as a
O.EFL 3.7 Appreciate the use of means to interact socially and
English language through spoken and work cooperatively in pairs and
written literary texts such as poems, groups.
rhymes, chants, songs, games and
graphic short stories in order to foster
imagination, curiosity and memory,
while developing a taste for oral and
written literary texts.
2. PLANIFICACIÓN
DESTREZAS CON CRITERIOS DE DESEMPEÑO A SER DESARROLLADAS: INDICADORES ESENCIALES DE EVALUACIÓN:
COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL AWARENESS

EFL 3.1.10. Recognize and demonstrate an appreciation of some commonalities and CE.EFL.3.1. Cultivate an awareness of different cultures and identify similarities and differences

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SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

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distinctions across cultures and groups (differentiated by gender, ability, generations, between them through oral and written literary texts.
etc.) including the students’ own, by asking WH- questions and formulating simple,
culturally aware statements.

Lesson 7: Let’s Visit Egypt


Read about the museum in Cairo; learn more about Egypt’s history
Vocabulary: dates

Lesson 8
Write about and present a famous person from history
Grammar: simple past

ORAL COMMUNICATION ORAL COMMUNICATION

EFL 3.2.2. Be comfortable taking meaning from spoken texts containing words or CE.EFL.3.6. Listening for Meaning: Demonstrate an understanding of the main idea, speaker
sections which are not understood. Be aware that understanding spoken texts does not and situation in spoken texts set in familiar everyday contexts without having to decode every
require decoding every single word. word

Lesson 1
Use ordinal numbers
Listen and read.
Vocabulary: first to thirty-first

Lesson 2
Talk about the past
Listen and read
Grammar: play/played, listen/listened, left, went, saw, rode, swam

EFL 3.2.3. Record key items of specific information from a heard message or description, CE.EFL.3.7. Listening for Information: Follow and identify key information in short
either in written form or by drawing a picture. (Example: letters of the alphabet, straightforward audio texts related to areas of immediate need or interest, provided vocabulary

numbers, quantities, prices and times, days, dates and months, etc.) is familiar and visual support is present, and use these spoken contributions as models
for their own.
Lesson 1

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SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

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Use ordinal numbers


Listen and write.
Vocabulary: first to thirty-first

Lesson 5
Learn how to talk about dates; explore the value of respecting older people
Listen and match. Listen to the song and write.
Vocabulary: Dates

EFL 3.2.15. Provide a simple description and/or opinion of a common object or a simple CE.EFL.3.9. Production - Fluency: Respond to simple questions and familiar everyday
account of something experienced. (Example: An Ecuadorian celebration, a class trip, a social situations, such as an invitation or request, relatively quickly. Spontaneously
party, a game played, etc.) initiate interactions in order to express opinions or give accounts of personal
experiences.
Lesson 8
Write about and present a famous person from history
Grammar: simple past

EFL 3.2.12. Ask and answer questions and exchange information on familiar topics in CE.EFL.3.10. Interaction – Interpersonal: Participate effectively in familiar and
predictable everyday situations. (Example: ask for directions, give directions, express a predictable conversational exchanges by sharing information and reacting appropriately
personal opinion, etc.) in basic interpersonal interactions.

Lesson 1
Use ordinal numbers
Ask a friend
Vocabulary: first to thirty-first

Lesson 2
Talk about the past
Talk to a friend
Grammar: play/played, listen/listened, left, went, saw, rode, swam
Lesson 6
Ask about past events
Talk to a friend
Grammar: What did he discover?

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Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
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SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

READING READING

EFL 3.3.1. Understand most of the details of the content of a short simple text (online or CE.EFL.3.11. Demonstrate comprehension of most of the details of a short simple online
print). or print text and follow short instructions in simple experiments and projects if
illustrated through step-by-step visuals.
Lesson 1
Use ordinal numbers
Listen and read
Vocabulary: first to thirty-first

Lesson 2
Talk about the past
Listen and read
Grammar: play/played, listen/listened, left, went, saw, rode, swam

Lesson 3
Read a blog and develop reading skills: comprehension, making connections
Grammar: simple past

Lesson 6
Ask about past events
Listen and read.
Grammar: What did he discover?

Lesson 7: Let’s Visit Egypt


Read about the museum in Cairo; learn more about Egypt’s history
Vocabulary: dates

WRITING WRITING

EFL 3.4.1. Make a simple learning resource in order to record and practice new words. CE.EFL.3.16. Create a simple learning resource in order to record and practice new words
(Example: a picture dictionary, a word list, set of flashcards, etc.) and demonstrate knowledge of their meanings.

Lesson 7: Let’s Visit Egypt


Read about the museum in Cairo; learn more about Egypt’s history

Educamos para tener Patria


Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec
SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

Vocabulary: dates

EFL 3.4.2. Write a short simple paragraph to describe yourself or other people, animals, CE.EFL.3.17. Produce a short simple paragraph to describe people, places, things and
places and things, with limited support. (Example: by answering questions or using key feelings in order to influence an audience and use linking words to write other narratives
words) on familiar subjects.

Lesson 4
Write a blog entry
Vocabulary: ordinal numbers
Grammar: Simple past

LANGUAGE THROUGH THE ARTS LANGUAGE THROUGH THE ARTS

EFL 3.5.2. Create picture books and/ or other graphic expressions in pairs in class by CE.EFL.3.22. Design and produce picture books, graphic expressions and/or personal
varying scenes, characters or other elements of literary texts stories by varying elements of literary texts and adding imaginative details to real-life
stories and situations in order to create new, original texts.
Lesson 7: Let’s Visit Egypt
Read about the museum in Cairo; learn more about Egypt’s history
Vocabulary: dates

Lesson 8
Write about and present a famous person from history
Grammar: simple past

EJES TRANSVERSALES: PERIODOS: SEMANA DE INICIO:


Estrategias metodológicas Recursos Indicadores de logro Actividades de evaluación/ Técnicas /
instrumentos
These performance criteria could be Student’s book Grammar COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL
Evaluated by: guide, page 106. AWARENESS
CD 1 Track 8 to 14. I.EFL.3.1.1. Learners can show an awareness of different

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1. Interview a classmate about important Workbook pages 12 to 19. cultures and identify similarities and differences between
dates and recording them in a calendar. Student’s DVD rom: Language them through oral and written literary texts. (I.2, S.2, J.1) Activity
interactivity, World music song, Learners write a journal entry as Howard
2. Listening to a conversation about past Culture video, ORAL COMMUNICATION Carter discovering the tomb.
events and answering true or false IC DVD ROM: Grammar I.EFL.3.6.1. Learners can grasp the main idea of spoken texts Instrument
questions. presentation, Animated set in familiar everyday contexts and infer changes in the Creative writing
phonics presentation, Karaoke topic of discussion as well as who is speaking and what the Technique
3. Reading about famous people and song and Interactive poster, situation is, without having to decode every word. (I.3, I.4) Participation chart
making a mind map of important dates Culture video with Interactive
in his/her life. Glossary. I.EFL.3.7.1. Learners can record and identify key information ORAL COMMUNICATION
Teacher’s website: Writing file from a spoken message of immediate need or interest when
4. Interviewing a family member about 2, Grammar file 2, Test builder. the message contains frequently used expressions and visual Activity
important historical dates and writing a Games resource pack: play a support. (Example: rules for a game, classroom instructions, Learners listen to a person talk about an
blog entry. game! a dialogue in a scene from a cartoon or movie, etc.) Learners important event and fill out a chart
can use other classmate’s contributions in class as models Technique
5. Making a graphic list of verbs in past. for their own. (I.2, I.3) Listening for detail
Instrument
6. Talking about an important date in I.EFL.3.9.1. Learners can answer simple questions quickly Grading scale
your life. and initiate basic interaction spontaneously when given
Activity
Learners interview a classmate about a
important day
Technique
Interview
Instrument
opportunities. (Example: make an invitation, give a Rubric
suggestion, etc.) Learners can describe simple, familiar
situations and talk about past experiences. (I.3, J.3) READING

I.EFL.3.10.1. Learners can use back-channeling to react Activity


appropriately to what others say about familiar topics in Learners read and a survey about
predictable, everyday situations and when carrying out pair important historical dates
work for a specific task in class. Learners can ask questions Technique
to extend an interpersonal interaction. (I.3, J.3) Reading for detail
Instrument

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READING Grading scale

I.EFL.3.11.1. Learners can understand most details in a short


simple online or print text and can follow short instructions WRITING
in simple experiments and projects if step-by-step visuals are
provided. (I.3, I.4) Activity
Learners create use hieroglyphics to record
WRITING new vocabulary
Technique
I.EFL.3.16.1. Learners can make a simple learning resource in Learning resources
order to record and practice new words. (Example: a picture Instrument
dictionary, a word list, a set of flashcards, etc.) (I.1, J.4) Rubric

I.EFL.3.17.1. Learners can write short simple paragraphs to Activity


describe people, places, animals, things and feelings, with Learners write a blog entry
limited support, while demonstrating an ability to effectively Technique
influence an audience and to express everyday activities. Descriptive writing
(I.3, S.1) Instrument
Rubric
LANGUAGE THROUGH THE ARTS
LANGUAGE THROUGH THE ARTS
I.EFL.3.21.1. Learners can employ audio, video, pictures and
ICT to respond to oral and written texts and use pre-
established criteria to evaluate literary texts individually or Activity
in groups. (I.2, I.3, I.4) Learners create a collage about a famous
person and present it to the class
Technique
Show and tell
Instrument
Rubric

3. ADAPTACIONES CURRICULARES
Especificación de la necesidad educativa Especificación de la adaptación a ser aplicada

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SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

Learners with learning difficulties. Learners may draw answers instead of writing them. Learners can use word cards instead of writing answers.
Learners may work with fewer vocabulary words. Learners may complete fewer exercises.
Teacher may read the exercise to the learner, and learner may answer orally, by using flashcards, or TPR.
Teacher may ask questions to the learners and give them extra time to think and practice their answers before
participating in class.
Learners may work with a partner to complete the activities.

ELABORADO REVISADO APROBADO


Docente: Director del área : Vicerrector:
Firma: Firma: Firma:
Fecha: Fecha: Fecha:

Educamos para tener Patria


Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
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DIRECCIÓN NACIONAL DE CURRÍCULO

Educamos para tener Patria


Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec