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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 4 Objetivos específicos de la unidad O.EFL 2.7 Appreciate the use
planificación: Unit 8 Greece de planificación: of English language through
O.EFL 2.1 Identify some main ideas spoken and written literary
and details of written texts, in order texts such as poems, rhymes,
to develop an approach of critical chants, riddles and songs, in
inquiry to written and oral texts. order to foster imagination,
curiosity and memory, while
O.EFL 2.4 Develop creative and critical developing a taste for
thinking skills to foster problem- literature.
solving and independent learning
using both spoken and written O.EFL 2.9 Be able to interact in
English. English in a simple way using
basic expressions and short
O.EFL 2.5 Use in-class library phrases in familiar contexts to
resources and explore the use of ICT satisfy needs of a concrete
to enrich competencies in the four type.
skills.

2. PLANIFICACIÓN
DESTREZAS CON CRITERIOS DE DESEMPEÑO A SER DESARROLLADAS: INDICADORES ESENCIALES DE EVALUACIÓN:
COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL AWARENESS

EFL.2.1.3. Ask simple basic questions in class about the world beyond one’s own CE.EFL.2.1. Differentiate between different living situations in a variety of surroundings and
immediate environment in order to increase their understanding of different cultures. express curiosity about the world through simple questions.

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SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

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Lesson 7: Let’s Visit Greece


Learn about Greek mythology and mythology from their country
Vocabulary: cave, hero, monster, kill, shield, stone, sword

Lesson 8
Draw, write, and give a presentation about a hero
Vocabulary: hero
ORAL COMMUNICATION
ORAL COMMUNICATION
CE.EFL.2.7. Listening for Information: Follow short and simple spoken texts that include familiar
EFL.2.2.4. Identify items of specific information within simple messages or from short vocabulary and are set in everyday contexts. Identify key items of information within the text,
and simple descriptions about familiar contexts, especially if visual support is provided. and record or act upon them.
(Example: letters of the alphabet, numbers, prices and times, days, dates and months,
etc.)

Lesson 1
Learn to describe what food there is
Listen, point, and say
Vocabulary: cheese, chicken, honey, yogurt, mushrooms, nuts, salads, shish kebabs
Grammar: there’s/There are some…There isn’t/aren’t any…

Lesson 5
Learn vocabulary for food and drink containers
Listen, point, and say
Vocabulary: a bottle of water, a jar of honey, a carton of juice, a can of soda, a cup of
coffee, a bag of rice
CE.EFL.2.8. Production - Pronunciation: Produce individual words and short phrases clearly
EFL.2.2.10 Clap, move, chant, or sing along with short authentic English language enough that other people can usually understand them easily.

rhymes or songs, approximating English rhythm and intonation once familiar with the
text. (Example: jump or clap in time to jump-rope rhymes, do the actions to action
songs or short rhythmic poems, enunciating some of words in time with the rhythm,
etc.)

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SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

Lesson 3:
Introduce and practice sound /kr/, /tr/, /gr/, and /pr/
Listen to the tongue twisters
Vocabulary: crab, crown, grass, grasshopper, gray, green, pretty, prince, princess, prize,
train, traveled, tree

Lesson 6
Ask and answer about quantities
Song: Jam-packed car
Grammar: Is there too much…? Are there too many…? Is there enough…? Are there
enough…?

EFL.2.2.11. Produce simple, mainly isolated utterances using very short phrases and CE.EFL.2.9. Production - Fluency: Utterances are sometimes produced slowly but use
sometimes individual words, possibly with slow and/or hesitant delivery. (Example: appropriate words and phrases to express basic ideas, initiate conversations and
Words, phrases and short sentences about people, animals, things, etc.) respond to questions, including some chunks of language and short sentences

Lesson 5
Learn vocabulary for food and drink containers
Listen and answer
Vocabulary: a bottle of water, a jar of honey, a carton of juice, a can of soda, a cup of
coffee, a bag of rice

EFL.2.2.14. Ask and answer basic personal information questions, as well as simple CE.EFL.2.10. Interaction – Interpersonal: Participate effectively in basic interpersonal
questions about other people, animals, and possessions, provided the interaction is interactions in. everyday contexts, provided the interlocutor speaks slowly and clearly.
slow and clear. (Example: Where do you live? Do you have a bicycle?, etc.) (Example: requesting, introducing, responding, etc.)

Lesson 1
Learn to describe what food there is
Talk to a friend
Vocabulary: cheese, chicken, honey, yogurt, mushrooms, nuts, salads, shish kebabs
Grammar: there’s/There are some…There isn’t/aren’t any…

Lesson 2
Talk about quantities of food
Talk about your neighborhood and the world

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

Grammar: There’s too much…There are too many…There’s enough…There isn’t/aren’t


enough…

Lesson 6
Ask and answer about quantities
Talk to a friend
Grammar: Is there too much…? Are there too many…? Is there enough…? Are there
enough…?

Lesson 8
Draw, write, and give a presentation about a hero
Vocabulary: hero

READING READING

EFL 2.3.1 Demonstrate basic reading comprehension skills by identifying the meaning of CE.EFL.2.11. Identify and understand individual every-day words, phrases, and
individual words, phrases, and sentences, including simple written instructions. sentences, including instructions

Lesson 2
Talk about quantities of food
Listen, read, and say
Grammar: There’s too much…There are too many…There’s enough…There isn’t/aren’t
enough…

Lesson 4
Practice reading skills and explore the value of effort
Vocabulary: congratulations, grass, good luck, race, winner

Lesson 6
Ask and answer about quantities
Listen, read, and say
Grammar: Is there too much…? Are there too many…? Is there enough…? Are there
enough…?

Lesson 7: Let’s Visit Greece

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

Learn about Greek mythology and mythology from their country


Vocabulary: cave, hero, monster, kill, shield, stone, sword

WRITING WRITING

EFL 2.4.4 Write simple words, phrases and sentences for controlled practice of language CE.EFL.2.18. Writing in order to perform controlled practice of vocabulary and grammar
items. items.

Lesson 1
Learn to describe what food there is
Look and complete
Vocabulary: cheese, chicken, honey, yogurt, mushrooms, nuts, salads, shish kebabs
Grammar: there’s/There are some…There isn’t/aren’t any…

Lesson 7: Let’s Visit Greece


Learn about Greek mythology and mythology from their country
Vocabulary: cave, hero, monster, kill, shield, stone, sword

Lesson 8
Draw, write, and give a presentation about a hero
Vocabulary: hero

LANGUAGE THROUGH THE ARTS LANGUAGE THROUGH THE ARTS

EFL.2.5.4. Listen to and read short narratives and/or other oral and written literary texts CE.EFL.2.23. Display an affinity for a variety of literary texts by responding within a range
in class (with a preference for authentic texts) in order to stimulate imagination, of physical, cognitive, and attitudinal manners, and vary elements of a literary text to
curiosity and a love for literature. create a new text.

Lesson 7: Let’s Visit Greece


Learn about Greek mythology and mythology from their country
Vocabulary: cave, hero, monster, kill, shield, stone, sword

Lesson 8
Draw, write, and give a presentation about a hero
Vocabulary: hero

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

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 109. AWARENESS
CD 2 Track 21 to 29. I.EFL.2.3.1. Learners can use basic personal information
1. Listening to people describe what food Workbook pages 60 to 67. and expressions of politeness in short dialogues or Activity
there is and match them to the correct Student’s DVD rom: Language conversations. (J.2, J.3) Learners research about heroes and
picture. interactivity, Karaoke song prepare a presentation
animation, Culture video, COMMUNICATION Instrument
2. Looking at pictures and writing IC DVD ROM: Grammar Oral presentation
sentences using there is and there are. presentation, Animated I.EFL.2.6.1. Learners can understand the main ideas in short Technique
phonics presentation, Karaoke simple spoken texts and infer who is speaking and what the Participation chart

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

3. Making a collage about heroes and song and Interactive poster, situation is, without decoding every word. (I.3)
talking about it. Culture video. COMMUNICATION
Teacher’s website: Language READING
4. Reading about food and answering file template 8, Grammar file 8, Activity
true or false questions. Test builder. I.EFL.2.11.1. Learners can understand familiar words, Learners look at pictures of picnics and
Games resource pack: play a phrases, and short simple sentences and can successfully ask and answer questions about food
5. Asking and answering questions about game! complete the simple accompanying task. Technique
quantities of food. WRITING Conversation
Instrument
6. Asking and answering questions about I.EFL.2.17.1. Learners can write words, phrases, and short Rubric
quantities using flashcards. simple sentences using the correct conventions (spelling,
punctuation, capitalization, and handwriting or typography, Activity:
etc.), for making simple learning resources. (I.3) Learners listen to people talking about
quantities of food and match them to the
correct pictures.
Technique
Listening for gist
Instrument
Grading scale
READING
LANGUAGE THROUGH THE ARTS
Activity
I.EFL.2.23.1. Learners can demonstrate an affinity for a Learners read about a hero and answer
variety of literary texts by responding within a range of comprehension questions
Technique
Reading for detail
Instrument
Grading scale

Activity
Learners read descriptions of food at a
picnic and match them to the correct
picture.
Technique
Reading for gist

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

Instrument
Grading scale

WRITING

Activity
Learners look at pictures and write
sentences
Technique
Descriptive writing
Instrument
Rubric

LANGUAGE THROUGH THE ARTS

Activity
Learners make collage of food and write a
physical, cognitive, and attitudinal manners and adapt description and present it to the class.
elements of a literary text to create a new text. (I.1, I.4) Technique
Show and tell
Instrument
Rubric

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

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

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
Quito-Ecuador www.educacion.gob.ec

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