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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:
información
N.º de unidad de Título de unidad de planificación: Book: Next Move 5 Objetivos específicos de la unidad de
planificación: Unit 1 Canada planificación:
O.EFL 3.1 Identify the main ideas and
some details of written and oral texts,
in order to interact with and to
develop an approach of critical
inquiry to a variety of texts.
O.EFL 3.6 Read and write short
descriptive and informative texts
related to personal information or
familiar topics and use them as a
means of communication and written
expression of thought.
O.EFL 3.7 Appreciate the use of
English language through spoken and
written literary texts such as poems,
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
Paralelo:
O.EFL 3.9 Be able to interact in
English using basic, frequently
used expressions
and short phrases in familiar
and personalized contexts,
demonstrating a limited but
effective command of the
spoken language in simple and
routine tasks which require a
direct exchange of
information.
O.EFL 3.10 Demonstrate an
ability to use English as a
means to interact socially and
work cooperatively in pairs and
groups.

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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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 Canada

Read about Vancouver; make a map of their own country
Vocabulary: building, postcard

Lesson 8
Create and present a Kid’s Guide to a town or city in their country
Vocabulary: building

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
Ask for and give personal information
Listen and read
Vocabulary: balcony, ferret, machine, world, street, building, leave

Lesson 2
Ask questions to get specific information
Listen and read
Grammar: Which

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 5

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Learn new vocabulary; explore the value of being a good neighbor

Song: Be a good neighbor and be a good friend
Vocabulary: vacation, water, feed, have a party, send an email, send a postcard

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
Create and present a Kid’s Guide to a town or city in their country
Vocabulary: building

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
Ask for and give personal information
Ask a friend
Vocabulary: balcony, ferret, machine, world, street, building, leave

Lesson 2
Ask questions to get specific information
Talk to a friend
Grammar: Which…?

Lesson 6
Ask about and give reasons
Talk to a friend
Grammar: Why…? Because…
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.

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Lesson 1
Ask for and give personal information
Listen and read.
Vocabulary: balcony, ferret, machine, world, street, building, leave

Lesson 2
Ask questions to get specific information
Listen and read
Grammar: Which…?

Lesson 5
Learn new vocabulary; explore the value of being a good neighbor
Listen and read. Find and write.
Vocabulary: vacation, water, feed, have a party, send an email, send a postcard

Lesson 6
Ask about and give reasons
Listen and read. Answer the questions.
Grammar: Why…? Because…

Lesson 7: Let’s Visit Canada

Read about Vancouver; make a map of their own country
Vocabulary: building, postcard

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 Canada
Read about Vancouver; make a map of their own country
Complete
Vocabulary: building, postcard

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

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words) on familiar subjects.

Lesson 4
Write a descriptive letter about a pet
Vocabulary: Ferret
Grammar: Which…?

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 Canada
Read about Vancouver; make a map of their own country
Vocabulary: building, postcard

Lesson 8
Create and present a Kid’s Guide to a town or city in their country
Vocabulary: building

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

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CD 1 Track 2 to 7. I.EFL.3.1.1. Learners can show an awareness of different

1. Interviewing a classmate and
recording his/her information in a graph.
2. Listening to a conversation and
answering questions with which.
3. Looking at pictures of animals and
describing it: what can it do, where does
it live, what does it eat?
4. Listen to the song Be a Good
Neighbor, Be a Good Friend and write a
new stanza.
5. Make mind maps to learn new
vocabulary.
6. Write a paragraph describing your city
or town.
Workbook pages 4 to 11.
Student’s DVD rom: Language
interactivity, Karaoke song
animation, Culture video,
IC DVD ROM: Grammar
presentation, Animated
phonics presentation, Karaoke
song and Interactive poster,
Culture video.
Teacher’s website: Language
file template 1, Grammar file 1,
Test builder.
Games resource pack: play a
game!
cultures and identify similarities and differences between Activity
them through oral and written literary texts. (I.2, S.2, J.1) Learners imagine they’re in Canada and
write postcards to classmates
ORAL COMMUNICATION Instrument
I.EFL.3.6.1. Learners can grasp the main idea of spoken texts Creative writing
set in familiar everyday contexts and infer changes in the Technique
topic of discussion as well as who is speaking and what the Participation chart
situation is, without having to decode every word. (I.3, I.4)
ORAL COMMUNICATION
I.EFL.3.7.1. Learners can record and identify key information
from a spoken message of immediate need or interest when Activity
the message contains frequently used expressions and visual Learners listen to the song Be a Good
support. (Example: rules for a game, classroom instructions, Neighbor, Be a Good Friend and fill in the
a dialogue in a scene from a cartoon or movie, etc.) Learners blanks
can use other classmate’s contributions in class as models Technique
for their own. (I.2, I.3) Listening for detail
Instrument
I.EFL.3.9.1. Learners can answer simple questions quickly Grading scale
and initiate basic interaction spontaneously when given
Activity
Learners interview each other and make a
poster about their classmates
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 about different people and
predictable, everyday situations and when carrying out pair answer comprehension questions
work for a specific task in class. Learners can ask questions Technique
to extend an interpersonal interaction. (I.3, J.3) Reading for detail

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Instrument
READING Grading scale

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

simple online or print text and can follow short instructions
in simple experiments and projects if step-by-step visuals are Activity
provided. (I.3, I.4) Learners create vocabulary flashcards for
new words
WRITING Technique
Learning resources
I.EFL.3.16.1. Learners can make a simple learning resource in Instrument
order to record and practice new words. (Example: a picture Rubric
dictionary, a word list, a set of flashcards, etc.) (I.1, J.4)
Activity
I.EFL.3.17.1. Learners can write short simple paragraphs to Learners write a description of their
describe people, places, animals, things and feelings, with favorite place in their city
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 make a poster about their city
and present it to 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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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:

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Educamos para tener Patria

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