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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 5 Australia 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 Australia

Read about Aboriginal people; talk about free time
Vocabulary: different, understand, instructor

Lesson 8
Write a poster about a center in their country

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
Read an advertisement about diving in the coral reef
Listen and read.
Vocabulary: trip, sail, meet, instructor, coral reef, wetsuit, snorkel, mask

Lesson 2
Talk about the past using when and while
Listen and read
Grammar: When I saw…While we were

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
Learn new vocabulary; explore the value of embracing differences in people

Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
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Listen and read. Listen to the song and match the verses to the pictures.
Vocabulary: instrument, different, skin, the same, languages, understand

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 a poster about a center in their country
Show

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
Read an advertisement about diving in the coral reef
Ask a friend
Vocabulary: trip, sail, meet, instructor, coral reef, wetsuit, snorkel, mask

Lesson 2
Talk about the past using when and while
Talk to a friend
Grammar: When I saw…While we were

Lesson 6
Ask and answer about things that were happening in the past
Ask a friend
Grammar: What/Why were you/they…-ing? Which instrument was he/she…-ing?

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.

Educamos para tener Patria

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

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Lesson 1
Read an advertisement about diving in the coral reef
Listen and read
Vocabulary: trip, sail, meet, instructor, coral reef, wetsuit, snorkel, mask

Lesson 2
Talk about the past using when and while
Listen and read
Grammar: When I saw…While we were

Lesson 3
Read newspaper articles and develop reading skills: identifying headlines, scanning
Grammar: when and while + simple past and past progressive

Lesson 6
Ask and answer about what people were doing in the past
Listen and read
Grammar: What/Why were you/they…-ing? Which instrument was he/she…-ing?

Lesson 7: Let’s Visit Australia

Read about Aboriginal people; talk about free time
Vocabulary: different, understand, instructor

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 1
Read an advertisement about diving in the coral reef
Find and write; vocabulary builder
Vocabulary: trip, sail, meet, instructor, coral reef, wetsuit, snorkel, mask
CE.EFL.3.17. Produce a short simple paragraph to describe people, places, things and
EFL 3.4.2. Write a short simple paragraph to describe yourself or other people, animals, feelings in order to influence an audience and use linking words to write other narratives
places and things, with limited support. (Example: by answering questions or using key on familiar subjects.

Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
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words)

Lesson 4
Write a newspaper article
Grammar: when and while + simple past/past progressive

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 Australia
Read about Aboriginal people; talk about free time
Vocabulary: different, understand, instructor

Lesson 8
Write a poster about a center in their country
Show

EJES TRANSVERSALES: PERIODOS: SEMANA DE INICIO:

Estrategias metodológicas
These performance criteria could be
Evaluated by:
1. Interviewing a classmate about what
they were doing when/while something
else was happening.
2. Listening to people talking about what
Recursos
Student’s book Grammar
guide, page 108.
CD 1 Track 27 to 32.
Workbook pages 36 to 43.
Student’s DVD rom: Language
interactivity, World music song,
Culture video,
IC DVD ROM: Grammar
Indicadores de logro Actividades de evaluación/ Técnicas /
instrumentos
COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL
AWARENESS
I.EFL.3.1.1. Learners can show an awareness of different
cultures and identify similarities and differences between Activity
them through oral and written literary texts. (I.2, S.2, J.1) Learners research and make a poster
about cultural traditions in their country.
ORAL COMMUNICATION Instrument
I.EFL.3.6.1. Learners can grasp the main idea of spoken texts

Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
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they were doing when something else
was happening and answering true or
false questions.
3. Reading a story and drawing timelines
about the events.
4. Creating a mind map using the new
vocabulary.
5. Talking about what they were doing
when some events took place.
6. Looking at pictures and writing
sentences describing the events.
presentation, Animated
phonics presentation, Karaoke
song and Interactive poster,
Culture video with Interactive
Glossary.
Teacher’s website: Writing file
5, Grammar file 5, Test builder.
Games resource pack: play a
game!
set in familiar everyday contexts and infer changes in the Show and tell
topic of discussion as well as who is speaking and what the Technique
situation is, without having to decode every word. (I.3, I.4) Participation chart
I.EFL.3.7.1. Learners can record and identify key information ORAL COMMUNICATION
from a spoken message of immediate need or interest when
the message contains frequently used expressions and visual Activity
support. (Example: rules for a game, classroom instructions, Learners listen to a person talk when
a dialogue in a scene from a cartoon or movie, etc.) Learners things happen and make time lines
can use other classmate’s contributions in class as models Technique
for their own. (I.2, I.3) Listening for gist
Instrument
I.EFL.3.9.1. Learners can answer simple questions quickly Grading scale
and initiate basic interaction spontaneously when given
Activity
Learners role play scenes about events
happening at the same time
Technique
Role play
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 a story and match the
predictable, everyday situations and when carrying out pair events that were happening at the same
work for a specific task in class. Learners can ask questions time
to extend an interpersonal interaction. (I.3, J.3) Technique
Reading for detail
READING Instrument
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
in simple experiments and projects if step-by-step visuals are WRITING

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

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provided. (I.3, I.4)

Activity
WRITING Learners research and write a glossary
about Aboriginal people in their country
I.EFL.3.16.1. Learners can make a simple learning resource in Technique
order to record and practice new words. (Example: a picture Learning resources
dictionary, a word list, a set of flashcards, etc.) (I.1, J.4) Instrument
Rubric
I.EFL.3.17.1. Learners can write short simple paragraphs to
describe people, places, animals, things and feelings, with Activity
limited support, while demonstrating an ability to effectively Learners write an advertisement for a
influence an audience and to express everyday activities. natural place in their country
(I.3, S.1) Technique
Descriptive writing
LANGUAGE THROUGH THE ARTS Instrument
Rubric
I.EFL.3.21.1. Learners can employ audio, video, pictures and
ICT to respond to oral and written texts and use pre- LANGUAGE THROUGH THE ARTS
established criteria to evaluate literary texts individually or Activity
in groups. (I.2, I.3, I.4) Learners create a collage about aboriginal
people in their country
Technique
Show and tell
Instrument
Rubric

3. ADAPTACIONES CURRICULARES
Especificación de la necesidad educativa
Learners with learning difficulties.
Especificación de la adaptación a ser aplicada
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

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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