Next Move 5 Unit 9

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 9 Guatemala 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
Educamos para tener Patria

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

Read about the quetzal and learn about myths/fables
Grammar: Would you like…?
Lesson 8
Write an information page for a book about an animal 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
Talk about shopping
Listen and read.
Vocabulary: cheap, blankets, try on, cotton, pay, dollars, prices, sizes
Lesson 2
Make polite offers
Listen and read
Grammar: Would you like a/an…? Would you like to…? Yes, I would. / No, I wouldn’t. I’d/
He’d/We’d like…
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

Talk about happiness; explore the value of positiveness

Listen and read. Listen to the song. Write have to or can’t
Vocabulary: laugh, healthy, hide, smile, tickle, joke
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
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
Talk about shopping
Ask a friend
Lesson 2
Make polite offers
Act out with a friend
Grammar: Would you like a/an…? Would you like to…? Yes, I would./ No, I wouldn’t. I’d/
Lesson 6
Make polite requests
Talk to a friend
Grammar: Could you …please?
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
Talk about shopping
Read and listen
Lesson 2
Make polite offers
Read and listen
Grammar: Would you like a/an…? Would you like to…? Yes, I would. / No, I wouldn’t. I’d/
Lesson 3
Read invitations and develop reading skills: skimming and scanning
Lesson 6
Make polite requests
Listen and read
Grammar: Could you …please?

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
Talk about shopping
Find and write. Word builder

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 an invitation
Lesson 8
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 8
Show
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 110. AWARENESS

CD 2 Track 20 to 25. I.EFL.3.1.1. Learners can show an awareness of different

1. Listening to conversations and Workbook pages 68 to 75. cultures and identify similarities and differences between Activity
matching them to the correct invitation. Student’s DVD rom: Language them through oral and written literary texts. (I.2, S.2, J.1) Learners prepare a presentation about a
interactivity, World music song, myth from their country
2. Making and accepting or refusing Culture video, ORAL COMMUNICATION Instrument
polite offers. IC DVD ROM: Grammar I.EFL.3.6.1. Learners can grasp the main idea of spoken texts Show and tell
presentation, Animated set in familiar everyday contexts and infer changes in the Technique
3. Reading polite requests and matching phonics presentation, Karaoke topic of discussion as well as who is speaking and what the Participation chart
them to the correct response. song and Interactive poster, situation is, without having to decode every word. (I.3, I.4)
Culture video with Interactive ORAL COMMUNICATION
4. Writing a dialogue about shopping. Glossary. I.EFL.3.7.1. Learners can record and identify key information
Teacher’s website: Writing file from a spoken message of immediate need or interest when Activity
5. Reading about a mythical animal and 9, Grammar file 9, Test builder. the message contains frequently used expressions and visual Learners listen to a shopping conversation
answering comprehension questions. Games resource pack: play a support. (Example: rules for a game, classroom instructions, and match it to what people bought
game! a dialogue in a scene from a cartoon or movie, etc.) Learners Technique
6. Making a shopping glossary. can use other classmate’s contributions in class as models Listening for gist
for their own. (I.2, I.3) Instrument
Grading scale
I.EFL.3.9.1. Learners can answer simple questions quickly
and initiate basic interaction spontaneously when given Activity
Learners role play shopping at a store
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 invitations and match them
predictable, everyday situations and when carrying out pair to the correct events
work for a specific task in class. Learners can ask questions Technique
to extend an interpersonal interaction. (I.3, J.3) Reading for gist
Instrument
READING Grading scale

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

simple online or print text and can follow short instructions Learners read a scrambled dialogue and
in simple experiments and projects if step-by-step visuals are order it correctly
provided. (I.3, I.4) Technique
Reading for detail
WRITING Instrument
Grading scale
I.EFL.3.16.1. Learners can make a simple learning resource in
order to record and practice new words. (Example: a picture WRITING
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 invitations for a school
describe people, places, animals, things and feelings, with event
limited support, while demonstrating an ability to effectively Technique
influence an audience and to express everyday activities. Creative writing
(I.3, S.1) Instrument
Rubric
LANGUAGE THROUGH THE ARTS
Activity
I.EFL.3.21.1. Learners can employ audio, video, pictures and Learners make an illustrated glossary of
ICT to respond to oral and written texts and use pre- shops and products
established criteria to evaluate literary texts individually or Technique
in groups. (I.2, I.3, I.4) Writing resources
Instrument
Rubric
LANGUAGE THROUGH THE ARTS
Activity
Learners create a poster about animals in
their country
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.
ELABORADO REVISADO APROBADO

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



Next Move 5 Unit 9

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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

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Lesson 7: Let’s Visit Guatemala

ORAL COMMUNICATION ORAL COMMUNICATION

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Talk about happiness; explore the value of positiveness

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Lesson 7: Let’s Visit Guatemala

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

LANGUAGE THROUGH THE ARTS LANGUAGE THROUGH THE ARTS

EJES TRANSVERSALES: PERIODOS: SEMANA DE INICIO:

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

CD 2 Track 20 to 25. I.EFL.3.1.1. Learners can show an awareness of different

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

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

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

LANGUAGE THROUGH THE ARTS

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

ELABORADO REVISADO APROBADO

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Educamos para tener Patria

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