Next Move 5 Unit 4

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 4 Ecuador 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 Ecuador

Read about the Galapagos and think of a perfect environment
Vocabulary: chemical, collect, endangered, garbage, shell
Lesson 8
Write a guide about animals in their country
Vocabulary: endangered
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 information about a magazine
Listen and read.
Vocabulary: explore, magazine, endangered, competitions, win, collect, gift, look for
Lesson 2
Say what two or more people were doing in the past
Listen and read
Grammar: We/You/They were...-ing. We/You/They weren’t…-ing
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 respecting the environment

Listen and read. Listen to the song and match the verses to the pictures.
Vocabulary: Garbage, cut down, build, shells, chemicals
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
Ask a friend
Lesson 2
Talk to a friend
Lesson 6
Ask and answer about what people were doing in the past
Talk to a friend
Grammar: Were you/they collecting shells? Yes, you/we/they were. No, you/we/they
weren’t
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
Listen and read.
Lesson 2
Listen and read
Lesson 3
Read about a picture competition and develop reading skills: identifying the main idea
Grammar: past progressive
Lesson 6
Ask and answer about what people were doing in the past
Listen and read
Grammar: Were you/they collecting shells? Yes, you/we/they were. No, you/we/they
weren’t

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
Find and write. Vocabulary builder

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.
words)
Lesson 4
Write a descriptive letter
Grammar: 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 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 107. AWARENESS
CD 1 Track 21 to 26. I.EFL.3.1.1. Learners can show an awareness of different

1. Interviewing a classmate about what Workbook pages 20 to 35. cultures and identify similarities and differences between
they were doing at specific times in the Student’s DVD rom: Language them through oral and written literary texts. (I.2, S.2, J.1) Activity
past. interactivity, World music song, Learners research and make a poster
Culture video, ORAL COMMUNICATION about endangered animals.
2. Listening to people talking about what IC DVD ROM: Grammar I.EFL.3.6.1. Learners can grasp the main idea of spoken texts Instrument
they were doing at specific times and presentation, Animated set in familiar everyday contexts and infer changes in the Show and tell
filling out a schedule. phonics presentation, Karaoke topic of discussion as well as who is speaking and what the Technique
song and Interactive poster, situation is, without having to decode every word. (I.3, I.4) Participation chart
3. Reading a story and retelling it to the Culture video with Interactive
class. 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. Creating an illustrated glossary of 4, Grammar file 4, Test builder. the message contains frequently used expressions and visual Activity
animals from their country. Games resource pack: play a support. (Example: rules for a game, classroom instructions, Learners listen to a person talk what they
game! a dialogue in a scene from a cartoon or movie, etc.) Learners were doing and choose the correct
5. Talking about what people were doing can use other classmate’s contributions in class as models pictures
before they class started. for their own. (I.2, I.3) Technique
Listening for gist
6. Watching a video about conservation I.EFL.3.9.1. Learners can answer simple questions quickly Instrument
and writing sentences about what was and initiate basic interaction spontaneously when given Grading scale
happening.
Activity
Learners interview a classmate about what
they were doing before the class started
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 answer a survey about
predictable, everyday situations and when carrying out pair what people were doing at different times
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
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 research and write a
WRITING conservation glossary
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 conservation guide
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
endangered animals and conservation
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 4

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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 Ecuador

ORAL COMMUNICATION ORAL COMMUNICATION

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Learn new vocabulary; explore the value of respecting the environment

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Lesson 7: Let’s Visit Ecuador

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

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

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

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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