UNIDAD EDUCATIVA PARTICULAR

"Olga Meza Santana"

Av. 25 entre calles 16 y 17
Telf.: (05) 2626472 – e-mail: olmesa.manta@gmail.com
Código AMIE: 13H02284
MANTA – MANABÍ – ECUADOR
School period 2018 – 2019
PLAN OF SKILLS WITH PERFORMANCE CRITERIA

1. INFORMATIVE DATA:
TEACHER: AREA/ASUBJECT leangua extranjera CLASS 9no basic COURSE “A
Lic. Jesús Echeverria (English) grade
O.EFL 2.7
Appreciate the use of
NO. OF English language through
SPECIFIC spoken and written
PLANNING #7 PLANNING UNIT TITLE: Why do we need OBJECTIVES OF THE literary texts such as
UNIT: vacation? PLANNING UNIT: poems, rhymes, chants,
riddles and
songs, in order to foster
imagination, curiosity and
memory, while
developing a taste for
literature.
2. PLANNING
SKILLS WITH PERFORMANCE CRITERIA TO BE DEVELOPED: ESSENTIAL INDICATOR FOR EVALUATION:
COMMUNICATION AND CULTURAL AWARENESS: CE.EFL.2.24. Communicate ideas and experiences and create
EFL. 4.1.1 Compare and contrast oral traditions, myths, folktales and literature from Ecuador and international short original texts through a range of resources and other
media, including ICT.
regions and cultures and identify similarities and differences and universal cultural themes.
CE.EFL.2.21. Distinguish key information in stories and other
ORAL COMMUNICATION: age-appropriate literary texts, both oral and written.
EFL.4.2.11 Give short, basic descriptions of everyday activities and events within familiar contexts and use simple CE.EFL.2.19. Convey some simple ideas, facts or opinions in a
descriptive language to compare and make brief statements about objects and possessions. simple sentence or short paragraph, using basic vocabulary and
READING: structures.
EFL. 4.3.1 Understand main points in short simple texts on familiar subjects. CE.EFL.2.14. Demonstrate familiarity with study resources (both
print and digital). (Example: a picture dictionary, some
WRITING:
flashcards of known words, or a word list.)
EFL. 4.4.4 Write to describe in order to effectively influence an audience. CE.EFL.2.11. Identify and understand individual every-day
LANGUAGE THROUGH THE ARTS: words, phrases, and sentences, including instructions.
EFL. 4.5.1 Make use of main points in literary texts (authentic and semi-authentic, oral and written) to understand CE.EFL.2.6. Listening for Meaning: Understand the main ideas in
short simple everyday stories, especially if there is visual support. short simple spoken texts that include familiar vocabulary
and are set in everyday contexts.

TRANSVERSAL  Solidarity, justice, PERIODS: BEGINNING DATE: Januaryr 02th, 2019

AXIS: innovation 5 hours
METHODOLOGICAL TECHNICAL / EVALUATION
RESOURCES ACHIEVEMENT INDICATORS
STRATEGIES INSTRUMENTS
THEME 1:  Projector I.EFL.2.24.1.
feelings,
Learners can communicate thoughts, Technique:
VOCABULARY  Pc and/or personal experiences and create short original  Repetition
 Warm-up: listen to  Whiteboard texts  Ppt about adbers of was and
through a range of resources and other media, including
the post cast and  Markers ICT. (I.2, I.3, I.4) were.
complete the info.  Eraser I.EFL.2.21.1. Learners can recognize, through pictures or  Order the sentences.
other
 Create a podcast  Notebook media such as ICT, key aspects of a story or literary text Instruments:
 Pens (both  Exercises.
about a vacation. oral and written). (J.1, I.2)
 Student’s book  Worksheets
 Underline the correct I.EFL.2.19.1. Learners can produce a short simple
 Teacher’s book sentence  Workbook
answers. and a paragraph – with ample support - on a variety
 Label the pictures.  Flash cards about of topics, and some learners can do so with only limited  Flashcards
 Wrap-up. Complete the parts of the support. (I.3)
I.EFL.2.14.1. Learners can successfully use simple online
body and print learning resources. (Example: flashcards,
the review unit 5..
picture
dictionaries, word lists, etc.) (I.2)
I.EFL.2.11.1. Learners can understand familiar words,
phrases,
and short simple sentences and can successfully
complete
the simple accompanying task. (I.4)
I.EFL.2.6.1. Learners can understand the main ideas in
short simple spoken texts and infer who is speaking and
THEME 2 AND 3: what the situation is, without decoding every word. (I.3)
 Warm up. Review of
the unit 5
 Complete just for
fun.
 Reinforce was -were.
 Create a short story
suing was were..
 Wrap-up: Read the
 I.EFL.2.21.1. Learners can recognize, through pictures or
other
media such as ICT, key aspects of a story or literary text
(both
oral and written). (J.1, I.2)
I.EFL.2.19.1. Learners can produce a short simple
sentence
and a paragraph – with ample support - on a variety Technique:
 Projector of topics, and some learners can do so with only limited  Create a story (was were).
support. (I.3)
 Pc I.EFL.2.14.1. Learners can successfully use simple online  Revie unit 5
 Whiteboard and print learning resources. (Example: flashcards, Instruments:
story in class.  Markers picture
 Exercises.
dictionaries, word lists, etc.) (I.2)
 Eraser I.EFL.2.11.1. Learners can understand familiar words,  workbook
phrases,
 Notebook and short simple sentences and can successfully
 Pens complete
the simple accompanying task. (I.4)
 Student’s book
Teacher’s book

3. ADAPTACIONES CURRICULARES

SPECIFICATION ADAPTATION TO BE APPLIED

SPECIFICATION OF EDUCATIONAL NEED
 MADE BY: REVISED BY: APPROVED BY:
Lic. Jesus Echeverria Baque Lic. Hugo Vinces Farfan. Lic. Teresa Cedeño Salvador.
English Teacher Adviser Pedagogical Vice-rector

SIGNATURE: SIGNATURE: SIGNATURE:

DATE: Januaryr 02th, 2019 DATE: Januaryr 02th, 2019 DATE: Januaryr 02th, 2019