Dimensin pedaggica curricular

Proceso bsico de gestin del aprendizaje

UNIDAD EDUCATIVA BILINGUE MONTESSORI

SCHOOL YEAR

GUAYAQUIL - ECUADOR
URDESA CENTRAL CALLE 3RA Y DATILES TELF: 2387913 - 2882558

2016 - 2017

PLANNING BY SKILLS AND PERFORMANCE CRITERIA

1. INFORMATIONAL DATA:
Teacher

Mr. Daniel Moreira

Unit No:

*1

Area/Subject:

speaking

Grade: 8th

Unit Title: SIMPLE PRESENT TENSE

PERSONAL INFORMATION

Unit Specific
Objectives:

8th

Class:

A B - C

Students will be able to generate authentic

language in meaningful situations.
Formulate, ask, and respond to various
questions forms to obtain, clarify, and
extend information and meaning.

2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED:

KEY
INDICATORS:

PERFORMANCE

The learning skills with performance criteria (SPC) are described below as the current curricular documents so require.
Formulate, ask, and respond to various
Some SPC are set out according to the specifics of the subject, which have to be developed throughout the school year, so questions forms to obtain, clarify, and
they may be repeated as many times as necessary.
extend information and meaning.
It is important to consider that all subjects have some skills and performance criteria connected; therefore, for the
planning of different subjects there may be more than one SPC repeated to be developed.

TRANSVERSAL
AXES :

The interculturalty / respect

PERIODS:

Methodological Strategies
Class 1
Introduction of the teacher and students
Classroom rules
Classroom grading procedures
Class 2
-Explore with the class the nature of greetings: why do we use them?
How many different greetings do we use in English? How many
greetings in other languages do students in the class know? What do
they mean?

INITIAL WEEK: Week 1 through 4

10 periods

Resources
Flashcards
Blackboard
Speakers
Laptop
Dictionary
Speaking booklets
worksheets

Evaluation
Activities/Techniques
Performance Indicators
/
Instruments
Students will be able to ask and
answer questions logically and
effectively about themselves
and others
Students will be able to read
orally with expression indicative
of comprehension and tone.
Students will be able to respond
orally to written works,

Students will respond

orally in effective way
about about themselves
Students will elaborate a
song using the body parts
and then present it to the
class
Students will show their
apartment or house and

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- Discuss as a whole class the different types of introducing yourself

by showing them the pronunciation.
-write on the board some WH words that they would need in order to
know each other in a pair work
-t will introduce himself first than he will select ss to do the same.
Class #3
-t will show the vocabulary target such as knees toes eyes, ear
mouth (body parts) practice the vocabulary pronunciation orally with
ss
-t will prepare flashcards of the parts of the body used in a song.
Slowly reveal each flash card and have your ss identify.
-lay the flashcard randomly on the board. An have stents identify
each one as you touch them.
-pass out a worksheet so they can match up the body parts.
Class #4
-name parts of a house and show ss the differences between houses
and apartments. Then on speaking booklet do activity # 3 page 3 a
house or apartment.
-show a ppt about the daily routines to ss in order to take down nots
and then pronounce each one and have ss repeat each one. On
booklet work on page. 4 activity #4

grounding their ideas in the

text.
Students will be able to engage
critically and constructively in
oral exchanges of ideas (i.e.
class discussions, peer group
assignments, panel
discussions).

talk about it
Students will tell about
their daily routines in a
story.

3. ADAPTED CURRICULUM
Specification of Educational Needs

PREPARED BY:
Teacher:
Signature:
Date:
DINCU- Coordinacin de Lengua Extranjera

Specification of the adapted material to be applied

REVISED BY:

APPROVED BY:

Area Director:
Vice-Principal:
Signature:
Signature:
Fecha:
Fecha:
(ACUERDO MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)

Estndar 18. Monitorear la implementacin del currculo nacional vigente para cumplir los estndares de aprendizaje
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Dimensin pedaggica curricular

Proceso bsico de gestin del aprendizaje

Estndar 18. Monitorear la implementacin del currculo nacional vigente para cumplir los estndares de aprendizaje
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