Next Move 4 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 4 Objetivos específicos de la unidad O.EFL 2.7 Appreciate the use
planificación: Unit 9 Russia de planificación: of English language through
O.EFL 2.1 Identify some main ideas spoken and written literary
and details of written texts, in order texts such as poems, rhymes,
to develop an approach of critical chants, riddles and songs, in
inquiry to written and oral texts. order to foster imagination,
curiosity and memory, while
O.EFL 2.4 Develop creative and critical developing a taste for
thinking skills to foster problem- literature.
solving and independent learning
using both spoken and written O.EFL 2.9 Be able to interact in
English. English in a simple way using
basic expressions and short
O.EFL 2.5 Use in-class library phrases in familiar contexts to
resources and explore the use of ICT satisfy needs of a concrete
to enrich competencies in the four type.
skills.
2. PLANIFICACIÓN
DESTREZAS CON CRITERIOS DE DESEMPEÑO A SER DESARROLLADAS: INDICADORES ESENCIALES DE EVALUACIÓN:
COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL AWARENESS
EFL.2.1.3. Ask simple basic questions in class about the world beyond one’s own CE.EFL.2.1. Differentiate between different living situations in a variety of surroundings and
immediate environment in order to increase their understanding of different cultures. express curiosity about the world through simple questions.
Educamos para tener Patria

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Lesson 7: Let’s Visit Russia

Learn about ballet
Vocabulary: ballet, classical, composer
Lesson 8
Draw, write, and give a presentation about music from their country
Vocabulary: instrument, music
ORAL COMMUNICATION ORAL COMMUNICATION
EFL.2.2.4. Identify items of specific information within simple messages or from short CE.EFL.2.7. Listening for Information: Follow short and simple spoken texts that include familiar
and simple descriptions about familiar contexts, especially if visual support is provided. vocabulary and are set in everyday contexts. Identify key items of information within the text,
(Example: letters of the alphabet, numbers, prices and times, days, dates and months, and record or act upon them.
etc.)
Lesson 1
Learn to talk about abilities in the present
Listen, point, and say
Vocabulary: do a cartwheel, do a handstand, do a somersault, do a split, juggle, ride a
scooter, rollerblade, skateboard
Lesson 5
Learn to describe actions
Vocabulary: badly, fast, slowly, well
EFL.2.2.10 Clap, move, chant, or sing along with short authentic English language CE.EFL.2.8. Production - Pronunciation: Produce individual words and short phrases clearly
enough that other people can usually understand them easily.
text. (Example: jump or clap in time to jump-rope rhymes, do the actions to action
songs or short rhythmic poems, enunciating some of words in time with the rhythm,
etc.)
Lesson 3:

Recognize and practice sound /s/ and /k/

Listen to the poem
Vocabulary: cake, candy, Cara, castle, cat, Cindy, dancing, nice, princess, rice
Lesson 6
Ask and answer about things they could do in the past
Song: When you were small
Grammar: Could you…when you were…? Yes, I could./No, I couldn’t.
EFL.2.2.11. Produce simple, mainly isolated utterances using very short phrases and
CE.EFL.2.9. Production - Fluency: Utterances are sometimes produced slowly but use
sometimes individual words, possibly with slow and/or hesitant delivery. (Example:
appropriate words and phrases to express basic ideas, initiate conversations and
Words, phrases and short sentences about people, animals, things, etc.)
respond to questions, including some chunks of language and short sentences
Lesson 5
Vocabulary: badly, fast, slowly, wel
CE.EFL.2.10. Interaction – Interpersonal: Participate effectively in basic interpersonal
EFL.2.2.14. Ask and answer basic personal information questions, as well as simple
interactions in. everyday contexts, provided the interlocutor speaks slowly and clearly.
questions about other people, animals, and possessions, provided the interaction is
(Example: requesting, introducing, responding, etc.)
slow and clear. (Example: Where do you live? Do you have a bicycle? etc.)
Lesson 1
Ask and answer
Lesson 2
Talk about abilities in the past
Talk about yourself
Grammar: When I was…, I couldn’t…
Lesson 5

Ask and answer with a friend

Vocabulary: badly, fast, slowly, well
Lesson 6
Ask and answer with a friend
Grammar: Could you…when you were…? Yes, I could. /No, I couldn’t.
Lesson 8
READING READING
EFL 2.3.1 Demonstrate basic reading comprehension skills by identifying the meaning of CE.EFL.2.11. Identify and understand individual every-day words, phrases, and
individual words, phrases, and sentences, including simple written instructions. sentences, including instructions
Lesson 2
Talk about abilities in the past
Listen, read, and say
Grammar: When I was…, I couldn’t…
Lesson 4
Practice reading skills and explore the value of equality
Vocabulary: twin
Lesson 6
Listen, read, and say
Grammar: Could you…when you were…? Yes, I could. /No, I couldn’t

Learn about ballet

WRITING WRITING
EFL 2.4.4 Write simple words, phrases and sentences for controlled practice of language CE.EFL.2.18. Writing in order to perform controlled practice of vocabulary and grammar
items. items.
Lesson 1
Look at the pictures. Then, write.

Learn about ballet
Find and write
Lesson 8
LANGUAGE THROUGH THE ARTS LANGUAGE THROUGH THE ARTS
EFL.2.5.4. Listen to and read short narratives and/or other oral and written literary texts CE.EFL.2.23. Display an affinity for a variety of literary texts by responding within a range
in class (with a preference for authentic texts) in order to stimulate imagination, of physical, cognitive, and attitudinal manners, and vary elements of a literary text to
curiosity and a love for literature. create a new text.

Learn about ballet
Lesson 8

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 109. AWARENESS
CD 2 Track 30 to 37. I.EFL.2.3.1. Learners can use basic personal information
1. Listening to people talk about their Workbook pages 68 to 75. and expressions of politeness in short dialogues or Activity
abilities and match them to the correct Student’s DVD rom: Language conversations. (J.2, J.3) Learners research about music from their
picture. interactivity, Karaoke song country and prepare a presentation
animation, Culture video, COMMUNICATION Instrument
2. Looking at pictures and talking about IC DVD ROM: Grammar Oral presentation
what you can and can’t do. presentation, Animated I.EFL.2.6.1. Learners can understand the main ideas in short Technique
phonics presentation, Karaoke simple spoken texts and infer who is speaking and what the Participation chart
3. Asking and answering questions about song and Interactive poster, situation is, without decoding every word. (I.3)
what you could or couldn’t do in the Culture video. COMMUNICATION

past. Teacher’s website: Language READING

file template 9, Grammar file 9, Activity
4. Reading about people’s abilities and Test builder. I.EFL.2.11.1. Learners can understand familiar words, Learners look at pictures of different
answering true or false questions. Games resource pack: play a phrases, and short simple sentences and can successfully abilities and ask and answer questions
game! complete the simple accompanying task. Technique
5. Making a collage about different WRITING Conversation
abilities. Instrument
I.EFL.2.17.1. Learners can write words, phrases, and short Rubric
6. Making flashcards about music and simple sentences using the correct conventions (spelling,
instruments from their country. punctuation, capitalization, and handwriting or typography, Activity:
etc.), for making simple learning resources. (I.3) Learners listen to people talking about
their abilities and match them to the
correct pictures.
Technique
Listening for gist
Instrument
Grading scale
READING
LANGUAGE THROUGH THE ARTS
Activity
I.EFL.2.23.1. Learners can demonstrate an affinity for a Learners read about typical music in
variety of literary texts by responding within a range of different countries and answer questions
Technique
Reading for detail
Instrument
Grading scale
Activity
Learners read and answer a questionnaire
about abilities now and then picture.
Technique
Reading for detail
Instrument
Grading scale

WRITING
Activity
Learners look at pictures and write
sentences about their abilities
Technique
Descriptive writing
Instrument
Rubric
LANGUAGE THROUGH THE ARTS
Activity
Learners put on a talent show and talk
about their abilities
physical, cognitive, and attitudinal manners and adapt Technique
elements of a literary text to create a new text. (I.1, I.4) 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:

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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 Russia

ORAL COMMUNICATION ORAL COMMUNICATION

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Recognize and practice sound /s/ and /k/

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Ask and answer with a friend

Lesson 7: Let’s Visit Russia

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Lesson 7: Let’s Visit Russia

LANGUAGE THROUGH THE ARTS LANGUAGE THROUGH THE ARTS

Lesson 7: Let’s Visit Russia

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

EJES TRANSVERSALES: PERIODOS: SEMANA DE INICIO:

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

past. Teacher’s website: Language READING

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

LANGUAGE THROUGH THE ARTS

ELABORADO REVISADO APROBADO

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Firma: Firma: Firma:

Educamos para tener Patria

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