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First year of high school.
First year of high school.
PLANNING BY SKILLS AND PERFORMANCE CRITERIA
PLANNING BY SKILLS AND PERFORMANCE CRITERIA
Teacher: Ing. Luis Antonio Vallejo Noa
FIRST TRIMESTER
FIRST TRIMESTER
TRANSVERSE AXES
Socio-emotional
Learning culture
Communication and Linguistic
School permanence
CURRICULAR OBJECTIVES OF THE ENGLISH AS A FOREIGN LANGUAGE AREA FOR SUBNIVEL BACHILLE
RATO GENERAL UNIFICADO
O.EFL 5.1 Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive manner, maturely, and openly experiencing other cultures and languages from the secure standpoint of their own national and cultural identity.
O.EFL 5.3 Acceda a una mayor flexibilidad mental, creatividad, inteligencia lingüística mejorada y habilidades de pensamiento crítico a través de un
O.EFL 5.3 Access greater mental flexibility, creativity, enhanced linguistic intelligence and critical thinking skills through a appreciation of linguistic differences. Enjoy an enriched perspective on your own L1 and the use of language for communication.
and learning.
O.EFL 5.7 Interact fairly clearly, confidently and appropriately in a variety of formal and informal social situations with a limited but effective command of spoken language (CEFR level B1).
THEME WEEKS/DATES
WEEK 1: Welcome and recognition week From September 2 to 6, 2024
SKILL WITH PERFORMANCE CRITERIA
*Teacher presentation
*Student presentation
*Guidelines for the start of the 2024-2025 school year
EVALUATION INDICATORS
Carry out orientation at the beginning of the 2024-2025 school year through planning the first 9 weeks and its study plan
ACTIVE METHODOLOGICAL STRATEGIES FOR TEACHING AND LEARNING
Aprendizaje fundacional: Socioemocional y Comunicacionales y lingüísticos
Develop presentation activities for the students for each grade/course, consider their tastes, interests, abilities of each
student, among others, visit the different spaces that make up the institution educational, awareness-raising to establish agreements on the use and care of spaces, as well as classroom appropriation
Encourage study habits, self-reflection and autonomous learning
EVALUATION ACTIVITIES
Diagnose intrapersonal and interpersonal socio-emotional skills, related to the comprehensive training of the student body, among them: empathy, openness to diversity and school self-regulation
Dynamics and recreational activities
DIDACTIC RESOURCES
DIDACTIC RESOURCES
WEEK 2: Diagnostic week From September 9 to 13, 2024
SKILLS AND PERFORMANCE CRITERIA .-
EFL 4.2.1. Understand phrases and expressions related to areas of most immediate priority within the personal and educational domains, provided speech is clearly and slowly articulated. (Example: daily life, free time, school activities, etc.
SKILL WITH PERFORMANCE CRITERIA
EFL 4.4.4. Write to describe feelings/ opinions in order to effectively influence an audience. (Example: persuade, negotiate, argue, etc.)
EFL 4.3.1. Understand main points in short simple texts on familiar subjects. (Example: news about sports or famous people, descriptions, etc.) CC
EVALUATION INDICATORS
I.EFL.4.15.1. Learners can convey information and ideas and describe feelings and opinions in simple transactional or expository texts on familiar subjects in order to influence an audience, while recognizing that different texts have different features and showing the ability to use these features appropriately in one
I.EFL.4.11.1. Learners can understand main ideas and some details in short simple online or print texts on familiarsubjects, using contextual clues to help identify the most relevant information.
(Example: title, illustrations, organization, etc.) (I.2, I.4)
ACTIVE METHODOLOGICAL STRATEGIES FOR TEACHING AND LEARNING
Dynamic "5 minute test"
Writing: History of the Olympics https://educacion.gob.ec/wp-content/uploads/downloads/2020/08/INGLES_10_MODULO_1.pdf
Reading: What are your plans for the future? : https://educacion.gob.ec/wpcontent/uploads/downloads/2020/08/INGLES_10_MODULO_3.pdf
EVALUATION ACTIVITIES
Written test: https://docs.google.com/document/d/1kOiWC11OxwBAxSZait886SClO4adFpB7/edit#heading=h.gjdgxs
DIDACTIC RESOURCES
DIDACTIC RESOURCES
DIDACTIC RESOURCES
DIDACTIC RESOURCES
recursos didácticos
recursos didácticos
Teacher Tip:
Start talking about ss ideas of the origin of the universe and planet.
Guide the use of correct language.
Additional ideas
Find some short videos or draw a graphic organizer from different culture perspectives.
Extra resources
https://bit.ly/2QEYwv4
WEEK #3,4,5: EXPLORING HUMAN DIVERSITY
Skills:
EFL.5.1.2: Demonstrate mindfulness, empathy, tolerance and an overall respect for the integrity of cultures in daily classroom activities
EFL.5.2.11: Express opinions on abstract topics, such as film and music, and concrete topics, such as personalexperiences, while describing one’s reactions to them and others’ opinions.
EFL.5.3.2: Identify and use reading strategies to make informative and narrative texts comprehensible and meaningful. (Example: skimming, scanning, previewing,reading for main ideas and details, using structural and context clues, cognates, format, sequence, etc.)
Motivation: Fostering the attitude to achieve success
Activities:
COMMUNICATION AND CULTURAL AWARENESS: Differentiate personalities and attitudes. Analyze how the personality of Mahatma Gandhi, Martin Luther King Jr, etc. it has been valuable in generating an impact in the world Carry out the self-assessment chart on your attitude Answer the questions in the questionnaire and comment if you think it is necessary page. 11 and 12 List the most common personality styles observed in adolescents
ORAL COMMUNICATION : Meeting people who have inspired others in the process. Answer each question on the quiz and share your answers in class page. 14 Explain what kind of people inspire them and who have different professional orientations. Indicate the type of people who evoke in your feelings of overcoming and challenges. Expose one of them through a PowerPoint presentation .
READING : Read the reading: forging paths to success: Jefferson Pérez and Rocío de la Torre as inspiring role models in sport. Solve the quiz about reading..
WRITING AND PHONETICS : Learn the verbal patterns in present, future and past. Analyze each pattern with its respective structure 1st pattern: Verb + to – infinitive Enter the website: https://goo.su/JBDIjzU Verb Patterns in Prezi Observe the table of the verbs that follow the verbal pattern 2st pattern: Verb + gerund (-ing) 3st pattern: Verb + Infinitive (without to) 4st pattern: Verb + Preposition + Gerund 5st pattern: Verb + Object + Verb Answer the questionnaire page. 20 Enter the website: https://goo.su/npEy Verb Patterns: to inf or –ing https://goo.su/B3JE5 -ing- or to infinitive. Elige la respuesta correcta page. 21
Evaluation:
COMMUNICATION AND CULTURAL AWARENESS CE.EFL.5.1. Display an understanding of the integrity of different cultures by sharing experiences and by participating in class activities and discussions in a way that shows empathy and respect for others.
ORAL COMMUNICATION CE.EFL.5.8. Interaction – Interpersonal: Respond to and build on other people’s ideas in extended conversations on familiar social and academic topics by expressing opinions and feelings and clarifying meaning.
READING CE.EFL.5.11. Identify and apply a range of reading strategies in order to make texts meaningful and to select information within a text that might be of practical use for one’s own academic needs
WRITING AND PHONETICS CE.EFL.5.15. Plan and produce wellconstructed informational texts by applying the writing process and while demonstrating an ability to justify one’s position on an argument through carefully selected information and appropriate language, tone and evidence
UNIDAD TEMATICA 2: TECHNOLOGY AND BEYOND
Criteria and Performance skill
EFL 5.1.7. Interpret and demonstrate knowledge of nonverbal and oral communication features by applying them in appropriate contexts. (Example: use of stress, intonation, pace, etc.)
EFL 5.3.1. Find specific predictable information in short, simple texts in a range of age- and level-appropriate topics. (Example: biographies, news articles, narratives, memoirs and personal
EFL 5.3.4. Find the most important information in print or online sources in order to support an idea or argument. (Example: Internet search engines, online advertising, online or print timetables, web pages, posters, adverts, catalogues, etc.)
TEMA 1 : Discoveries from Ancient Cultures
SUBTEMA 1.1 Identifying the most important inventions of the humanity
Skill and Performance criteria
EFL 5.3.1. Find specific predictable information in short, simple texts in a range of age- and level-appropriate topics. (Example: biographies, news articles, narratives, memoirs and personal
EFL 5.3.4. Find the most important information in print or online sources in order to support an idea or argument. (Example: Internet search engines, online advertising, online or print timetables, web pages, posters, adverts, catalogues, etc.)
TEMA 2 : Printing Press
SUBTEMA 1.1 Passive voice on invetions
Skill and Performance criteria
EFL 5.4.9. Use a variety of oral, print and electronic forms for writing to others or for writing for self, applying the conventions of social writing. (Example: notes, invitations, emails, blog entries and comments, notes to self, etc.)
TEMA 3 : Communication in Ancient Cultures
SUBTEMA 1.1 Applying diverse types of communication
Skill and Performance criteria
EFL 5.3.2. Identify and use reading strategies to make informative and narrative texts comprehensible and meaningful. (Example: skimming, scanning, previewing, reading for main ideas and details, using structural and context clues, cognates, format, sequence, etc.)
recursos didácticos
recursos didácticos
Teacher Tip:
Introduce the topic by asking your students what they know about the origin of life. Ask them if it is important to know about it.
Ask them if they know about other theories. Elicit the use of correct language.
Extra resources
WEEK #6,7,8: Training Process
Skills:
EFL 5.1.5: Identify, discuss and analyze cultural products from Ecuador and beyond and use them to explore the perspectives of the culture.
EFL 5.2.1: Deduce the meanings of unfamiliar phrases and words from a context containing familiar elements. (Example: colloquial greetings, exclamations, interjections, etc.)
EFL.5.3.2: Identify and use reading strategies to make informative and narrative texts comprehensible and meaningful. (Example: skimming, scanning, previewing,reading for main ideas and details, using structural and context clues, cognates, format, sequence, etc.)
Motivation: Fostering the attitude to achieve success
Activities:
COMMUNICATION AND CULTURAL AWARENESS:
New Learning Methodologies and .Internalize the lesson about verb patterns.
ORAL COMMUNICATION :
Learning styles, Listening comprehension. Engage in a dialogue with a classmate about learning styles. Adapt the content to your current circumstances and those of your classmate.Then, summarize the conversation in a TikTok video (3 minutes) andpresent it in class for co-evaluation.
READING :
Basic reading comprehension.
Evaluation:
COMMUNICATION AND CULTURAL AWARENESS
CE.EFL.5.2. Demonstrate an ability to discuss culture by analyzing cultural products and referents from Ecuador and other countries while making informed choices about and taking action on issues of prejudice and discrimination.
I.EFL.5.2.1. Learners can exhibit an ability to discuss culture by analyzing cultural products and referents from Ecuador and other countries while making informed choices about and taking action on issues of prejudice and discrimination. (I.1, I.2, S.2, J.1, J.3)
ORAL COMMUNICATION
CE.EFL.5.5. Listening for Meaning: Identify the main idea in a variety of audio recordings (e.g., interviews, radio ads, news reports, etc.) and deduce the meanings of unfamiliar phrases and words in familiar contexts, provided speech is clear and visuals help support meaning.
I.EFL.5.5.1. Learners can identify the main idea in a variety of audio recordings (e.g., interviews, radio ads, news reports, etc.) and deduce the meanings of unfamiliar phrases and words in familiar contexts where speech is clear and visuals help support meaning. (I.3, I.4) .
READING
CE.EFL.5.11. Identify and apply a range of reading strategies in order to make texts meaningful and to select information within a text that might be of practical use for one’s own academic needs.
I.EFL.5.11.1. Learners can Identify and apply a range of reading strategies in order to make texts meaningful and to select information within a text that might be of practical use for one’s own academic needs. (I.1, I.2, I.4, S.3)
TEMA 1 : Training process.
SUBTEMA 1.1 New Learning Methodologies.
The Education 2.0 Rap: https://onx.la/47b2d
EDUCATIONAL RAP | Learn through Rapping: https://goo.su/FKlH
pag,and 30
TEMA 2 : Learning styles.
SUBTEMA 1.1 Learning styles.
After watching the video, answer the following questions.
Text: https://goo.su/zPgzU
Video: https://goo.su/zPgzU
pag 31,and 32
TEMA 3 : Basic reading comprehension.
SUBTEMA 1.1 Basic reading comprehension.
After watching the video, answer the following questions.
TExposition Task:
Prepare a presentation on how Juan and María's learning styles could influence the process of learning a new
language.
pag 33,and 32
WEEK #9,10: Interdisciplinary project: Merry christmas
Skills:
EFL 5.1.1. Display an understanding of the relationship between the practices and perspectives of different cultures by recognizing and sharing cross-cultural experien
ces and ideas. C
EFL 5.1.2. Demonstrate mindfulness, empathy, tolerance and an overall respect for the integrity of cultures in daily classroom activities CS
Motivation: Share values such as friendship, solidarity and especially sharing things with others, in such a way that we achieve
Activities:
COMMUNICATION AND CULTURAL AWARENESS:
Understand that Christmas is a universal event, I tend to share and create an environment of empathy.
READING :
ARJETAS NAVIDEÑAS: https://www.youtube.com/watch?v=FNa04Sgw-fA
Evaluation:
COMMUNICATION AND CULTURAL AWARENESS, ORAL COMMUNICATION AND READING
CCE.EFL.5.1. Display an understanding of the integrity of different cultures by sharing experiences and by participating in class activities and discussions in a way that shows empathy and respect for others
I.EFL.5.1.1. Learners can demonstrate an understanding of the integrity of different cultures by sharing experiences and by participating in class activities and discussions in a way that shows empathy and respect for others. (I.3, S.1, S.2, J.1, J3)
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