PUD Ingles 6 y 7

2018 - 2019
ESCUELA DE EDUCACIÓN BÁSICA FISCAL VALDIVIA
PLAN OF SKILLS WITH PERFORMANCE CRITERIA
1. INFORMATIONAL DATA
Teacher’s Area/Subject: English Target 7th Parallel:

Name Group:
Nº 1 Name of the unit Specific O.EFL3.2 Assess and

planning objectives of the appreciate English as an
unit What’s your favorite planning unit international language.
class?
O.EFL 2.3 Read level
appropriate texts in English for
pure enjoyment/entertainment
Where’s the gym and to access information.
O. EFL 3.5 Use in class library

resources and explore the use
Phonics: bl, br; cl, cr;
of ICT to enrich competencies
fl , fr; dr, tr
O. EFL 3.7 Appreciate the use
of English language through
spoken and written literary
texts such as poems, rhymes,
chants, riddles and songs, in
order to foster imagination, and
curiosity.
O. EFL 3.9 Be able to interact
in English in a simple way
using basic expressions and
short phrases in familiar
contexts to satisfy needs of a
concrete type.
2. PLANNING
SKILLS TO BE DEVELOPED PERFORMANCE CRITERIA ESSENTIAL INDICATORS OF

EVALUATION:
EFL 3.1.7. Demonstrate appropriate classroom behaviors by participating in small group or whole class I.EFL.3.2.1. Learners can say
discussions. (Example: being courteous, respecting the person and property of others, etc.) ways to take care of the
EFL 3.2.8. Spell out key vocabulary items using the English alphabet. (Example: names, colors, animals, environment and one’s
possessions, etc.) surroundings. Learners can
identify and exhibit socially
EFL 3.3.10. Follow short instructions illustrated through step-by-step visuals in simple experiments and projects. responsible behaviors at
(Example: simple science experiments, instructions for an art project, etc.) home, at school and towards
the environment. (J.3, S.1)
EFL 3.4.1. Make a simple learning resource in order to record and practice new words. (Example: a picture
dictionary, a word list, set of flashcards, etc.). I.EFL.3.8.1. Learners can ask
others to repeat themselves or
EFL 3.5.2. Create picture books and/or other graphic expressions in pairs in class by varying scenes, characters to say something in a different
or other elements of literary texts. way and ask for common
classroom needs. Learners
EFL 3.5.6. Work in groups to create a brainstorm and/or draw a mind map to describe and organize ideas or can spell out words in English
organize useful information from literary texts. and can describe matters of
immediate need or interest
using some grammatical
structures practiced in class
(although there may be errors
with tenses, personal
pronouns, prepositions, etc.).
(I.3, J.4)
I.EFL.3.11.1. Learners can

understand most details in a
short simple online or print text
and can follow short
instructions in simple
experiments and projects if
step-by-step visuals are
provided. (I.3, I.4)
make a simple learning
resource in order to record and
practice new words. (Example:
a picture dictionary, a word list,
a set of flashcards, etc.) (I.1,
J.4)
I.EFL.3.22.1. Create picture

books, graphic expressions
and personal stories by
adapting elements of literary
texts and adding imaginative
details to real-life stories and
situations, using appropriate
vocabulary and features of the
literature learners have read or
heard. (I.3, S.3)

work in groups to create
brainstorms and/ or draw mind
maps to describe and organize
ideas or useful information
from literary texts and create
collaborative responses to
literature through process
writing groups or literature
circles. (I.4, S.4, J.3)
TRANSVERSE The interculturality. PERIODS: 18 WEEK OF Week 1

AXES: BEGINNING
Methodological strategies Resources Achievement indicators Activities of evaluation /

Skills / instruments
 Communication and  English book COMMUNICATION AND CULTURAL Lesson 1 What’s your favorite
AWARENESS class?(10 minutes):
Cultural Awareness  Colors
Write the alphabet on the
 Creating a poster of class  Pencil board.
• I.EFL.3.5.1. Learners can apply turn-taking
rules.  Dictionary and ways to express to others when something Point to each letter as you sing
 Practicing the use of is not understood in short conversations. the alphabet song. Ask
 Pictures
expressions of politeness according the learners to follow along.
topic
during collaborative pair Lesson 2 Where’s the gym (10
minutes):
and small group work. ORAL COMMUNICATION
Have learners work in pairs
 Adding expressions of
with a set of the “Characters”
politeness to dialogues. game cards turned upside
• I.EFL.3.9.1. Learners can express basic ideas, down. Learners take turns
initiate conversations, and respond to simple turning over a card and
 Brainstorming ways to help
questions using appropriate words, phrases, and spelling the names out loud.
others, at school and in the short sentences. Responses may be slow
though pauses do not make the interaction Lesson 3 Phonics: bl, br; cl,
community. tedious or uncomfortable for participants. cr; fl , fr; dr, tr (5 minutes):
 Oral Communication: Show learners the Letter Card
“a.”
(Listening and Speaking)
 Conducting a class Ask them to (a) trace the letter

READING in the air; (b) say the letter 3
spelling bee. times; (c) say the phoneme 3
times; (d) say a word with the
 Reading
• I.EFL.3.11.1. Learners can understand familiar phoneme
 Following the steps in a words, phrases, and short simple sentences and
COMMUNICATION AND
can successfully complete the simple
class game. (Example: do accompanying task. CULTURAL AWARENESS
a class Scavenger Hunt,
ACTIVITY
play a reading
• Use pair and small group
comprehension board WRITING work to ask and answer
questions about photos of
game, etc.) families.
 Putting steps in a recipe in I.EFL.3.18.1. Learners can write short simple TECHNIQUE
phrases and sentences to show that they know
the correct order.
how Observation
 Writing
INSTRUMENT
 Creating a class picture
Checklist
dictionary and adding
• Use small role plays to check
entries by writing that learners can introduce
themselves and family
definitions of new words or members
drawing a picture to TECHNIQUE

illustrate the meaning. Observation
 Writing new words and
INSTRUMENT
phrases in a vocabulary
Checklist
notebook.
ORAL COMMUNICATION
 Language through the Arts
ACTIVITY
 Illustrating a piece of
• Have learners work in pairs
writing. to ask and answer questions
about family.
 Brainstorming a list of TECHNIQUE
questions and responses Observation
learners can use during INSTRUMENT
literature circles or small Rating scale

group discussions. ACTIVITY
(Example: Who is your
•Ask learners to take turns
favorite character? Why? pointing to family members in a
photo and asking and
Which story do you like answering questions
better, A or B?, etc.) TECHNIQUE
Quiz
INSTRUMENT
Sampling
READING
ACTIVITY
• Check word recognition by

having learners stick stickers
or glue them next to words.
TECHNIQUE
Observation
INSTRUMENT
Checklist
ACTIVITY

having learners categorize
labeled pictures or photos.
TECHNIQUE
Observation
INSTRUMENT
Data collection
WRITING
ACTIVITY
• Check spelling skills by

asking learners to unscramble
the letters in a word.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
• Check writing skills by asking

learners to label a picture.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
LANGUAGE THROUGH THE
ARTS
ACTIVITY
• Check vocabulary
comprehension
by asking learners to repeat a

chant and point to different
members of a family in a
photo.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
•Have learners listen to a song

or chant about classroom
objects and draw something
they hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ACTIVITY
• Have learners listen to a

song or chant and draw
something they hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Coordinator: Viceprincipal:
Signature: Signature: Signature:
Date: Date: Date:
2018 - 2019


Name Group:
Nº 2 Name of the unit Specific :O.EFL3.2 Assess and

unit What do you do in the planning unit international language.
library?
O.EFL 3.3 Read level
Review Learn more
and to access information.

Phonics: gl, gr; pl, pr; sc, resources and explore the use
sk; sl, sp of ICT to enrich competencies.

curiosity.

concrete type.
2. PLANNING

EVALUATION:
EFL 3.1.7. Demonstrate appropriate classroom behaviors by participating in small group or whole class I.EFL.3.2.1. Learners can say
discussions. (Example: being courteous, respecting the person and property of others, etc.) ways to take care of the
environment and one’s
EFL 3.2.8. Spell out key vocabulary items using the English alphabet. (Example: names, colors, animals, surroundings. Learners can
possessions, etc.) identify and exhibit socially
responsible behaviors at
EFL 3.3.10. Follow short instructions illustrated through step-by-step visuals in simple experiments and projects. home, at school and towards
(Example: simple science experiments, instructions for an art project, etc.) the environment. (J.3, S.1)
EFL 3.4.1. Make a simple learning resource in order to record and practice new words. (Example: a picture I.EFL.3.8.1. Learners can ask
dictionary, a word list, set of flashcards, etc.). others to repeat themselves or
to say something in a different
EFL 3.5.2. Create picture books and/or other graphic expressions in pairs in class by varying scenes, characters way and ask for common
or other elements of literary texts. classroom needs. Learners
can spell out words in English
EFL 3.5.6. Work in groups to create a brainstorm and/or draw a mind map to describe and organize ideas or and can describe matters of
organize useful information from literary texts. immediate need or interest
using some grammatical
structures practiced in class
(although there may be errors
with tenses, personal
pronouns, prepositions, etc.).
(I.3, J.4)

J.4)

heard. (I.3, S.3)


AXES: BEGINNING

 Communication and  English book COMMUNICATION AND Lesson 1 What do you do in

the library? (10 minutes):
Cultural Awareness  Colors CULTURAL AWARENESS
Write the alphabet on the
 Creating a poster of class  Pencil board.
rules.  Dictionary I.EFL.3.4.1. Learners can demonstrate an ability Point to each letter as you sing
to work in pairs and small groups using level- the alphabet song. Ask
 Practicing the use of  Pictures appropriate verbal and nonverbal learners to follow along.
according the communication features and apply self-
expressions of politeness
topic correcting and self-monitoring strategies in Lesson 2 Review Learn more
during collaborative pair social and classroom interactions. (J.2, J.3, J.4,
I.3) (10 minutes):
and small group work.
Have learners work in pairs
ORAL COMMUNICATION
 Adding expressions of
politeness to dialogues. I.EFL.3.6.1. Learners can grasp the main idea of with a set of the “Characters”
spoken texts set in familiar everyday contexts game cards turned upside
 Brainstorming ways to help and infer changes in the topic of discussion as down. Learners take turns
well as who is speaking and what the situation turning over a card and
others, at school and in the
is, without having to decode every word. (I.3, I.4) spelling the names out loud.
community.
READING Lesson 3 Phonics: gl, gr; pl,
 Oral Communication: pr; sc, sk; sl, sp (5 minutes):
I.EFL.3.7.1. Learners can record and identify
(Listening and Speaking) key information from a spoken message of Show learners the Letter Card
immediate need or interest when the message “a.”
 Conducting a class
contains frequently used expressions and visual
Ask them to (a) trace the letter
spelling bee. support. (Example: rules for a game, classroom
in the air; (b) say the letter 3
instructions, a dialogue in a scene from a
times; (c) say the phoneme 3
 Reading cartoon or movie, etc.) Learners can use other
times; (d) say a word with the
classmate’s contributions in class as models for
 Following the steps in a phoneme
their own. (I.2, I.3)
class game. (Example: do COMMUNICATION AND
a class Scavenger Hunt, CULTURAL AWARENESS
play a reading ACTIVITY

WRITING
comprehension board • Use pair and small group
work to ask and answer
game, etc.) questions about photos of
I.EFL.3.17.1. Learners can write short simple
families.
 Putting steps in a recipe in paragraphs to describe people, places, animals,
things and feelings, with limited support, while
the correct order. TECHNIQUE
demonstrating an ability to effectively influence
an audience and to express everyday activities.
 Writing (I.3, S.1) Observation
 Creating a class picture LANGUAGE THROUGH THE INSTRUMENT
dictionary and adding ARTS Checklist
entries by writing • Use small role plays to check

I.EFL.3.22.1. Create picture books, graphic
expressions and personal stories by adapting that learners can introduce
definitions of new words or
elements of literary texts and adding imaginative themselves and family
drawing a picture to details to real-life stories and situations, using members
appropriate vocabulary and features of the
illustrate the meaning. TECHNIQUE
literature learners have read or heard. (I.3, S.3)
 Writing new words and Observation
phrases in a vocabulary INSTRUMENT
notebook. Checklist
 Language through the Arts ORAL COMMUNICATION
 Illustrating a piece of ACTIVITY

writing. • Have learners work in pairs
to ask and answer questions
 Brainstorming a list of
about family.
questions and responses
TECHNIQUE
learners can use during
Observation
literature circles or small
INSTRUMENT
group discussions. Rating scale
(Example: Who is your ACTIVITY
favorite character? Why? •Ask learners to take turns

pointing to family members in a
Which story do you like
better, A or B?, etc.) answering questions
TECHNIQUE
Quiz
INSTRUMENT
Sampling
READING
ACTIVITY

TECHNIQUE
Observation
INSTRUMENT
Checklist
ACTIVITY

TECHNIQUE
Observation
INSTRUMENT
Data collection
WRITING
ACTIVITY

TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ARTS
ACTIVITY
comprehension

photo.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY

they hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ACTIVITY

TECHNIQUE
Observation
INSTRUMENT
Participation Chart

Date: Date: Date:

2018 - 2019

Name Group:
Nº 3 Name of the unit Let’s paint! Specific :O.EFL3.2 Assess and

unit planning unit international language.
What do you want to O.EFL 3.3 Read level

eat? appropriate texts in English for
and to access information.
Phonics: sm, sn; st; sw,
tw; scr, str O. EFL 3.5 Use in class library
of ICT to enrich competencies.

curiosity.

concrete type.
2. PLANNING

EVALUATION:
EFL 3.1.2. Recognize ways to relate responsibly to one’s surroundings at home and at school by exhibiting I.EFL.3.2.1. Learners can say
responsible behaviors towards the environment. (Example: chores at home, recycling, etc.) ways to take care of the
EFL 3.2.9. React appropriately to what others say using verbal/non-verbal back-channeling, or by asking further surroundings. Learners can
simple questions to extend the interaction. (Example: express interest using facial expression or simple words identify and exhibit socially
with appropriate intonation: Oh! Yes! Thanks. And you? etc.) responsible behaviors at
home, at school and towards
EFL 3.3.10. Follow short instructions illustrated through step-by-step visuals in simple experiments and projects. the environment. (J.3, S.1)
(Example: simple science experiments, instructions for an art project, etc.)
I.EFL.3.10.1. Learners can use
EFL 3.4.1. Make a simple learning resource in order to record and practice new words. (Example: a picture backchanneling to react
dictionary, a word list, set of flashcards, etc.). appropriately to what others
say about familiar topics in
EFL 3.5.2. Create picture books and/or other graphic expressions in pairs in class by varying scenes, characters predictable, everyday
or other elements of literary texts. situations and when carrying
out pair work for a specific task
EFL 3.5.6. Work in groups to create a brainstorm and/or draw a mind map to describe and organize ideas or in class. Learners can ask
organize useful information from literary texts. questions to extend an
interpersonal interaction. (I.3,
J.3)


J.4)

heard. (I.3, S.3)


AXES: BEGINNING

 Communication and  English book COMMUNICATION AND Lesson 1 Let’s paint! (10
Cultural Awareness minutes):
 Colors CULTURAL AWARENESS
 Completing and Write the alphabet on the
illustrating statements I.EFL.3.3.1. Learners can employ a range of board.
 Pencil
verbal and nonverbal communication features to
about socially
express likes and dislikes and can give Point to each letter as you sing
responsible behaviors.  Dictionary recommendations in basic yet effective terms. the alphabet song. Ask
(Example: If you see (I.3, S.4) learners to follow along.
 Pictures
old people on a bus, Lesson 2 What do you want to
according the ORAL COMMUNICATION
eat? (10 minutes):
you can…) topic I.EFL.3.2.1. Learners can say ways to take care Have learners work in pairs
 Choosing pictures that of the environment and one’s surroundings. with a set of the “Characters”
Learners can identify and exhibit socially game cards turned upside
demonstrate
responsible behaviors at home, at school and down. Learners take turns
responsibility (wearing towards the environment. (J.3, S.1. turning over a card and
a helmet when riding a spelling the names out loud.
READING
bike, crossing the Lesson 3 Phonics: sm, sn; st;
street at a crosswalk, I.EFL.3.8.1. Learners can ask others to repeat sw, tw; scr, str (5 minutes):
themselves or to say something in a different
etc.) and/or crossing
way and ask for common classroom needs. Show learners the Letter Card
out pictures of actions Learners can spell out words in English and can “a.”
that are not socially describe matters of immediate need or interest
using some grammatical structures practiced in Ask them to (a) trace the letter
responsible (throwing
class (although there may be errors with tenses, in the air; (b) say the letter 3
litter on the street, personal pronouns, prepositions, etc.). (I.3, J.4) times; (c) say the phoneme 3
wasting water, etc.) times; (d) say a word with the
WRITING phoneme
 Oral Communication:
(Listening and I.EFL.3.15.1. Learners can make and support COMMUNICATION AND
Speaking) inferences using evidence from texts and
CULTURAL AWARENESS
features of written English (e.g., vocabulary,
 Giving learners
format, sequence, etc.) and apply other learning
language prompts to ACTIVITY
strategies in order to examine and interpret a
use during pair/group variety of written materials. (I.2, J.3) • Use pair and small group
work. (Example: What work to ask and answer
LANGUAGE THROUGH THE ARTS questions about photos of
do you think? I
families.
agree/disagree. I think I.EFL.3.23.1. Learners can create and produce
we need to…, It’s your short texts using ICT and/or other resources at TECHNIQUE
home or at school in order to recreate familiar
turn to say the answer, scenes and themes. (I.1, I.3) Observation
etc.)
INSTRUMENT
 Reading
 Following the steps in Checklist
a class game. • Use small role plays to check

(Example: do a class that learners can introduce
Scavenger Hunt, play themselves and family
members
a reading
comprehension board TECHNIQUE
game, etc.) Observation
 Putting steps in a
INSTRUMENT
recipe in the correct
order. Checklist
 Writing
ORAL COMMUNICATION
 Creating a class
picture dictionary and ACTIVITY
adding entries by • Have learners work in pairs
writing definitions of to ask and answer questions
new words or drawing about family.
a picture to illustrate TECHNIQUE

the meaning.
Observation
phrases in a INSTRUMENT
vocabulary notebook. Rating scale
 Language through the
ACTIVITY
Arts
 Illustrating a piece of •Ask learners to take turns
writing.
 Brainstorming a list of answering questions
questions and
TECHNIQUE
responses learners
can use during Quiz
literature circles or INSTRUMENT
small group
Sampling
discussions. (Example:
Who is your favorite READING
character? Why?
ACTIVITY
better, A or B? etc.) • Check word recognition by
TECHNIQUE
Observation
INSTRUMENT
Checklist
ACTIVITY

TECHNIQUE
Observation
INSTRUMENT
Data collection
WRITING
ACTIVITY

TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ARTS
ACTIVITY
comprehension

photo.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY

they hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ACTIVITY

TECHNIQUE
Observation
INSTRUMENT
Participation Chart

Date: Date: Date:

2018 - 2019

Name Group:
Nº 4 Name of the unit Can you play the piano? Specific :O.EFL3.2 Assess and
Review O.EFL 3.3 Read level

Learn more and to access information.

Phonics: spl, spr, squ; ct, of ICT to enrich competencies.
ft; nd, nt; nk, mp.
curiosity.

concrete type.
2. PLANNING

EVALUATION:
EFL 3.1.2. Recognize ways to relate responsibly to one’s surroundings at home and at school by exhibiting I.EFL.3.2.1. Learners can say
responsible behaviors towards the environment. (Example: chores at home, recycling, etc.) ways to take care of the
EFL 3.2.9. React appropriately to what others say using verbal/non-verbal back-channeling, or by asking further surroundings. Learners can
simple questions to extend the interaction. (Example: express interest using facial expression or simple words identify and exhibit socially
with appropriate intonation: Oh! Yes! Thanks. And you? etc.) responsible behaviors at
home, at school and towards
EFL 3.3.1. Understand most of the details of the content of a short simple text (online or print) the environment. (J.3, S.1)
EFL 3.4.1. Make a simple learning resource in order to record and practice new words. (Example: a picture I.EFL.3.10.1. Learners can use
dictionary, a word list, set of flashcards, etc.). backchanneling to react
appropriately to what others
EFL 3.5.2. Create picture books and/or other graphic expressions in pairs in class by varying scenes, characters say about familiar topics in
or other elements of literary texts. predictable, everyday
situations and when carrying
EFL 3.5.6. Work in groups to create a brainstorm and/or draw a mind map to describe and organize ideas out pair work for a specific task
or organize useful information from literary texts. in class. Learners can ask
questions to extend an
interpersonal interaction. (I.3,
J.3)


J.4)

heard. (I.3, S.3)


AXES: BEGINNING

 Communication and  English book COMMUNICATION AND Lesson 1 Warm-Up (10

 Completing and Write the alphabet on the
illustrating statements I.EFL.3.5.1. Learners can employ various print board.
 Pencil
and digital sources in order to communicate with
about socially
others in oral and written form in social Point to each letter as you sing
responsible behaviors.  Dictionary situations. (J.3, S.1, S.4) the alphabet song. Ask
(Example: If you see learners to follow along.
 Pictures ORAL COMMUNICATION
old people on a bus,
you can…) according the I.EFL.3.9.1. Learners can answer simple Lesson 2 Warm-Up (10
 Choosing pictures that topic questions quickly and initiate basic interaction minutes):
spontaneously when given opportunities.
demonstrate Have learners work in pairs
(Example: make an invitation, give a suggestion,
responsibility (wearing etc.) Learners can describe simple, familiar with a set of the “Characters”
situations and talk about past experiences. (I.3, game cards turned upside
a helmet when riding a
J.3) down. Learners take turns
bike, crossing the turning over a card and
street at a crosswalk, READING spelling the names out loud.
etc.) and/or crossing
• I.EFL.2.11.1. Learners can understand familiar Lesson 3 Warm-Up (5
out pictures of actions words, phrases, and short simple sentences and minutes):
that are not socially can successfully complete the simple
accompanying task. Show learners the Letter Card
responsible (throwing
“a.”
litter on the street, WRITING
wasting water, etc.) Ask them to (a) trace the letter
I.EFL.3.14.1. Learners can identify and use in the air; (b) say the letter 3
 Oral Communication: reading strategies to make written text more times; (c) say the phoneme 3
(Listening and comprehensible and meaningful. Learners can times; (d) say a word with the
Speaking) use everyday reference materials to select phoneme
information appropriate to the purpose of an
 Giving learners
inquiry and to relate ideas from one written COMMUNICATION AND
language prompts to source to another. (I.2, S.1)
CULTURAL AWARENESS
use during pair/group
LANGUAGE THROUGH THE ARTS
work. (Example: What ACTIVITY
do you think? I I.EFL.3.21.1. Learners can employ audio, video,
pictures and ICT to respond to oral and written • Use pair and small group
agree/disagree. I think
texts and use pre-established criteria to evaluate work to ask and answer
we need to…, It’s your literary texts individually or in groups. (I.2, I.3, questions about photos of
turn to say the answer, I.4) families.
etc.)
TECHNIQUE
 Reading
 Completing gaps from Observation
a reading using words INSTRUMENT

from a box.
Checklist
 Reading a paragraph
about a familiar • Use small role plays to check
content area subject that learners can introduce
and then correcting in- members
correct sentences.
TECHNIQUE
(Example: Venus is a
star planet, etc.) Observation
 Writing
INSTRUMENT
 Creating a class
picture dictionary and Checklist
adding entries by ORAL COMMUNICATION
writing definitions of
ACTIVITY
new words or drawing
a picture to illustrate • Have learners work in pairs
the meaning. to ask and answer questions
about family.
phrases in a TECHNIQUE
vocabulary notebook. Observation
INSTRUMENT
Arts
 Illustrating a piece of Rating scale
writing. ACTIVITY
questions and
responses learners photo and asking and
can use during answering questions
literature circles or TECHNIQUE
small group
Quiz
Who is your favorite INSTRUMENT
character? Why?
Sampling
better, A or B? etc.) READING
ACTIVITY

TECHNIQUE
Observation
INSTRUMENT
Checklist
ACTIVITY

TECHNIQUE
Observation
INSTRUMENT
Data collection
WRITING
ACTIVITY

TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY

TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ARTS
ACTIVITY
comprehension

photo.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY

they hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ACTIVITY

TECHNIQUE
Observation
INSTRUMENT
Participation Chart
Date: Date: Date:

2018 - 2019

Name Group:
Nº 5 Name of the unit I like to jump! Specific :O.EFL3.2 Assess and

I hurt my nose O.EFL 3.3 Read level

Phonics: ang, ing, ong, and to access information.
ung; ld, lf, lk, lm, lp, lt; le,
el O. EFL 3.5 Use in class library
of ICT to enrich competencies.

curiosity.

concrete type.
2. PLANNING

EVALUATION:
EFL 3.1.5. Describe, read about, participate in or recommend a favorite activity, book, song or other interest to I.EFL.3.3.1. Learners can
various audiences. (Example: peers, other classes, teachers, other adults, etc.) employ a range of verbal and
nonverbal communication
EFL 3.2.3. Record key items of specific information from a heard message or description, either in written form or features to express likes and
by drawing a picture. (Example: letters of the alphabet, numbers, quantities, prices and times, days, dates and dislikes and can give
months, etc.) recommendations in basic yet
effective terms. (I.3, S.4)
EFL 3.3.1. Understand most of the details of the content of a short simple text (online or print)
EFL 3.4.1. Make a simple learning resource in order to record and practice new words. (Example: a picture record and identify key
dictionary, a word list, set of flashcards, etc.). information from a spoken
message of immediate need or
EFL 3.5.2. Create picture books and/or other graphic expressions in pairs in class by varying scenes, characters interest when the message
or other elements of literary texts. contains frequently used
expressions and visual
EFL 3.5.6. Work in groups to create a brainstorm and/or draw a mind map to describe and organize ideas or support. (Example: rules for a
organize useful information from literary texts. game, classroom instructions,
a dialogue in a scene from a
cartoon or movie, etc.)
Learners can use other
classmate’s contributions in
class as models for their own.
(I.2, I.3)


J.4)

heard. (I.3, S.3)


AXES: BEGINNING


 Listening to a poem or Write the alphabet on the
short story and writing I.EFL.3.3.1. Learners can employ a range of board.
 Pencil
verbal and nonverbal communication features to
a short
express likes and dislikes and can give Point to each letter as you sing
recommendation for a  Dictionary recommendations in basic yet effective terms. the alphabet song. Ask
learner in another (I.3, S.4) learners to follow along.
 Pictures
class. Lesson 2 Warm-Up (10
ORAL COMMUNICATION
according the
 Talking in pairs about a minutes):
topic I.EFL.3.10.1. Learners can use back-channeling
video that learners
to react appropriately to what others say about Have learners work in pairs
have watched. familiar topics in predictable, everyday situations with a set of the “Characters”
 Oral Communication: and when carrying out pair work for a specific game cards turned upside
task in class. Learners can ask questions to down. Learners take turns
(Listening and
extend an interpersonal interaction. (I.3, J.3) turning over a card and
Speaking) spelling the names out loud.
 Listening to READING
Lesson 3 Warm-Up (5
instructions for a short
I.EFL.3.11.1. Learners can understand most minutes):
task and carrying them details in a short simple online or print text and
out. (Example: First put Show learners the Letter Card
can follow short instructions in simple
“a.”
the dirt in the cup. Now experiments and projects if step-by-step visuals
are provided. (I.3, I.4)
put the seed in the dirt. Ask them to (a) trace the letter
Press down lightly. WRITING times; (c) say the phoneme 3
Give the seed water, times; (d) say a word with the
I.EFL.3.18.1. Learners can write short simple
etc.) phoneme
text-types and narratives, online and in print,
 Listening to a short text using appropriate language, layout and linking COMMUNICATION AND
and demonstrating words. (I.3, J.2)
understanding of it CULTURAL AWARENESS

using an ACTIVITY
accompanying graphic I.EFL.3.24.1. Learners can work in groups to
organizer. (Example: create brainstorms and/ or draw mind maps to • Use pair and small group
completing a Venn describe and organize ideas or useful informa- work to ask and answer
tion from literary texts and create collaborative questions about photos of
diagram of differences
responses to literature through process writing families.
between whales and groups or literature circles. (I.4, S.4, J.3)
TECHNIQUE
sharks, etc.)
 Reading Observation
 Completing gaps from
INSTRUMENT
a reading using words
from a box. Checklist
 Reading a paragraph • Use small role plays to check
about a familiar that learners can introduce
content area subject themselves and family
members
and then correcting in-
correct sentences. TECHNIQUE
(Example: Venus is a
Observation
star planet, etc.)
 Writing INSTRUMENT
 Creating a class Checklist

picture dictionary and
ORAL COMMUNICATION
adding entries by
writing definitions of ACTIVITY
new words or drawing
• Have learners work in pairs
a picture to illustrate to ask and answer questions
the meaning. about family.
TECHNIQUE
phrases in a
vocabulary notebook. Observation
 Language through the INSTRUMENT

Arts
Rating scale
 Illustrating a piece of
writing. ACTIVITY
questions and pointing to family members in a
responses learners photo and asking and
answering questions
can use during
literature circles or TECHNIQUE
small group
Quiz
Who is your favorite INSTRUMENT
character? Why? Sampling
READING
better, A or B? etc.)
ACTIVITY

TECHNIQUE
Observation
INSTRUMENT
Checklist
ACTIVITY

TECHNIQUE
Observation
INSTRUMENT
Data collection
WRITING
ACTIVITY

TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY

TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ARTS
ACTIVITY
comprehension

photo.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY

they hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ACTIVITY

TECHNIQUE
Observation
INSTRUMENT
Participation Chart
Date: Date: Date:

2018 - 2019

Name Group:
Nº 6 Name of the unit Let’s clean up! Specific :O.EFL3.2 Assess and
Review O.EFL 3.3 Read level

About me and to access information.

Phonics: ll, rr, tt; kn, wr, of ICT to enrich competencies.
mb; cc, ck, soft c, soft g
curiosity.

concrete type.
2. PLANNING

EVALUATION:
EFL 3.1.5. Describe, read about, participate in or recommend a favorite activity, book, song or other interest to I.EFL.3.3.1. Learners can
various audiences. (Example: peers, other classes, teachers, other adults, etc.) employ a range of verbal and
nonverbal communication
EFL 3.2.3. Record key items of specific information from a heard message or description, either in written form or features to express likes and
by drawing a picture. (Example: letters of the alphabet, numbers, quantities, prices and times, days, dates and dislikes and can give
months, etc.) recommendations in basic yet
effective terms. (I.3, S.4)
EFL 3.3.1. Understand most of the details of the content of a short simple text (online or print)
EFL 3.4.1. Make a simple learning resource in order to record and practice new words. (Example: a picture record and identify key
dictionary, a word list, set of flashcards, etc.). information from a spoken
message of immediate need or
EFL 3.5.2. Create picture books and/or other graphic expressions in pairs in class by varying scenes, characters interest when the message
or other elements of literary texts. contains frequently used
expressions and visual
EFL 3.5.6. Work in groups to create a brainstorm and/or draw a mind map to describe and organize ideas or support. (Example: rules for a
organize useful information from literary texts. game, classroom instructions,
a dialogue in a scene from a
cartoon or movie, etc.)
Learners can use other
classmate’s contributions in
class as models for their own.
(I.2, I.3)


J.4)

heard. (I.3, S.3)


AXES: BEGINNING


 Listening to a poem or Write the alphabet on the
short story and writing I.EFL.3.1.1. Learners can show an awareness of board.
 Pencil
different cultures and identify similarities and
a short
differences between them through oral and Point to each letter as you sing
recommendation for a  Dictionary written literary texts. (I.2, S.2, J.1) the alphabet song. Ask
learner in another learners to follow along.
class.  Pictures Lesson 2 Warm-Up (10
 Talking in pairs about a according the minutes):
ORAL COMMUNICATION
video that learners topic Have learners work in pairs
have watched. I.EFL.3.20.1. Learners can effectively use a with a set of the “Characters”
range of digital tools during the writing process game cards turned upside
 Oral Communication:
in order to collaborate on producing well- down. Learners take turns
(Listening and constructed informational texts. (I.3, S.4, J.3) turning over a card and
Speaking) spelling the names out loud.
READING
 Listening to
Lesson 3 Warm-Up (5
instructions for a short I.EFL.3.20.1. Learners can effectively use a minutes):
task and carrying them range of digital tools during the writing process
in order to collaborate on producing well- Show learners the Letter Card
out. (Example: First put
constructed informational texts. (I.3, S.4, J.3) “a.”
the dirt in the cup. Now
put the seed in the dirt. WRITING Ask them to (a) trace the letter
Press down lightly.
I.EFL.3.9.1. Learners can answer simple times; (c) say the phoneme 3
Give the seed water, questions quickly and initiate basic interaction times; (d) say a word with the
etc.) spontaneously when given opportunities. phoneme
(Example: make an invitation, give a suggestion,
 Listening to a short text
etc.) Learners can describe simple, familiar COMMUNICATION AND
and demonstrating situations and talk about past experiences. (I.3,
CULTURAL AWARENESS
understanding of it J.3)
using an ACTIVITY
accompanying graphic
• Use pair and small group
organizer. (Example: I.EFL.3.20.1. Learners can effectively use a work to ask and answer
range of digital tools during the writing process questions about photos of
completing a Venn
in order to collaborate on producing well-
diagram of differences constructed informational texts. (I.3, S.4, J.3) families.
between whales and
TECHNIQUE
sharks, etc.)
 Reading Observation
 Completing gaps from INSTRUMENT

a reading using words
Checklist
from a box.
 Reading a paragraph • Use small role plays to check
about a familiar that learners can introduce
content area subject members
and then correcting in-
TECHNIQUE
correct sentences.
(Example: Venus is a Observation
star planet, etc.)
INSTRUMENT
 Writing
 Creating a class Checklist
picture dictionary and ORAL COMMUNICATION
adding entries by
ACTIVITY
writing definitions of
new words or drawing • Have learners work in pairs
a picture to illustrate to ask and answer questions
about family.
the meaning.
 Writing new words and TECHNIQUE
phrases in a Observation
vocabulary notebook.
INSTRUMENT
Arts Rating scale
 Illustrating a piece of ACTIVITY

writing.
questions and photo and asking and
responses learners answering questions
can use during TECHNIQUE
literature circles or
Quiz
small group
discussions. (Example: INSTRUMENT
Who is your favorite
Sampling
character? Why?
Which story do you like READING
better, A or B? etc.) ACTIVITY

TECHNIQUE
Observation
INSTRUMENT
Checklist
ACTIVITY

TECHNIQUE
Observation
INSTRUMENT
Data collection
WRITING
ACTIVITY

TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY

TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ARTS
ACTIVITY
comprehension

photo.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY

they hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ACTIVITY

TECHNIQUE
Observation
INSTRUMENT
Participation Chart
Date: Date: Date:

PUD Ingles 6 y 7

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PUD Ingles 6 y 7

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2018 - 2019

ESCUELA DE EDUCACIÓN BÁSICA FISCAL VALDIVIA

PLAN OF SKILLS WITH PERFORMANCE CRITERIA

Teacher’s Area/Subject: English Target 7th Parallel:

Nº 1 Name of the unit Specific O.EFL3.2 Assess and

O. EFL 3.5 Use in class library

SKILLS TO BE DEVELOPED PERFORMANCE CRITERIA ESSENTIAL INDICATORS OF

I.EFL.3.11.1. Learners can

I.EFL.3.22.1. Create picture

I.EFL.3.24.1. Learners can

TRANSVERSE The interculturality. PERIODS: 18 WEEK OF Week 1

Methodological strategies Resources Achievement indicators Activities of evaluation /

 Conducting a class Ask them to (a) trace the letter

drawing a picture to TECHNIQUE

questions and responses Observation

learners can use during INSTRUMENT

literature circles or small Rating scale

better, A or B?, etc.) TECHNIQUE

• Check word recognition by

• Check word recognition by

• Check spelling skills by

• Check writing skills by asking

LANGUAGE THROUGH THE

by asking learners to repeat a

•Have learners listen to a song

• Have learners listen to a

Specification of Educational Needs Specification of the adapted material to be applied

PREPARED BY: REVISED BY: APPROVED BY:

Teacher: Coordinator: Viceprincipal:

Signature: Signature: Signature:

Date: Date: Date:

PLAN OF SKILLS WITH PERFORMANCE CRITERIA

Teacher’s Area/Subject: English Target 7th Parallel:

Nº 2 Name of the unit Specific :O.EFL3.2 Assess and

O. EFL 3.5 Use in class library

O. EFL 3.7 Appreciate the use

O. EFL 3.9 Be able to interact

SKILLS TO BE DEVELOPED PERFORMANCE CRITERIA ESSENTIAL INDICATORS OF

I.EFL.3.16.1. Learners can

I.EFL.3.22.1. Create picture

I.EFL.3.24.1. Learners can

TRANSVERSE The interculturality. PERIODS: 18 WEEK OF Week 7

Methodological strategies Resources Achievement indicators Activities of evaluation /

 Communication and  English book COMMUNICATION AND Lesson 1 What do you do in

class game. (Example: do COMMUNICATION AND

a class Scavenger Hunt, CULTURAL AWARENESS

play a reading ACTIVITY

 Creating a class picture LANGUAGE THROUGH THE INSTRUMENT

dictionary and adding ARTS Checklist

entries by writing • Use small role plays to check

 Writing new words and Observation

phrases in a vocabulary INSTRUMENT

 Language through the Arts ORAL COMMUNICATION

 Illustrating a piece of ACTIVITY

(Example: Who is your ACTIVITY

favorite character? Why? •Ask learners to take turns

• Check word recognition by

• Check word recognition by

• Check spelling skills by

LANGUAGE THROUGH THE

by asking learners to repeat a

•Have learners listen to a song

• Have learners listen to a

Specification of Educational Needs Specification of the adapted material to be applied

PREPARED BY: REVISED BY: APPROVED BY:

Teacher: Coordinator: Viceprincipal:

Signature: Signature: Signature: