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NOMBRE DE LA INSTITUCIÓN AÑO LECTIVO:

Unidad Educativa “Gotitas del Saber” 2020-2021

PLAN DE DESTREZAS CON CRITERIO DE DESEMPEÑO

1. DATOS INFORMATIVOS:
Teacher: Cupueran Area/subject: English Course: 7th EGB Class: “B”
Jessica
Guerrero Milena
Morillo Alisson
Tamayo Blanca
Pulamarín
Gricelda
N.º Planing 4 Planning unit title: Let´s go to sing our daily Specific objectives of the Use the simple present to describe
unit: activities. planning unit: dairy activities through songs.

Develop cooperative tasks in order

to promote teacher- students and
student-student interaction.

Motivate the students to share daily

routines using the correct simple
present form through the creation of
their own didactic material.

2. PLANNING
PERFORMANCE CRITERIA FOR ENGLISH SKILLS TO BE DEVELOPED ESSENTIAL EVALUATION INDICATORS:
Express daily routines using correct simple present tense through listening resources. Listening for comprehension: Follow short and simple
lyrics song that include familiar vocabulary and the simple
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Collaborate in a friendly manner by sharing classroom materials and personal present tense. Identify key items of information within the
information while participating in interactive activities in class. song, and interact upon them.

Use creative thinking skills to create their own didactic material in order to exchange Develop skills of collaboration by working together on
daily routines with peers in class. projects and sharing materials while expressing personal
information in class.

Communicate ideas and experiences and create original

didactic material through a range of resources and other
media.

EJES Interculturality PERIODOS: 2 hours START WEEK: Monday-15-2021

TRANSVERSALES
The recognition of the Start class: 7:15 until 9:15
diversity of ethnic-cultural
manifestations in the local,
regional, national and
planetary spheres, from a
vision of respect and
appreciation.

Health care and

recreation habits of
students
Biological and
psychological
degvelopment according
to age and environment
socio-ecological, food and
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hygiene habits, productive

use of free time.
Methodological strategies: Resources Achievement indicators: Assessment activities /
techniques / instruments
1. Greeting (hello, good morning students) Listening-audio CD Learners can understand the main Students write
2. Apply the warm up to encourage students. ideas and vocabulary of the song
Board race. identifying daily activities and
-Split the class into two teams and give each team Flashcards recognizing the basic structure of
a colored marker. the simple present.
-If you have a very large class, it may be better to
split the students into teams of 3 or 4. CD recorder Learners are able to exchange
-Draw a line down the middle of the board and information about their daily
write a topic at the top. activities with peers and the whole
-The students must then write as many words as Worksheets class.
you require related to the topic in the form of a
relay race. Learners can portray what they
-Each team wins one point for each correct word. Board learned in their own creative
Any words that are unreadable or misspelled are material.
not counted.
3. Then, ask the students about the activities that Markers
they usually do every day to introduce the topic.
-What are the common activities do you usually
do before arrive at school?
-What kinds of activities do you do at school?
-What are the activities do you do after the
school?
4. Brief introduction of the general topic and
provides students worksheets.
- Explain briefly what it is about the present
simple.
-Give instructions to work with worksheets.
5. Playing the listening material and ask students
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to complete the worksheets based on the lyrics of

the song.
6. Organize groups works through a dynamic
game to compare the answers among students
and give cooperative feedback.
-
7. Group revision with the whole class and the
teacher guide.
8. After that, the audio is played one more time
and students should sing the song following the
correct lyrics that they already have in their
worksheets.
9. Ask to students create original flashcards to
demonstrate what they learned from the song in
order to share it with the classroom.
10. Explanation about the structure of the simple
present tense based on the flashcards`
information provided by students.
- Focus on the content that students provide.
- Have an active participation between the whole
class.
11. Identification and correction of mistakes
founded in the students` flashcards.
-A brief review of the information students has
made on their flashcards.
-Check if students use the correct present simple
form in their flashcards.
-Politely state where the students got it wrong.
-Reflect on the importance of making mistakes.
For example: saying mistakes are part of
learning.
-Encourage students not to be afraid of being
wrong.
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- Give an example to make a comparison with

student information.
- Explain students in details on the correct use of
the simple present.
The simple present tense is used when an action
is happening right now.
It helps to express habits, general truths, routines
situations, emotions and wishes.
It has this structure: subject +verb in simple
present +complement.
12. Finish the explication and carried out a
dynamic game to form pairs.
- All students wearing the same color of clothing
should form a group.
- Students interact in groups using vocabulary
from daily activities and describe their daily
activities using the present simple.
- Each student shares the activities they
commonly do at school, home, park. They talk
about habits.
13. Finally, change the setting arrangements to
form a circle in which students participate
randomly.
- For all students to participate in class, a ball is
used to determine who is speaking.
The word "bingo" is used to get the ball through
the students' hands. When tango is said, the ball
remains in the hands of a student. That student
must answer the teacher's questions.
The questions are: think of a sentence using the
present simple with the word breakfast.
14. At the end of the class, sent students like
homework drawing their routines.
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- Students should use their creativity to

draw
Adapted curricular
Specification for educational needs Specification of the adapted material to be applied

Grade 1
Students present a NEE no associated to the
disability (Attention Deficit Disorder)
Grade 2
Students present a NEE associated to the
disability (mild-low vision)
Grade 3
- Give student more time to complete the worksheets due to difficulty concentrating on a
single activity.
- Constant supervision to student.
- Provide specialized worksheet with very concrete and clear information.
- Use real classroom objects and gestures to engage student attention.
- Provide students worksheets with big sources.
- Ensure students write in big letters on the board and the flashcards so, the students with
mild-low vision can see clearly.

Students present a NEE associated to the - Change

disability (visual-sensory disability)
Elaborates: Reviewed: Approved:
Teacher: Area director / teacher responsible for the area Vice principal / Director / Deputy Director /
Educational Leader:
Signature: Signature: Signature:
Date Date Date
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