AÑO LECTIVO

UNIDAD EDUCATIVA “VÍCTOR HUGO ABAD MUÑOZ” 2019-2020

PLANIFICACIÓN DE UNIDAD DIDÁCTICA (PUD)

1. DATOS INFORMATIVOS:

NOMBRE DEL Ing. Tania Andrade Andrade ÁREA / Lengua extranjera GRADO / Noveno PARALELO A,B
DOCENTE: ASIGNATURA: Lengua extranjera CURSO: :
N° DE UNIDAD Eje temático 1 TÍTULO DE LA N° DE 30 FECHA INICIO 22/04/2019
DE UNIDAD: PERÍODOS: FECHA 07/06/2019
PLANIFICACIÓN: TÉRMINO
OBJETIVOS ESPECÍFICOS DE LA UNIDAD: O.EFL 4.1.1.Identificar las ideas principales, algunos detalles e inferencias de las Los textos, con el fin de producir un análisis crítico
de nivel Temas y contextos familiares.
CRITERIOS DE EVALUACIÓN: CE.EFL 4.1.1.
Identifica la relación entre el sonido y la ortografía de las palabras inglesas dentro de su rango léxico
EJES TRANSVERSALES • La interculturalidad
El reconocimiento a la diversidad de manifestaciones étnico-culturales en las esferas local, regional, nacional y planetaria,
desde una visión de respeto y valoración.

SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED: EVALUATION CRITERIA

COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL AWARENESS

EFL 4.1.5 Apply self-correcting and self-monitoring strategies in social and classroom CE.EFL.4.3. Interact with others using self-monitoring
interactions. (Example: asking questions, starting over, rephrasing, exploring alternative and self-correcting strategies as well as appropriate
pronunciations or wording, etc.) nonverbal and oral communication features.
EFL 4.1.8 Use suitable vocabulary, expressions, language and interaction styles for formal CE.EFL.4.4. Demonstrate the ability to ask for and give
and informal social or academic situations in order to communicate specific intentions in information and assistance using appropriate language
online and face-to-face interactions. (Example: thanking, making promises, apologizing, and interaction styles in a variety of social interactions.
asking permission, chatting with friends, answering in class, greeting an authority figure,
etc.) ORAL COMMUNICATION

ORAL COMMUNICATION CE.EFL.4.6. Listening for Meaning: Understand and

 follow the main idea in spoken texts set in familiar
EFL 4.2.1 Understand phrases and expressions related to areas of most immediate everyday contexts, provided speech is clear and
priority within the personal and educational domains, provided speech is clearly and articulate, and deduce the meanings of unfamiliar words
slowly articulated. (Example: daily life, free time, school activities, etc.) and phrases using context clues and/or prior
EFL 4.2.12 Describe habits, routines, past activities and experiences within the personal knowledge.
and educational domains. CE.EFL.4.9. Production – Fluency: Use simple language
to describe, compare and make statements about
READING familiar everyday topics such as objects, possessions
and routines in structured situations and short
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. (Example: conversations. Interaction is with reasonable ease,
news about sports or famous people, descriptions, etc.) provided speech is given clearly, slowly and directly.
EFL 4.3.6 Apply learning strategies to examine and interpret a variety of written
materials using prior knowledge, graphic organizers, context clues, note taking and READING
finding words in a dictionary.
CE.EFL.4.11. Demonstrate comprehension of main ideas
WRITING and some details in short simple texts on familiar
subjects, making use of contextual clues to identify
EFL 4.4.1 Convey information and ideas through simple transactional or expository texts relevant information in a text.
on familiar subjects using ICT tools and conventions and features of English appropriate CE.EFL.4.13. Apply learning strategies such as using
to audience and purpose. prior knowledge and graphic organizers to interpret
EFL 4.4.2 Make and use a simple print or digital learning resource to compare and new information in a text, and assess this information
contrast information in order to demonstrate understanding and command of a topic. according to the organization, subject area and purpose
of the text, using different criteria, including ICT tools.
LANGUAGE THROUGH THE ARTS
WRITING
EFL 4.5.1 Make use of main points in literary texts (authentic and semi-authentic, oral
and written) to understand short simple everyday stories, especially if there is visual CE.EFL.4.15. Express information and ideas and
support. describe feelings and opinions in simple transactional
EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups, or expository texts on familiar subjects in order to
games and problem-solving tasks by showing the ability to accept a variety of ideas and influence an audience, while recognizing that different
capitalize on other people’s strengths. texts have different features and showing the ability to
use these features appropriately in one’s own writing.
 CE.EFL.4.16. Make use of simple learning resources,
including those created by one’s self, in order to
compare and contrast information, and choose
appropriate resources according to the value, purpose
and audience of each.

LANGUAGE THROUGH THE ARTS

CE.EFL.4.18. Use main ideas in order to understand,

predict, infer and deduce literal and implied meanings
in short, simple, everyday literary texts (online, oral or
in print).
CE.EFL.4.22. Show the ability to work collaboratively
and to participate effectively in a variety of student
groupings by employing a wide range of creative
thinking skills through the completion of activities such
as playing games, brainstorming and problem solving.
METHODOLOGICAL ACTIVITIES, TECHNIQUES AND
RESOURCES PERFORMANCE INDICATORS
STRATEGIES INSTRUMENTS
COMMUNICATION AND Teacher’s guide COMMUNICATION AND CULTURAL ACTIVITIES
CULTURAL AWARENESS Students’ book AWARENESS
Flashcards Match the antonyms of the given
Researching through the Internet Audio CD I.EFL.4.3.1. Learners can employ a range of self- adjectives.
about other cultures and ways of monitoring and self-correcting strategies and Listen and complete the
life and presenting them to the interpret and use appropriate verbal and descriptions of the family
class using digital tools. nonverbal communication features to members.
Working in small groups to communicate in familiar contexts. (I.3, S.4, J.4) Listen to the descriptions, check
complete a cultural project. I.EFL.4.4.1. Learners can demonstrate an ability true or false and write sentences
Participating in short dialogues to give and ask for information and assistance that describe each family member.
and role plays to practice target using level-appropriate language and Complete the questions with “do”
language. (Example: thanking interaction styles in online or face-to-face social or “does”. Then interview a
others, apologizing, asking for and classroom interactions. (J.2, J.3, J.4, I.3) partner.
help, greeting authorities, etc.) Listen to the sound and number
the activities according to the
ORAL COMMUNICATION order you hear. Then, check the
ORAL COMMUNICATION activities you like to do.
Understanding details in Listen and complete with the
descriptions of people’s I.EFL.4.6.1. Learners can grasp the general words you hear.
personalities and routines. meaning of spoken texts set in familiar everyday Complete the survey with the
Identifying false and true contexts and infer changes in the topic of appropriate verb. Then, answer it
information in descriptions of discussion, as well as deduce the meanings of by selecting one option.
people’s personalities and unfamiliar words and exchanges through the Talk to a partner about your free
routines. use of context clues, provided speech is given time activities using the
Exploring visual aids before slowly and clearly and there is sufficient visual information from the previous
listening. support. (I.3, S.1, J.4) exercise.
Listening to a dialogue and I.EFL.4.9.1. Learners can use simple language to Look at the picture and guess the
completing a chart with key describe, compare and state facts about familiar answer to the questions.
information. (Example: Name, everyday topics such as possessions, classroom Read about the Jonas Family and
country, nationality, language, objects and routines in short, structured confirm your guesses.
etc.) situations, interacting with relative ease. (I.3, I.4, Read the questions and complete
Working in pairs to complete an S.4) the table with information about
information gap activity. the Jonas Family.
Giving learners language READING Complete the paragraph using
prompts to use during “and” or “but”.
pair/group work. I.EFL.4.11.1. Learners can understand main Write about yourself.
Asking questions about personal ideas and some details in short simple online or Listen to the descriptions and
information, daily routines and print texts on familiar subjects, using contextual write the activities you hear.
free time activities of the family. clues to help identify the most relevant Listen and identify the expressions
Using informal language to information. (Example: title, illustrations, to complete the sentences.
describe people’s personalities. organization, etc.) (I.2, I.4) Project: Collage: Students create a
Asking for and giving personal I.EFL.4.13.1. Learners can apply learning collage to describe their family
information. strategies such as using prior knowledge and members and present their
Describing people’s personalities, graphic organizers to interpret new information routines and free time activities.
routines and people’s free time in a text. Learners can assess this information
activities. according to the organization, subject area and TECHNIQUES
Using the expressions like, love purpose of the text, through the use of different
and prefer to refer to people’s criteria, including ICT tools. (I.2, I.4, J.4) Observation
likes, dislikes and preferences. Interview
WRITING Self and pair-evaluation
READING
I.EFL.4.15.1. Learners can convey information INSTRUMENTS
Making predictions based on and ideas and describe feelings and opinions in
visual aids and background simple transactional or expository texts on Anecdotal Records
knowledge. familiar subjects in order to influence an Checklists
Scanning texts to locate specific audience, while recognizing that different texts Rubrics
information. have different features and showing the ability Questionnaire
Understanding addition and to use these features appropriately in one’s own
contrast relationships that are writing. (I.3, I.4, S.3, J.2)
established by words like and but I.EFL.4.16.1. Learners can use and make simple
in simple texts. learning resources, both online and in print, in
Reading a text and answering order to compare and contrast information.
information questions. Learners can choose appropriate resources and
Predicting main ideas by reading critically evaluate the information in these
the title and using other resources, according to the value, purpose and
contextual clues (e.g., audience of each. (I.1, I.3, I.4, J.2, J.4)
illustrations, subheadings, etc.)
LANGUAGE THROUGH THE ARTS
WRITING
I.EFL.4.18.1. Learners can understand, predict,
Writing a short text following a infer and deduce literal and implied meanings in
scheme. short, simple, everyday literary texts (online,
Using conjunctions “and” and oral or in print), especially when visual support
“but” to give additional is provided. (I.2, I.3, I.4)
information and to introduce I.EFL.4.22.1. Learners can collaborate and
opposite ideas. participate effectively in a variety of student
groupings by employing a wide range of creative
 thinking skills through the completion of
LANGUAGE THROUGH THE activities such as playing games, brainstorming
ARTS and problem solving. (S.2, S.4, J.1, J.2, J.3, J.4)

Listening to or reading stories

and drawing an important scene.
Looking at the title of a text and
accompanying illustrations and
writing three questions about the
topic. Then reading to find the
answers to the questions.
Listening to a song and inferring
if it is happy, sad, etc.
Brainstorming ideas for a writing
project in small groups, using a
graphic organizer.

3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied
Struggling learners Use pictures and flash cards to connect meaning. Have learners create their own flash cards.
Use real classroom objects and gestures
Have learners draw pictures to illustrate meaning.
Ask learners to add pictures or drawings to a book activity.
Repeat the classroom instructions as many times as needed.
Speak clearly and slowly.
Check comprehension as many times as possible.
Personal Information
CLIL COMPONENTS Routines TRANSVERSAL AXES:
Free Time Activities
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Tania Andrade A Coordinator:Prof. Mayra Navarro Viceprincipal:Mgst. Luis Santander
Signature: Signature: Signature:
Date: Date: Date: