plan de clase ingles

1. 1. INFORMATIVE DATA:
TEACHER:
Juan Cobos
ASIGNATURE:
Inglés
COURSE:
8th A-B-C-D
START DATE:
05 / 05 / 2020
FINISH DATE:
08 / 05 / 2020
N° UNIT:
1
UNIT TITTLE:
People Around Us
TOPIC:
MEETING NEW PEOPLE
N° PERIODS:
4
OBJETIVE:
O.EFL 4.8 Integrate written and spoken texts in order to identify cultural differences
and similarities within a range of local, national and global contexts familiar to the
learner.
EJE TRANSVERSAL / INSTITUCIONAL
 Intercultural awareness, tolerance, respect,
multiculturalism, responsibility, solidarity
EJE DE APRENDIZAJE /MACRODESTREZA:
 READING, WRITING, ORAL COMUNICATION
(LISTENING AND SPEAKING)
2. PLANIFICATION
Skills and Performance Criteria:
Communication and Cultural Awareness
EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities and distinctions
across cultures and groups, including the students’ own.
Oral Communication: (Listening and Speaking)
EFL 4.2.6 Use other students’ contributions in class as models for their own
INDICADOR ESENCIAL DE EVALUACIÓN:
CE.EFL.4.4 Demonstrate the ability to ask for and give information
and assistance using appropriate language and interaction styles in a
variety of social interactions.
CE.EFL.4.11 Demonstrate comprehension of main ideas and some
details in short simple texts on familiar subjects, making use of
contextual clues to identify relevant information in a text.

2. Reading
EFL 4.3.2 Make use of clues such as titles, illustrations, organization, text outline and layout,
etc. to identify and understand relevant information in written level-appropriate text types.
Writing
EFL 4.4.2 Make and use a simple print or digital learning resource to compare and contrast
information in order to demonstrate understanding and command of a topic..
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.
METHODOLOGICAL STRATEGIES: RESOURCES
PERFORMANCE
INDICATORS
TECHNIQUES/INSTRUMENTS
Interactives Dinamics
EXPERIENCE
Sharing learners’ stories in pairs or small groups and
choosing to represent some through a role play.
REFLEXION
Participating in short dialogues and role plays to practice
target language.
CONCEPTUALIZATION
Giving learners language prompts to use during
pair/group work.
Asking classmates to repeat an answer or statement if
needed to clarify something.
Asking for help in class when necessary.
APPLICATION
Making posters in small groups of new phrases and
expressions in order to display in the classroom.
• Student’s Book English
A1.1 (including
interactive version)
• Audio CD
• Teacher’s Guide
• Photocopiable
worksheets (TG)
• Quiz Time (SB)
- I.EFL.4.1.1 Learners
can compare and
contrast oral traditions,
myths, folktales and
literature from Ecuador
and other cultures in
order to demonstrate
an understanding of
the relationship
between cultural
practices and
perspectives.
I.EFL.4.11.1 Learners
can understand main
ideas and some details
in short simple online
SELF APPRAISAL
Technique:
Test
Instrument:
Test (TICs)
COEVALUATION
Technique:
Direct observation
Instrument:
Check list: oral presentation.
HETEROEVALUACIÓN
Technique:
Indirect observation
Instrument:

3. or print texts on
familiar subjects, using
contextual clues to
help identify the most
relevant information.
(I.2, I.4)
Graphic organizer
(Round table)
3. ADAPTED CURRICULUM
ESPECIFICACIÓN DE LA NECESIDAD
EDUCATIVA SPECIFICATION OF THE ADAPTATION TO BE APPLIED
Teachers who work with students with special needs learn how to identify disabilities in order
to design personalized plans based on assessment results and empirical data. Thus, they should
modify the objectives and indicators in accordance with those results, and adapt the
corresponding activities.
OBSERVATIONS:
ELABORADO REVISADO APROBADO
TEACHER:
Ing: Juan Cobos
COORDINADORA DE SUBNIVEL MEDIO:
Ing: Juan Cobos
VICERRECTORA:
Lic: Maribel Ortiz
Sign: Sign: Sign:
Date: 04 / 05 / 2020 Fecha: 05/ 05 / 2020 Fecha: 05 / 05 / 2020

4. Lista de cotejo para la coevaluación de la exposición oral
Estudiantesevaluados Grupo # ………..
Integrantes:
………………………………
……………………………....
………………………………
Variables
Criterios
SI No
1. Demuestra preparación para la exposición.
2. Utiliza recursos de apoyo para la exposición.
3. Muestra dominio en el desarrollo del tema.
4. Expone con claridad.
5. Maneja la exposición suscitando la participación.
6. Resuelve dudas de sus compañeros atendiendo a sus
preguntas.
7. El tono de voz es adecuado para que todo el auditorio
escuche.
8. Mantiene contacto visual con el auditorio mientras
expone.
9. Utiliza el lenguaje gestual como apoyo en su
comunicación.
10. Existe una buena postura corporal.
Estudiantes evaluadores:
………………………………
……………………………....
………………………………

5. HETEROEVALUACIÓN
ESTUDIANTE…………………………………………………………………………………………………………………………………………………
FECHA ……………………………………………...GRADO……………………………………..PARALELO……………………………………..
1. En el siguiente diagrama establecer una mesa redonda