Guide 7th

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Autoridades

Sonia Marta Mora Escalante
Ministra de Educación Pública

Alicia E. Vargas Porras
Viceministra Académica de Educación

Rosa Carranza Rojas
Directora de la Dirección de Desarrollo Curricular

Rigoberto Corrales Zúñiga
Jefe del Departamento de Tercer Ciclo y Educación

Comisión redactora
Yamileth Chaves Soto,
Asesora Nacional de Inglés
Departamento de Tercer Ciclo y Educación Diversificada

Marianella Granados Sirias
Asesora Nacional de Inglés
Departamento de Tercer Ciclo y Educación Diversificada

Peace Corps Volunteers Resource Writing Team
The sample lesson plans included in this module are a gift to the teachers of Costa Rica from
Peace Corps Volunteers.

Daniel Becker
Veronica Bottalico
Karen Campbell
James Craine
Alberto Navarro
Alanna Nilsson
Joel Ostrow
Evan Patton
Jaclyn Stecker
Elisabeth Thoreson-Green
Doug Tyler
Louisa Wadsworth

Forward letter to the teachers
Dear Teacher,
This module focuses on supporting you as facilitators as you help your colleagues in the
process of understanding and implementing the new English syllabus (effective 2017).
Thank you for your commitment to the goal of transforming English Classrooms across
Costa Rica through Action-Oriented Teaching and Learning.

This document contains a range of resources and key elements to assist you in
collaborative environments as you make your way through the four following stages
(proposed by Patrick Moran, a respected authority in language teacher education):
* Knowing about--by understanding the concepts and principles of the curricular
English teaching and learning reform.
* Knowing why--by internalizing the purpose of the English reform as a response to
contributing to the formation of the new citizen the country requires.
* Knowing how--by developing and implementing the action-oriented learning tasks
when designing lesson plans, assessment instruments and follow up actions to
best serve learners.
* Knowing oneself--by reflecting upon and reviewing your personal beliefs and
teaching practices.

In conjunction with the materials in this module, we are encouraging you to build
partnerships with other colleagues. Furthermore, we invite you to develop your
knowledge and skills as lifelong learners to improve mediation
practices and to build confidence and motivation to teach. To assist
you with this ongoing process, we will continue to develop and
provide online digital resources and professional development
opportunities.
Asesoras de Inglés Departamento de Tercer Ciclo y Educación Diversificada

Table of Contents
Forward letter to the teachers ................................................................................................................. 4
Summary of the Syllabus theoretical Framework ..................................................................................... 6
The Learner as a New Citizen ................................................................................................................... 6
What are the legal underpinnings and how are they related to language teaching and learning? ......... 8
Which pedagogical trends influence the teaching practices? ............................................................... 9
The Common European Framework of Reference (CEFR) ................................................................... 10
Costa Rican general descriptors according to CEFR English proficiency bands................................. 11
The Action-Oriented Approach ...................................................................................................... 14
Competence .................................................................................................................................. 15
General competences .................................................................................................................... 15
Basic Principles of the Action-Oriented Approach .......................................................................... 15
Communicative competence ............................................................................................................. 16
Didactic Planning for Secondary......................................................................................................... 19
Third Cycle and Diversified Education ................................................................................................ 22
Classroom Setting in the Action Oriented Approach ............................................................................. 24
How is learning assessed?..................................................................................................................... 24
What is expected from learners at the end of the process? ................................................................... 29
Distribution of Scenarios Acedemic and Technical Diversified Education .......................... 30
Scope and Sequence of Scenarios and themes in Third Cycle and Diversified Education
.............................................................................................................................................................. 31
Seventh Grade Exit Profile .................................................................................................................... 34
Seventh Grade Distribution of Domains and Scenarios by Term ........................................... 36
Sample Weekly Plans for ...................................................................................................................... 37

Summary of the Syllabus theoretical Framework
Introduction: Why a new English Curriculum?
1. Learners need an updated curriculum that reflects the knowledge, skills, and abili ties needed to
succeed in the information age as 21 st century learners.
2. Pre-school, elementary and secondary school´s curriculum required an update in order to have more
pertinent target content.
3. Learners who receive English lessons in elementary and high schools are not reaching the expected
English proficiency levels after eleven or twelve years of instruction.
4. Citizens need to possess a number of competences to communicate effectively in the global context
and to face the challenges of an interconnected world. Purpura (2016) summarized these competences
as follows:
Over the years, the geopolitical and technological forces in the workplace have increased the
knowledge, skills, and abilities (KSAs) that people need to perform their jobs. We are now asked
to read, listen, and synthesize large amounts of information from several sources via multiple
modalities; search for information, judge its accuracy, and evaluate its applicability; and use
communication technologies to collaborate in teams whose members represent a diverse global
community (National Research Council, 1999, 2001). Importantly, many of us are asked to do this
in a second, foreign, or heritage language (L2), requiring competencies for communicating ideas
and establishing relationships in culturally respectful ways (p. 190).
In addition, he stated that:
To succeed in this environment, L2 users must demonstrate that they have the skills needed to
process information, reason from evidence, make decisions, solve problems, self -regulate,
collaborate, and learn – and they need to do this in their L2 (p. 190).
Education for a new citizenship reinforces the need of
21st century learners who integrate proactively in a
globalized world while strengthening their national and
global identity.

Source:
http://web.tech4learning.com/blog-0/bid/45149/The21st-century-classroom-where-the-3-R-s-meet-the-4-C-s

The Learner as a New Citizen
Education for a new citizenship envisions learners as active agents of change able to:


Use knowledge, skills, and abilities beyond school contexts.



Express their own points of view.
6



Practice peaceful conflict resolution and search for democratic solutions.



Harmonize social and economic development and environmental sustainability.



Take action in favor of sustainability of local, national and global resources.



Be aware of a global world where national borders have become more diffused.



Use ICTs and access to knowledge networks as tools for communication, innovation, and



Be compassionate national and global citizens.



Practice democratic principles such as freedom of expression and religion, respect for plurality



Defend and protect Human Rights and be against all forms of discrimination.

proactive social service.

and cultural diversity (sexual, linguistic, and ethnic) as stated in the Costa Rican Constitution.

As the chart below shows, the concept of New Citizenship is sustained by three main pillars:

Figure 2. Dimension for Educating for a New

Citizenship

Policy for the 21th Century highlights three philosophical trends:

What are the legal underpinnings and how are they related to language teaching
and learning?

Understanding

Implications
teaching

for

Rationalism

Humanism

Constructivism

Development
of
complex, challenging,
creative and critical
thinking skills,
Cooperative
learning
and
pedagogical
scaffolding

Full realization of the
human being, as a
person with rights and
responsibilities.
Sensitiveness
and
awareness of learning
styles and affective
variables

Construction
and
reconstruction
of
understandings
and
learnings
Problem solving, inductive
and deductive teaching and
experiential learning

The policy “The School as the Core of the Quality of Costa Rican Education” recognizes three dimensions
of learning:

Language Learning Considerations
Considerations

Philosophical

Psychological
Neurological
Socio-cognitive

Socio-cultural

Understanding
It focuses on the learner as a social
agent is active, independent, critical,
reflective,
creative,
innovative,
inquisitive, and respectful of human
rights.
It seeks the whole development of the
person and is associated with the
person´s affective dispositions.
It is related to the brain’s architecture and
how maturational processes influence
language development.
It is related to the brain’s architecture
(attention, short-, working- and long-term
memory) and how it functions to process
information (metacognition) related to
learning and communication.
It includes the notions of diversity,
interdependence, and interconnection
among others.

Implications for Language
Learning
Learning environments and
experiences should promote
dialogue
and
creative
responses to solve real-life
problems.
Pedagogic mediation is flexible,
inclusive,
and
culturally
relevant,
respecting
the
individual differences.
Underscores the importance of
starting the learning of foreign
languages early in life.
Connects to the complexity and
cognitive
load
of
tasks
presented to students.

Addresses
learning
new
behaviors, values, and social
skills in line with a human rights
approach
and
through
democratic participation.

Which pedagogical trends influence the teaching practices?

The Common European Framework of Reference (CEFR)
Implications:
 Standard Terminology
 Track student progress
 Descriptors – teaching, learning and
assessment
 Students monitor and take responsibility
 Transferability across settings
 Parent communication

CEFR
describes
proficiency
levels based on accumulated
evidence gathered over time from
learner activities, tasks, or
projects.

P
r
i
m
a
r
y

S
e
c
o
n
d
a
r
y

Costa Rican general descriptors according to CEFR English proficiency bands






Basic User

Can understand and use familiar everyday expressions and very basic
phrases aimed at the satisfaction of needs of a concrete type.
Can introduce him/herself and others and can ask and answer questions
about personal details such as where he/she lives, people he/she knows
and things he/she has.
Can interact in a simple way provided the other person talks slowly and
clearly and is prepared to help.
Can show limited ability to use simple grammatical structures and
conventions such as punctuation, and capitalization.

EXTENSION OF THE CEFR STANDARDS - INTEGRATION OF LANGUAGE
ABILITIES
 Can use A1 level, grade level and age appropriate linguistic (e.g. present
verb forms), socio-cognitive (e.g., associating strategies) and socio-affective
(e.g., cooperating or coping strategies) resources to integrate topical content
from oral and written text to perform a goal-oriented product (mini-project)
based on an integrated sequence of activities within a domain, scenario and
theme. Linguistic resources include grammatical forms and meanings;
socio-cognitive resources include a range of meta-cognitive strategies
(planning) and cognitive strategies (revising); and socio-affective resources
consist of strategies such as cooperating and coping.
 Can use A1 level, grade level and age appropriate digital and
telecommunication resources to research, plan, and implement the miniproject.
 Can give, receive, and respond to feedback at critical stages of the creative
process.
 Can use level and age appropriate linguistic resources to integrate
information from a reading or a listening or other inputs to perform from one
skill modality to another (e.g., listening to speak, read to write) to achieve
the goal of the scenario.
 Can display awareness and development of non-cognitive dispositions (such
as effort, perseverance, engagement, empathy, and focus).
 Can understand sentences and frequently used expressions related to areas
of most immediate relevance (e.g., very basic personal and family
information, shopping, local geography, employment).
 Can communicate in simple and routine tasks requiring a simple and direct
exchange of information on familiar and routine matters.
 Can describe in simple terms aspects of his/her background, immediate
environment, and matters in areas of immediate need.
 Can use some simple structures accurately but continues to systematically
exhibit basic errors (such as verbs tenses, use of prepositions, articles).
EXTENSION OF THE CEFR STANDARDS- INTEGRATION OF LANGUAGE
ABILITIES


Basic User








B1
Independent
User









Independent
User

Can use A2 level, grade level and age appropriate linguistic (e.g. past verb
forms), socio-cognitive (e.g., grouping strategies) and socio-affective (e.g.,
cooperating or questioning for clarification strategies) resources to integrate
topical content from oral and written text to perform a goal-oriented product
(mini-project) based on an integrated sequence of activities within a domain,
scenario and theme. Linguistic resources include grammatical forms and
meanings; socio-cognitive resources include a range of meta-cognitive
strategies (monitoring) and cognitive strategies (resourcing); and socioaffective resources consist of strategies such as cooperating and coping.
Can use A2 level, grade level and age appropriate digital and
telecommunication resources to research, plan, and implement the miniproject.
Can give, receive, and respond to feedback at critical stages of the creative
process.
Can use level and age appropriate linguistic resources to integrate
information from a reading or a listening input or other inputs to perform from
one skill modality to another (e.g., listening to speak, read to write) to
achieve the goal of the scenario.
Can display awareness and development of non-cognitive dispositions (such
as effort, perseverance, engagement, empathy, and focus).
Can understand the main points of clear standard input on familiar matters
regularly encountered in work, school, and leisure like a radio or TV program
when the delivery is relatively slow and clear.
Can understand texts that consist mainly of high frequency everyday or job related language.
Can understand the description of events, feelings, and wishes in personal
letters.
Can deal with most situations likely to arise while travelling in an area where
the language is spoken.
Can enter unprepared into conversation on topics that are familiar, of
personal interest, or pertinent to everyday life (e.g., family, hobbies, work,
travel and current events).
Can produce simple connected text on topics, which are familiar, or of
personal interest.
Can narrate a story from a book or film and describe personal reaction.
Can describe experiences and events, dreams, hopes and ambitions and
briefly give reasons and explanations for opinions and plans.
Can express self reasonably accurately in familiar, predictable situations and
know enough vocabulary to talk about my family, hobbies and interests,
work, travel, and news and current events.

EXTENSION OF THE CEFR STANDARDS - INTEGRATION OF LANGUAGE
ABILITIES
 Can use B1 level, grade level and age appropriate linguistic (e.g., complex
verb forms), socio-cognitive (e.g., deduction/induction, inference strategies)
and socio-affective (e.g., cooperating or questioning for clarification
strategies) resources to integrate topical content from oral and written text to
perform a goal-oriented product (mini-project) based on an integrated
12








sequence of activities within a domain, scenario and theme. Linguistic
resources include grammatical forms and meanings; socio-cognitive
resources include a range of meta-cognitive strategies (evaluating) and
cognitive strategies (resourcing); and socio-affective resources consist of
strategies such as cooperating and coping.
Can use B1 level, grade level and age appropriate digital and
telecommunication resources to research, plan, and implement the miniproject.
Can give, receive, and respond to feedback at critical stages of the creative
process.
Can use level and age appropriate linguistic resources to integrate
information from a reading or a listening input or other inputs to perform from
one skill modality to another (e.g., listening to speak, read to write) to
achieve the goal of the scenario.
Can display awareness and development of non-cognitive dispositions (such
as effort, perseverance, engagement, empathy, and focus).

The Action-Oriented Approach
Learner





Teacher






Learning Resources





Aims of communicative activities/tasks



An agent/performer with intercultural awareness skills.
Autonomous, works cooperatively, interacts with
others, investigates and solves problems using the
tools at his/her disposal (general and specific
competences).
Develops metacognitive, reflective and critical thinking
strategies for successful completion of the task.
Facilitator, coach, resource person, guide, advisor,
and observer.
Helps the learner become autonomous and be
successful in the completion of the task.
Provides effective feedback in the process of learning.
Shows expert role, but shares this responsibility with
the learner.
Oral or written authentic texts: business cards, bus
tickets, newspaper articles, book excerpts, wikis, bus
schedules, city maps, bulletin boards, voice
messages, and announcements.
Appropriate to the learner´s needs and competence
level.
Intercultural perspective
Communicative activities become actions that the
learner/social agent performs in order to build up
general competences and communicative language
competences.
The goal is successful action and accomplishment of
tasks in a particular scenario and domain aligned to
the learner’s life experience and personality.

Learning Environment



Real-world contexts (personal, public, educational
and vocational domain) collaborative, stimulating,
mediated by ICTs.

Assessment



Assessment is based on what the social agent is able
to do in real-life situations or scenarios and the
process he/she requires to develop the competences.
Authentic assessment is favored.
The acquisition and refinement of general and
communicative competences is a continuous process,
both at school and in the world beyond the school.



Basic Principles of the Action-Oriented Approach
1.

The students are social agents that use the target language to perform specific actions in real

life contexts meaningfully.
2.

Language performances, in oral or written form, respond to language functions and are carried

out in specific scenarios.
3.

Enabling and communicative activities are task-based and real-life.

Learners use authentic materials as comprehensible input, as much as possible.

The ICT become an important tool to create meaningful learning experiences.

A great degree of autonomy is placed on the learner; therefore, the teacher works in the

development of learners’ meta-cognitive, meta-affective, and meta-social strategies.
7.

Intercultural awareness plays an important role for getting meaning across and facilitating

communication among cultures.
8.

Vocabulary, syntax, cohesive forms, and phonology are taught with the purpose of facilitating

communication

General competences
Consist of knowledge, skills, and abilities to learn and existential competence that are
not language-specific but learners use them when performing all kinds of actions
including language activities.

Competence
The CEFR defines competences as “the sum of knowledge, skills and
characteristics that allow a person to perform actions in society.”

Communicative competence
The communicative language competences involve knowledge, skills, and know-how for each of the
following three components:




Linguistic Component: Deals with the knowledge of phonology, morphology, lexicon and
syntax.
Sociolinguistic Component: Refers to the socio-cultural conditions of language use such as
social group repertoires or politeness rules.
Pragmatic Component: Covers, among others, speaker´s and receptor´s attitudes and
beliefs, their understanding of the context of an utterance and the functional use of language;
for example the use in specific scenarios of how to act in a given social event or how to
participate in a job interview.

Communication
The CEFR defines communication as a social act, where learners are social agents, developing a
range of general and specific communicative language competences, moving from learning about the
language to learning to communicate in the language in active, spontaneous, and authentic language
interaction.

Tasks
Defined as any purposeful action considered by an individual as necessary in order to achieve a given
result in the context of a problem to be solved, an obligation to fulfill, or an objective to be achieved.
This product may be a brochure for tourists, a blog entry, or a fund raising project for a humanitarian
cause.

Task accomplishment by an individual involves the strategic activation of specific linguistic
competences (linguistic, pragmatic and socio-linguistic) along with a range of socio-cognitive
competences in order to carry out a set of purposeful actions in a particular domain (interpersonal,
transactional, academic and professional) with a clearly defined goal and a specific outcome.

How are lessons planned?
Lesson planning will be developed based on scenarios that focus on one or more of four different
domains.

A unit is six weeks. Lesson plans are created weekly based on themes. Here is an example of how
it can be done.
Week 1
Domain
Scenario
Enduring
understanding
Essential question
Theme 1
Language function 1
Goals
Three learning
pillars
Assessment
indicators

Week 2
Domain
Scenario
Theme 2
Language function
2
Goals
Three learning
pillars
Assessment
indicators

Week 5
Feedback, reinforcement
and assessment

Week 3
Domain
Scenario
Theme 3
Language
function 3
Goals
Three learning
pillars
Assessment
indicators

Week 4
Domain
Scenario
Theme 4
Language
function 4
Goals
Three learning
pillars
Assessment
indicators

Week 5&6
Sharing and responding
Integrated mini-project

Didactic Planning for Secondary
Level: __th

Term:_
Domain:

Unit:___

Scenario:

Enduring Understanding:

Learn to Know

Week:__
Theme:

Essential Question:

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frame

Function

Psycho-social

Vocabulary

Discourse Markers

Sociocultural

Phonology

Assessment &
Evidences of
Learning

Learner can

Time

Didactic Sequence

Learner…
Assessment indicator,
instruments and
evidence of learning

Options

Integrated Mini-Project

Time

Participating
Thinking
Acting out
Responding and sharing

Reflective Teaching
What worked well

What didn’t work well

How to improve

Level
Unit
Domain
Scenario
Themes
Enduring Understanding
Essential Question
Linguistic
Competencies
Goals
Oral and Written Comprehension
Oral
and Written Production
Learn to Know
Grammar & Sentence Frame
Phonemic Awareness/
Phonology
Vocabulary
Learn to Do
Function
Discourse Markers
Learn to Be and Live in
Community

Template Elements
Grade level of the unit
1 of 6 in a year, includes Scenario, 4 themes, Enduring Understanding, Essential Question, Goals, pillars
of learning, mediation strategies, assessment, and Integrated Mini Project
Refers to the broad sectors of social life in which social agents (learners) operate
A real-life context referenced for an entire unit
The focus of attention for each week that refers back to the real life scenario (Context rather than
content.)
Big ideas to guide the teacher that give importance and meaning to a set of curriculum exp ectations
and have a lasting value for learners, beyond the classroom. (1 per unit)
A question which fosters understanding and critical thinking in learners (Can be adapted to theme.)
Oral and Written Comprehension (listening and reading); Oral and Written Production (spoken
interaction, spoken production, writing)
Can-do performance descriptors
What a learner can understand or can do when listening and/or reading
What a learner can speak and write
Learning pillar that includes Grammar and sentence frames, Vocabulary,
Awareness/Phonology
The grammatical components that will be covered in the unit

and Phonetic

The part of the lesson that addresses the Learner’s ability to hear, identify, and manipulate sounds
Words learners need to know to communicate effectively within a domain, scenario, and theme
Learning pillar that includes Functions and Discourse Markers
The use of spoken discourse and/or written texts in communication for a particular purpose (e.g.
asking and giving information, describing)
Linking words or phrases that connect one piece of discourse with another one (e.g., and, because)
Learning pillar that includes Psycho-social, Sociocultural, Social Language, Idioms, and Quotes

Psycho-social

Template Elements
Attitudes, motivations, values, beliefs, cognitive styles, and personality factors

Sociocultural

Politeness conventions, expressions of folk wisdoms, register differences, dialects and accents

Suggested Mediation Strategies

Organized, purposeful and scaffolded learning experiences

Assessment Strategies

Required evidence of student´s learning

Integrated Mini Project

A more complex task which includes a four-phase process (participating, thinking, acting out,
responding and sharing) that integrates skills and unit’s goals and leads to a final product.

Third Cycle and Diversified Education
English teaching places priority on the fine-tuning of learners communicative competence
involving oral comprehension and oral and written communication so that they become
independent users of English and can reach level B1 or A2+ based on the descriptors of the
CEFR.


Teachers can select three or four goals per week from the units. They can combine oral
or written comprehension with oral and written production, depending on the
pedagogical purpose of the lesson.



Teachers start each theme of a unit’s scenario and lesson with a warm-up activity. Then,
they share with the learners the essential question and the learning goals/expected
outcome for that day or week.



The enduring understanding is shared by the teacher at the beginning of each unit to



Lessons follow a task-based approach combined with the action-oriented approach.



Grammar is developed by combining both inductive and deductive instruction within a



The teacher follows a set of integrated sequence procedures as presented below to

connect students with the core ideas that have lasting value beyond the classroom.

meaningful context.

develop the different linguistic competences:

Mediation Sequence
Comprehension
Oral
Written




Planning
 pre-listening

 pre-reading

 motivating

 explaining

 contextualizing

 use

goal



Listening



typographical

for



the



Pre-writing

 Planning



Drafting

 Organizing



Revising

 Rehearsing



Editing

 interacting



Publishing.

list

first time (general

difficulties/strategie

understanding);

s to cope them


Pair/group

 Planning
 Organizing
 Rehearsing
 producing

Pair/group feedback

second time (more



Reading for the second

detailed

time, post–reading (for

understanding)

reacting to the content

Self/co

or focusing on features

assessment.

/language forms)


Spoken production

time


for



Reading for the first

the

Listening

Written

Spoken interaction

clues

feedback


task

goal

 explaining task




Planning

Production
Oral

Self /co assessment).



Teacher makes sure that all learners understand task instructions.



Teachers should ensure learners know how to use strategies through teacher



Learners have at their disposition useful words, phrases and idioms that they need to

scaffolding and modeling, peer collaboration and individual practice.

perform the task. It could be an audio recording with the instructions and the
pronunciation of the words and phrases needed.


The task could involve the integration of listening and speaking or reading and writing



The learners complete the task together using all resources they have. They rehearse

and is given to students individually, in pairs, or teams.

their presentation, revise their written report, present their spoken reports or publish
their written reports.


Teacher monitors the learners’ performance and encourages them when necessary.



The learners consciously assess their language performances (using rubrics, checklists
and other technically designed instruments that are provided and explained to them in
advance). Teachers assess performance, provide feedback in the form of assistance,
bring back useful words and phrases to learners’ attention, and provide additional
pedagogical resources to learners who need more practice.



At the end of each unit, the learners develop and present Integrated Mini-Projects to



The enduring understanding and essential question are central to articulate the three

demonstrate mastery of the unit goals.

learnings: learn to know, learn to do and learn to be and live in community. The
Integrated Mini-Project is an opportunity for students to integrate these three learnings
in a single task.


Teach and plan English lessons in English to engage learners socially and cognitively.

Classroom Setting in the Action Oriented Approach
When implementing the action oriented lessons in your English class; remember to:
a) Consider learners interets and needs.
b) Offer opportunities to work in pairs, in small groups, and as a whole class.
c) Create a context for learning and reflecting.
d) Provide multiple opportunities to develop communicative competence.
e) Use different classroom layouts: the horseshoe, chairs in a circle, traditional rows and
nested tables in groups.

How is learning assessed?
Assessment is a purposeful, continuous, contextualized, authentic, reflective, investigative,
systematic and multi-phase process, which responds to these four fundamental questions: Why
assessing learning? What to assess? How to assess it? Which are the pedagogical
implications?
The purpose of assessment is to serve each learner’s learning and growth. To prevent student’s
failure and allow timely intervention, assessment allows teachers to detect learning gaps, so
that learners can receive the support needed to be successful. The “what” of assessment
involves having clarity about the knowledge, skills, abilities, and attitudes (learn to know, learn
to do, learn to be and live in community) that learners have to develop as established in the
curriculum goals or “can do performance descriptors”. This implies that assessment will mainly
be performance-based. Learners are required to demonstrate through integrated-skills tasks
within a domain, scenario and theme, specified knowledge, skills and abilities using the target
language. Assessment can also be a discrete point, which means the use of selected response
tasks to isolate and measure discrete units of grammatical knowledge, which encompasses
grammatical, semantic and pragmatic knowledge -- form, meaning and use (Purpura, 2014, p
9). Assessment will also be authentic which means that the assessment task will simulate reallife situations within domains and scenarios beyond the classroom setting, and the sociocognitive, socio-affective, socio-cultural and linguistic demands upon the learner will be similar
24

to the one of a speaker in a target language setting.
Classroom assessment mirrors the learning goals, content of instruction and instructional
practices, therefore, curriculum, teaching, and assessment must be coherent for learning goals
to be achieved and learners’ communicative competence to be developed.
Task design, task performance, and assessment become a fundamental unit of instructed
learning; tools such as analytic and/or holistic scales, rubrics, progress indicators and checklists
play an important role for obtaining valid and reliable qualitative and quantitative data about
students´ learning and performance.

Integrated Mini- Project
A more complex “learn to do” classroom task
for each unit.
 Learners (as social agents) integrate
knowledge, skills and abilities (KSA),
within the domain, scenario, themes,
the enduring understanding and
essential questions of the unit.
 Proactive (not reactive)
 Interconnected with classroom
activities
 Formative, skill-integrated
performance
 Collective actions (social dimension)
 Promotes the democratic citizenship.
(CEFR p.12)

 Integrates skills and unit’s goals

and leads to a final product.
AOA Task Oriented to a Product
Keep the end in mind!

Phases for the Integrated Mini-Project

1. Participating/Negotiating (Week 1 or 2)
Brainstorming, discussing, negotiating, making decisions to conform the different groups
according to their interest.
2. Thinking/planning (Week 3 or 4)
Planning, negotiating and finding information collaboratively about the language content and
strategies, resources and organizing the work to distribute assignments among the group
members.
3. Acting out/Completing MP (oral/written) (Week 5)
Completing the product, rehearsing, practicing the mini-project presentation.
4. Responding and Sharing (Week 6)
Groups creatively deliver the mini-project,answer questions from the audience and in pairs or
groups self or co-assess it.

7th - Unit 3 – Example

Promoting local tourism
Integrated Mini-Project: Tourist Brochure to support local tourism

Task description:
You want to show the most important tourist attractions to support local
tourism. Design a brochure to promote local touristic attractions. Keep
in mind the following questions to guide your product: Is this an
authentic communication action? Is it useful for everyday life?
Phase 1: Participating to negotiate: (5 or 10 minutes in week 1 or 2)
Choose your mini project and get in groups of 3-4 participants and
negotiate in order to plan next phase.
Phase 2: Thinking for planning: (5 or 10 minutes in week 2 or 3)
Plan your brochure. Think what to do (the information you need to find,
the time and organization of the the work (what to write and distribute
what each member is going to do).
Phase 3: Acting out to complete the MP –oral & written- (week 5)
In your group, complete the brochure in class, rehearse and organize
the presenttion.
Phase 4: Responding and sharing (week 6)
Present creatively the brochure to the class, respond questions from
the audience and using the instruments self or co assess it.

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Introducing
Scenario

Some tasks can
relate to Integrated
Mini-Project

Some tasks can relate to
Integrated Mini-Project

Some tasks can
relate to Integrated
Mini-Project

Completion of
Integrated
Mini-Project

Presentation
of MP

Participating/neg
otiating

Participating/negoti
ating

Thinking/ planning

Acting out
/completing MP

Responding
and sharing

Selecting
Integrated MiniProject
(5-10 min)

Planning
Integrated MiniProject
(5-10 min)

Planning
Integrated Mini-Project
(5-10 min)

Planning
Integrated MiniProject
(5-10 min)

Completion of
Integrated MiniProject

Presenting
the IMP

What is the teacher’s profile to implement this new curriculum?
Teacher’s Profile

What is expected from learners at the end of the process?
Learner´s Exit Profile

Distribution of Scenarios Acedemic and Technical Diversified Education
Academic Diversified Education
10th

Level Scenarios

11th

Level Scenarios

Technical Diversified Education
10th

Level Scenarios

11th Level Scenarios

12th Level Scenarios



Love What We Do! 

Recipes for



Love What We Do! 

Handle with Care



Stories Come in

Success



Stories Come in

–

Gift and Our
Responsibility

All Shapes and



Sizes



A World of



From the Wheel to

All Shapes and



What Comes Next

the Drone

Sizes



Recipes for

The Earth–Our

Differences

Gift and Our

Caution: Fragile

Responsibility

World.


Handle with Care



What Comes Next



Get Ready. Get



A World of
Differences



Caution: Fragile
World.



From the Wheel to
the Drone

Get Ready. Get
set. Go!

success


The Earth–Our



Really?
(Controversial
issues)

set. Go!


Really?
(Controversial
issues)

Scope and Sequence of Scenarios and themes in Third Cycle and Diversified Education

Scope and Sequence Third Cycle
Level

Unit 1

Seventh Grade

Scenario: Here I Am!

Themes:

Hello, Hi there, Hey,
Bye

Building Community

Let´s Get Personal

Meet My Family

Unit 2
Scenario: Enjoying Life

Themes:

My Daily Routine

Eating Habits

Hanging out

Things I Like to Do

Unit 3

Unit 4

Unit 5

Unit 6

Scenario: Getting Back
to Nature

Scenario:
Checking
Things off a Shopping
List

Scenario:
Let’s
Celebrate Costa Rican
Culture!

Scenario: Getting from
Here to There

Themes:

Natural Wonders in
My Backyard

Marvels in Costa
Rica

A
World
of
Wonders

Where can I go
next?

Themes:

My
Family´s
Grocery List

Going Shopping

Does This Fit Me?

How Much Does It
Cost?

Themes:

How my family and
I celebrate “Tico”
culture

How my community
celebrates
“Tico”
culture

How other Costa
Rican communities
celebrate
“Tico”
culture

How Costa Ricans
celebrate national
“Tico” culture

Themes:

Knowing where I
want to go

Knowing where It is

Knowing how to get
there

nowing what I need
and when

Eighth Grade

Scenario:
My High School…Our
place
Themes:

High School -- Bring
it on!

A Day in the Life of
My High School.

What is Your Next
Class?

High
School
Through the Eyes
of my Friends.

Ninth Grade

Scenario:
Time to Have Fun!
Themes:

Let’s Workout

Once Upon a Time I
Enjoyed...

Try it!

The Most Fun I've
Ever had!

Scenario:
Let the Good Times Roll
Themes:

Fun times: Inside
and Out

What´s
your
favorite ____?

Ready to Play: Tell
Me the Rules

Up
Close
and
Personal

Scenario:
Online & Connected
Themes:

Yesterday, Today
and Future Media

Virtual
Communities and
Networks

New Media and
Public Safety

The Magical World
of Apps

Scenario:
Something to Celebrate!
Themes:

Let’s
Celebrate:
Holidays with My
Family

Let’s
Celebrate:
Latin
American
Holidays
and
Festivals

Let’s
Celebrate:
Holidays
and
Festivals
around
the World

A
Holiday
to
Remember: One of
my favorites
Scenario:
Lights, Camera & Action
Themes:

What´s on TV?

The Best Show
Ever…

Through the Lens
of the Documentary

Daily News

Scenario:
Going Shopping!
Themes:

Welcome to My
Town

Getting what I need
at the right place

Where is it?

How can I get
there?

Scenario:
In the Public Eye
Themes:

Success vs. Fame

National
Role
Models

Contributions
of
Outstanding
Figures to Society

Breaking News:
Read All About It

Scenario: Unforgettable
Events
Themes:

A Day I’ll Never
Forget:
in
my
Personal Life

An Event I’ll Never
Forget: with my
Family

An Event I’ll Never
Forget: in Costa
Rica

An Event I’ll Never
Forget: in the World

Scenario:
Unexpected Situations
Themes:

Home Emergencies

Emergency
Traveling Situations

Unanticipated
Appointments

Making a Complaint
at a Restaurant

Scenario:
Amazing Costa Rica
Themes:

Beautiful
Costa
Rica

Hiking, Biking and
Walking
Around
Costa Rica

Traveling
Necessities

lanning My Perfect
Vacation

Scenario:
Open a Book, Open Your
Mind
Themes:

Keep it simple

Show me: Comic
Strips

Biographies
of
Writers

he Moral of the
Costa Rican
Legend is …

Scenario:
Love What We Do!

Tenth

Themes:

Help wanted

Jobs

Interviewing

Working to Live or
Living to Work?

Eleventh

Scenario:
Recipes for Success
Themes:

Ingredients
for
Healthy Living

Add a Pinch of a
Positive Attitude

Follow the recipe: a
Plan for success

Give me a Taste:
Stories
of
Successful People

Scenario:
Stories Come in
Shapes and Sizes

All

Scenario:
A World of Differences

Themes:

Tell me a Story

Thumbs
Up/Thumbs Down

The Reviews Are In

You Should Read
This

Themes:

These
Are
My
People

Cultures,
Subcultures
and
Cliques

Cultural Norms and
Cultural Storms

I Am Not My Hair

Scenario:
From the Wheel to the
Drone

Scenario:
The Earth–Our Gift and
Our Responsibility

Themes:

Inventions
that
have Changed our
Lives

Living in a Tech
World

Safety First

The Next Wave of
Innovations

Themes:

Natural Disasters-Is
Nature Against us?

What´s the
Problem?

A Helping Hand
(possible solutions)

Who is Doing
What? (Nonprofit
and NGOs)

Scenario:
Caution: Fragile World Handle with Care
Themes:

What Makes
Something
Sustainable

Products and
Practices around
the World.

Products and
Practices in Costa
Rica

Am I
Environmentally
friendly?
Scenario:
Get Ready. Get set. Go!

Themes:

Get ready: Take a
Look
at
your
Dreams and Fears

Get Set: College or
Career?

Surviving
or
Thriving?
(Developing Your
Soft Skills)

Go! The Future is
Now

Scenario:
#HighTech HighTouch

Themes:

Hot Apps

Danger Zones in a
Digital World

Tech
Tools
for
Positive Change

My Future Is in My
Hands

Scenario:
What Comes Next?

Themes:

Pass or Fail?

College or Career?

Study
Here
or
Abroad?

Getting
by
or
Getting ahead?

Scenario: Really??? (Controversial issues)

Themes:

You gotta be kidding…World facts

Shut up…Issues from Health and Medicine

No way…Controversies and the Law

OMG… Stereotypes and Cultural Differences

Seventh Grade Exit Profile
Level
A1.1 Grade 7
Integral Development and Communicative Competence
At this stage the learner can...
Learn to know

Learn to do

Learn to be and live in
community
Listening
CEFR STANDARDS
 Can demonstrate a very
limited
ability
to
communicate independently
English because s/he is in a
'Silent Period' as s/he
develops a receptive level
of language, knowledge
relying mostly on simple
language and cues.

have a level appropriate language (words, phrases, formulaic expressions) and topical knowledge related to
domains, scenarios and themes.
Use level-appropriate linguistic and topical resources in order to listen, read, speak and write in response to
level and age-appropriate tasks, integrating language and topical knowledge, skills and abilities (KSAs) within
domains, scenarios and themes. S/he may rely on words from the first language for which s/he has yet to
acquire in the target language.
use personal and social dispositions (e.g. engagement, attitudes, cooperation, turn taking, empathy, and
other universal values) when interacting and producing in the target language and taking time to search for
words using oral and body language for transferable learning (enduring understanding).
Reading
Speaking
Writing
(spoken interaction & production)
CEFR STANDARDS
CEFR STANDARDS
CEFR STANDARDS





Can understand a very limited
amount of language (e.g., words
and simple expressions).
Can recognize environmental
print found (e.g. common
advertisements and road signs;
labels, captions) and internet
sources in familiar texts.
Can recognize some highfrequency words such as: a, the,
and, of.

 Can use words in English in a
very limited manner needing to
rely
on
memorized
and
rehearsed
expressions
to
answer simple questions.
 Can show their understanding
through: eye contact, imitating,
using
facial
and
body
expressions, acting out a story,
using pictures to categorize or
sequence, drawing, matching
items and pictures; repeating
words and phrases at a slower

Eliminado:

 Can write off of a heavily
patterned model with very
little detail using a limited
set of familiar words.

INTEGRATION
LANGUAGE SKILLS

 Can recognize pictures /
diagrams to label words
and simple expressions
(reading to write)

INTEGRATION
LANGUAGE SKILLS

OF INTEGRATION OF LANGUAGE
SKILLS

 Can respond with learned
words, phrases, formulaic
expressions
and
body
language
(listening
to
speak).
 Can
recognize
words,
phrases,
formulaic
expressions (listening to
read).
 Can fill in gapped texts
(listening to write).







Can predict parts of a story
based on pictures.( reading to
speak)
Can recognize pictures to show
their understanding (reading to
listen).
Can
follow
brief,
simple
instructions in texts to write
(reading to write).
Can predict what the text is
about
supported
by
typographical and visual clues to
speak (reading to speak).

speech rate such as in choral or
echo read alouds.

INTEGRATION OF LANGUAGE
SKILLS




Can interact spelling out words
(speaking to write/ listen).
Can organize a conversation by
writing appropriate expressions
(speaking to write).
Can rehearse a conversation
with peers (speaking to listen).

 Can
identify
oral
information
to
write
posters, brochures and
invitations (listening to
write).
 Can
write
personal
information
to
interact
(writing to speak).

Seventh Grade Distribution of Domains and Scenarios by Term
Domain

Scenario

Unit

Here I Am!

Enjoying Life

Socio-Interpersonal and Transactional

Getting back to nature

Socio-Interpersonal and Transactional

Checking things off a shopping list!

Term 1
Socio-Interpersonal
Socio-Interpersonal and Transactional

Term 2

Term 3
Socio-Interpersonal and Transactional

Getting from here to there

Socio-Interpersonal and Transactional

Let´s celebrate Costa Rican Culture

Sample Weekly Plans for

Units 1-6 for
Seventh Grade

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Dirección de Desarrollo Curricular
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Level 7th

Unit 1
CEF level to be reached: A1.1
Scenario: Here I Am!

Enduring Understanding
Essential Question

What a person thinks, feels, and belongs to, makes her/him a unique person.
What makes us unique?
Assessment and Goals

Week 1

Week 2

Assessment: L identifies brief,
simple
instructions
if
encountered in similar form.
R.1. understand brief, simple
instructions if encountered
previously in the same or
similar form.

Assessment: L recognizes
simple personal questions when
they hear them.
L.3.
understand
simple
personal questions. (e.g.,
name, age, address, father,
mother, sister).

Assessment: L discriminates
classroom language within oral
utterances.
L.2. understand classroom
language
(e.g.,
teacher,
classmate,
schedule,
principal, May I come in?
Raise your hand, May I
borrow your pencil?).

Assessment: L spells out
words.
SI.1. spell words including
names, surnames, country of
citizenship and other.

Assessment: L identifies basic
greetings,
farewells
and
common
expressions
of
politeness.
L.1.
understand
basic
greetings,
farewells,
and
common
expressions
of
politeness
(e.g.,
hello,

Assessment: L recognizes
some expressions and the main
information about text (heard or
read) with instructional support.
R.3.
recognize
some
expressions and the main
information (e.g., name, date,
time, address, date of birth,)
on posters, brochures, signs,
and invitations and in simple
texts if allowed to use a
dictionary.

Week 3

Assessment: L asks personal
information to others.
SI.3. ask others for personal
information
(address,
telephone, number, nationality,
country
of
citizenship,
birthdate, age, family and
hobbies).
Assessment:
L
introduces
him/herself providing personal
information
SP.1. introduce him/herself, for
example say his/her name,
where s/he comes from and
what s/he does (address,
telephone, number, nationality,
age, family and hobbies).

Week 4

Week 5/6

Assessment: L writes labels on
Assessment
familiar objects in a picture or
diagram.
W.1. write labels on familiar Anecdotal reports / rubrics / instruments
objects in a picture or diagram
for self and co-assessment
(e.g., door, desk, chair, and
eraser).
Assessment: L writes straightforward
information about him/herself in short
sentences.
W.2.
write
straightforward
information about him/herself in
Suggested Integrated Mini project
short sentences or fill out that
information
in
a
form
(questionnaire,
card)
with  Personal lapbooking, mobile,
assistance such as using a
collage.
dictionary or book, checking  Self-portrait presentation using
written sentences to look for
technology or cardboard.
mistakes
(e.g.
subject-verb  Storytelling using TPR in groups.
agreement, capitalization, spelling,
basic punctuation).
Assessment: L describes his/her
family simply.

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goodbye, sorry).

SP.2. describe simply his/her family,
for example who the members are,
how old they are, where s/he lives.

Assessment: L uses basic
greeting
and
leave-taking
expressions,
farewell,
and
politeness and basic classroom
language
SI.2. use basic greeting and
leave-taking
expressions,
farewell, and politeness (e.g.,
hello, goodbye, please and
thank
you)
and
basic
classroom language.
Can Do related to Phonology to be inserted as appropriate each week
Assessment: L discriminates English language sounds.
R.2. manipulate English language sounds using knowledge in phonics, syllabification and word parts.
Theme
Hello, Hi there, Hey, Bye

Function
Greeting
and
goodbye.

saying

Interacting with classroom
language at school.
Discourse Markers
Connecting words: and

Grammar & Sentence Frames
Wh questions
What´s your name? My name
is__.
How old are you? I am__.
Where do you live? I live in __.
Demonstrative Adjectives
This is my desk.
This is our classroom.

Theme
Building Community

Function
Spelling out words.
Giving personal information
about me and my family
members.

Theme
Let´s Get Personal

Function
Giving personal information
about me and my family
members.

Theme
Meet My Family

Function
Giving
personal
about me and
members.

information
my family

Discourse Markers
Connecting words: but

Discourse Markers
Connecting words: because

Discourse Markers
Connecting words: and, but, because

Grammar &Sentence Frames

Grammar & Sentence Frames

Wh questions
What´s your name? My name
is__.
How old are you? I am__.
Where do you live? I live in __.

Verb To be + adjectives
(S+V+C)
I am handsome.
She is intelligent.
They are selfish.

Demonstrative Adjectives
This is my mother/father.
That is my cousin.
These are my siblings.
Possessive “s”
My mother´s name is _____.

Intensifiers
Very, really, super

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Dirección de Desarrollo Curricular
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Phonology

Segmenting a word into phonemes
(/d/…/o/…/g/) and substituting
initial, final and medial sounds
Dad, grandma, old, daughter, hug,
baby, etc.

Segmenting a word into phonemes
(/d/…/o/…/g/) and substituting
initial, final and medial sounds Dad,
grandma, old, daughter, hug, baby,
etc.

Review

Vocabulary















Hello, Hi there, Hey, Bye Hi
Hi there
Hey
Hello
Good morning/ afternoon/
evening

Psycho-social
Respecting
opinions,
linguistic skills and abilities
of classmates.
Socio-cultural
Showing interest in each
peer´s and family´s lives
and feelings.
Social Language
Hey
Howdy
So far, so good
Hey buddy
Hey guys
Hey dude

Building Community
May I come in?
Could you repeat, please?
May I go to the restroom?
May I borrow your pencil?
How do you say___ in English?
How do you say/ pronounce
____?
Raise your hand.



Psycho-social
Collaborating with
peers and teacher.

other

Sociocultural
Respecting human
principles
inclusiveness.

rights
and







Let´s Get Personal
Age, status, phone number,
country, nationality,
occupation, residence,
handsome, pretty,
intelligent, numbers, dates,
the alphabet
I am…happy, sad, angry,
excited, unhappy,
frustrated, annoyed,
threatened, furious, bored,
satisfied, shocked, scared,
shy, disappointed.
Psycho-social
Using
positive
communication skills.
Sociocultural
Quotes
Feeling Ok
I´m cool
What´s new?

Meet My Family
Family members such as mother, father,
siblings, cousin, father–in- law, etc.



Psycho-social
Respecting opinions, linguistic
skills and abilities of classmates.
Sociocultural



Using formal and informal
language
when
addressing
people of different ages and
contexts.
Quotes



A friend in need is a friend
indeed. -- Unknown Author

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Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

Didactic Planning
Week 1
Level: 7th
Domain: Socio-Interpersonal

Unit: 1
Scenario: Here I Am!

Theme: Hello, Hi there, Hey, Bye

Enduring Understanding: What a person thinks, feels, and belongs to makes her/him a unique person.
Essential Question: What makes us unique?
Learn to Know
Grammar & Sentence Frame
Wh questions
What´s your name? My name is__.
How old are you? I am__.
Where do you live? I live in __.
Demonstrative Adjectives
This is my desk.
This is our classroom.





Vocabulary
Hi there
Hey
Hello
Good morning/ afternoon/ evening

Learn to Do

Learn to Be and Live in Community

Function

- Greeting and saying goodbye



Psychosocial
Respecting opinions, linguistic skills and
abilities of classmates.



Sociocultural
Showing interest in each peer´s and family´s
lives and feelings.








Social Language
Hey
Howdy
So far, so good
Hey buddy
Hey guys
Hey dude

- Interacting with classroom language at
school
Discourse Markers
Connecting words: and

Phonology
Segmenting a word into phonemes (/d/…/o/…/g/) and
substituting initial, final and medial sounds Dad,
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grandma, old, daughter, hug, baby, etc.

Assessment
Strategies &
Evidences

Didactic Sequence Mediation
Learner can

Note: Teacher includes the
specific indicators and
evidences under each one
of
the
following
assessment strategies.

Learner…
R.1. identifies brief, R.1. understand
simple instructions brief,
simple
if encountered in instructions
if
similar form.
encountered
previously in the
same or similar
form.

Oral Comprehension: Pre-listening; Listening for the first time; Pair/Group feedback; Listening for the second time; Post-listening
Written Comprehension: Pre-reading; Reading for the first time; Pair/Group feedback; Reading for the second time; Post-reading
Spoken Interaction/Production: Planning; Organizing; Rehearsing; Using/Describing
Written Production: Pre-writing; Drafting; Revising; Editing

Time
Total:
120 min
(3 lessons)

Pre-teaching
Routine – Checking attendance, checking in with Ls, posting and introducing Essential
5 min
Question and explaining that one way we are unique is how we learn separately and
together.
Warm up
T distributes different versions of Greetings Bingo (see Resources Section) and reads 10 min
aloud the instructions written on the board:
1. Read your card.
2. Listen.
3. Mark your card.
4. Win with -- or / or I
T asks Ls to work with partners to mark their sheets when they hear one of the greetings 10 min
used in the video of Famous greetings from T.V. and Movies. Explain that to “win” they
need to have a straight vertical, horizontal or diagonal line of greetings marked on their
cards. Video can be found here. https://www.youtube.com/watch?v=QEyGhSWwfC8

T asks Ls to choose how they want to greet each other each week of this Unit and Ls
R.2. discriminates R.2. manipulate
practice the greeting as they stand in a circle and clap out the syllables of the greeting and
English language English
the syllables of the names of their classmates, one after the other until everyone in the
20 min
sounds.
language
circle has been greeted. (See Phonology section for details on clapping syllables.)
sounds
using
knowledge
in
phonics,
syllabification
Pre-task: listening to speak
and word parts.
 T shows labels created for the classroom. As each word is introduced T indicates she
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L.2. discriminates
is reading the word, then places the label on the appropriate person/object. Words are:
classroom
L.2. understand
Teacher, Classmate, Desk, Door, Classroom, Pencil, Paper, Whiteboard or
language
within classroom
Chalkboard, Marker or Chalk, Eraser, Trash. T uses the sentence frame: This is ____.
oral utterances.
language (e.g.,
 Ls repeat words.
teacher,
 Then T holds up word and points to incorrect object indicating that Ls should nod for
10 min
classmate,
yes and shake head for no if the word does not identify the object. If the answer is no,
schedule,
Ls must point to the correct object and say This is _________.
principal, May I
come in? Raise Task: Introducing Classroom Language and Classroom Rules (listening to speak)
your hand, May I
1. Pre-listening
borrow
your
With a partner chosen earlier who understands the purpose of the activity and what
L.1. identifies basic pencil?).
he/she is to do, T demonstrates three actions. First partner stands at door and acts out
greetings, farewells
May I come in? as T says Yes, you may come in. Then partner asks May I borrow your
and
common L.1. understand
45 min
pencil? And T gives pencil and says Yes, you may borrow my pencil. Then T says
expressions
of basic greetings,
Please raise your hand and partner raises hand and indicates that he/she is waiting to
politeness.
farewells,
and
be told what to do. T and partner repeat the phrases and actions several times. Then
common
Ls pair up and practice.
expressions of
politeness (e.g.,
2. Listening for the first time
hello, goodbye,
T explains that Ls should listen for greetings and at least one question in order to do
sorry).
group/pair work that follows. T and partner perform the following dialogue:
(Teacher Nela is writing something at her desk with Yami standing at the door.)
Yami: Hello Teacher Nela. May I please come in?
Teacher Nella: Hi Yami. Yes you may come in.
(Yami enters and sits at her desk. Teacher Nela continues to write.)
Yami (very excited): Teacher Nela! Teacher Nela! I have to tell you something.
Teacher Nella (looking up and around the class): Yami, you know the rules. You must
raise your hand to speak.
Yami (raises her hand and waits)
Teacher Nella: Yes, Yami. Please tell me your news.
Yami: I left all my things at home. May I borrow your pencil?
Teacher Nella: Yes, today you may borrow my pencil. But tomorrow you must be
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prepared when you come to the classroom.
3. Pair/Group feedback
Pairs answer what two forms of greeting the Teacher and Student used and at least
one question that was asked.
4. Listening for the second time
Pairs identify words that are used more than once in the dialogue and clarify if they
understand the meaning: yes, may I, you, your, please, my. They also identify a rule
that is mentioned. (Raise your hand to speak.)
5. Post-listening
Ls brainstorm other rules that help the class show respect for each other as learners.
This brainstorming can be done in Spanish and then the T can write a short version of
the rule in English on the board.

20 min

SI. 2. uses basic
Post-task (listening to speak)
greeting and leavetaking expressions, SI.2. use basic
1. Planning/Organizing
farewell,
and greeting and
Ls are given paper and markers and in pairs they copy and illustrate one of the rules of
politeness
and leave-taking
the classroom.
basic
classroom expressions,
2. Rehearsing
language
farewell, and
After finishing illustrating their rule they do a walk and talk in pairs. T plays the sound of
politeness (e.g.,
the video that was used as a warm up and pauses the sound. When the sound stops,
hello, goodbye,
pairs first use greetings and then say their rule and show their poster to whichever pair
please and thank
is nearest to them.
you) and basic
3. Using
classroom
Exit ticket – Ls choose to say Goodbye, Good morning, Good afternoon, or See you
language.
later as they exit the classroom and share their rule.

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Options




Time

Integrated Mini-Project

Personal lapbooking, mobile, Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should
collage.
be opportunities for Ls to practice English, not just those related to presentation.
Self-portrait presentation using
technology or cardboard.
For the first and second weeks, learners focus on:
Storytelling using TPR in groups
Participating: Brainstorming, discussing, negotiating, making decisions and selecting the
work strategies, resources and the mini-project. After each week’s lesson, learners identify
which learning tasks completed that week could be adapted for use in their chosen
Integrated Mini-Project.
Thinking: planning creating and outlining collaboratively the language content and
strategies.
For the third and fourth weeks, learners focus on:
Acting out: Practicing the mini-project in pairs or groups.
For the week of presentation, learners focus on:
Responding and sharing: Delivering and participating in peer assessment of mini-project.

Adjust
previous times
listed above to
allow 5 min
each week.
Group
presentations
can be week 5
or 6.

Reflective Teaching
What worked well

What didn’t work well

How to improve

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Enduring Understanding Reflection
How well did the learners progress in their understanding of the Enduring Understanding?

Week Plan Self-Assessment
At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’
understanding.)

Learner Self-Assessment
I can…

Yes

In
progress

Recognize when someone greets me.
Greet others.
Identify, pronounce, and indicate the meaning of all the
vocabulary (including social language) for the week.
Show how I have worked with others this week.

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Didactic Planning
Week 2
Level: 7th
Domain: Socio-Interpersonal

Unit: 1
Scenario: Here I Am!

Theme: Building community

Enduring Understanding: What a person thinks, feels, and belongs to makes her/him a unique person.
Essential Question: What makes us unique?
Learn to Know





Grammar & Sentence Frame
Wh questions
What´s your name? My name is__.
How old are you? I am__.
Where do you live? I live in __.
Vocabulary

Learn to Do

Learn to Be and Live in Community

Function

Psychosocial

- Spelling out words
 Collaborating with other peers and teacher.
- Giving personal information about me and
my family members

Discourse Markers
Connecting words: but

Sociocultural
Respecting human rights principles and
inclusiveness.

May I come in?
Could you repeat, please?
May I go to the restroom?
May I borrow your pencil?
How do you say___ in English?
How do you say/ pronounce ____?
Raise your hand.
(Other classroom rules)
Phonology
Segmenting a word into phonemes (/d/…/o/…/g/) and
substituting initial, final and medial sounds Dad,
grandma, old, daughter, hug, baby, etc.
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Assessment
Strategies &
Evidences
Note: Teacher includes the
specific indicators and
evidences under each one
of
the
following
assessment strategies

Learner …

Didactic Sequence Mediation
Learner can

Time
Total:
120 min
(3 lessons)

Pre-teaching
Routine – Checking attendance, checking in with Ls, posting and reviewing Essential
5 min
Question.
Warm up
15 min
As a Do Now activity, project or distribute copies of the American Sign Language alphabet
and tell learners to work on how to spell their names and the name of their community
using ASL.

L.3.
recognizes L.3. understand Pre-task: listening to speak
simple
personal simple personal
 T models with a learner:
questions
when questions. (e.g.,
Teacher: Hi there, my name is (says and spells out name using ASL). What is your
they hear them.
name,
age,
name?

45 min

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address, father,
mother, sister).
SI.1. spells
words.

out SI.1. spell words
including names,
surnames,
country
of
citizenship and
other.

R.2. manipulate
R.2. discriminates English
English language language
sounds
using
sounds.
knowledge
in
phonics,
syllabification
and word parts.

Learner: Hello, my name is (says and spells out name using ASL). I live in (says and
spells out community using ASL). Where do you live?
Teacher: I live in (says and spells out community).
 Repeat the Walk and Talk activity (instructions in Week 1) using the first portion of the
song “Who Are You?” by The Who
(https://www.youtube.com/watch?v=5modnIBpqTQ). Play a portion and stop. When
the song stops, learners Greet, Ask and Respond to What is your name? and Where
do you live? using voices and ASL.

 Recognition/Articulation/Production: Say aloud and sign the following words: may,
say, pay, raise. Ask Ls if they hear something similar in the words. (Answer: the A
5 min
sound.) Explain that vowels in English can have different sounds. Show how to
produce the sound. Show the sign for the letter A in ASL. Read aloud from the
following list and ask Ls to raise their hands using the A symbol if they hear the A
sound. After reading, call on different learners to have them produce the word with the
sound.
 Respect your classmates.
 Listen.
 Share.
 Do not play games on your phone.
 May I use your pencil?
 Say please.
 Say Thank You.
 What is your name?
 What is your date of birth?

R.3. recognize
R.3.
recognizes some
some expressions expressions and Task: Reading a registration form (reading to write)
main
and
the
main the
1. Pre-reading
information about information (e.g.,
T projects or distributes copies of a completed class registration card.
date,
text (heard or read) name,
time,
address,
with
instructional

25 min

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support.

date of birth,) on
posters,
brochures,
signs,
and
invitations and in
simple texts if
allowed to use a
dictionary.

2. Reading for the first time
T then distributes copies of blank registration card and provides dictionaries or allows
Ls to use cell phones to look up meanings of unknown words.
3. Pair/Group feedback
Learners compare in pairs what they believe the form is asking for.
4. Reading for the second time
Learners use the form to ask questions of their partners: What is your first name? What
is your last name? What is your address?
5. Post-reading
Learners introduce their partners to at least two other people: His name is ____. His 25 min
address is _____.
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Post-task (reading to interact)
 T reviews classroom rules and/or introduces classroom instructions with miming. T has
previously created signs with one action printed on each. T says the instruction printed
on the sign and Learners stand in circle and say phrases and mimic the actions the T
performs. For example:


Be quiet (hold index finger up to your lips.)



Close your notebook (and make the gesture.)



Work in pairs (hold up two fingers.)

Other potential vocabulary: COME to the board, COPY in your notebook, LISTEN,
LOOK, OPEN your notebook, PAY attention, PLEASE, RAISE your hand, REPEAT,
SIT down, STAND up, THANK YOU, WORK in groups, WORK in pairs, CLOSE the
door, OPEN the door.
 Exit ticket – Learners select one sign or card from a stack of signs or cards they cannot
see, reads the card or sign, and then provides the correct action as they leave the
room.
Options




Integrated Mini-Project

Time
Adjust
previous times
listed above to
allow 5 min
each week.
Group
presentations
can be week 5
or 6.

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Integrated Mini-Project.
Thinking: planning creating and outlining collaboratively the language content and
strategies.
For the third and fourth weeks, learners focus on:
Acting out: Practicing the mini-project in pairs or groups.
For the week of presentation, learners focus on:
Responding and sharing: Delivering and participating in peer assessment of mini-project.

Reflective Teaching
What worked well

What didn’t work well

How to improv

Enduring Understanding Reflection
How well did the learners progress in their understanding of the Enduring Understanding?

Week Plan Self-Assessment
At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’
understanding.)

Learner Self-Assessment
I can…

Yes

In
progress

Recognize simple questions when heard or read.
Spell my full name.
Identify, pronounce, and indicate the meaning of all the
vocabulary (including social language) for the week.
Show how I have worked with others this week.

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Didactic Planning
Week 3
Level: 7th
Domain: Socio-Interpersonal

Unit: 1
Scenario: Here I Am!

Theme: Let’s Get Personal

Enduring Understanding: What a person thinks, feels, and belongs to makes her/him a unique person.
Essential Question: What makes us unique?
Learn to Know










Grammar & Sentence Frame
Verb To be + adjectives (S+V+C)
I am handsome.
She is intelligent.
They are selfish.

Intensifiers
Very, really, super

Learn to Do

Learn to Be and Live in Community

Function

Psycho-social

- Giving personal information about me and  Using positive communication skills.
my family members.
Discourse Markers
Connecting words: because

Sociocultural
Quotes




Feeling Ok
I´m cool
What´s new?

Vocabulary
Age, status, phone number, country,
nationality, occupation, residence,
handsome, pretty, intelligent, numbers,
dates, the alphabet
I am…happy, sad, angry, excited, unhappy,
frustrated, annoyed, threatened, furious,
bored, satisfied, shocked, scared, shy,
disappointed.
Phonology
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Segmenting
a
word
into
phonemes
(/d/…/o/…/g/) and substituting initial, final and
medial sounds Dad, grandma, old, daughter,
hug, baby, etc.

Didactic Sequence Mediation

Assessment
Strategies &
Evidences

Learner can

Note: Teacher includes the
specific

indicators

and

evidences under each one
of

the

Time
Total:
120 min
(3 lessons)

Pre-teaching
Routine – Checking attendance, checking in with Ls, posting and reviewing Essential
5 min
Question.

following

assessment strategies

Learner…

Warm up
10 min
T introduces cards (see Resources section) for numbers 0-9, and then focuses on the
number 3. Ls are then told that the video they are about to see uses “Three Questions”
https://www.youtube.com/watch?v=pWS8Mg-JWSg and at the conclusion of the video they will
repeat one of the questions that the bridge keeper asked the knights.

SI.3. asks personal SI.3. ask others
information
to for
personal
others.
information
Pre-task: (listening to speak)
20 min
(address,
 T explains that the Ls will now take turns being “bridge keepers” and “knights” and see
telephone,
who can “cross the bridge”. Teams decide on three questions to ask people who want
number,
to cross their bridge. Teams then take turns attempting to answer each other’s
nationality,
questions and cross their bridges. Each time a team member crosses a bridge they get
country
of
a coin or an object (like a rock). The winning team is that which can get all of its
citizenship,
members across as many bridges as possible in the time limit (i.e. the one with the
birthdate, age,
most coins or rocks).
family
and
hobbies).

R.2.

discriminates R.2. manipulate

 T distributes feelings charts and reviews characteristics in vocabulary list. Ls then walk 20 min
around the room, asking Are you ____? in order to find a person that feels one of the
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English
sounds.

language English
language
sounds
using
knowledge
in
phonics,
syllabification
and word parts.

words that are listed and illustrated.
 Recognition/Articulation/Production: Ls say their name aloud, over-emphasizing the
articulation of each sound then spell aloud so that the classmate can write the name in
the chart.
http://www.freeprintablebehaviorcharts.com/feeling%20chart%20pdf/feeling%20chart%
20revised.pdf

15 min
 Ls brainstorm more personal characteristics including ones based on physical
appearance. T distributes Physical and Personality Characteristics worksheet. Learners
complete worksheet. Then, Ls categorize the characteristics into two groups following
this example:
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Personality
Friendly

Physical Appearance
Short

20 min

 T presents celebrity pictures and asks Ls to describe them as T writes descriptions on
the board. Looking at celebrity characteristics written on the board, the T asks Ls to
decide if each person is “a little” or “very” _____. For example: “Is Keylor Navas a little
active, or very active?”
 Ls receive slips of paper with celebrity names on them and interview each other to see
if they can identify what celebrity the other classmate has. They should start with
questions about personality/physical appearance, but can later ask questions from
25 min
weeks 1 and 2. Ls switch partners and repeat.

R.3.
recognizes R.3. recognize
some expressions some
and
the
main expressions and Task: Giving personal information about myself (reading to speak)
information about the
main
1. Planning/organizing
text (heard or read) information (e.g.,
Ls receive a blank personal profile template (see Resource section) and determine how
with
instructional name,
date,
they would complete the form about themselves. They draw a “selfie” in the space
support.
time, address,
provided. They do not complete the form during this week.
date of birth,) on
posters,
brochures,
signs,
and
invitations and in
simple texts if
allowed to use a
dictionary.

SP.1.
introduces SP.1. introduce
him/herself
him/herself, for
providing personal example
say
information
his/her
name,
where
s/he
comes from and
what s/he does

2. Rehearsing
In pairs, Ls practice by asking each other questions using the profile as a guide. What
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(address,
telephone,
number,
nationality, age,
family
and
hobbies).

is your name? What is your address?
3. Using
Ls themselves to the class or in groups using the profile as the guide. Ls who are
listening ask one question of the presenter.

5 min

Post-task (listening to speak)
 Ls ask at least one question by the time all Ls have presented. To ensure that all Ls
have asked a question, T places a sticky note on each L’s desk and removes it after
they have asked a question.
 Exit Ticket – After modeling, T stands at door and as Ls exit asks either What’s new?
Or how are you? Ls respond with I’m cool or other appropriate I am response.
Options




Integrated Mini-Project

Time
Adjust
previous times
listed above to
allow 5 min
each week.
Group
presentations
can be week 5
or 6.

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Reflective Teaching
What worked well

What didn’t work well

How to improve

Enduring Understanding Reflection
How well did the learners progress in their understanding of the Enduring Understanding?

Week Plan Self-Assessment
At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’
understanding.)

Learner Self-Assessment
I can…

Yes

In
progress

Ask others for personal information.
Read and recognize some basic information asked for on a
form.
Introduce myself.
Identify, pronounce, and indicate the meaning of all the
vocabulary (including social language) for the week.
Show how I have worked with others this week.

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Didactic Planning
Week 4
Level: 7th
Domain: Socio-Interpersonal

Unit: 1
Scenario: Here I Am!

Theme: Meet my family

Enduring Understanding: What a person thinks, feels, and belongs to makes her/him a unique person.
Essential Question: What makes us unique?
Learn to Know

Learn to Do

Grammar & Sentence Frame

Function
Giving personal information about me and my
family members.

Demonstrative Adjectives
This is my mother/father.
That is my cousin.
These are my siblings.
Possessive “s”
My mother´s name is _____.

Discourse Markers
Connecting words: and, but, because

Learn to Be and Live in Community
Psychosocial
–

–

Vocabulary
Family members such as mother, father, siblings,
cousin, father–in- law, etc.

–

Respecting opinions, linguistic skills and
abilities of classmates.
Sociocultural
Using formal and informal language when
addressing people of different ages and
contexts.
Quotes
A friend in need is a friend indeed. -Unknown Author

Phonology
Review

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Didactic Sequence Mediation

Assessment
Strategies &
Evidences

Learner can

Note: Teacher includes the
specific

indicators

and

evidences under each one
of

the

Time
Total:
120 min
(3 lessons)

Pre-teaching
Routine – Checking attendance, checking in with Ls, posting and reviewing Essential
5 min
Question, Can Do’s, and class agenda, etc.

following

assessment strategie

Learner…

Warm up
20 min
Family circle ball: As Ls enter the classroom T plays the song “Daddy Sang Bass”
https://www.youtube.com/watch?v=bA9jf-bm2As (introducing the idea of a family circle). As
they listen, Ls activate prior knowledge to list the words for family members mentioned in
the song. Afterwards, a master list of family members is created and posted on board. T
also models using the possessive by saying the names in his or her family for each one
listed. (My mother’s name is ___. My father’s name is _____.) Then, Ls stand up in a circle
and prepare to play the game Family Circle Ball. Ball is tossed to someone in the circle.
The person tossing the ball says “My mother’s name is _____. What is your ________’s
name?” The L catching the ball answers and asks the same question or changes the family
member as she/he tosses the ball to another L.

SI. 3. asks personal SI.3. ask others
information
to for
personal
others.
information
(address,
Game can be varied by asking for two family members’ names so that Ls practice with the
telephone,
discourse marker of AND – My mother’s name is Margaret and my father’s name is Ben.
number,
nationality,
Pre-task: reading to speak
30 min
country
of
 T posts a large version of his/her family tree with pictures and names but WITHOUT
citizenship,
the relation to him/her written. Ls guess what family members they are (for example:
birthdate, age,
“she is your mother”) and the T writes the correct answers on the board under their
family
and
names.
hobbies).
T shares a few pieces of information about his/her family members, again using the
possessive “s” in the process. For example: “My sister’s name is Elena; my brother is
tall, my grandmother’s name is Juana”, etc.

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R.2. manipulate
R.2. discriminates English
English language language
sounds
sounds
using
knowledge
in
phonics,
syllabification
and word parts.

 Recognition/Articulation/Production: In small groups, Ls play Family Members Dice.
To play this game, the T models pronunciation, writes a question on the board, and
assigns meanings to each of the number of the die. For example:
Question: What is _____’s name?
1=Mother
2=Father
3=Brother
4=Sister
5=Grandmother
6=Grandfather
Ls take turns rolling dice and then ask the question out loud emphasizing the syllables
in the word for the family member – bro … ther; mo … ther, etc. The L then answers
the question. The T should periodically change the question and/or the family members
written on the board to make sure Ls are getting varied practice.

W.1. write labels

25 min
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W.1. writes labels on familiar
Task: Creating my family tree (reading to write)
on familiar objects objects in a
in a picture or picture or
1. Pre-writing
diagram.
diagram (e.g.,
door, desk, chair,
Ls think about their family and decide on 5 to 8 family members they would like to write
and eraser).
about, making sure to include different types of family members (not 5 different
brothers/sisters)
2. Drafting
Ls follow the example provided by the teacher and adds a sentence choosing either My
______’s name is ______. Or My ________ is ___(description)____.
3. Revising
Ls check their family trees in pairs and sentences.
W.2. write
W.2.
writes straightforward
4. Editing
straightforward
information about
information about him/herself in
Ls complete and give family trees to teacher.
him/herself in short short sentences
sentences.
or fill out that
information in a
form
(questionnaire, Post-task (writing to speak)
card) with
1. Planning
assistance such
Ls complete the All About Me profile from the previous week.
as using a
dictionary or
book, checking
written sentences
to look for
mistakes (e.g.
subject-verb
agreement,
capitalization,

40 min

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spelling, basic
punctuation).

SP.2.
his/her
simply.

SP.2. describe
simply
his/her
describes family,
for
family example
who
the
members
are, how old
they are, where
s/he lives.
2. Organizing
Ls then use the All About Me profile and the family tree to present 5 facts about him/herself and
family members. Facts can include use of and, but or because.
 My mother is 47 years old and my father is 50 years old.
 I live in San Jose but I like Pocora.
 I have a big family because I have 5 brothers and sisters.

3. Rehearsing
T may want to show an example of an introduction such as:
My family is big.
We live in Pocora.
I have 5 brothers and sisters.
My father works and my mother also works.
I like my very big family because we have fun.
4. Using
Ls present.
Exit Ticket: Ls say one fact from their speech as they exit the classroom.
Options


Personal
collage.

lapbooking,

Integrated Mini-Project
mobile, Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should
be opportunities for Ls to practice English, not just those related to presentation.

Time
Adjust
previous times
listed above to
allow 5 min

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


Self-portrait presentation using
For the first and second weeks, learners focus on:
technology or cardboard.
Storytelling using TPR in groups
Participating: Brainstorming, discussing, negotiating, making decisions and selecting the
work strategies, resources and the mini-project. After each week’s lesson, learners identify
which learning tasks completed that week could be adapted for use in their chosen
Integrated Mini-Project.
Thinking: planning creating and outlining collaboratively the language content and
strategies.
For the third and fourth weeks, learners focus on:
Acting out: Practicing the mini-project in pairs or groups.
For the week of presentation, learners focus on:
Responding and sharing: Delivering and participating in peer assessment of mini-project.

each week.
Group
presentations
can be week 5
or 6.

Reflective Teaching
What worked well

What didn’t work well

How to improve

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Enduring Understanding Reflection
How well did the learners progress in their understanding of the Enduring Understanding?

Week Plan Self-Assessment
At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’
understanding.)

Learner Self-Assessment
I can…

Yes

In
progress

Write labels on a family tree.
Complete a form about myself.
Describe my family in a spoken presentation.
Identify, pronounce, and indicate the meaning of all the
vocabulary (including social language) for the week.
Show how I have worked with others this week.

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Didactic Planning
Weeks 5 and 6
Review and Integrated Mini-Project
Level: 7th

Unit 1: Here I Am!

Enduring Understanding: What a person thinks, feels, and belongs to makes her/him a unique person.
Essential Question: What makes us unique?
Learn to Know

Learn to Do



Grammar & Sentence Frame
Did Ls use all sentence frames?



Vocabulary
Did Ls say aloud and write all vocabulary?



Phonology
Did Ls recognize, articulate and produce
phonological sounds?

Assessment
Strategies &
Evidences


Did Ls achieve 
all learning
outcomes?

Learn to Be and Live in Community

Function
Did Ls use all functions?


Discourse Markers
Did Ls practice connecting words: and, but, 
because?


Psychosocial
Did Ls show evidence of …
Being aware and committed to protecting the
environment
Appreciating natural wonders
Sociocultural
Did Ls practice idioms and quotes?

Didactic Sequence Mediation
Learner can

Can Ls do all
tasks?

Referencing notes from formative assessments throughout the weeks, repeat activities to
strengthen Ls in weaker areas or select from Optional Activities that follow these plans.

Time
Total:
120 min
(3 lessons)

All of week
5 or 6

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Options




Integrated Mini-Project

Time

By allowing time for the Mini-Project each week for participating, thinking, and acting out, learners All of week
Personal lapbooking, mobile,
should now have a chosen project and determined content and strategies. In the presentation 5 or 6 of
collage.
week Ls focus on:
unit
Self-portrait presentation using
technology or cardboard.
Responding and sharing: Participating in individual and peer assessment of mini-project.
Storytelling using TPR in groups
Teachers monitor ….
 Did Ls use English during all aspects of Integrated Mini-Project?
 How did project presentations reflect understanding and/or mastery of Can Do statements?
 Did Ls put into practice the focus of Learning to Be and Live in Community?
 Did the Integrated Mini-Project provide answers to the Essential Question?

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7th Grade – Resources for Lesson Plans

Hey

Howdy

Hey buddy

Hey guys

Dude

Hi there

Helllllooooo

Hello

Good morning

Good afternoon

Good evening

Good night

FREE

Hello. My name is …

Hi boys! How are
you?

Morning!

Hi! How you doing?

(Hugging)

(Shaking hands)

Hello

See you

Hi. I’m _(name)__

What are you up to?

Hey Hey

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What are you up to?

Howdy

Good night

Hey guys

(Hugging)

Hi there

Hey Hey

Hello

Good morning

Good afternoon

Good evening

Morning!

FREE

Hello. My name is …

Hi! How you doing?

Hey buddy

Hi boys! How are
you?

Dude

(Shaking hands)

Hello

See you

Hi. I’m _(name)__

Hey

Helllllooooo

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What are you up to?

Hey

Good night

Good evening

(Hugging)

(Shaking hands)

Hi. I’m _(name)__

Hello

Good afternoon

Morning!

FREE

Hello. My name is …

Hi! How you doing?

Hey buddy

Hi boys! How are
you?

Dude

Hi there

Hello

Good morning

See you

Hey Hey

Howdy

Helllllooooo

Hey guys

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7th Grade – Short Texts & Dialogues
Dialogue 1
Teacher: Sasha, where are you from?
Sasha: I am from Bajo Los Indios.
Teacher: Great job! Peter, what is this? (teacher points to desk)
Peter: This is my desk.
Teacher: This desk is in our class. What else is in our class?
Students: This clock is in our class. This whiteboard and these chairs are in our class.
Teacher: Good job students! Now it is time to say goodbye because class is finished.
Students: Good bye teacher, see you tomorrow!
Teacher: See you later, class!

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Dialogue 2:
(Natalie and Kimberly meet in the park after school. They have never met before.)
Natalie: Hello there!
Kimberly: Hey! What is your name?
Natalie: My name is Natalie. I am from San Isidro and am new here.
Kimberly: Nice to meet you. Welcome to San Pedro. How old are you?
Natalie: I am fourteen years old. How about you?
Kimberly: I am also fourteen! Do you go to school here?
Natalie: Yes, I go to the High school.
Kimberly: How is it going?
Natalie: So far so good!
Kimberly: I am happy to hear it! My class is very small, but our teacher is very nice
Natalie: How are your classmates?
Kimberly: They are very nice as well.
Natalie: That is good! I have to go to class now. See you later!
Kimberly: Take care!

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Option for form to complete in Week 2:
Dialogue 3:
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Joe: I am filling out the About section for a new Facebook page. I need your help!
Jill: Are you feeling ok? Why do you need help with basic information like your birth year and gender?
Joe: I’m cool with all that. I don’t know what to say in the part that says About You.
Jill: Oh! You mean the section where you describe yourself?
Joe: Yes. How can I describe me?
Jill: You can say you are a very happy person but you are shy sometimes.
Joe: I am really scared in a crowd.
Jill: Don’t be too negative. Why don’t you say what excites you?
Joe: I am excited by soccer and good food!
Jill: There is your profile. Type that. You are ready!

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7th Grade – Phonology
Theme
Hello, Hi there, Hey, Bye

Theme
Building Community

Theme
Let´s Get Personal

Theme
Meet My Family

Phonology

Segmenting a word into phonemes
(/d/…/o/…/g/) and substituting initial, final
and medial sounds Dad, grandma, old,
daughter, hug, baby, etc.

Clapping Names
Have the students clap out their names and
take notice of the amount of syllables that are
present in their names. The purpose of this
activity is to have them notice the syllabic
construction of words.

Segmenting a word into phonemes
(/d/…/o/…/g/) and substituting initial, final
and medial sounds Dad, grandma, old,
daughter, hug, baby, etc.

Finding Things
After having gone over the segmentation of
words with your students have them isolate
specific sounds in words. An example would be
to have them identify which words have the
phoneme [e] as in RED from the following get,
beg, well, head, left, test. Have the words be
descriptive adjectives that fall in line with the
theme of the week.

Segmenting a word into phonemes
(/d/…/o/…/g/) and substituting initial, final
and medial sounds Dad, grandma, old,
daughter, hug, baby, etc.

Review

Finding Things

Syllable/ Finding Things Review

Have the students repeat the exercises from the
previous week and review some of the
vocabulary words from the prior theme. Once
you have completed that have them continue
with the same activity but instead have them
isolate sounds from this week’s theme.

Have students look over the vocabulary list from the
three topics discussed in the unit. As a review have
them segment words from the vocabulary discussed into
syllables and practice the isolation activity with them. As
an oral activity have them describe their family in a set
of simple sentences and assess them on their
pronunciation.

Identifying Sounds
Objective: To introduce learners to listening for sounds.
1. For this activity, learners begin by closing their eyes and listening to different classroom objects. Ex. Pencil sharpener, pages turning in
a book, coughing, sneezing, etc. (See full list of options below.)
2. The teacher demonstrates and then prompts Learners to suggest what it may be. (Although discouraged, Spanish explanations may be
accepted.)
3. After a variety of sounds are distinguished (6-7) the teacher quizzes the students on what sounds they hear. (If Spanish was allowed,
at this point, the class uses the English vocabulary solely.)
4. After solitary sounds are identified, the teacher should include 2 -3 different sounds to be identified sequentially.
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After going through these sounds a few times, the teacher moves on into specific vocabulary of the week.
a.
The teacher first repeats a word at least 3 times. Example: Dog … Dog … Dog
b.
The teacher then models each phoneme of the word. Example: /d/ /o/ /g/
c.
Then, using similar vocabulary, the teacher challenges the students to distinguish separate but similar vocabulary words by having
them annunciate each phoneme of the spoken word to separate it from its similar counterpart possible examples: dog, log, lug,
smug, rug, jog.
POTENTIAL SOUNDS
banging on wall/table/lap
blowing
blowing a whistle
blowing nose
clapping
clicking with tongue
closing purse
coloring hard on paper
coughing
crumpling paper
cutting with a knife
cutting with scissors
dropping (various things)
drumming with fingers
eating an apple
folding paper
hammering
hopping
noisy chewing

opening window or drawer
pouring liquid
ringing a bell
rubbing hands together
scratching
sharpening a pencil
slamming a book
smashing crackers
snapping fingers
stamping
stirring with teaspoon
tearing paper
tiptoeing
turning on computer
walking
whistling
writing on board
writing with a pencil

Clapping names
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Objective: To introduce the learners to the nature of syllables by leading them to clap and count the syllables in their own names.
1.

When introducing this activity, model it by using several names of contrasting lengths. Pronounce the first name of one of the learners
in the classroom -- syllable by syllable -- while clapping it out before inviting the learners to say and clap the name along with you. After
each name has been clapped, ask "How many syllables did you hear?"
2. Once learners have caught on, ask each to clap and count the syllables in his or her own name. Don't forget last names, too! It is easy
to continue clapping other words and to count the syllables in each. If a name has many syllables, you may need to let learners count
the syllables as they are clapping.
Variations

Ask the learners to clap and count the syllables of their first and last names together.

After determining the number of syllables in a name, ask the learners to hold two fingers horizontally under their chins, so they can
feel the chin drop for each syllable. To maximize this effect, encourage the learners to elongate or stretch each syllable.

As follows, this activity can be done to a rhythmic chant, such as "Bippity, Bippity Bumble Bee":
Bippity, bippity bumble bee, Tell me what your name should be.
(Point to a learner; that learner responds by giving his name. Class repeats name out loud. Continue with one of the following:
 "Clap it!" (Learners repeat name, enunciating and clapping to each syllable.)
 "Whisper it!" (Learners whisper each syllable while clapping.)
 "Silent!" (Learners repeat name, silently enunciating syllables with mouth movement.)
Finding things: Initial phonemes
Objective: To extend learners' awareness of initial phonemes by asking them to compare, contrast, and eventually identify the initial sounds of
a variety of words.
Materials needed: Picture cards
1.
2.

Spread a few pictures out in the middle of the circle of learners.
Ask the learners to find those pictures whose names start with the initial sound on which they have just been working. As each picture
is found, the child is to say its name and initial phoneme as before (e.g., f-f-f-f-ish, /f-f-f-f/, fish).

Listening for Vowels (with audio)
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Source: http://usefulenglish.ru/phonetics/listening-for-vowels
[i:] as in SEE

unit – huge – cute – music – few – beautiful;

be – tea – read – feel – keep – compete;

[u] as in BOOK

[i] as in HIT

look – good – put – full – sugar – could;

pick – big – give – miss – English – city;

[ər] as in SIR

[e] as in RED

first – bird – hurt – search – work – better;

get – beg – well – head – left – test;

[ə] as in BUT

[æ] as in CAT

fun – luck – son – away – useful – famous;

bad – pack – tag – land – happy – match;

[ei] as in RAY

[a:] as in CAR

may – take – name – save – wait – pain;

far – hard – sharp – large – calm – father;

[ai] as in RIDE

[o:] as in MORE

my – life – find – time – advise – deny;

form – short – law – pause – call – war;

[au] as in HOW

[o] as in NOT

now – down – shout – proud – mouth – count;

hot – lock – rob – stop – possible – dollar;

[oi] as in BOY

[u:] as in RULE

toy – noise – point – boil – avoid – employ;

true – flew – move – food – choose – group;

[ou] as in NO

[yu:] as in USE

show – home – road – told – open – hero;
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Before final R:

poor – tour – sure – cure;

dear – fear – near – beer – here;

fire – hire – desire – require;

hair – fair – pair – care – bear;

hour – sour – flower – power.

Listening for Consonants
Source (with audio): http://usefulenglish.ru/phonetics/listening-for-consonants
[p] as in PEN

[f] as in FEEL

pan – part – piece – pay – press – tip;

fit – fast – phone – fly – free – laugh;

[b] as in BE

[v] as in VERY

baby – best – bought – burn – but – rob;

vivid – vote – even – every – active – five;

[t] as in TEN

[θ] as in THIN

tap – town – turn – try – pity – little;

thank – thought – third – throw – author – fifth;

[d] as in DO

[ð] as in THIS

deep – dark – dull – day – drop – bad;

that – then – those – mother – bathe – breathe;

[k] as in KATE

[s] as in SO

kick – cause – cool – cut – kind – talk;

see – saw – send – sad – some – say – kiss;

[g] as in GO

[z] as in ZOO

get – garden – game – girl – grow – rug;

zero – zipper – zone – busy – rise – lose;
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[sh] as in SHOW

[r] as in RED

shoot – shut – shine – nation – special – push;

real – rat – run – drink – car – rare;

[zh] as in BEIGE

[w] as in WE

usually – visual – vision – measure;

wet – word – way – swim – twice – quick;

[h] as in HE

[y] as in YES

help – hand – hurt – hate – hide – how;

year – yard – young – use – fuel – million.

[ch] as in CHEESE
check – chance – child – church – rich – watch;
[j] as in JUST
join – joke – gym – large – bridge – manage;
[m] as in ME
more – move – much – make – memory – come;
[n] as in NO
need – never – normal – not – new – win;
[ŋ] as in SING
singer – singing – hang – bring – long;
[l] as in LIVE
let – learn – love – loud – close – will;
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7th Grade – Optional Activities
Theme 1: Hello, Hi there, Hey, Bye
Warm Up Activities
Entrance tickets/tasks:
 Greet learners at door with different salutations, student must repeat the salutation before entering the room. Include Total Physical
Response by incorporating:
o a wave,
o thumbs up,
o handshake,
o index finger and middle finger flicked off forehead in a salute,
o two hands shaking in mid-air,
o high five.
 Learners pull a stick with a greeting or leave taking example written on it as they come to the classroom door. Teacher greets learners
with the greeting AND/OR leave taking. Those who receive a “Hello” (or other greeting) may enter the classroom. Those who receive a
“goodbye” (or other example of a leave taking) must go to the end of the line until they draw a greeting from the container. Then they can
enter the classroom.
 Teacher demonstrates greetings and leave takings by standing at the door. As he/she introduces a greeting, he/she walks into the room,
saying the greeting. As he/she introduces a leave taking, he/she walks out of the door, saying the leave taking.
Songs:
 After introducing vocabulary, play a song that has Hello or other greetings/leave takings. Learners wave or use other appropriate gesture
to indicate when they hear the sound.
o “Hello, Goodbye” by the Beatles https://www.youtube.com/watch?v=rblYSKz_VnI
o http://www.theguardian.com/music/2015/oct/23/seven-songs-to-say-hello-from-adele-to-ice-cube
o “Hello” by Adele -- https://www.youtube.com/watch?v=YQHsXMglC9A
o “Hello, I love you” by the Doors -- https://www.youtube.com/watch?v=8f1z-nHvt3c
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o “Hey Jude” by the Beatles -- https://www.youtube.com/watch?v=A_MjCqQoLLA
o “Hello” by Lionel Richie -- https://www.youtube.com/watch?v=b_ILDFp5DGA
Other Activities:
 Learners listen for the greetings in these video clips of Costa Rican soccer players sharing how English Is Important! Learners can wave
whenever they hear the greeting.
https://www.youtube.com/watch?v=K-UWPekOYdA
 Use I Say Hello, You Say Goodbye from Cyber for Teens
http://cyberlab.ucr.ac.cr/cyberlab/septimo/cyberlab_7th/index.html
 Use I Say Hello, You Say Goodbye materials for teachers from CyberLab
http://cyberlab.ucr.ac.cr/cyberlab/teachersguides/teachersguide_7th/unit1_7th_guide.pdf
 Use any of the plans from http://englishpost.org/2014/10/14/greeting-introduction-and-leave-takings/
Activating Prior Knowledge -- Brainstorming
 Adaptation of essential question: What is a unique way to say hello in Costa Rica?
 Learners write all the greeting/leave-takings they know or have heard down on little sheets of paper. Teacher collects little sheets of
paper and learners then draw from the collection and places greeting/leave taking in the correct greeting or leave- taking section written
on the board. Example: “hey dude” would be placed in the “greeting” box.
o Learners recall every English word they know. At the cue to start, they must keep repeating the words – beginning softly and
growing in volume. All learners must speak at once, keep talking and getting louder. Then at the word HELLO, students stop
talking. Practice several times with teacher pointing out words they hear that are greetings or leave takings. Teacher then asks –
in Spanish -- if everyone speaks at once can we hear what everyone has to say? (No) What are rules of the classroom that will
help us learn better. Develop at least three Rules for the Classroom (in Spanish) and then write for all to see in English. (In later
lessons such as Building Community, add to this list.) Examples are:
o Respect your classmates.
o Do not speak when others are speaking.
o Help your classmates when they are confused.
o NOTE: Could use a Spanish Hat or other item that is to be used when someone needs to ask a question and cannot in English.
 Learners list all the ways Ticos say hello and goodbye and use a T-chart to indicate if they are Formal or Informal.
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Introducing different text types (visual aids, technology, graphic organizers, etc.)
 Students use a T-chart to place vocabulary words in categories of greetings and leave takings: When You Arrive/When You Leave.
_______________________________________________________
When You Arrive
When You Leave



Worksheets for greetings https://en.islcollective.com/resources/search_result?Vocabulary_Focus=Greetings

Oral and Written Comprehension
 See below for a worksheet on matching phrases for basic interaction.
 Use the greetings video from Say It in English.
https://www.youtube.com/watch?v=USegqYq23j0&ebc=ANyPxKrM8IfuRHzdIfcceplSF0HPeLrwZFC8i7POMoGPqZXgYo6TPSCOXmg8
OL7IrzeMCCTg-UgbX-5-lKc9SGvoYhYQHMpf0Q
 Play the video of Adele’s “Hello” as presented with movie clips. Learners wave hands when “hello” and the example of a polite
expression “I’m sorry” is expressed. http://www.thedailybeast.com/videos/2015/12/04/watch-adele-s-hello-as-told-through-classicmovie-clips.html
 In pairs, learners listen and repeat greetings from http://www.esolcourses.com/uk-english/beginners-course/unit-1/personalinformation/introductions-greetings.html
 Using the graphic organizer below, learners determine if greetings and leave takings are formal or informal.
 In pairs, learners listen to the video English Is Important! and identify what greetings are used at the beginning of the video and what
leave takings are used at the end. https://www.youtube.com/watch?v=6hztgqxJ3bM
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Introduce “because” with the following sentence frames:
o I say _hi_ to my mother because I know her well. (informal)
o I say __hello__ to a stranger because I do not know him. (formal)
o I say __hey__ to my friends because I know them well. (informal)
o I say __ nice to meet you__ to a stranger because I do not her. (formal)
Use the video Greeting Etiquette from Around the World. Learners read and then act out descriptions of greetings/handshakes when
country is called/or sign is held up. Matching exercise of actions with countries can also check for Learner’s comprehension.
https://www.youtube.com/watch?v=D_hBK8Ni4yQ
Use the slide show of written versions of 21 Ways to Say Hello and Goodbye in American English.
http://www.englishandculture.com/blog/bid/90523/21-Ways-to-Say-Hello-and-Goodbye-in-American-English Print the explanations of the
21 ways to Say Hello, and, after providing pre-reading definitions of “casual” and “formal” distribute the explanations to learners.
Learners then go to one of two areas that are marked Formal and Casual based on what type of greeting the strip is. (Note: Could use
Formal and Informal).
Worksheets for greetings
https://en.islcollective.com/resources/search_result?Vocabulary_Focus=Greetings
Use I Say Hello, You Say Goodbye from Cyber for Teens
http://cyberlab.ucr.ac.cr/cyberlab/septimo/cyberlab_7th/index.html
Use I Say Hello, You Say Goodbye materials for teachers from CyberLab
http://cyberlab.ucr.ac.cr/cyberlab/teachersguides/teachersguide_7th/unit1_7th_guide.pdf
Use any of the plans from http://englishpost.org/2014/10/14/greeting-introduction-and-leave-takings/

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Formal

Informal

Formal AND Informal

Hello
Hi
Hi there
Hey
Good morning
Good evening
Howdy
Hey buddy
Goodbye
See you later
Bye bye
Check you later

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Nice to have
acquaintance

made

your

GREETINGS – DIALOGUES I

Hi! I’m _____________.
name

Nice to meet you.
My name is ___________.
name

Nice to meet you too.

Are
you
____________?

from

name

Yes, I am. How about you?
Or

No, I’m not. I am
______________. And you?
City/Country

from

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I
am
_______________.

from

City/Country

That’s great! How old are
you?

I’m ____________ .
age

Oh! I’m _____________.
age

Oh! I’m ____________ too!
age

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GREETINGS DIALOGUES II
Hello, ______________.
name

Oh, hi, __________.
name

Great to see you again.
How are you?

Not bad, thanks. What
about you?

Good, thanks.

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Hello!

How are you?

Good, thanks!

And you?

I’m great!

Hi!

How are you
doing?

Not bad, not bad!

How about you?

I’m fantastic!

Hey!

How are you
going?

Alright, thanks!

What about you?

Very well, thanks!

Alright!

Are you alright?

I’m OK!

Pretty good!

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GREETINGS DIALOGUES III
General Greetings - Rules of Etiquette

Thank you!
You’re welcome!
Thanks a lot.
Any time!
See you later!
See you!
Goodbye!
Oral and Written Production
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Recreate the pre-teaching exercise when the teacher demonstrated greetings and leave takings by standing at the door. This time,
learners draw a phrase from a bag or box. The learners then must say the phrase aloud and indicate if the phrase is a greeting (opening
the door) or a leave taking (leaving out of the door).
Prepare scenarios which can be pantomimed by learners. The scenarios can be written in English and orally translated by teacher for
learner who must act it out or can be drawn. After pantomime, learners must select an appropriate greeting or leave taking phrase.
Examples of scenarios:
o Getting on a bus and handing money to the bus driver
o Getting off a bus
o Meeting someone at a restaurant
o Lunch is over and you must leave your friend
o Coming home from school and seeing your mom
o Your father drives you to school and you are leaving the car
o Entering class and you see your friends
o Seeing your teacher in the cafeteria
Hello My Name Is – Learners receive a nametag (see below). They select a famous person they would like to be and fill in the nametag.
Then they follow instructions such as:
o Say hello to a person with a ___(letter) in their name.
o Say goodbye to a famous athlete.
o Say hello to a famous actress.
o Say goodbye to a person with two names.
o (other options can be created)
When do you say hello?
When do you say goodbye?
What do you say when _____? (Use scenarios above)
Stand Up If …. – Learners play a game after hearing the following words and meanings Hello, Hey, Howdy, Hey buddy, Hey guys, and
happy, sad, excited, and bored. Game is played with learners seated in a circle. Learners sit in circle. One learner is in the middle of the
circle and has no chair. That learner says, “__(Greeting)___. I am ___(adjective)___. Stand up if you are too.” All students who are that
adjective must stand up and find a new seat.
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Complete a Frayer Model on Greetings and Leave Takings.
http://www.longwood.edu/staff/jonescd/projects/educ530/aboxley/pdffiles/2.pdf
Worksheets for greetings
https://en.islcollective.com/resources/search_result?Vocabulary_Focus=Greetings
Several options for worksheets, powerpoint presentation and more here: http://englishpost.org/2014/10/14/greeting-introduction-andleave-takings/
Use I Say Hello, You Say Goodbye from Cyber for Teens
http://cyberlab.ucr.ac.cr/cyberlab/septimo/cyberlab_7th/index.html
Use I Say Hello, You Say Goodbye materials for teachers from CyberLab
http://cyberlab.ucr.ac.cr/cyberlab/teachersguides/teachersguide_7th/unit1_7th_guide.pdf

Theme 2: Building Community
Warm Up Activities
Entrance tickets/tasks:
 Greet each learner at the door with a greeting from the first Theme. Wait to let them in until they have responded with an appropriate
greeting.
 As a Do Now activity for learners to work on while others are arriving, write in Spanish – Que le hace sentir feliz cuando llega a aula?
Por favor, escribe en su papel. Discuss in Spanish and then summarize main points and write those words in English on the board.
Possible words could be: respect, listening, being heard, fun activities, learn something.
 Line learners up on opposite sides of the room. Demonstrate how they will all walk to the middle of the room and greet their partner with
some form of physical contact - handshake, fist bump, high five - then have a quick conversation using the phrases they’ve learned, say
goodbye, and cross the room. Have the whole group do this at once. Switch partners and physical contact the students use. Repeat.
Throw some silly “secret handshake”-type greetings into the mix.
Songs:
 “We Are Going to Be Friends” by The White Stripes https://www.youtube.com/watch?v=GTu5ltfX2dw
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“You’ve Got a Friend in Me” by Randy Newman
https://www.youtube.com/watch?v=EcXURC_nNhc
“Lean on Me” by Bill Withers
https://www.youtube.com/watch?v=MYI0AoXlOwE
“I’ll Be There For You” by The Rembrandts
https://www.youtube.com/watch?v=0uaNr5y1tkU
“Count on Me” by Bruno Mars
https://www.youtube.com/watch?v=yJYXItns2ik

Other Activities:
 Introduce the Spanish Hat – Teacher wears a Spanish hat (colorful and labeled as a Spanish Hat) as he/she hands out tokens to
learners and briefly explain, in Spanish, that Spanish can only be spoken when wearing the hat, that a token will be lost for each use of
Spanish without the hat (including for teachers), that learners will receive a prize on a regular basis (weekly, monthly, etc.), and that the
“Say It In English!” board will be used to help them remember how to ask their questions in English. (Say It in English board will include
phrases such as Can I go to the bathroom? How do you say ____? Can I drink some water? Can you repeat ___? How do you
pronounce ___?)




Bestow the powers of the Spanish Hat on the whole group (e.g. pass hat over the whole group) and do a simple get-to-know you activity: ask each
learner to introduce themselves and tell the group something they like to do.
Use activities listed in CyberLab for Teachers “Pay Attention!”
http://cyberlab.ucr.ac.cr/cyberlab/teachersguides/teachersguide_7th/unit3_7th_guide.pdf
Use worksheets from CyberLab for Students “Pay Attention!”
http://cyberlab.ucr.ac.cr/cyberlab/septimo/cyberlab_7th/index.html

Activating Prior Knowledge -- Brainstorming:
 Adaptation of Essential Question for Theme of Building Community: What makes our class unique?
 Brainstorm polite expressions in Spanish. Learners indicate if they know the equivalent in English.
 Brainstorm rules learners have seen printed or said in English.
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

Brainstorm what is community? Or what makes for a class of happy learners?

Introducing different text types (visual aids, technology, graphic organizers, etc.)
 Use a cluster group organizer for rules or polite expressions for the classroom.
o https://www.eduplace.com/graphicorganizer/pdf/cluster.pdf
o https://www.eduplace.com/graphicorganizer/pdf/clusterweb2.pdf
o https://www.eduplace.com/graphicorganizer/pdf/cluster_web3.pdf
 Use signs related to no bullying, quiet, respect:
o https://www.pinterest.com/ashleynelson997/bullying/
o https://www.pinterest.com/search/pins/?q=schools%2C%20signs%20for%20classroom&rs=typed&0=schools%2C%20signs%20f
or%20classroom%7Ctyped
o https://www.google.com/search?q=quiet+school+zone+signs&tbm=isch&tbo=u&source=univ&sa=X&ved=0ahUKEwjP1uOq2cjLA
hVFHR4KHT5gD94QsAQIHA&biw=1920&bih=947

Oral and Written Comprehension
 Use activities listed in CyberLab for Teachers “Pay Attention!”
http://cyberlab.ucr.ac.cr/cyberlab/teachersguides/teachersguide_7th/unit3_7th_guide.pdf
 Use worksheets from CyberLab for Students “Pay Attention!”
http://cyberlab.ucr.ac.cr/cyberlab/septimo/cyberlab_7th/index.html
 Write actions in Spanish that are examples of NOT following classroom rules. Learners draw a behavior and act out what is written when
you point to them. Others must identify what rule that behavior is breaking.
 Minions Explain Classroom Rules video -- https://www.youtube.com/watch?v=ddvTFgzkS5M
 School Rules with music and written rules -https://www.youtube.com/watch?v=oKWD526INTc
Oral and Written Production
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Students draw a picture next to each command to illustrate the meaning. Practice pronunciation.
Teacher May I? – Learners line up against wall. Have actions such as “take a giant step” or “take two baby steps” or “jump two times”
written on slips of paper in a cup. Learners must say one polite phrase or action from vocabulary list. When they do, teacher draws an
action (actions to have been previously modeled) and learners must move toward teacher by doing that action. Object is to get all
learners to the teacher.
Happy face Vs Sad face -- Divide the board into two and put a smiley face and a sad face at the top of the two columns. Give learners
examples of types of behavior, and as a group decide which column to put them in. Use mime to communicate messages. For instance,
mime using a mobile phone. Ask learners, is it ok to use your phones in the class?” Establish that it’s not ok and write ‘using mobile
phones in the class’ in the sad column. When class has determined 2-3, divide learners into groups and to add as many things as they
can to the columns. Then collate all the groups’ answers together on the board. Note: Teachers should have clear ideas of what needs
to be in the columns beforehand and can adapt them according to the learners’ contributions.
Play Question Relay Race -- Whisper different classroom commands to the first learner in each line. The first learners perform the
corresponding gesture to the second learner in their line. The second learners must then say the correct commands to the third learner.
The third learners then perform the correct gestures to the fourth. The first team to correctly finish wins.
Create a Say It In English board. List the following with the words that are underlined printed separately as a matching activity. Learners
will match the word with the question. When possible the questions should remain visible in the classroom for the year.
o May I come in?
o Could you repeat please?
o May I go to the restroom?
o How do you say this in English?
o How do you say/pronounce ________?
Complete the Classroom Commands Worksheet (see below).
Introduction to classroom rules -- Discuss classroom behavior with students. Use a concept map to visually organize students’ ideas.
Write “Rules” in the center circle of the concept map. Then, list student suggestions around the circle.

Concept Map (example)
Speak
Only!

English

Raise
hand

your

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Rules
Participate






Respect
others

Create a poster with classroom rules generated by learners on it in English. If learners do not brainstorm these, consider:
o Show respect for everyone around you.
o Participate, and support others when they participate (NO-TEASE ZONE).
o Use only English in English class unless you wear the Spanish Hat.
o Raise your hand.
Learners hear rules in Spanish (while teacher wears Spanish Hat) and write the rules in their notebooks.
Play Hot Potato. Write each rule in Spanish on a small piece of paper. Learners stand in a circle and toss a ball around while the
teacher plays music. When the music stops, the learner with the ball has to choose a piece of paper. Learners read a rule in Spanish,
and match with the English rule on the Poster. Explain the consequence to each rule.
Use activities listed in CyberLab for Teachers “Pay Attention!”
http://cyberlab.ucr.ac.cr/cyberlab/teachersguides/teachersguide_7th/unit3_7th_guide.pdf
Use worksheets from CyberLab for Students “Pay Attention!”
http://cyberlab.ucr.ac.cr/cyberlab/septimo/cyberlab_7th/index.html

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Theme 3: Let´s Get Personal
Warm Up Activities
Entrance tickets/tasks:
 Learners are told they can enter the class if they use a polite expression that they learned in Theme 2. For example, May I come in?
May I enter? Please.
 Vocabulary Hunt – Give learners a list of items they must find in the classroom. All items must be previously labeled with a post-it note or
piece of paper taped to it. Include classroom objects as well as a map of Costa Rica, a map of your community. Learners can check off
when they find the item or can be asked to take photos to prove their work.
 Use Hello My Name Is tags from Theme 1. Give each learner a name tag that includes the name of someone famous they will know and
one sentence to add to make an introduction. For example, when they meet after they enter the room, they must say, Hello. My name is
Keylor Navas. I am fast. Encourage learners to meet as many people as possible. Assess learning by asking each learner to fill in the
blank when you call on them and say “This is Keylor Navas. He is ____.”
Songs:
 “Hello, I Love You” by The Doors
https://www.youtube.com/watch?v=D4o46HKMdL0
 “Hello” (simple song with How are you? And I’m ___)
https://www.youtube.com/watch?v=tVlcKp3bWH8
 “What’s Your Name?” by Usher (use only first verses)
https://www.youtube.com/watch?v=hcAf0_cDIZ0
 “Hello. How are you today?” (simple song with puppets)
https://www.youtube.com/watch?v=teMU8dHLqSI
Other Activities:
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For emotions … Use brief clips from the following featuring only the adjectives/emotions in order to introduce the vocabulary:
o Happy -- https://www.youtube.com/watch?v=y6Sxv-sUYtM (Happy by Pharrell Williams)
o Sad -- https://www.youtube.com/watch?v=8oi9KuFoHMk (Sad Beautiful Tragic by Taylor Swift)
o Angry -- https://www.youtube.com/watch?v=wr9BCVdCCqg (Interlude: Moving On by Paramore)
o Excited -- https://www.youtube.com/watch?v=i9l0xIU8n6Y (Let’s Get Excited by Alesha Dixon)
o Frustrated -- https://www.youtube.com/watch?v=5NPBIwQyPWE (Complicated by Avril Lavigne)
o Annoy(ed) -- http://www.metrolyrics.com/woman-i-love-live-from-prague-lyrics-jason-mraz.html (Woman I Love by Jason Mraz)
o Threatened -- https://www.youtube.com/watch?v=XAYJa9-BOw8 (Threatened by Michael Jackson)
o Furious -- https://www.youtube.com/watch?v=ZaV3OuLl_Vs (Furious Love by Veridia)
o Bored -- https://www.youtube.com/watch?v=7NuaK29J1fM (I’m Bored by Iggy Pop)
o Satisfied -- https://www.youtube.com/watch?v=5aWUdMQPCss (Satisfied by Aranda)
o Shocked -- https://www.youtube.com/watch?v=VVdslJntU-g (Shocked by Kylie Minogue)
o Scared – https://www.youtube.com/watch?v=0gNWSeZ5obU (I’m Not Scared by Pet Shop Boys)
o Shy -- https://www.youtube.com/watch?v=MoLpClNFPps (He’s So Shy by Pointer Sisters)
o Disappointed -- https://www.youtube.com/watch?v=Nhb3U-cWTmw (Disappointed by Nat and Alex Wolff)
For where do you live – Learners mark with an x where they live on large map of communities surrounding the school.
For how old are you -- Play "Pass the Parcel Numbers 11-20" Before class get 20 sheets of A4 paper and write a number (1-20) on each
sheet. Shuffle the papers up so they are ordered randomly. Now make your parcel – roll one sheet of paper onto a ball (with the number
on the inside) and then wrap the next sheet (number inside) around the ball. Keep wrapping the sheets around the ball until all are used
up and you have a parcel. If you like, you can include a small sweet with each sheet of wrapped paper. In class, get everybody to sit in a
circle. Play some music and have everybody pass the parcel around the circle until you stop the music. The person holding the parcel
when you stop the music can unwrap the first layer. Ask for that sheet of paper and stick it on the board with the number showing. At this
point there is no need to teach the number. Start the music again and then stop it after the parcel has been passed around a while. The
student holding the parcel can unwrap the next sheet and look at the number. S/He should then stick it on the board either to the left or
right of the number already there, depending on if it comes before or after that number (e.g. if the first number was 15 and the second
one is 19, then it should be placed after the 15). Keep playing "Pass the Parcel" until all the numbers are stuck on the board in the
correct order 1-20. Review pronunciation and check for comprehension by asking learners to move to the board and touch numbers
when randomly called out.
For sample dialogues: http://www.eslfast.com/robot/topics/smalltalk/smalltalk01.htm
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Activating Prior Knowledge -- Brainstorming
 Adaptation of Essential Question: What makes you different from other learners in the classroom? (my home, my family, what I like to
do, etc.)
 Complete a Know/Want to Learn/Have Learned chart in Spanish about meeting a famous English-speaking person. Summarize and
present questions in English.
 Continue building Rules for the Classroom by adding:
o How do you say ______ in English?
o How do you say/pronounce _________?
Introducing different text types (visual aids, technology, graphic organizers, etc.)
 Use cluster graphic organizer below to create “picture” of class with answers to:
o What’s your name?
o How old are you?
o Where do you live?

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

Use Mindmaps

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Oral and Written Comprehension
 Following can be done after introducing I am ____ sentence frame and Where are you from?
 Use the Profe en Casa videos:
http://www.mep.go.cr/educatico/identification-personal-information
http://www.mep.go.cr/educatico/identification-using-personal-information
 Use the English Is Important! video and identify greetings and leave-takings as well as personal information about one of the speakers.
https://www.youtube.com/watch?v=6hztgqxJ3bM
 Cut dialogues (below) into strips. Learners work in pairs to put the statements in order and then practice the dialogues. Can add
additional questions after students have learned these phrases.
 Use clips from famous interviews such as this one from Inside the Actors Studio with the cast of The Simpsons:
https://www.youtube.com/watch?v=RAcUMUcG6Uk or the entire hour long interview which could be edited for portions is at
https://vimeo.com/115887786
 For age … Introduce question, how old are you? Learners count out coins to show knowledge of numbers.
 For “where are you from?” – Learners name communities and use the room as a “map” with school in center to identify who lives where.
 Interviews -- Start with a 5-10 minute brainstorming session to come up with questions. Write questions on board. Learners write same
questions in notebooks. Pair learners and have them interview each other. After orally interviewing, learners then learn they must write
answers in notebook. Learners can present their partners to the rest of the class by using the answers provided during game time. You
can turn this into an even more elaborate game by making the interviews homework and having learners present their partners to the
class without giving the identity of the partner. The class then has to guess the identity of each person based on the details that are
presented.
 Use activities from CyberLab: http://cyberlab.ucr.ac.cr/cyberlab/septimo/cyberlab_7th/index.html (Students)
http://cyberlab.ucr.ac.cr/cyberlab/teachersguides/teachersguide_7th/unit2_7th_guide.pdf (Teachers)
 Use activities from Practice slideshow found here: http://englishpost.org/2013/03/07/identification-of-oneself-to-others-personalinformation/
Oral and Written Production
 Name Game – Learners form two teams and sit separate circles. Tell the teams that they are going to race each other to say everyone's
name in their team. Give the first learner in each team a ball. The first student begins by saying their name, e.g. I'm Tom. The first
learner then passes the ball to the second. The second learner repeats the first learner's name and then adds their own name, e.g. He's
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Tom, and I'm Kate. The second learner passes the ball to the next. The next learner continues, e.g. He's Tom. She's Kate, and I'm
Amiko. This continues until all the names have been said. If a learner forgets the name of a teammate, the team starts over from the
first. The first team to finish wins a point. You can carry on the game with other personal information, e.g. age, height, etc.
Use activities from CyberLab: http://cyberlab.ucr.ac.cr/cyberlab/septimo/cyberlab_7th/index.html (Students)
http://cyberlab.ucr.ac.cr/cyberlab/teachersguides/teachersguide_7th/unit2_7th_guide.pdf (Teachers)
Create a list of famous people that the class would enjoy meeting. In pairs, allow learners to draw the name of one of the famous people
and work together to develop a list of Wh questions they would want to ask. After creating the questions, learners practice asking them
to each other. Could use a KWL chart. (http://www.readwritethink.org/files/resources/printouts/KWL%20Chart.pdf)
Learners review sentence frames of Hello, How are you?, Where are you from? How old are you? by “meeting” others in classroom for
three minutes. Call time and ask how many learners each talked to.
Learners complete the Self-Introduction worksheet in the Appendix.
2 Yes and a No – Ask learners to complete the following with two things that are true about them and one that is not. They can choose
what they want to be true. Sentences:
I was born on _______. I live in ___________. I am ___(adjective)___. Collect writing. Read aloud and encourage learners to guess
who the writer is.
Snowball Fight -- Give each learner a piece of recycled paper. Ask them to write their name and five things about themselves on the
paper. Then, split the class into two teams and have them stand facing each other at opposite sides of the classroom. Tell the learners
to crumple up their paper into a snowball. When you say go, the snowball fight commences. When you shout stop, anyone who is
holding a snowball must go and find the person whose name is on the paper and introduce them to the class using the information
written inside. Learners continue the snowball fight until everyone has been introduced to the class. You could also use this activity to
review a topic by writing a question on each piece of paper. Then, when you shout stop, anyone holding the snowball must answer the
question written inside.
Learners complete a school registration form: http://www.datemplate.com/post_student-enrollment-form-template_544837/
Use activities from CyberLab: http://cyberlab.ucr.ac.cr/cyberlab/septimo/cyberlab_7th/index.html (Students)
http://cyberlab.ucr.ac.cr/cyberlab/teachersguides/teachersguide_7th/unit2_7th_guide.pdf (Teachers)
Use activities from Practice slideshow found here: http://englishpost.org/2013/03/07/identification-of-oneself-to-others-personalinformation/

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SELF – INTRODUCTION
Hello. My name is___________________________.
I am _______________ years old.
I live in ____________________________________.
I go to__________________________ school.
My parents are ___________________________.
My favorite food is ______________________.
I like ____________________________________.
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Theme 4: Meet My Family
Warm Up Activities
Entrance tickets/tasks:
 Greet learners at the door with question: How are you today? Learners must respond with I am _(emotion)__.
 As learners enter, give them a ticket they must fill out (see sample below). Explain that the ticket is for a prize and that all information on
the ticket must be correct for them to win. (Have small prizes prepared for a drawing after pairs check tickets before placing them in bowl
for the drawing.)
 As learners enter, say, What’s your phone number?
Songs:
 Using the tune to Frere Jacques (https://www.youtube.com/watch?v=izb6F7WvndI ), sing The Family Song (see lyrics below). Could use
clothing or hat props to denote changing the character of the family member being addressed. Another option is to perform with stick
puppets.
 “Daddy Sang Bass” by Johnny Cash
https://www.youtube.com/watch?v=bA9jf-bm2As
 “Conjunction Junction” by Schoolhouse Rocks
https://www.youtube.com/watch?v=ODGA7ssL-6g
Other Activities:
 Learners review numbers using the video from MEP Educ@tico in order to talk about how many family members they have.
http://www.mep.go.cr/educatico/recurso-interactivo/numbers-1-20
 Use activities from Cyberlab
http://cyberlab.ucr.ac.cr/cyberlab/teachersguides/teachersguide_8th/unit1_8th_guide.pdf (Teacher)
http://cyberlab.ucr.ac.cr/cyberlab/booklets_students/booklet_8th/unit1_8th_booklet.pdf (Learner)
 Use activities from englishpost.com
http://englishpost.org/2014/09/26/identification-of-family-members-and-partners-relatives/
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Use the Profe en Casa video on families: https://www.youtube.com/watch?v=RYw5jUhImA0

Activating Prior Knowledge -- Brainstorming
 Adaptation of Essential Question: What makes my family unique?
 How many people are in a family?
 How big are your families?
 What activities do we do with families?
 How would you describe a ____name of family member___?
Introducing different text types (visual aids, technology, graphic organizers, etc.)
 Use a graphic organizer – tree – for learners to map our family tree. http://freeology.com/wp-content/files/causeeffecttree.pdf
 Select and print quotes about family and post them on the wall. Learners take a gallery walk and prepare questions such as: What does this
word mean?
o https://www.pinterest.com/explore/disney-family-quotes/
o https://www.pinterest.com/search/pins/?q=quotes%20about%20family&rs=typed&0=quotes%7Ctyped&1=about%7Ctyped&2=family
%7Ctyped
 Create your own family tree using photos of your family. Ask learners to bring photos of their family to do the same or ask learners to draw
their family. Option: Each learner creates a “puppet” using craft sticks and one symbol on each to create their family. For instance, father
could have a mustache drawn on it, mother may have glasses, etc. Learners write names of family members on the craft sticks. Photos,
drawings or puppets are used in practice dialogues related to This/That is my __________. She is __(adjective)__. My mother’s name is
_________.

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The Family Song
Verse 1:
Hello father, Hello father,
How are you? How are you?
I'm fine thank you, I'm fine thank you,
See you soon, See you soon.
Verse 2:
Hello mother, Hello mother,
How are you? How are you?
I'm fine thank you, I'm fine thank you,
See you soon, See you soon.
Verse 3:
Hello brother, Hello brother,
How are you? How are you?
I'm fine thank you, I'm fine thank you,
See you soon, See you soon.
Verse 4:
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Hello sister, Hello sister,
How are you? How are you?
I'm fine thank you, I'm fine thank you,
See you soon, See you soon.
Verse 5:
Hello grandfather, Hello grandfather,
How are you? How are you?
I'm fine thank you, I'm fine thank you,
See you soon, See you soon.
Verse 6:
Hello grandmother, Hello grandmother,
How are you? How are you?
I'm fine thank you, I'm fine thank you,
See you soon, See you soon.
Verse 7:
Hello family, Hello family,
How are you? How are you?
I'm fine thank you, I'm fine thank you,
See you soon, See you soon.
Oral and Written Comprehension
 Use Profe en Casa video: http://www.mep.go.cr/educatico/family-members
 Use activities from Cyberlab
http://cyberlab.ucr.ac.cr/cyberlab/teachersguides/teachersguide_8th/unit1_8th_guide.pdf (Teacher)
http://cyberlab.ucr.ac.cr/cyberlab/booklets_students/booklet_8th/unit1_8th_booklet.pdf (Learner)
 Use activities from englishpost.com
http://englishpost.org/2014/09/26/identification-of-family-members-and-partners-relatives/
 Use videos about families such as:
o http://www.eslvideo.com/esl_video_quiz_beginning.php?id=10537
o http://www.real-english.com/reo/10/unit10.asp
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o http://www.multimedia-english.com/videos/esl/teens-talk-about-family-kidshealth-videos-6048 (NOTE: Authentic production,
includes transcript so can be used for written comprehension as well.)
Use exercises from http://www.henry4school.fr/Vocabulary/family/fam-trees.htm
Present slides with photos and names of roles on slides. Example: https://s-media-cacheak0.pinimg.com/736x/3a/00/fe/3a00fe23b37c9e325666ae0923c0deb1.jpg
Use an example of a family tree and during oral comprehension name roles and/or for written learners identify roles. Examples:
o Blank one with generic family members only for learners to complete.
http://www.uniqueteachingresources.com/image-files/450x293xfamilytreestudentworksheet.jpg.pagespeed.ic.R2mMhW4sBJ.jpg
o Peanuts cartoon characters -- https://pbs.twimg.com/media/CWPZpeVUkAMnP_C.jpg
o Royal family -http://www.britroyals.com/images/royal_family.jpg
o Harry Potter -https://s-media-cache-ak0.pinimg.com/736x/3a/00/fe/3a00fe23b37c9e325666ae0923c0deb1.jpg

Oral and Written Production
 Learners identify family members in photos or drawings (or identify “puppets”).
 Learners complete sentence frames using and/but/because using adjectives and family members. They draw the family member and the
adjective from an envelope and then finish the sentence.
o My __(family member)__ is _____ because ___.
o My __(family member)__ is _____ but _____.
o My __(family member)__ is _____ and _____,
 Model questions then have pairs ask and answer (in full sentences) about their families:
o Who is sad when you come home late? (Example: My mother is sad when I come home late.)
o Who is angry when you come home late?
o Who is excited when you come home?
o Who is frustrated when you do not help clean?
o Who is annoyed when you do not help clean?
o Who is shocked when you help clean?
o Who is disappointed when you do not help clean?

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Learners describe family members in photos or drawings (or identify “puppets”). For example: This is my mother. She is 40 years old.
She is happy.
Learners will complete sentence frames using dice in an activity. One roll of the dice will determine who the subject of the sentence is.
The next roll will determine if they are saying hello or goodbye. Examples:
o 1 = Mother
o 2 = Father
o 3 = Brother
o 4 = Sister
o 5 = Grandmother
o 6 = Grandfather
o On second roll of dice, even numbers are hello and odd numbers are goodbye.
So if the first roll is 3 and the second is 4, learner will complete the sentence frame this way:
This is my __(brother)__. Please tell him __(hello)__.
After a few rolls, learners choose alternative ways to say hello or goodbye.
Option:
This is my ________. He is (adjective). Note that only one roll of the dice would be needed.
Play Family Bingo – Using a Bingo Card created prior to class, learners walk around and ask people if they have the specific number of
family members mentioned in one of the boxes. If the box says “two sisters,” the learner should ask, “Do you have two sisters?” If their
classmate has EXACTLY two sisters, then they may say “Yes, I have two sisters.” In this case, the asker should ask, “What is your
name?” and write that classmate’s name in the same box. If they do not have exactly two sisters, they say, “No, I don’t have any sisters,”
or “No, I have 5 sisters,” etc. Learners may not write the same classmate’s name twice in a row. They must ask another person before
returning to the same classmate. You can play five-in-a-row bingo or blackout (or any other style), depending on how much time you
have available. After a winner is declared, one by one, students read off one sentence of choice from their Bingo card. Example: “María
has 3 brothers.”
Use a program for learners to complete a family tree -- http://kids.familytreemagazine.com/kids/FamilyTreeForm.asp
Use a completed family tree of the Royal family and have learners write roles (mother, father, etc) on each picture.
http://www.britroyals.com/images/royal_family.jpg
Use the Profe en Casa video on families: https://www.youtube.com/watch?v=RYw5jUhImA0. Learners write facts they learn about the
family presented in the video.
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Use activities from Cyberlab
http://cyberlab.ucr.ac.cr/cyberlab/teachersguides/teachersguide_8th/unit1_8th_guide.pdf (Teacher)
http://cyberlab.ucr.ac.cr/cyberlab/booklets_students/booklet_8th/unit1_8th_booklet.pdf (Learner)
Use activities from englishpost.com
http://englishpost.org/2014/09/26/identification-of-family-members-and-partners-relatives/

Integrated Mini Project Options
 Learners produce a skit (similar to the Profe en Casa video) introducing a family. Plays can be presented live in front of judges or videoed and judged by a panel later. An awards ceremony with red carpet can recognize Best Script, Best Performance, Best Picture.
 Learners interview 10 other students (not in this class) about their family and create a report that shows 1 in 10 have grandfathers, 3 in
10 have brothers who are older, etc.
 Learners do “man on the street” interviews with students who speak English but are not in this class. Interviews must include
introductions and questions about friends and families.
 Learners select a song in English that best represents their life and choose photos indicating their understanding of the words in order to
create a music video.
 Learners are divided into groups and become a “family” that competes in a Family Feud type of game show. Questions must be based
on the results of a survey with other students. For example, The top answer for who is the handsome member of the family is _____.
(Students would have had to fill in a survey and then results tallied in order to determine answers. Learners can create survey and
teacher can tally results and reveal correct answers.)

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Level 7th

Unit 2
CEF level to be reached: A1.1
Scenario: Enjoying Life

Enduring Understanding
Essential Question

Enjoying life involves paying attention to daily routines and taking care of one’s lives.
How do the things people do every day help them enjoy life?
Assessment and Goals

Week 1
Assessment: L identifies the
sound of words heard in
context.
L1. recognize the sound of
most words heard in context.
Assessment: L distinguishes
simple phrases about daily
routines, eating habits, hobbies
and hanging out activities.
L2.
understand
simple
information and phrases
about routines, eating habits,
hobbies and hanging out
activities.
Assessment:
L recognizes
sounds, simple phrases and
information.
L3.
understand
sounds,
simple
phrases
and
information.

Week 2

Week 3

Week 4

Assessment: L distinguishes
brief, simple instructions and
some
expressions
if
encountered previously in the
same or similar form.
R.3. understand brief, simple
instructions
and
some
expressions in simple texts if
allowed to use a dictionary.

Assessment:
L expresses
when he /she does not
understand.
SI.2. say when he/she does
not understand.

Assessment: L recognizes the main
information on posters, brochures,
signs, and invitations.
R.2. recognize the main information
on posters, brochures, signs, and
invitations.

Assessment:
L asks and
answers in a predictable pattern
simple questions about daily
routines, eating habits, hobbies
and hanging out activities if the
other person speaks slowly and
clearly.
SI.1. ask and answer in a
predictable pattern simple
questions about daily routines,
eating habits, hobbies and
hanging out activities (e.g.,
What do you like to do in your

Assessment:
L
writes
straightforward
information
about themselves in short
simple sentences or provides
that
information
on
a
questionnaire.
W2.
write
straightforward
information about themselves
in short simple sentences or
provide that information in a
questionnaire, checking written
sentences to look for mistakes
(e.g., subject-verb agreement,
capitalization, spelling, basic
punctuation, etc.).

Week 5/6

Assessment

Anecdotal reports / rubrics /
instruments for self and coassessment

Assessment:
L describes how
he/she enjoys life by using simple
standard expressions.
SP.1 describe how they enjoy life by
using simple, standard expressions.
Suggested Integrated Mini project
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Pictionary project
Podcast, podcasts with scripts
Collages about his/her life
A presentation about what his/her
“perfect day” would be like

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Assessment: L writes labels
free time?) if the other person
on familiar objects in a picture
speaks slowly and clearly.
or diagram.
W1. write labels on familiar
objects in a picture or diagram.
Can Do related to Phonology to be inserted as appropriate each week
Assessment: L recognizes by manipulating English language sounds using knowledge in phonics, syllabification and word parts.
R.1. identify English language sounds using knowledge in phonics, syllabification and word parts.
Theme
Theme
Theme
Theme
My Daily Routine
Eating Habits
Hanging out
Things I like to do

Function
Identifying daily routines

Function
Telling likes and dislikes
about
eating
habits,
routines and food.

Function
Describing ways of hanging
out

Function
Describing things I like to do

Discourse Markers
Connecting words: and

Discourse Markers
Connecting words: but

Discourse Markers
Connecting words: because

Discourse Markers
Connecting words: and, but, because

Grammar & Sentence Frames

Grammar &Sentence Frames

Grammar & Sentence Frames

Wh questions
What’s your daily routine?
I have breakfast at 6:30
a.m. I go to high school.

Adverbs of Frequency
Always Sometimes Never

Present tense
Subject + verb +
complement
I watch TV in the afternoon.

Adverbs of Frequency
Always Sometimes Never
Present tense
Subject + verb + complement
I watch TV in the afternoon.

Phonology

Newly created word when a
specific letter is changed,
added, or removed in the initial,
medial, or final position (e.g.,
think to thank).
Vocabulary

Review

My Daily Routine

Eating habits

Hanging out

Vocabulary
Things I like to do

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My everyday life:
Have: breakfast/lunch/ dinner/
snack/brunch
coffee time/coffee break
take a bath/shower
brush my teeth
get up
wake up
go to high school
finish high school
Study/watch TV/listen to
music/read/go out/take a nap
Psycho-social
 Living safely by practicing
healthy routines.

Healthy Food:
fruit/Vegetables
Meats
Typical food
Junk Food: fast food
Eating schedule
Drinking water




Psycho-social
Being
disciplined
with
eating times.
Loving myself by taking
care of my body.

Proverbs / Quotes
Eating and drinking shouldn’t
keep us from thinking. -- Italian
´proverb

To spend time
To send text messages
To talk by cell phone
To play board games
To play cards
To go to the mall
To go to the pool
To have a sleep over
To watch a DVD (movie)
To go to the cinema



–

–
–
–

Psycho-social
Use assertive
communication skills when
interacting with others.

I love reading.
I’m interested in computers.
I’m fond of traveling.
Numbers (1-59)

–

Social Language
love (as in “I love coffee”, “I love
going to the movies”)

Sociocultural
Ways of entertainment
according to or based on
contexts, eating habits and
table manners.
Idioms
with bells on
chill out
hang out

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Didactic Planning
Week 1
Level: 7th

Unit: 2

Domain: Socio-Interpersonal and Transactional Scenario: Enjoying Life

Theme: My daily routine

Enduring Understanding: Enjoying life involves paying attention to daily routines and taking care of one’s lives.
Essential Question: How do the things people do every day help them enjoy life?
Learn to Know
Grammar & Sentence Frame
Wh questions
What’s your daily routine?
I have breakfast at 6:30 a.m. I go to high school.

Learn to Do
Function
Identifying daily routines

Learn to Be and Live in Community


Psychosocial
Living safely by practicing healthy routines.

Discourse Markers
Connecting words: and

Vocabulary
My Daily Routine
My everyday life:
Have: breakfast/lunch/ dinner/ snack/brunch
coffee time/coffee break
take a bath/shower
brush my teeth
get up
wake up
go to high school
Finish high school
Study/watch TV/listen to music/read/go out/take
a nap
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Phonology
Newly created word when a specific letter is
changed, added, or removed in the initial,
medial, or final position (e.g., think to thank).
Assessment
Strategies &
Evidences

Didactic Sequence Mediation
Learner can

Note: Teacher includes
the
and

specific

Time
Total:
120 min
(3 lessons)

Pre-teaching
Routine – Checking attendance, checking in with Ls, posting and reviewing Essential
5 min
Question, Can Do’s, and class agenda, etc.

indicators

evidences

under

each one of the following

Warm up
5 min
Brainstorming: Ls reflect about what their favorite part of the day is and why, and share
their answers with the class. For example, their answer might be: “The morning;
(because) I eat breakfast” or “the night; (because) I sleep”. T uses this opportunity to
elicit some daily routines that Ls already know and get them on the board.

assessment strategies

Learner…
R.1. recognizes by
manipulating
English language
sounds using
knowledge in
phonics,
syllabification and
word parts.

R.1. identify
English
language
sounds using
knowledge in
phonics,
syllabification
and word parts.

Recognition/Articulation/Production: Practice replacing initial sounds in vocabulary
10 min
words to create new words. For example:
night … light
lunch … brunch
dinner … winner
bath … math
brush … flush
wake … take … make
nap …lap
Pre-task: Guess the T’s Schedule (Listening to write/speak)

30 min
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L.1. identifies the
sound of most
words (describing
routines) heard in
context

L1. recognize
the sound of
most words
(describing
routines) heard
in context.

1. Pre-listening
T hands out printed sets of cards with pictures of daily routines from target
vocabulary (some illustrations are provided in handouts found in Resources section
of lesson plans), and the class labels the activity cards using the activities
brainstormed in the warm-up. T explains that Ls will try to guess at what time the T
does each of the activities by ordering the pictures in a blank daily planner. (See
example at end of these lesson plans).
2. Listening for the first time
Ls listen to T explain her/his schedule using gestures, and try to correct their picture
schedule predictions to reflect what he/she says.
3. Pair/Group Feedback
Ls report back which activities they understood.
4. Listening for the second time
T explains his/her schedule a second time, this time pausing after each step to have
a L repeat the name of the routine and write it on the board.
5. Post listening
T asks Ls to think about how their schedules are different from the T's, adjust their
pictorial schedules by putting the activities in the order in which they do them (and
removing the activities that they don't do), and orally share some
similarities/differences with the class. Example: “At five pm I take a nap. I don't
watch TV like the teacher.”
Game: Last Learner Standing
Ls stand at their desks (or in a circle) and the T calls out a time of day (Example:
“the morning” or “10 am”) and asks “What do you do at ___?”. Ls pass a ball around
saying routines they do at that time of day without repeating (Example: “I listen to
music”); if a L can't think of a routine or repeats one that was already said that
round, they must sit down. After a few Ls sit down the T gives a new time of day.

10 min

Task: Sharing your Daily Routine with a Friend (listening to write)
1. Pre-listening

30 min
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T explains that Ls will now listen to a couple of friends talking about their daily
routines together.
2. Listening for the first time
T previously records the script of two friends talking about their daily routines, and Ls
write down the routines they hear the speakers saying they do. For example:
Jill
Mark
Have breakfast and drink tea
Have a coffee break
Hang out
Listen to music
L.2. understand
simple
L.2. distinguishes information and
simple information phrases about
and phrases about routines, eating
habits, hobbies
routines, eating
and hanging
habits, hobbies
out activities.
and hanging out
activities.

Jill: Good morning Mark! How’s it going?
Mark: I’m O.K., how are you?
Jill: I feel great! It’s the morning so I’m drinking tea. (sips tea)
Mark: Really? What else do you do in the morning?
Jill: I also have breakfast, and brush my teeth. What is your daily routine like?
Mark: In the morning I normally go to high school and have a coffee break at 9
o’clock. And when I finish school in the afternoon, I go home and listen to music
and read.
Jill: How about at night? Do you take a shower before bed?
Mark: No, I take a shower in the morning- at night I just have dinner and relax.
And you? What do you do after school?
Jill: I always take a shower in the morning AND at night. I finish school at 4:30
pm, and then I play soccer with my friends in the park. We have a sports club!
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L.3. recognizes
sounds, simple
phrases and
information.

L.3. understand
sounds, simple
phrases and
information.

Mark: That sounds fun! Can I join?!?
3. Pair/group feedback
Ls say the names of activities they heard for each speaker, and T writes them on the
board under their names.
4. Listening for the second time
Ls listen for the activities and try to understand when the speakers do them, and
write those times next to the activities listed. For example:
__Jill__
__Mark__
Have breakfast and drink tea at 6 am Have a coffee break in the
morning
Hang out at night
Listen to music at 5 pm
5. Post-listening
Ls respond to questions (first in writing, then speaking) about the speakers'
schedules. For example:
What does Jill do at 6 am? - Jill has breakfast and drinks tea at 6 am.
When does Mark listen to music? - Mark listens to music at 5 pm.
6. Pair/group feedback
Ls share their responses to questions about the speakers and write them on the
board.

Post-task: Writing to read/speak/listen

30 min

1. Pre-writing
Learners review their ordered pictorial schedules.
2. Drafting
Using the example sentences on the board, Ls write their schedules in complete
sentences into a daily schedule template:
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Time
6 am
7 am

3. Revising
Ls get in pairs and look at each other's schedules, and write questions for their partner
about his/her schedule. For example: “When do you have lunch?” When ready, Ls take
turns orally interviewing each other using the questions they wrote, and writing their
partner's answer below the question.
4. Editing
Ls can use this opportunity to do some self and peer assessment to make sure that they
are asking and answering the questions properly.

W.1. writes labels
on familiar objects
in a picture or
diagram.

W.1. write
labels on
familiar objects
in a picture or
diagram.
Options





Activity
I wake up and I have breakfast
I go to high school

Pictionary project
Podcast, podcasts with scripts
Collages about his/her life
A presentation about what
his/her “perfect day” would be
like

 Option: Exit-ticket assessment -- Ls share one routine (I wake up at 7 am.) with the T
as they exit the classroom.

Integrated Mini-Project
Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project
should be opportunities for Ls to practice English, not just those related to presentation.
For the first and second weeks, learners focus on:
Participating: Brainstorming, discussing, negotiating, making decisions and selecting
the work strategies, resources and the mini-project. After each week’s lesson, learners
identify which learning tasks completed that week could be adapted for use in their
chosen Integrated Mini-Project.
Thinking: planning creating and outlining collaboratively the language content and
strategies.
For the third and fourth weeks, learners focus on:

Time
Adjust
previous times
listed above to
allow 5 min
each week.
Group
presentations
can be week 5
or 6.

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Acting out: Practicing the mini-project in pairs or groups.
For the week of presentation, learners focus on:
Responding and sharing: Delivering and participating in peer assessment of miniproject.

Reflective Teaching
What didn’t work well

What worked well

How to improve

Enduring Understanding Reflection
How well did the learners progress in their understanding of the Enduring Understanding?

Week Plan Self-Assessment
At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’
understanding.)

Learner Self-Assessment
I can…

Yes

In
progress

Listen and recognize sound of most words about routines.
Write labels on a schedule.
Identify, pronounce, and indicate the meaning of all the
vocabulary (including social language) for the week.
Show how I have worked with others this week.

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Didactic Planning
Week 2
Level: 7th

Unit: 2

Domain: Socio-Interpersonal and Transactional Scenario: Enjoying Life

Theme: Eating habits

Enduring Understanding: Enjoying life involves paying attention to daily routines and taking care of one’s lives.
Essential Question: How do the things people do every day help them enjoy life?
Learn to Know
Grammar & Sentence Frames
Adverbs of Frequency
Always Sometimes Never
Vocabulary
Eating habits
Healthy Food: fruit/vegetables
Meats
Typical food
Junk Food: fast food
Eating schedule
Drinking water

Learn to Do

Learn to Be and Live in Community

Function

Psychosocial

- Telling likes and dislikes about eating
habits, routines and food.
Discourse Markers
Connecting words: but




Being disciplined with eating times.
Loving myself by taking care of my body.
Proverbs / Quotes
Eating and drinking shouldn’t keep us from
thinking. -- Italian ´proverb

Phonology
Newly created word when a specific letter is
changed, added, or removed in the initial,
medial, or final position (e.g., think to thank).
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Assessment
Strategies &
Evidences

Didactic Sequence Mediation
Learner can

Note: Teacher includes
the
and

specific

indicators

evidences

under

Pre-teaching
Routine – Checking attendance, checking in with Ls, posting and reviewing Essential
Question, Can Do’s, and class agenda, etc.

Time
Total:
120 min
(3
lessons)

5 min

each one of the following
assessment strategies

Learner…

Warm up
Signs are hung up on either side of the board reading “I like :-)” and “I don't like :-(”. T
explains that everyone has routines that they like and some that they don't like, and
gives a few personal examples. T elicits a few oral examples of routines Ls like/don't like
to check understanding.

5 min

The T asks about some routines learned last class (“Do you like to take a nap?”), putting
emphasis on the words “like” and the name of the routine, and each L must decide if
(s)he likes or doesn't like that routine and run to stand next to the corresponding sign.
Each group of Ls (the “I like” group and the “I don't like” group) then respond to the
question as a group, saying together for example “I like to have breakfast” or “I don't like
to take a nap”.
Now, the T explains that everyone also has likes and dislikes for their eating/drinking
habits, and switches from routines to eating and drinking habits, asking the same
question to the students (“Do you like to eat vegetables?”) The T will need to hold up a
picture of the food/drink (s)he is asking about as it may be new vocabulary for the
students.
R.1. recognizes by R.1. identify
English
manipulating
English language language

Recognition/Articulation/Production: T writes on board:
Don’t flunk when it comes to choices
Don’t eat junk but also use your voices

10 min

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sounds using
knowledge in
phonics,
syllabification and
word parts.

R.3. distinguishes
brief, simple
instructions and
some expressions
in simple texts if
allowed to use a
dictionary

sounds using
knowledge in
phonics,
syllabification
and word parts.

Say no to bad and yes to good food
It will help your body and even your mood.
T asks students to find the words that are alike except for the initial one or two letters. T
reads aloud and Ls repeat.

Pre-task: Letter from a Pen pal (reading to write)
1.
re-reading
Ls sit down and the T asks them why they like to eat X, but don't like to eat Y. T
facilitates a short discussion in which the following adjectives are suggested as criteria
for why we like/dislike food: healthy vs unhealthy, delicious vs gross (or disgusting),
R.3.
while for activities/routines we use the criteria of: fun vs boring.
understand
brief, simple
T introduces target food vocabulary to Ls using pictures: meat, fish, seafood, fruits,
instructions and
vegetables, bread, cookies, rice & beans, and Ls discuss and vote on whether a few
some
example foods are healthy or unhealthy, and delicious or gross. It should be clear that
expressions in
healthy vs unhealthy is basically a matter of fact, but that delicious vs gross is an
simple texts if
opinion.
allowed to use
T explains that Ls have received a letter from a (fake) pen pal, and that the pen pal is
a dictionary.
going to share a little bit about her likes and dislikes for food and routines.
2.
eading for the first time
T reads the “pen pal letter to a friend”, stopping each time there is an underlined word
(target vocabulary) and prompting the class to pronounce that word.

40 min

Dear Jose,
My school starts at 7:45 every day. I wake up at 6:00 and take a shower. I always eat breakfast before I go
to school because it’s the most important meal of the day. I like to eat an omelet with onion, tomato and
spinach because it is delicious. I also always eat a banana or apple, too, because they are healthy. Sometimes I
drink coffee with my breakfast. Then I brush my teeth, get dressed and take the bus to school.
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I arrive to school at 7:30 so I can be early to class. I like all my classes except for math because it is
very hard. What classes do you like? At 11:30 I have lunch with my classmates. I always bring my lunch from
home. I like to eat a turkey sandwich with a salad and a piece of fruit-mmmmmmm, yummy! I always drink
water, but sometimes I also have a glass of orange juice for the vitamin C. What do you like to eat for lunch? I
study all day at school until 3:00.
After school I have basketball practice. We always have a snack together after practice. I like to have
yogurt with strawberries- this is a healthy snack that gives me energy. Sometimes we have junk food, like
potato chips, as a treat, but we know it is important to eat a healthy snack after we exercise.
I go home at 4:30. I do my homework with my sister and I study for math every night because I need
more practice. I always finish my homework before dinner because my mom believes “eating and drinking
shouldn’t stop us from thinking.” My family eats dinner at 6:30. We often eat chicken with vegetables and
potatoes. We never eat fast food because it’s not good for your health. What do you eat for dinner?
Before bed I like to watch TV or read a book. I always go to bed at 9:00 so that I am well rested for
the next day of school. What time do you go to bed? What is your daily routine like?
In my free time, I like to play sports, ride my bike, watch movies and go to the park with my sisters. I
also like to hang out with my friends. I almost never play video games because they are boring. What do you
do in your free time? Do you like to play sports? I hope to hear from you soon!
From,
Lisa

P
air/group feedback
Ls share what they remember about Lisa's preferences, and the T puts a couple of their
answers on the board using the following format:
Lisa likes…
To eat seafood

Lisa does not like …
To eat cookies

Why? (justification)
Seafood is delicious
Cookies are unhealthy

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R
eading for the second time
Ls now individually/silently read the pen pal's letter and write down what they learn
about her preferences using the table above.

P
ost-reading
Ls check answers as a class and T asks them how they were able to answer the
question “why”? T elicits that this can be done with the word “because”, and
demonstrates by writing “because” before each of the answers in the “why” column.

Task: Describing likes and dislikes for routines and foods (writing to speak)
1. Planning/organizing
Ls reflect on their own eating preferences and create a personal chart for their own
preferences (following the table above).
Once their personal tables are ready with several foods, they will use them to write
sentences, for example this table:
I like …
I do not like …
Why?
Vegetables
because vegetables are
healthy
Seafood
because seafood is
gross

40 min

will become:
 I like to eat vegetables, because vegetables are healthy.
 I don't like to eat seafood, because seafood is gross.
2. Rehearsing
First, Ls will orally share a few of their sentences with their partners, with the T
circulating, to make sure that their sentences are following the correct format and
make sense.
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Then, Ls will stand up at their desks with their notebooks and prepare to respond to
questions from the T. The T will ask the class about different foods: If the Ls like that
food they should turn to the left, while if they don't like that food they should turn to
the right. All Ls must turn to one side or the other. After asking each question to the
class, the T will repeat the question to individual Ls following the format below:
T to class: Do you like to eat rice and beans?
Class: (turns to one side or the other)
T to specific L: Maria, do you like to eat rice and beans?
Maria: Yes, I like to eat rice and beans.
T: Why?
Maria: Because rice and beans is delicious.
After going through some examples in this way, the T will guide the Ls to become
the ones asking the question, first as a group, and then in pairs. For example:

SI.1. ask and
answer in a
SI.1. asks and
predictable
answers in a
pattern simple
predictable pattern
questions
simple questions
about daily
about daily
routines, eating
routines, eating
habits, hobbies
habits, hobbies
and hanging
and hanging out
out activities
activities if the
(e.g., What do
other person

T: (points to picture of fruit)
Whole class: “Do you like to eat fruit?” (whole class, including T, turns to one
side or the other), etc.
And later:
T: (points to a picture of fruit)
Ls: In pairs, ask each other “Do you like fruit?” and respond accordingly.
3. Interacting
Collaborative class food likes/dislikes survey: Ls each receive one food and a blank
food likes/dislikes survey. Ls write their question at the top of the survey and
prepare to survey their classmates to see who likes/dislikes that food and why. To
do this, they will need to collect the responses of at least 8 classmates.
Ls circulate the room looking for partners. Every time they find a new classmate Ls
should stop and have a short conversation in which they greet each other and take
turns asking one another “Do you like to eat ___?” and “Why?” At the end of each
interaction, Ls should write down their classmate's response, say “goodbye”, and
look for a new partner to repeat the interaction with.
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speaks slowly and you like to do in
Option: To make this activity more structured, the T can play music every time it is
clearly
your free time?)
if the other
time for Ls to finish their conversation and look for a new partner.
person speaks
Post-task: Survey results
slowly and
clearly.
 Ls return to their seats and prepare to tally the results of their survey, counting how
many Ls like their food and how many Ls don't like the food they were assigned. Ls then
share their results in pairs or to the whole class saying for example “Five students like
vegetables because vegetables are healthy,” “Three students don't like vegetables
because vegetables are gross.”

Options


–
–

Pictionary project
Podcast, podcasts with scripts
Collages about his/her life
A presentation about what
his/her “perfect day” would be
like

Integrated Mini-Project
Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project
should be opportunities for Ls to practice English, not just those related to presentation.
For the first and second weeks, learners focus on:
Participating: Brainstorming, discussing, negotiating, making decisions and selecting the
work strategies, resources and the mini-project. After each week’s lesson, learners
identify which learning tasks completed that week could be adapted for use in their
chosen Integrated Mini-Project.
Thinking: planning creating and outlining collaboratively the language content and
strategies.
For the third and fourth weeks, learners focus on:
Acting out: Practicing the mini-project in pairs or groups.

20 min

Time
Adjust
previous
times listed
above to
allow 5 min
each week.
Group
presentation
s can be
week 5 or 6.

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For the week of presentation, learners focus on:
Responding and sharing: Delivering and participating in peer assessment of miniproject.

Reflective Teaching
What worked well

What didn’t work well

How to improve

Enduring Understanding Reflection
How well did the learners progress in their understanding of the Enduring Understanding?

Week Plan Self-Assessment
At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’
understanding.)

Learner Self-Assessment
I can…

Yes

In
progress

Read and distinguish brief instructions given by my
teacher.
Ask and answer questions about routines.
Identify, pronounce, and indicate the meaning of all the
vocabulary (including social language) for the week.
Show how I have worked with others this week.

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Didactic Planning
Week 3
Level: 7th

Unit: 2

Domain: Socio-Interpersonal and Transactional Scenario: Enjoying Life

Theme: Hanging out

Enduring Understanding: Enjoying life involves paying attention to daily routines and taking care of one’s lives.
Essential Question: How do the things people do every day help them enjoy life?
Learn to Know
Grammar & Sentence Frames
Present tense
Subject + verb + complement
I watch TV in the afternoon.
Vocabulary
Hanging out
To spend time
To send text messages
To talk by cell phone
To play board games
To play cards
To go to the mall
To go to the pool
To have a sleep over
To watch a DVD (movie)
To go to the cinema

Learn to Do
–

Function
Describing ways of hanging out

Learn to Be and Live in Community


Discourse Markers
Connecting words: because
–

Psychosocial
Use assertive communication skills when
interacting with others.
Sociocultural
Ways of entertainment according to or based
on contexts, eating habits and table
manners.
Idioms

–
–
–

with bells on
chill out
hang out

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Phonology
Newly created word when a specific letter is
changed, added, or removed in the initial,
medial, or final position (e.g., think to thank).

Assessment
Strategies &
Evidences
Note: Teacher includes the
specific indicators and
evidences under each one
of
the
following
assessment strategies

Learner…

Didactic Sequence Mediation
Learner can

Pre-teaching
Routine – Checking attendance, checking in with Ls, posting and reviewing Essential
Question, Can Do’s, and class agenda, etc.
Warm up
Routines and Food Relay Race (an activity for reviewing prior lessons)
Ls get into teams and line up in front of the board (with some space between them and
the board if possible) in two single file lines. T explains that when (s)he says “go”, each
team will have 90 seconds to write as many foods as they can remember on the board
but they will be writing one person at a time. When T calls out Go! the first Ls on each
team will run up to the board, write one food on their section of the board, return their
marker to the next L in line, and go to the back of the line. This process will continue
until the T calls Time! after 90 seconds. At the end of the time limit, the T will see how
many foods each team was able to write down, and the team with the most correct
words will get a point. In round two the teams will repeat this process with daily routines.
For round three, Ls will turn each word into a sentence expressing likes/dislikes. (T will
determine if more time should be added as the rounds get more complex.)

Time
Total:
120 min
(3 lessons)

5 min

10 min

As an example of the third round: “go to high school” will become “I like to go to high
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school because I like to see my friends.” “Vegetables” will become “I don’t like to eat
vegetables because vegetables are boring.” Round three could also be split into two
rounds (one for expressing “I like” and “I don't like” and one for “because...”) if the
teacher deems it appropriate.
T will now explain that today the class will focus on learning some activities that they do
just for fun, in their free time. Together, the class can watch the following video talking
about free time activities:
https://www.youtube.com/watch?v=tzFESmpc6mo
R.1. recognizes by
manipulating
English language
sounds
using
knowledge
in
phonics,
syllabification and
word parts.

R.1. identify
English
language
sounds using
knowledge in
phonics,
syllabification
and word parts.

Recognition/Articulation/Production: As they watch the video, Ls note the free time
activities they hear. As a class, the Ls brainstorm the free time activities they learned,
and other ones that they know on the board. The T should reinforce vocabulary clarity
and proper pronunciation using vocabulary flash cards. Also, T can underscore the use
of substitution in the initial or middle of words to show how new words can be created
such as:
 cell … call
 board … beard
 cards … cords
 mall … mill
 pool … stool
 sleep … keep

10 min

5 min

40 min

Pre-task (speaking to write)
 Activity frequency: Looking at the vocabulary that has been brainstormed on the
board, Ls will reflect on how frequently they perform each of these activities by
writing a tally of how many times they did each activity this month.
 Based on the tallies that the Ls have taken, they will categorize them by frequency.
For example, one student might write:
SI.2.
expressesSI.2. say when
when he /she doeshe/she does not
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not understand.

understand.

I Never (0 times)...

I Always (5+ times)...

Go to the mall

I Sometimes (1 to 4
times)...
Go to the cinema

Play board games

Go to the pool

Watch a DVD

Send text messages

 Team Pictionary: In small groups, Ls will receive sets of free time activity flash cards
and small white boards (or lamination paper) and take turns drawing out the activities as
their classmates guess what they are drawing. Presenters will have a minute to help
their team guess as many activities as possible before switching roles.
o Reflecting on the activities they have seen, Ls will write down at least 3 activities
they like and two activities they don't like, using complete sentences.
 Ls play “Go fish!” In groups, using sets of cards that have 2 copies of each vocabulary
word. Each L starts with 5 cards in his/her hand, and must create pairs of their cards by
getting both copies of each card. Ls do this by asking a classmate “do you have
(vocabulary word)?”- If the answer is yes, then the classmate must give the asker that
card. If not, the responder says “go fish!” and the asker must take another card from the
pile. When a L has a pair of cards, he/she puts them down on the table and they are no
longer used for the game. The game ends when time runs out, and Ls get one point for
every complete pair of cards they have.
 Option: At the end of a round, Ls get 1 additional point for every pair of cards they have
that represents one of the three activities they wrote down for “I like”, while they lose 1
point for every activity they wrote down that they “don't like”.

W2.
writesW2.
write
straightforward
straightforward
information
aboutinformation about
themselves in shortthemselves
in
simple sentences orshort
simple
provides
thatsentences
orTask: Writing a letter to a “pen pal” (writing to read)
information on aprovide
that
1. Drafting
questionnaire.
information in a
After reviewing last week's example of a “pen pal letter”, Ls create an outline of a
questionnaire,
letter they are writing to their own pen pal which should follow this format:
checking written
-Greeting
sentences to look
Dear ___ or Hi, ____

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for mistakes (e.g.,
subject-verb
agreement,
capitalization,
spelling,
basic
punctuation, etc.).

-Personal Introduction
I am _____(feeling) we are pen pals. My ____ is _____. I ____ in _____.
I have a (big or small) family. My family is my ____, my ____ and ______.
I want to tell you about things I like and things I do not like.
-2 foods and 2 free time activities I like (making use of the list generated in the
pre-task), and how often I do them.
-1 food and 1 free time activity I don't like, and how often I do them.
-1 question for my pen pal
-Goodbye
2. Revising
As the T monitors and checks to make sure that Ls' outlines are correct and
complete, Ls write out their letters in paragraph form using the content of their
outlines.
3. Peer Editing: Ls exchange letters with a classmate, and check each other's letter
for comprehension and correctness, giving the writer a chance to correct any errors.

From
previousSP.1. introduce
week…
him/herself, for
SP.1. L introduces example
say
him/herself
his/her
name,
providing personal where
s/he
information
comes from and Post-task: Sharing letters (reading to speak)
what s/he does
 Ls turn in their letters to the “post office” (teacher), who then gives out the letters to
(address,
different Ls' thereby creating “pen pals” among the classmates. Ls read their
telephone,
classmate's letter and complete a Venn diagram comparing their preferences to those
number,
of their classmate. For example:
nationality, age,
family
and
Similar
Different
hobbies).
I like to send text messages and you
You like to go to the cinema but I don't
like to send text messages.
like to go to the cinema.

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 Ls share similar and different likes.
 Option: Ls respond to their pen pal's letter by writing a short question on a sheet of
paper and show to T as an exit ticket.
Options


–


Integrated Mini-Project

Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project
Pictionary project
should be opportunities for Ls to practice English, not just those related to presentation.
Podcast, podcasts with scripts
Collages about his/her life
A presentation about what his/her For the first and second weeks, learners focus on:
“perfect day” would be like
Participating: Brainstorming, discussing, negotiating, making decisions and selecting the
work strategies, resources and the mini-project. After each week’s lesson, learners
identify which learning tasks completed that week could be adapted for use in their
chosen Integrated Mini-Project.
Thinking: planning creating and outlining collaboratively the language content and
strategies.
For the third and fourth weeks, learners focus on:
Acting out: Practicing the mini-project in pairs or groups.
For the week of presentation, learners focus on:
Responding and sharing: Delivering and participating in peer assessment of mini-

Time
Adjust
previous times
listed above to
allow 5 min
each week.
Group
presentations
can be week 5
or 6.

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project.

Reflective Teaching
What didn’t work well

What worked well

How to improve

Enduring Understanding Reflection
How well did the learners progress in their understanding of the Enduring Understanding?

Week Plan Self-Assessment
At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’
understanding.)

Learner Self-Assessment
I can…

Yes

In
progress

Say when I do not understand.
Write information about myself in short sentences.
Introduce myself.
Identify, pronounce, and indicate the meaning of all the
vocabulary (including social language) for the week.
Show how I have worked with others this week.

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Didactic Planning
Week 4
Level: 7th

Unit: 2

Domain: Socio-Interpersonal and Transactional Scenario: Enjoying Life

Theme: Things I like to do

Enduring Understanding: Enjoying life involves paying attention to daily routines and taking care of one’s lives.
Essential Question: How do the things people do every day help them enjoy life?
Learn to Know
Grammar & Sentence Frames
Adverbs of Frequency
Always Sometimes Never
Present tense
Subject + verb + complement
I watch TV in the afternoon.

Learn to Do
–

Function
Describing things I like to do.

Learn to Be and Live in Community
–

Social Language
love (as in “I love coffee”, “I love going to the
movies”)

Discourse Markers
Connecting words: and, but, because

Vocabulary
Things I like to do
I love reading.
I’m interested in computers.
I’m fond of traveling.
Numbers (1-59)
Phonology
Review
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Assessment
Strategies &
Evidences
Note: Teacher includes the
specific indicators and
evidences under each one
of the following assessment
strategies

Didactic Sequence Mediation
Learner can

Time
Total:
120 min
(3 lessons)

Pre-teaching
Routine – Checking attendance, checking in with Ls, posting and reviewing Essential
5 min
Question, Can Do’s, and class agenda, etc.
Warm up
Adverbs of frequency and free time activities review: The T will hang up three signs on
the wall: “I never...”, “I sometimes...”, and “I always...”. The T will call out free time
activities, and Ls must walk to stand next to the appropriate sign. T should use this
opportunity to check understanding and briefly review week 1 and week 2 vocabulary as
well.

10 min

T explains the goal of the day (that Ls can give and respond to invitations to join activity
groups/clubs). T asks Ls if any of them are currently members of activity groups, and
with what frequency those groups meet. T asks Would any Ls like to join a new activity
group?

R1. recognizes by
manipulating
English language
sounds
using
knowledge
in
phonics,
syllabification and
word parts.

R1. identify
Pre-task: Text message invitations
10 min
English
 Recognition/Articulation/Production: T writes the following rhyme that demonstrates the
language
phonology used this unit, uses like, love and hate, and asks Ls to determine which words
sounds using
share all but one letter.
knowledge in
A
dove
becomes
love
with
a
single
letter
switch.
phonics,
Like
becomes
live
when
the
letters
change
their
hitch.
syllabification
I
have
no
hate
when
learning
English.
and word parts.
But a little less confusion is sometimes my wish.
 T will briefly project short “text message invitations” to join activity groups to Ls, ending with 40 min
the question “Want to join?” As a class, Ls will briefly read these invitations and everyone
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should chorally respond to the question while making a supporting gesture (for example:
thumbs up for yes, and a wagging finger for no) and saying “Yes, I want to” or “No, I don't
want to”.
Invitation 1: We have a swimming club. Activities: Go to the pool, swim, talk, eat
hamburgers, drink soda. Want to join?
Invitation 2: We have a dance club. Activities: Listen to music, drink water, eat
cookies, and dance salsa, merengue, bachata, etc. Want to join?
Invitation 3: Join our couch potatoes club! We watch movies and TV, go to the
cinema, eat popcorn, and drink soda and juice. Want to join?

R.2 L recognizes
the main
R.2. recognize the information on
main information on posters,
posters, brochures, brochures, signs,
signs, and
and invitations.
invitations.

Invitation 4: Club Relax. Activities: Hang out, listen to relaxing music, talk, play
board games, eat fruit and sandwiches and drink juice. Want to join?
 Now, the T will respond to the first invitation and after asking “Want to come?” will follow up
with the question “Why?” Ls should justify their answer using content from the invitation.
For example:
Invitation: We have a swimming club. Activities: Go to the pool, swim, talk, eat hamburgers,
drink soda. Want to join?
Positive response: Yes, I want to because I like to go to the pool. (OR because
soda is delicious.)
Negative response: No thanks, I don't want to because I don't like to swim. (OR
because hamburgers are gross.)
 After eliciting responses from some Ls to his/her invitation, T should explain that in addition
to “I like” and “I don't like”, Ls can also use “I love” and “I hate” when they are passionate
about something.
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 T should repeat the like/don’t like/love/hate activity with the other invitations, each time
giving Ls a chance after reading the invitation to reflect not only on whether they want to go
or not but also why before answering. To assist Ls in formulating their responses, the T
should lead Ls to create a response guide similar to the following:
Yes, I want to because…
I like _____
I LOVE ______
______ is fun
______ is delicious

No, I don’t want to because…
I don’t like ______
I HATE ______
______ is boring
______ is gross

Task: Inviting friends to an activity (reading to speak)
1. Planning
40 min
Selecting an activity --T explains that Ls will now look at flyers for a few different clubs.
Flyers are spread out on a table and after circulating and looking at all of them, Ls select
the group they want to join. (See Resource section of Lesson Plans for examples of flyers.)

SP.1 L describes
SP.1.
describe how he/she
how they enjoy life enjoys life by
by using simple, using simple
standard
standard
expressions.
expressions.

Ls read their flyers to make sure that they like the activity group they chose. After
confirming that they like their choice, Ls should note down and be ready to share at least
two reasons why they want to join, following the examples practiced in the pre-task stage.
Optional: Ls decide if they want to change anything about their clubs, like adding or
removing an activity.
2. Organizing
Using their flyers as a reference, Ls organize the information from their flyers into an
invitation outline following the structure of the example below:
Intro: We have a sports club
Activities: We always play different sports, and we sometimes go to the pool.
Food and drinks: We always drink water, and we sometimes eat hamburgers.
Conclusion: Want to join?
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Rehearsing
Practicing giving and responding to invitations -- Ls are divided into two concentric circles.
The half of the Ls on the inner circle take their invitation outline and prepare to speak about
the activities, while the half in the outer circle take their invitation response guides, and
prepare to respond to the activities. The two circles have exchanges similar to the
following:
L1: We watch TV and sometimes we go to the cinema. Want to join?
L2: Yes, I LOVE to go to the cinema.
After switching partners several times (by having outer circle move one or two people in
the same direction while inner circle stands still) and speaking about all of their activities
and food and drinks, Ls switch roles, and this time the outer circle describes their activities
to the inner circle.

Using
Ls prepare a sign-up sheet for their clubs, and once again half of the class will give
invitations while the other half will respond affirmatively or negatively, before switching
roles. This time, however, Ls will give their complete invitations and acceptances/refusals,
and when Ls agree to join a club they will write their names in the sign-up sheet. There are
different ways to organize this activity, but some fun ways to do it might be for inviters to sit
at tables as invitees circulate from table to table, or for both groups to freely circulate
around the room looking for each other. Depending on the T’s discretion, he/she may also
want to include some of Unit 1’s expressions into these conversations, such as:
o
How are you?
o
How do you spell your name?

Post-task (listening to write)
 Ts review the social language for the unit by asking:
o Which club is good if you want chill out?
o Which club is good if you want to hang out?
 Invitation feedback: Ls report how many of their classmates joined their clubs, and how

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many clubs they themselves joined. If any Ls joined very few or no clubs, the T can explain
that they are probably “picky” – or that they have very high standards.
 Club changes: Ls look at their club descriptions and decide if they want to make any
descriptions based on the responses they got from their classmates.
Options


–


Time

Integrated Mini-Project

Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should
Pictionary project
be opportunities for Ls to practice English, not just those related to presentation.
Podcast, podcasts with scripts
Collages about his/her life
A presentation about what his/her For the first and second weeks, learners focus on:
“perfect day” would be like
Participating: Brainstorming, discussing, negotiating, making decisions and selecting the
work strategies, resources and the mini-project. After each week’s lesson, learners identify
which learning tasks completed that week could be adapted for use in their chosen
Integrated Mini-Project.
Thinking: planning creating and outlining collaboratively the language content and
strategies.
For the third and fourth weeks, learners focus on:
Acting out: Practicing the mini-project in pairs or groups.
For the week of presentation, learners focus on:
Responding and sharing: Delivering and participating in peer assessment of mini-project.

Adjust
previous times
listed above to
allow 5 min
each week.
Group
presentations
can be week 5
or 6.

Reflective Teaching
What worked well

What didn’t work well

How to improve

Enduring Understanding Reflection
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How well did the learners progress in their understanding of the Enduring Understanding?

Week Plan Self-Assessment
At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’
understanding.)

Learner Self-Assessment
I can…

Yes

In
progress

Read and recognize main information on brochure or
invitation.
Describe how I enjoy life using I like or I love.
Identify, pronounce, and indicate the meaning of all the
vocabulary (including social language) for the week.
Show how I have worked with others this week.

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Didactic Planning
Weeks 5 and 6
Review and Integrated Mini-Project
Level: 7th

Unit 2: Enjoying Life

Learn to Do



Grammar & Sentence Frame
Did Ls use all sentence frames?



Vocabulary
Did Ls say aloud and write all vocabulary?



Phonology
Did Ls recognize, articulate and produce
phonological sounds?

Assessment
Strategies &
Evidences


Did Ls achieve 
all learning
outcomes?

Learn to Be and Live in Community

Function
Did Ls use all functions?


Discourse Markers
Did Ls practice connecting words: and, but, 
because?


Psychosocial
Did Ls show evidence of …
Being aware and committed to protecting the
environment
Appreciating natural wonders
Sociocultural
Did Ls practice idioms and quotes?

Didactic Sequence Mediation
Learner can

Can Ls do all
tasks?

Referencing notes from formative assessments throughout the weeks, repeat activities to
strengthen Ls in weaker areas or select from Optional Activities that follow these plans.

Time
Total:
120 min
(3 lessons)

All of week
5 or 6
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Options


–


Integrated Mini-Project

Time

By allowing time for the Mini-Project each week for participating, thinking, and acting out, learners All of week
Pictionary project
should now have a chosen project and determined content and strategies. In the presentation 5 or 6 of
Podcast, podcasts with scripts
week Ls focus on:
unit
Collages about his/her life
A presentation about what his/her
Responding and sharing: Participating in individual and peer assessment of mini-project.
“perfect day” would be like
Teachers monitor ….
 Did Ls use English during all aspects of Integrated Mini-Project?
 How did project presentations reflect understanding and/or mastery of Can Do statements?
 Did Ls put into practice the focus of Learning to Be and Live in Community?
 Did the Integrated Mini-Project provide answers to the Essential Question?

7th Grade – Resources for lesson plans (on next page)
Time

Teacher´s
routines

My
routines

Sentences:
Example: I wake up and I have breakfast.

Morning
6:00

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6:30

9:00

11:20

Night
6:00

7:30

9:00

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7th Grade – Short Texts and Dialogues
Week 1 Monologues
Mario’s Daily Routine
Louis is in seventh grade at the local high school. Everyday he wakes up at 5:00. He drinks coffee and has breakfast. After he brushes his teeth. He goes to
school at 7:00 and he studies with his classmates. He eats lunch at 12:00. At 4:00 he finishes high school and goes home. He takes a coffee break with his my
mom and eats a snack. After he studies for his exams. At 6:00 he eats dinner with his parents and sisters. At the end of the day he watches TV and listens to
music as a reward for his day of studying. He takes a shower and brushes his teeth. He goes to bed at 9:00 so he can get enough sleep for the next day.
Sarah’s
Daily
Routine
Hi my name is Sarah and I’m an eight grader at the High School. In the mornings I wake up at 5:00 and I take a shower. I eat a big breakfast with my family
so I am prepared for the day. I brush my teeth and go to school at 8:00. I study at school and I eat lunch at 12:30. After school, I play soccer with my friends to
get exercise. I go home at 6:00. At 7:00 I eat dinner with my family. I take a bath and brush my teeth. I read a book and at 9:00 I go to bed. On the weekends, I
wake up at 7:00. I go out with my friends during the day and I watch TV with my sisters at night. If I am tired, I take a nap. On Sundays, I do my homework
and study for my exams so I am prepared for school on Monday.
Maria’s Daily Routine on the weekend
During the weekend, I wake up at 8:00 and take a shower. My brother and I cook breakfast for my family. We eat and drink coffee together. After I go to play
sports with my friends in the center of town. We play soccer, basketball and football. I enjoy it because I get to exercise and hang out with my friends. We then
eat a snack together. I go home and eat lunch with my family. My Dad prepares my favorite meal of chicken and rice every Saturday. I take a nap in the
afternoon. At night I eat a small dinner. I brush my teeth and wash my face. At 10:00 I go to sleep.

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Daily Routines Questionnaire
1. What time do you get up in the morning?

8. Do you play board games in your free time?

2. Do you eat lunch at school?

9. Do you go to the mall on the weekends?

3. Do you do your homework in the afternoon?

10. Do you watch a movie before you go to bed?

4. Do you play sports at school?

11. When do you go to the cinema?

5. Do you spend time with your family on the weekends?

12. Do you play card games?

6. What time do you go to bed on the weekends?

13. How do you spend your free time?

7. Do you talk on your cell phone at night?

14. Do you have sleepovers with your friends?

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THE RELAX HOTEL
WE HAVE:
Do you like to hang out with your friends?
Do you like to pass time with your family?
Do you like to watch movies?
Do you like to eat delicious food?








Beaches
Fresh Food
Basketball Courts
A Game Room
A Cinema
Hammocks

Do you like to read in a relaxing place?
Do you like to play sports such as soccer or beach
volleyball?
Do you like to play board games and card games?

ROOM RATES:

 Single: 5 mil
 Double: 7 mil
 Triple: 12 mil

Do you like to drink coffee with your friends?
Do you love to travel?

WHERE:

Across from the
beach in Cahuita

main

Relax.HotelCA.com
RelaxHotelCA@mail.com

Come enjoy the weekend at
The Relax Hotel in Cahuita!

WE WANT YOU TO
ENJOY YOUR TIME
HERE WITH YOUR
FRIENDS AND FAMILY!

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Theme 3: Katherine’s Weekly Routines
My name is Katherine and I live in Guapiles. I study at the high school during the day and I do my homework at night. After my homework, I watch TV and
read my book before I go to bed. On the weekdays, I spend my free time practicing with the band. I play the drums, guitar and sometimes I sing. I enjoy band
practice because not only do I get to practice, I also hang out with my friends. On the weekends I go to the pool with my sisters because it is very hot in my
town. Then at night I often have sleepovers with my friends and we play board games or watch a DVD. My parents and I always spend time together on
Sundays. We cook lunch during the day or sometimes we go out to eat at a restaurant. I like to cook because it’s fun to try new foods. My favorite recipe so far
is stuffed peppers. If there is a good movie playing at night, we go to the cinema. Before I go to bed, I do my homework or study for my exams. Sunday is my
favorite day because I get to spend it with my family.

Theme 4: What Marta and Dan do with Free Time
Dan: Hey Marta! How are you doing?
Marta: Hi Dan, I’m great. And you?
Dan: I’m doing good, thanks! What do you do on the weekends?
Marta: Normally, I like to go to the park on Saturdays and get a cup of coffee with my friends. I love coffee! What about you?
Dan: Cool! I love to go to the park too. Sometimes I visit other places in Costa Rica because I love to travel.
Marta. That’s awesome. I love to travel too! What else do you do in your free time?
Dan: I like to write and read books. I’m very interested in history so I like to research and read about it when I have free time. What else do you like to do?
Marta: Sometimes I like to read, but only if it’s a good book! I love to play sports. In the mornings I always exercise. I play soccer or go for a run. Sometimes
I play basketball, but I don’t like it as much.
Dan: Yes, exercise is important. I also love to play soccer. I play on the school team and we practice every day after school. It’s a lot of fun.
Marta: That’s cool! We have a lot in common! Do you want to play soccer on Sunday in the morning?
Dan: Sure, I’d love too. We can meet at the park at 8:30 in the morning.
Marta: Ok, sounds great. I will see you there!
Dan: See you Sunday!

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7th Grade – Phonology
Theme
My Daily Routine

Theme
Eating Habits

Theme
Hanging out

Theme
Things I like to do

Phonology

Newly created word when a specific letter
is changed, added, or removed in the
initial,
medial, or final position (e.g., think to
thank).

Implementation
Practice replacing certain syllables to create
new ones with students. The variety in this
activity comes from replacing different parts of
words initial, mid, and final. Words like hot can
have their final syllable replaced with a p to
make hop. Having students see the variety of
words that arise from substitution is critical in
the development of their pronunciation.

Newly created word when a specific letter
is changed, added, or removed in the initial,
medial, or final position (e.g., think to
thank).

Implementation
Continue with the implementation exercises but
focus on word initial.

Newly created word when a specific letter
is changed, added, or removed in the initial,
medial, or final position (e.g., think to
thank).

Review

Implementation

Sound to Word Matching

Continue with the implementation exercises but
focus on word final.

Provide your students with pictures of simple words like
“dog” and have them identify the different parts of the
word like they had during the other parts of the unit.
Have them identify the different parts of the word by
simply providing the picture of the word rather than
saying the word.

Substitution
Objective: Learners receive guided practice in creating new words with simple substitution of a letter
1. Select the word(s) to use for the phoneme substitution.
2. Tell students you are going to say some words out loud and ask them to replace certain sounds with others and then say the new
word. Tell them the new word might not always be a real word—it might be silly made up word.
3. Say the word out loud and prompt students to replace a specific sound with another sound (e.g., “What word do we have if we change
the /r/ in run to /b/?”) Practice substituting beginning, middle, and ending sounds.

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4.
5.

Repeat the tasks until students can fluently substitute phonemes with accuracy.
Complete this activity with picture cards where students substitute the beginning, middle, or ending sounds in words.

Variations

Beginning Sound
The teacher says a spoken word or presents a picture card and asks the students to replace the beginning phoneme in the word with a new
phoneme. The students have to mentally substitute the phonemes and say the new word. Example: Teacher: “What word do we have if we
change the /k/ in cat to /r/?” Student: “rat” Teacher: “What word do we have if we change the /s/ in sat to /p/?” Student: “pat”
Middle Sound
The teacher says a spoken word or presents a picture card and asks the students to replace the middle phoneme in the word with a new
phoneme. The students have to mentally substitute the phonemes and say the new word. Example: Teacher: “What word do we have if we
change the /a/ in cat to /o/?” Student: “cot” Teacher: “What word do we have if we change the /o/ in clock to /i/?” Student: “click”
End Sound
The teacher says a spoken word or presents a picture card and asks the students to replace the ending phoneme in the word with a new
phoneme. The students have to mentally substitute the phonemes and say the new word. Example: Teacher: “What word do we have if we
change the /t/ in cat to /p/?” Student: “cap” Teacher: “What word do we have if we change the /p/ in clop to /m/?” Student: “clam”
Sound-to-word matching
Objective: Useful as a beginning step in sound segmentation, matching requires that the child identify the beginning sound of a word.
1. Awareness of the initial sound in a word can be done by showing the learners a picture (dog) and asking them to identify the correct
word out of three: "Is this a /mmm/-og, a /d/d/d/-og, or a /sss/-og?"
2.

A variation is to ask if the word has a particular sound: "Is there a /d/ in dog?" This can then be switched to "Which sound does dog
start with — /d/, /sh/, or /l/?" This sequence encourages the learners to try out the three onsets with the rime to see which one is
correct.

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3.

It is easiest to use continuants that can be exaggerated and prolonged to heighten the sound input. Iteration should be used with stop
consonants to add emphasis.

Yopp (p. 700,1992) also suggested the use of songs in sound matching activities. One of several examples she presented uses the tune
of "Old MacDonald Had a Farm":
What's the sound that starts these words?
Turtle, time, and teeth.
(Wait for a response from the children.)
/t/ is the sound that starts these words:
Turtle, time, and teeth.
With a /t/, /t/ here, and a /t/, /t/ there,
Here a /t/, there a /t/, everywhere a /t/, /t/.
/t/ is the sound that starts these words:
Turtle, time, and teeth!

Variation
The learner might use favorite stories from their reading lessons to identify different sets of three words that start with the same sound to
incorporate into the song. Each repeated verse could then emphasize a different sound. The teacher again is cautioned to use the phoneme
sounds, not the letter names for these activities.

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7th Grade – Optional Activities
Unit 2: Enjoying Life
Theme 1: My Daily Routine
Warm
Up
Entrance tickets/tasks:
 Complete brainstorming flow chart of daily activities http://www.eslflow.com/ESL-brainstorming-routines---daily-activities.html

Activities

Songs:
 Animated Daily Activities song/video https://www.youtube.com/watch?v=k0FHGnc6iHg
 Morning routines song/video (childish) https://www.youtube.com/watch?v=eUXkj6j6Ezw
Other Activities:
 Learners act out morning/evening routines with narration
 Last man standing: Teacher gives a time of day, and as they pass a ball learners must say an activity they do at that time of day.
Learners who repeat/don`t say an activity must sit down.
 Hot seat: Teacher writes a time of day on the board, and one learner sits in the “hot seat” with his/her back to the board. Learners in the
audience must call out activities to help their classmate guess the time of day behind them.
 Pass the bag: hot potato with a bag of written out routines, when the music stops the learner must act out the routine and have
classmates guess what it is. http://www.onestopenglish.com/community/lesson-share/extras/vocabulary/vocabulary-pass-theparcel/145360.article
 Each learner/pair receives a slip of paper with the name of a routine, then the class must line up in order of when people normally do the
activities. For speaking practice: Learners can`t show their card to classmates, but can only share their activity name by speaking.
Activating Prior Knowledge: Brainstorming
 Essential question: How do the things people do every day help them enjoy life?
 Simplification of essential question for level: What do people do to enjoy life?
 Learners observe pictures of routines: Is this routine necessary or unnecessary OR Is this routine fun or boring?

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



What are three things you do before you go to high school?
What is your routine/favorite part of the day?
At what time do you ____ (wake up, eat breakfast, etc.)?

Introducing different text types (visual aids, technology, graphic organizers, etc.)
 Personal daily planner or weekly planner examples: http://3.bp.blogspot.com/iepZooWvTgg/T2vgizHKUnI/AAAAAAAAArw/fqRZbHvpU1g/s1600/weekly+activity+list+example+picture+1.png or
http://strategytools.org/img/SeeToolsFiles/Screens/WeeklyPlanner.png
 Diary (ex: https://en.islcollective.com/wuploads/preview_new/big_70968_welcome__to_my_diary_1.jpg)
 Checklist of routines by frequency (ex: http://www.eslprintables.com.es/previewprintables/2012/may/7/thumb205071103463082.jpg)
Oral and Written Comprehension
● Shout and act out! Learners listen to someone describe their daily routine and shout out and/or act out the routines they hear
● Use listening comprehension activities with videos from:
o http://teachers.onlineenglishexpert.com/adverbs-of-frequency-lesson-plan-daily-routine-a1/ (use included comprehension activities)
o https://www.youtube.com/watch?v=Kq0CQhCZ2jk (learners listen to daily routine descriptions and answer questions about times of day for
different activities).
o https://www.youtube.com/watch?v=lLdzRqY4E7A (learners listen and put daily routines in order from a list)
o https://www.youtube.com/watch?v=HXm91PT6MJw (learners listen and put daily routines in order from a list. This is one of five videos from
the same series on daily routines.)
● Class creates an illustrated dictionary of routines
● Good worksheets on habits:
o http://www.onestopenglish.com/community/lesson-share/winning-lessons/young-learners/young-learners-daily-routines-andhabits/153913.article (under related resources)
o http://www.esltower.com/VOCABSHEETS/chores/chores.html

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Oral and Written Production
 Good/bad routines: Learners divide routines into good/bad columns and report them to the class.
 Routine charades
 Listen and repeat vocabulary with pictures: http://www.agendaweb.org/vocabulary/daily-routines-worksheets-resources.html
 Time spinner: Learners twist a spinner and receive a time based on where the spinner ends (it could be divided between times of day or
the hours of the clock). Learners must say what routine they do at that time.
 In pairs, learners ask questions to fill out their partner`s daily routines http://www.englisharea.com/paginas/time%20and%20present%20simple.pdf
 Find someone who with adverbs of frequency (see appendix)
 Learners play daily routines battleship. First, learners check the boxes of a provided chart saying when they do each activity (in secret).
Then, they their partner ask yes/no questions about when their partner does each activity to (ex: do you get up at 7?), and receive points
every time their partner says yes. This should be a timed activity. Ex: http://simpleesl.com/daily-routines-esl-worksheet-printableenglish-activity/daily-routines-battleships-game-2/
 Describe routines in pictures http://www.eslflow.com/Routines-worksheet.html
 Describe routines in videos:
o https://www.youtube.com/watch?v=--h6oABjtLs
o https://www.youtube.com/watch?v=9YxPkDCnZPI
 Learners apply adverbs of frequency to the routines of their teacher (see appendix “Teacher Routines”)
 Picture sentence relay: Learners form two teams, with each team standing in a line. Each team receives the picture of an activity (ex: a
girl brushing her teeth) and passes it back from learner to learner, with each learner saying when they do the activity (ex: “I brush my
teeth at 7”). The first team to pass the picture all the way to the end receives a point.
 Learners write a diary entry using daily routines in simple present.
 Learners fill out a daily planner template.
 Learners complete a daily routine checklist, checking off how frequently they do each activity.

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Theme 2: Eating Habits
Warm
Up
Entrance tickets/tasks:
● Learners name five dishes they can create using meat and tomatoes.
● Learners review adverbs of frequency by writing how often they eat/drink a list of foods.
● Learners read problematic recipes and identify which ingredients don’t belong (ex: hamburger: bread, meat, lettuce, FISH, tomato)
● Learners write foods and drinks that start with the letters D E L I C I O U S, M E N U, or H E A L T H Y
● Learners guess the meaning of the idiom “pig out”.
● Learners guess the origin of different foods (tomatoes, hamburgers, etc.)

Activities

Songs:
 Amusing authentic food commercial songs
o Taco bell: https://www.youtube.com/watch?v=TBTSYSoWaUE
o Meow mix: https://www.youtube.com/watch?v=LTunhRVyREU
 Childish but good language:
o https://www.youtube.com/watch?v=qtLwSMivm2s
o https://www.youtube.com/watch?v=frN3nvhIHUk
Other Activities:
● Fruit pass: learners pass a piece of fruit around in a circle and need to name different fruits (can be repeated with other types of food). Learners who
repeat or don’t say a fruit are out.
● “I’m having a picnic and I’m taking…” memory game: In a circle, each learner must say the beginning phrase, the names of foods said before them,
and then add a new food to the list. Ex: L1: “I’m having a picnic and I’m taking apples”; L2: “I’m having a picnic and I’m taking apples, and
oranges.” Etc.
Activating Prior Knowledge: Brainstorming
 Essential question: How do the things people do every day help them enjoy life?
 Simplification of essential question for level: What do people do to enjoy life?

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



Modified for theme: What foods do people enjoy eating?
Food brainstorm relay race: In teams, learners race to the board and try to write the names of as many foods as possible. Teams can be assigned
different categories such as fruits, vegetables, junk food, etc.
Food sorting race: Learners stick pictures/names of foods to the board in the correct categories.

Introducing different text types (visual aids, technology, graphic organizers, etc.)
● Menus
https://www.google.com/imgres?imgurl=http%3A%2F%2Fwww.esladventure.com%2Fuploads%2F1%2F2%2F8%2F0%2F12804055%2F8734517_o
rig.png&imgrefurl=http%3A%2F%2Fwww.esladventure.com%2Fesl-articles%2Ffun-simple-esl-projectidea&docid=M0AohM0M2EIPiM&tbnid=_K9Jqmeq7uk9RM%3A&w=516&h=800&ei=WSXwVrr4IMXZe6LblKgG
● Billboards https://www.google.com/search?site=&tbm=isch&source=hp&biw=&bih=&q=food+billboard&btnG=Search+by+image
● Food labels
● Recipes
Oral and Written Comprehension
● Human ingredients: Learners receive the name of an ingredient; the teacher calls out the names of dishes and learners must group themselves in order
to create the dishes (to make this a speaking activity, learners can hide their names and identify themselves to each other by saying “I have the
bread/tomatoes/etc.”.
● Step forward, step back: Learners stand in two lines, facing each other. When the teacher calls out the name of a food, learners who like the food step
forward and say “I like ___;” then learners who don’t like the food step back and say “I don’t like ___.”
● Learners complete listening comprehension tasks for food-related dialogues:
o https://www.eslpod.com/website/show_all.php?cat_id=202#
● Learners watch cooking video and follow along (either using real food or pictures of food.) Choose from any of the videos at the following site.
http://www.kids-cooking-activities.com/kids-cooking-videos.html
● Use a video interview of children explaining table manners -- https://www.youtube.com/watch?v=FAqqxkkaUUg
● Use a how to video such as this one regarding healthy eating habits -- https://www.youtube.com/watch?v=WSWPgFkUUeU
● Use top 10 tips such as those listed at one of these websites –
o http://www.eufic.org/article/en/expid/10-healthy-eating-tips-kids/

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●
●

o http://www.nestle.com/nutrition-health-wellness/health-wellness-tips/healthy-habits-kids
Use a table on what foods to serve when for healthy teens like the one found as you scroll down in this site -http://www.children.gov.on.ca/htdocs/English/topics/specialneeds/healthy_eating.aspx#t1
Use a copy of the food pyramid for kids -- https://s-media-cache-ak0.pinimg.com/736x/55/76/6c/55766c24fcadfd9abd7da0647e25f2e6.jpg

Oral and Written Production
● Blindfold guess: While wearing blindfolds (or in a bag or through a box), learners touch pieces of food and need to guess what they are touching. They
can also use cardboard cut-outs of the food.
● Food brainstorm relay race: In teams, learners race to the board and try to write the names of as many foods as possible. Teams can be assigned
different categories such as fruits, vegetables, junk food, etc.
● The Perfect Meal: Learners take a paper plate and draw lines onto it to divide it into categories. They then write or draw the foods they want to
incorporate into the meal on their plate and share it verbally in groups/to the class.
● Food spinner: teams compete to identify food-related pictures.
http://www.eslgamesworld.com/members/games/ClassroomGames/SpinOff/Food%20Spin%20%20Fruits,%20Veggies,%20Actions,%20Food/play.html
● Pass the salt: Learners sit in groups at tables with different pictures of food. They take turns asking “please pass the ____”, and the learner who has
that food passes it to them and says “here you go”. The rules/objectives can be easily adapted as needed.
● Utensil request: Teams of learners sit at tables together. Each learner is given a food, except one learner who is assigned to be the waiter. Learners
must decide which utensil to eat their food with, and request that the waiter brings it to them (which he/she does by giving them the right plastic
utensils). Teams compete to distribute the most correct utensils in the least amount of time. Organization could be maintained by giving each team a
menu, and saying only the student with a menu can address the waiter.
● Meal routines throw: With a list of foods on the board, learners throw a ball and try to hit a food. Using the food they hit, they need to create a
sentence describing a routine (I sometimes eat apples, I eat eggs for breakfast, etc.)
● Food sorting race: In teams, learners take pictures of food and run to put them into the correct container (ex: a healthy box and a junk food box);
before putting the picture into the box learners should make a short sentence (ex: “apples are healthy” or “cookies are junk food”).
● Learners fill in a food pyramid chart. http://ellenjmchenry.com/homeschool-freedownloads/lifesciences-games/images/CutandPasteFoodPyramid.jpg

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● In teams, learners create their own restaurants and create a menu with foods sorted by meal (lunch, dinner, etc.) and assign each food a price. Then,
learners can take turns going to each others` restaurants and ordering food from the menu (which can be supplied with pictures of the food).
● Learners record what they eat during a day or week using a food diary. http://www.freeprintablemedicalforms.com/preview/Daily_Food_Journal
● Learners create a recipe or groups create a cookbook of simple recipes.
● After listening to videos in Comprehension exercises, learners create a top 10 list of rules to remember while at the table or good eating habits.

Theme 3: Hanging Out
Warm
Up
Entrance tickets/tasks:
● Learners read different hang out activities on the board and rate each one according to how fun/boring it is, or how relaxing/stressful it is.
● Learners think of as many pastimes as they can that start with the letters R E L A X I N G or H A N G O U T.

Activities

Songs:
● Free Time – cartoon with subtitles https://www.youtube.com/watch?v=tzFESmpc6mo
● “Friday” by Rebekah Black
music video – https://www.youtube.com/watch?v=kfVsfOSbJY0
Lyrics in video -- https://www.youtube.com/watch?v=DPVTl9K0lqc
Activating Prior Knowledge: Brainstorming
 Essential question: How do the things people do every day help them enjoy life?
 Simplification of essential question for level: What do people do to enjoy life?
 Modified questions for theme: What activities do you do when you hang out? Who do you usually hang out with?
 Learners are told that they have old friends visiting tomorrow and need to think of different activities they can do with them.
 Learners are told it is Saturday and it is raining outside, so they need to think of different things they can do to pass the time.
 Learners create a mind map of hang out activities organized by location. https://s-media-cacheak0.pinimg.com/736x/28/e0/0c/28e00c22bf44f3289f72de3e739abb42.jpg

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Introducing different text types (visual aids, technology, graphic organizers, etc.)
● Text message invitation -- http://www.greetingsisland.com/images/Invitations/birthday/preview/pSMS.jpg
● Written invitation -- http://apracticalwedding.com/wp-content/uploads/2015/01/invite-graphic.jpg
● Billboards or posters advertising activities –
o http://www.shortlist.com/entertainment/films/20-best-blockbuster-posters#gallery-20
o http://www.ebay.co.uk/bhp/music-festival-posters
● Diary entry -- http://seriousplay.typepad.com/.a/6a0115708089ea970b01a5118e4709970c-500wi
Oral and Written Comprehension
● Hang out activity telephone/pass the marker: Grouped by teams, learners organize themselves into lines. The first learner in each line listens to a
recorded sentence describing a hang out activity, and repeats it to the learner behind him/her (to warm up, the first recordings may just be the name of
an activity). The final learner in each line may either repeat the sentence to the teacher, or write it on the board.
● Billboard listening: With two or three billboard images projected at the front, learners listen to a recording of someone describing a hang out activity.
Learners must then decide which billboard advertises the activity they just heard described.
● Video/listening of native speakers describing hang out activity preferences, hang out routines, or their ideal day off(ex:
https://www.youtube.com/watch?v=Qkxj2Rslljc)
o Shout out: learners listen to native speakers and both act out and call out the names of hang out activities they hear
o Bingo: Learners complete bingo sheets of different hang out activities as they listen.
o Hang out routine table: Learners fill out a table with the information they hear about the speakers´ hang out routines (time, activity,
participants).
● Learners read invitations and identify key information (activities, time, etc.) -- http://www.minted.com/wedding-event-party-invitations
● Learners read billboards and identify which activities are being advertised (ex:
https://www.google.com/imgres?imgurl=http%3A%2F%2Fprevention.sph.sc.edu%2Fprojects%2Fsusomaterials%2FBillbordPromt.jpg&imgrefurl=htt
p%3A%2F%2Fprevention.sph.sc.edu%2Fprojects%2Fsuso.htm&docid=oLdZ7onCT6EOM&tbnid=E8haDzlHFFFl0M%3A&w=4313&h=1960&ei=1NvxVp-qO4qyev_gh-AG ,
https://www.google.com/imgres?imgurl=http%3A%2F%2Fwww.infoniagara.com%2Fshopping%2Fpencentre%2Fimages%2FBillboard_Summer_200

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●

9.jpg&imgrefurl=http%3A%2F%2Fwww.infoniagara.com%2Fshopping%2Fpencentre%2Fpen_centre.aspx&docid=wjOcDyHWCqR0TM&tbnid=tnT
JeRqLqFTM0M%3A&w=500&h=250&ei=jtzxVo-zK8izeIvwsYgK)
o Learners rate the activity billboards on whether they sound fun, and/or say how frequently they conduct the activity in the billboard.
Learners read movie posters -- http://www.shortlist.com/entertainment/films/20-best-blockbuster-posters#gallery-20

Oral and Written Production
● Learners look at pictures of people and report what activity they are doing.
● Hang out habits questionnaire: Learners complete a questionnaire stating their hang out activity preferences
● Hobby/leisure activity worksheets
o http://www.englishwsheets.com/hobbies.html
o https://en.islcollective.com/resources/search_result?Vocabulary_Focus=Hobbies
● Picky picky – Learners prepare invitations to activities groups in which they say where they are going and what activity they`re going to do, finishing
with “want to join?” Then, learners stand in two lines, one line for those giving invitations and one for invitees. After each round of invitations and
acceptances/refusals, the pairs that had an acceptance go and sit down, while the pairs that had a refusal look for different partners. After two or three
rounds, the remaining invitees are declared “picky”, and the activity is repeated with reversed roles.
● Relaxing routines: Learners interview each other about what they do to relax
● Jump or turn around invitations: The teacher (or a learner at the front) invites the class to an activity. Learners who want to go to the activity jump and
say “yes, it sounds ___ (adjective)”. Learner`s who do not turn around and say “no, it sounds ___”.
● Hanging out stations: Learners rotate between stations, practicing the target language while actually doing the activities they are learning. At the end,
students report if they like or don`t like each of the activities.
o Text messages: Learners text each other (either using cell phones or, if that`s impractical, by passing a sheet of paper back and forth) about the
frequency with which they do different activities on a list.
o Phone calls: Learners sit back-to-back and interview each other about which activities they like doing.
o Board game: Learners play a board game where they need to identify the activity picture they land on to keep playing. Ex:
https://en.islcollective.com/resources/printables/worksheets_doc_docx/hobbies_boardgame/verb-phrase-hobbies/55969

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o Card game: Learners play “Go fish” with hang out activity cards. Each learner tries to create pairs of activity cards by asking a class mate “do
you have ´watch tv´?” (this should always be an activity that the asker already has in his hand). If yes, the asker takes that card and puts the
pair down on the table, getting a point. If no, the other student responds “go fish” and he loses his turn.
● Invitations: Learners write out invitations specifying the activity, time, location, and participants. Then, learners give their invitations to their
classmates.
● July vacation plans: Learners write out their plans for what hang out activities they want to do during July break. First, they use a template where they
plug in their information. Then, they create sentences and prepare to present them.
● Learners use an online email invitation program to create an invitation -- http://www.evite.com/

Theme 4: Things I Like to Do
Warm
Up
Activities
Entrance tickets/tasks:
 Learners label pictures of activity vocabulary on the board.
 Learners individually rank a list of illustrated activities in terms of how much they like them, then share with the class.
 Mixed up sentences: Mixed up sentences talking about likes/dislikes are written on the board, and learners must put them in order (Ex:
play to Jennifer games likes on Saturdays video--- Jennifer likes to play video games on Saturdays).
Songs:
 https://www.youtube.com/watch?v=OzrjgUrHuGc (more of a video introduction of vocabulary than a song)
o https://www.youtube.com/watch?v=QZ_1SAdy0jk (a more complex version of the previous “song”)
 https://www.youtube.com/watch?v=tYNap8gVNK4 (visual part is childish, but could be easily changed)
 https://www.youtube.com/watch?v=frN3nvhIHUk (childish, but it has a good structure that could potentially be remade for the level)
Other Activities:

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



Activity trivia: Learners answer multiple choice trivia questions related to activities (ex: what country is football from? What was the price
of the first TV? Etc.)
Play SOS to review material from the past 3 lessons http://eslspeaking.org/sos-review-game-esl-students/
Team spelling: In teams, learners receive pictures of vocabulary from past themes and must spell them correctly to get a point. If a team
spells a word incorrectly, the other teams get a chance to steal the point.

Activating Prior Knowledge: Brainstorming
 Essential question: How do the things people do every day help them enjoy life?
 Modified question for level: What activities do people enjoy doing?
 Learners write a different activity they do with each group of people (parents, siblings, friends, classmates, etc.) and things they would
like to do but do not currently. https://www.worksheetworks.com/miscellanea/graphic-organizers/compare-contrast-matrix.html
 Learners think of one activity that corresponds for them to each word: love, like, don’t like, hate
Introducing different text types (visual aids, technology, graphic organizers, etc.)
 Billboards advertising activities
 Pamphlets describing activities -- http://www.visitcostarica.com/ict/paginas/templates_folletos/en/en_folletos_aventura.asp
 T chart of things I like to do/things I don’t like to do -- https://www.worksheetworks.com/miscellanea/graphic-organizers/tchart.html
 Slide show of family activities -- http://www.parents.com/fun/activities/outdoor/weekend-family-activities/#page=11

Oral and Written Comprehension
 Grouping by preferences: The teacher hangs 4 signs on the wall: Love, like, don`t like, and hate. When the teacher calls out an activity,
learners run to the sign that best expresses their feelings. Then, each group expresses its preference together (ex: we love to ___!)
 Common ground: Learners are told they are organizing an activity, but first need to listen to the preferences of the participants to decide
which one to do. Learners then listen to recordings of different people`s activity preferences. As they listen, they take a sheet containing
a list of activities and cross out the activities that the speakers say they don’t like, and put checks next to the activities they say the DO
like. Learners then decide which activity to organize.

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

Guided listening questions: Learners listen to speakers discuss their interests, and fill out a table. Ex:
Speaker
Likes
Doesn`t like
Jane
Carl



Fly swatter: Learners stand in teams and listen to the names of activities called out by the teacher (either in isolation, in a sentence, or
through hints that describe the activity without directly naming the activity). A representative from each team races to swat a picture of
the correct activity stuck on the board. Learners must also repeat the name of the activity orally to get a point.
o Double fly swatter: Learners listen to sentences not only for the name of an activity, but also for whether the teacher likes/doesn`t
like it. They then must slap first the activity, then the correct preference word on a scale (love, like, don’t like, hate).
Use Say It In English video on “like” -- https://www.youtube.com/watch?v=Z4fCHV090Yg
Learners listen to part of the presentation on diary entries that can be found here -- http://www.learnnext.com/CBSE/Class-9/EnglishWriting-Skills/Email-Writing-and-Diary-Entry/Diary-Entry-Format-and-Sample/L-2249569.htm#container






Learners read instructions on how to do a diary entry and/or listen to video presentation on same site -http://www.learnnext.com/nextgurukul/wiki/concept/CBSE/IX/English-Writing-Skills/Diary-Entry---Format-and-Sample.htm
Learners read vacation/activity center pamphlets and identify what activities are available. (ex: http://1.bp.blogspot.com/-DspohlHBgI/U47F55lbgFI/AAAAAAAADwI/Ooke9NUVmhs/s1600/marikina-sports-center-brochure.jpg )
o As a follow-up activity, learners can decide which of the offered activities they like/don`t like, or rate their preferences.
o As a follow-up activity, learners can receive a budget and decide which activities they want to do with their budget.

Oral and Written Production
 Charades cards: In groups, learners take turns drawing cards with the name of a hobby and acting it out.
 Hobby quiz: learners identify hobbies from pictures
http://eslgamesworld.com/members/games/ClassroomGames/Quizshow/Hobbies,%20Activities%20and%20Sports%20Quiz%20Show/in
dex.html

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







Frequency guess: In small groups, learners share sentences of activities they do while omitting the adverb of frequency (ex: I watch tv).
Then, they need to guess how often their classmates do that activity (ex: you always watch tv).
Pass the marker: The class divides into two teams, standing in lines. The learners at the front of the line must listen to a question from
the teacher (ex: do you like to ____?), and give a correct oral response. If they do, they pass a marker to the student behind them, who
then must repeat the sentence. This continues until the last person on the line receives the marker, writes the sentence on the board,
and repeats it orally. The fist team to do so receives a point. (Alternatively, each learner could also need to repeat the question to their
classmate behind them).
Common interests groups: Learners sit in small groups and receive a small number of activities (perhaps 3-5). Each learner in the group
expresses his feelings about each activity to the group (ex: “I like to watch TV, “I love to study”, etc.). When other members of the group
are talking, learners should take notes by putting Xs next to activities their classmates don’t like, and checks next to activities they DO
like. Then the group must decide what activity they want to do together, and share their decision with the class.
Ideal day description: Learners write a schedule for a perfect day (ex: I get up at 8:00, I like to sleep late. I eat eggs for breakfast, I love
eggs. Etc.)
Activity center pamphlet: In pairs, learners decide on a theme for an activity center/vacation resort. Together, they decide what activities
to offer and write a simple pamphlet with activities, descriptions, and prices (ex: Soccer: play soccer on our synthetic soccer fields. Price:
$5)

Integrated Mini Project
 Class-wide collaborative survey to prepare a party: The class is going to have a party/fun day in English, but first it must determine the
preferences of its learners by carrying out a survey that all learners help to make, and all learners respond to.
o In pairs or trios, learners are assigned the topic for which they will write questions (ex: music, food, drinks, activities, theme,
location, etc.).
o Each pair/trio creates questions related to their topic, which are then compiled into a single survey (alternatively, pairs could
simply apply their survey questions orally)
o The survey is conducted and tabulated, and each pair/trio presents its results. These results will determine the details of the
party.

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o The party is carried out in the next class (with fun review activities in English)
 Open-ended surveys with presentations: In pairs/trios, learners decide on a topic relating to the likes/dislikes of their classmates (ex:
indoor activities, Chinese food dishes, typical dishes, etc.), and create short surveys to administer to their classmates (either orally or in
writing). Learners then give short presentations of their findings.
 Daily Routine Skits: In pairs, students write out their daily routines (or how a perfect day would go). Then, as their partner reads out their
daily routine, the presenting learner acts it out using props, materials, etc.
 Student clubs: In pairs or small groups, students design a student club from the ground up and prepare a presentation to encourage
other students to join.
 Small group diversified tourism businesses: In small groups, learners create tourist centers that they will present to the class. They
should prepare the following information:
o Name, location, and theme of the business.
o Types of food they will offer at their restaurant
o Fun activities they will have available at their center
o Explanation of choices (likes/dislikes of their clients)

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Level 7th

Unit 3
CEF level to be reached: A1.1
Scenario: Getting Back to Nature

Enduring
Understanding
Essential Question

Costa Rican natural beauty can be enjoyed by experiencing its wonders when traveling.
How can people more closely experience nature when visiting places?
Assessment and Goals

Week 1
Assessment:
L
identifies
instructions for games and
follows teacher or students’
modeling of the activity.
L.1. identify instructions for
games and follow teacher’s
or students’ modeling of the
activity.
Assessment: L identifies key
words related to nature in
texts.
R.2. identify key words
related to nature in texts.
Assessment: L provides basic
information
about
favorite
natural beauties in the country
and wonders all over the world.
SP.1.
provide
basic
information about familiar

Week 2
Assessment: L recognizes
some isolated vocabulary,
terms, and main ideas from
specific subject areas.
L.2. recognize some
isolated vocabulary terms
and main idea in oral
advertisements
or
conversations.
Assessment: L recognizes
main ideas in texts.
R.3. understand main
ideas in familiar texts
about natural beauties
and
wonders
accompanied
by
illustrations.
Assessment: L completes
gapped sentences using a

Week 3
Assessment: L recognizes
specific
information
about
natural beauties and wonders.
L.3.
recognize
specific
information
on
natural
beauties and wonders.
Assessment: L recognizes
specific
details
in
texts
accompanied by illustrations.
R.4. understand specific
details
in
texts
accompanied
by
illustrations.
Assessment: L asks people for
information related to places,
tours and plans.
SI.3.
ask
people
for
information related to places,
tours and plans.

Week 4

Weeks 5/6

Assessment: L talks about tours
and plans briefly.
SI.1. talk briefly about tours
and plans.
Assessment:
L writes simple
descriptions of traveling places and
plans.
W.2. write simple descriptions
on traveling places and
making plans, checking written
sentences to look for mistakes
(e.g. subject-verb agreement,
capitalization, spelling, and
basic punctuation).

Assessment

Anecdotal reports / rubrics / instruments for self
and co-assessmen.t

Suggested Integrated Mini project
–
–
–
–

Advertisement
Brochure
Board game
Other

Assessment: L describes what
he/she likes about places and
traveling plans.
SP.2. describe what he/she
likes about places and tours.

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things (e.g. favorite natural
beauties in the country and
wonders all over the world).

word list of familiar words.
W.1. complete gapped
sentences using a word
list of familiar words.

Assessment: L asks somebody
to repeat what he or she said
more slowly.
SI.2. ask somebody to
repeat what they said more
slowly.

Theme
Natural Wonders in my
Backyard

Function
Identifying
natural
elements
in
my
community.
Discourse Markers

– and, but, because
Grammar
&
Sentence
Frames




There is/are
In my patio/backyard there
is a _____ (tree)
In Costa Rica there are
_____ national parks.
In Costa Rica there is a
Biological Reserve.
Phonology

Short vowel sounds
(-at) in orally stated single-

Theme
Marvels in Costa Rica

Function
Giving
information
about marvels in CR
natural beauty.
Discourse Markers

– and, but, because
Grammar
&Sentence
Frames




There is/are
In my patio/backyard
there is a _____ (tree)
In Costa Rica there are
_____ national parks.
In Costa Rica there is a
Biological Reserve.
Phonology

Short vowel sounds
(-en) in orally stated single-

Theme
A World of Wonders

Function
Telling about natural world
wonders.

Theme
Where can I go next?

Discourse Markers
– and, but, because
Grammar & Sentence Frames



Wh-Questions
What are some natural
things in your
home/country?
What examples of natural
beauty are there in _____
(country)?

Function
Describing where I can go to
enjoy natural beauties.
Discourse Markers

– and, but, because
Grammar & Sentence Frames



Wh-Questions
What are some natural things in
your home/country?
What examples of natural
beauty are there in _____
(country)?

Phonology

Short vowel sounds
(-ad) in orally stated single-

Review short vowel sounds
(-at,-en, -ad)

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syllable words. (e.g. hat)

syllable words. (e.g., pen)

Vocabulary
Natural Wonders
in
My
Backyard
 nature,
trees,
plants,
rivers, lakes, mountains,
flora, fauna, hot springs,
volcanoes, etc.



Psycho-social
Appreciating
natural
wonders



Socio-cultural
Promoting the enjoyment
of natural wanders for all.

syllable words. (e.g. mad)

Vocabulary
Marvels in Costa Rica
Costa Rica Natural
Marvels
National Parks, Biological
Reserves, caves, beaches,
volcanoes,
lake,
rivers,
mountains,
cloud/rain/dry
forest
Psycho-social
 Being
aware
and
committed to protecting
the environment






Sociocultural
Idioms
Getting back to nature
A breath of fresh air
In deep water

Vocabulary




World Natural Wonders
Mount Everest, Harbor-Rio
de Janeiro, Great Barrier
Reef,
Victoria
Falls,
Paricutin Volcano
Grand Canyon, Aurora
Borealis
Psycho-social
Being
aware
and
committed to protecting
the environment
Sociocultural
Quotes
“Let’s save our planet”

Vocabulary


Where can I go next?
places, attractions, activities to
do



Psycho-social
Being aware and committed to
protecting the environment




Sociocultural
Quotes
Stop and smell the roses.
When it rains, it pours.

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Didactic Planning
Week 1
Level: 7th

Unit: 3

Domain: Socio-Interpersonal and Transactional Scenario: Getting Back to Nature

Theme: Natural wonders in my backyard

Enduring Understanding: Costa Rican natural beauty can be enjoyed by experiencing its wonders when traveling.
Essential Question: How can people more closely experience nature when visiting places?
Learn to Know
Grammar & Sentence Frame
What are these?
There is___. Is there____? Yes/No.
There are___. Are there____? Yes/No.
I like my___.

Learn to Do

Learn to Be and Live in Community

Function
Psycho-social
Identifying natural elements in my community  Appreciating local natural wonders.
(backyard)
Socio-cultural
Discourse Markers
 Promoting the enjoyment of natural wonders
Connecting words: and, but
for all.

Phonology
/-at/
Vocabulary
backyard, flower, cat, dog, tree, grass, stones,
nature, living, non-living things, cat, garbage,
trash can, plants, rivers, lakes, mountains,
flowers, bugs, rocks, flora, fauna

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Assessment
Strategies &
Evidences

Didactic Sequence
Learner can

Note: Teacher includes the
specific indicators and
evidences under each one
of the following
assessment strategies

Pre-teaching
Routine – Checking attendance, checking in with Ls, posting and reviewing the week goal
and class agenda, etc.

Learner…

R.2. identifies key
words related to
nature in texts.

Warm up
T calls attention to the adaptation of the Essential Question already written on the board:
How can people more closely experience nature when visiting their backyards? Using a
picture of a house and backyard and an example or examples of realia from nature (bug in
a jar, stone, leaf, flower, etc.) and miming, T shows what a backyard is, showing a picture
of the backyard.

R.2. identify key
words related to
nature in texts.

Pre-task: reading to listen
T explains the Can Do goal and asks Ls what they know about the topic by showing
pictures or using realia of nature items from different backyards (e.g., grass, tree, flowers,
stones). As T introduces new items, he/she asks What is this? and waits to see if Ls
activate prior knowledge. If not, T says, This is a _______.
T writes the word “backyard” on the board in the center of a cluster graphic organizer. T
asks What is in a backyard? Ls name the words supported by pictures (using prior
knowledge) and perform choral repetition. T writes only the responses (waiting to add new
vocabulary later) on the board as words coming out of the center.

Time
Total:
120 min

5 min

15 min

backyard
tree

15 min

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In small groups, L elicits more vocabulary about what might be in a backyard using the
letters of the word “backyard” as a guide with each word beginning with a letter from that
word. For example:
B ird
A nimal
C at
K ite
Y am
A vocado
R ose
D irt

15 min

L exchanges products with other groups for peer feedback.
 Using the words that have now been generated by Ls, the class as a large group
classifies things that are living and non-living using a graphic organizer on the board.
Living

Non-living

20 min
R.1. identifies
English language
sounds.

Task: Giving a Tour of My Backyard (reading to listen/speak/write)

R.1. identify
English
language sounds
using knowledge
in phonics,
syllabification
and word parts.

1. Reading for the first time
Recognition/Articulation/Production: Teacher reads a text and asks Ls to listen for
some of the words on the board as T models telling a story using one of the pictures
and pointing out examples of vocabulary in the picture. If needed, after listening to Ls’
responses, T reviews words from story which include /at/. Example of story:
 This is a picture of my backyard. I like my backyard because there are flowers

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L.1. identifies
instructions for
games and follow
teacher’s or
students’ modeling
of the activity by
interacting when
playing a game.

SI.2. asks
somebody to
repeat what they
said more slowly

L.1. identify
instructions for
games and follow
teacher’s or
students’
modeling of the
activity.

and trees. There is a little cat in my backyard. Her name is Emma. She is a
funny cat and likes to run when she sees a rat.
2. Pair/Group Feedback
Ls say aloud words from the board that they heard in the story. They repeat new
vocabulary as teacher pronounces and shows the object in the picture.
3. Reading for the second time
Teacher reads the story again without the picture as Ls listen for the second time. T
then asks: Is there a___ in my backyard? Yes/no… What other things are there in my
backyard?
4. Post reading
Ls observe pictures of different backyards and practice question and sentence frames
supported by card rings (http://www.theteachertoolkit.com/index.php/tool/studentresponse-cards).
 Is there a _____ in my backyard?
 Are there ________ in your backyard?
 There is _________ in my backyard.
 There are _______ and _______ in my backyard.
 _________ is in my backyard but it is not natural.

25 min

(T monitors, encourage Ls to use classroom language to ask for support: How do you
say___? Can you repeat the word “cat”, slowly, please?)
 Choral speech: L repeats all the words and the sound /a/ in “cat”, “rat” and “bat”, after the
teacher.
 Option: Use one of the short texts or dialogues found at the conclusion of these weekly
plans, following suggestions for Pre-, Task, and Post-Listening activities.

SI.2. ask
Post-Task: reading to speak
somebody to
 L draws his/her backyard and prepares to say There is/are ______ in my backyard.
repeat what they

20 min

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by asking Qs or
repeating to
confirm learning.

said more slowly.

 Ls form a circle and play the game Backyard Ball. T models the game by first saying:
There is a ___ in my backyard. (Name of L) what is in your backyard? And then T throws the
ball to the named L. L catches the ball, names another L, states There is a ___ in my
backyard. (Name of L) what is in your backyard?
 Ls continue playing the game using the grammar structures and the vocabulary.
 Option: T puts different forms of realia/photos of different backyards, in a bag. A ball is
tossed to a Learner. The L who gets the ball draws an item from the bag and says This
is a _______. I do/do not have a _________ in my backyard. The L then tosses the ball
to another L.
 Option: Exit-ticket assessment as learners leave the classroom they respond to T
asking What is in your backyard? with There is/are _______ in my backyard.

Options




Advertisement of traveling to
beautiful places
Brochure
Design board games

Integrated Mini-Project
Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should
be opportunities for Ls to practice English, not just those related to presentation.
For the first and second weeks, learners focus on:
Participating: Brainstorming, discussing, negotiating, making decisions and selecting the
work strategies, resources and the mini-project. After each week’s lesson, learners identify
which learning tasks completed that week could be adapted for use in their chosen
Integrated Mini-Project.
Thinking: planning creating and outlining collaboratively the language content and
strategies.
For the third and fourth weeks, learners focus on:
Acting out: Practicing the mini-project in pairs or groups.
For the week of presentation, learners focus on:
Responding and sharing: Delivering and participating in peer assessment of mini-project.

Time
Adjust
previous times
listed above to
allow 5 min
each week.
Group
presentations
can be week 5
or 6.

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Reflective Teaching
What worked well

What didn’t work well

How to improve

Enduring Understanding Reflection
How well did the learners progress in their understanding of the Enduring Understanding?

Week Plan Self-Assessment
At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’
understanding.)

Learner Self-Assessment
I can…

Yes

In
progress

Read and identify key words related to nature in texts.
Listen and identify game instructions and follow modeling.
Identify, pronounce, and indicate the meaning of all the
vocabulary (including social language) for the week.
Show how I have worked with others this week.

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Didactic Planning
Week 2
Level: 7th

Unit: 3

Domain: Socio-Interpersonal and Transactional Scenario: Getting Back to Nature

Theme: Marvels in Costa Rica

Learn to Do

Grammar & Sentence Frame
Function
In Costa Rica there are _____ (rainforests, Giving information about marvels in Costa Rican 
volcanoes).
natural beauty
In Costa Rica there is a ______ (biological
Discourse Markers
reserve, national park on a beach)
Connecting words: and, because
Vocabulary

national parks, biological reserves, caves,

beaches, volcanoes, lake, rivers, mountains

cloud/rain/dry forest

Learn to Be and Live in Community
Psycho-social
Being aware and committed to protecting the
environment
Sociocultural
Idioms
Getting back to nature
A breath of fresh air
When it rains, it pours.

Phonology
Short vowel sounds: /-en/ in orally stated singlesyllable words (e.g., pen)

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Assessment
Strategies &
Evidences

Didactic Sequence Mediation
Learner can

Note: Teacher includes the
specific indicators and
evidences under each one
of
the
following
assessment strategies

Learner…
L.2.
recognize
L.2. recognizes
some
isolated
some isolated
vocabulary terms, vocabulary
and main ideas from terms and main
idea
in
oral
specific subject
advertisements
areas
or
conversations.

Pre-teaching
Routine – Checking attendance, checking in with Ls, posting and reviewing Essential
Question, Can Do’s, and class agenda, etc.
Warm up
Using the website http://www.savetheamericans.org/regions, click on the Nature Habitat
link and interactive map to show videos of the natural beauty of Costa Rica beginning with
the one closest to you. Activate prior knowledge by asking Ls to list colors they see,
places, and activities and begin to fill in an Alpha Box (graphic organizer).

Time
Total:
120 min
(3 lessons)

5 min

15 min

Option: If Internet or videos are not an option, print and cut out some of the photos and
comments about Costa Rica found here http://www.savetheamericans.org/success_stories
and post in the room so that Ls can do a gallery walk. Distribute Alpha Boxes (graphic
organizer) and ask Ls to write words in boxes that help define the Marvels of Costa Rica.
(Marvel = a wonderful or astonishing person or thing).
Pre-task: listening to write
 Review partially completed Alpha Boxes from Warm Up and add additional vocabulary and
illustrating the vocabulary with photos and maps from the www.savetheamericans.org
website and miming.

20 min

 As Ls learn the name of the song and see the first image (a sloth) of the video (Song of the
Animals from www.savetheamericans.org), show the following image from the website and
ask: What are the animals saying Americans need?

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 Option: Use one of the short texts or dialogues found at the conclusion of these Weekly
Plans, following suggestions for Pre-, During, and Post-Listening activities.
Task: Watching a commercial about Costa Rica (listening to write)
1. Listening for the first time
Distribute T charts or draw one on the board. The headings should be: City Jungle (when a
city feels like a jungle because of dangers and stress) and Costa Rica. Ls watch and listen
for terms that should be placed under each heading.

25 min

2. Pair/Group Feedback
Ls share with partner or group what they found for T chart.
3. Listening for the second time
As Ls listen for the second time and images of Costa Rican marvels appear, say the word

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loudly (volcano, sloths, jungles, waterfall, etc.) At the conclusion of the video, complete the
T chart together.
4. Pair/Group Feedback
In pairs, ask Ls to identify more marvels of Costa Rica that were not included. In the large
group, add words to the vocabulary list.
5. Post-listening
R.1. identifies
English language
sounds

R.1.
identify
English
language
sounds
using
knowledge
in
phonics,
syllabification
and word parts.

10 min

 Recognition/Articulation/Production: Distribute copies of or display the words from the
song:
Your work day never ends
You need restoring
So let’s go exploring
To a waterfall with all of your friends.
 Ask Ls to identify the -en sound and then repeat the words ends/friends after T models.
Next allow pairs to repeat the lyrics after modeling and to each other.

 Use the print outs of the Success Stories from the Warm Up or print one of the suggested
itineraries from http://www.savetheamericans.org/save_yourself. Ls in pairs determine
main ideas and then share with a second pair of Ls. That group of 4 shares with another
group of 4 and so on until the group is now a large group who has repeated the main ideas
and natural beauties and wonders several times.

R.3. understand
main ideas in
familiar
texts
R.3. recognizes
about
natural
main ideas in texts beauties
and
Post-task (reading to write)
wonders

45 min

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accompanied by
illustrations.

 Ls complete the gapped sentence Come to Costa Rica because there is/are ___________,
(Using vocabulary list they have been building throughout the class time.)
 T shows the video without sound and points out the humans that are under stress. T writes
on board or distributes the idioms. T then illustrates the meaning of the idioms in the
following ways and asks pairs to respond to questions in pairs.

W.1. completing
gapped sentences
by seeing a
demonstration.

W.1. complete
gapped
sentences using
a word list of
familiar words.

o
o

Options




Advertisement of traveling to
beautiful places
Brochure
Design board games

When it rains, it pours. – photo of a flooded street. Ask, is rain good? Is too much rain
good? Do you think this phrase is about something good or bad happening?
Getting back to nature – photo of person taking a hike or simply use the video and
show the difference between the person sad in the office and the sloth happy in the
tree. Ask, is work good? Is too much work good? Do you think this phrase is about
something good or bad happening?
A breath of fresh air – photo of person doing yoga or smiling outside on a walk. Ask, is
breathing polluted air every day good? Is fresh air good? Do you think this phrase is
about something good or bad?
Ask pairs to use one or more of the phrases to write advice for the people in the video.
(Example: Come to Costa Rica because ___________________ is what you need.)

Integrated Mini-Project
Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should
be opportunities for Ls to practice English, not just those related to presentation.
For the first and second weeks, learners focus on:
Participating: Brainstorming, discussing, negotiating, making decisions and selecting the
work strategies, resources and the mini-project. After each week’s lesson, learners identify
which learning tasks completed that week could be adapted for use in their chosen
Integrated Mini-Project.
Thinking: planning creating and outlining collaboratively the language content and

Time
Adjust
previous times
listed above to
allow 5 min
each week.
Group
presentations
can be week 5
or 6.

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strategies.
For the third and fourth weeks, learners focus on:
Acting out: Practicing the mini-project in pairs or groups.
For the week of presentation, learners focus on:
Responding and sharing: Delivering and participating in peer assessment of mini-project.

Reflective Teaching
What worked well

What didn’t work well

How to improve

Enduring Understanding Reflection
How well did the learners progress in their understanding of the Enduring Understanding?

Week Plan Self-Assessment
At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’
understanding.)

Learner Self-Assessment
I can…

Yes

In
progress

Listen and recognize vocabulary and main ideas when I
listen to advertisements.
Read and recognize main ideas in illustrated texts about
nature.
Write correct answers in gapped sentences.
Identify, pronounce, and indicate the meaning of all the
vocabulary (including social language) for the week.
Show how I have worked with others this week.

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Didactic Planning
Week 3
Level: 7th

Unit: 3

Domain: Socio-Interpersonal and Transactional Scenario: Getting Back to Nature

Theme: A world of wonders

Learn to Do

Grammar & Sentence Frame
Function
Wh-Questions
Telling about natural world wonders
What are some natural things in your
Discourse Markers
home/country?
What examples of natural beauty are there in Connecting words: and, because
_____ (country)?

Learn to Be and Live in Community
Psychosocial
Being aware and committed to protecting the
environment
Sociocultural
Stop and smell the roses.

Where is a natural wonder in the world?
What is ____(name of natural wonder)_____?
Why is it a wonder?
Vocabulary
Mount Everest, Harbor-Rio de Janeiro, Great
Barrier Reef, Victoria Falls, Paricutin Volcano
Grand Canyon, Aurora Borealis

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From 7 Wonders of Nature: Amazon Rainforest,
Ha Long Bay, Iguazu Falls, Jeju Island, Komodo
dragon, Underground River, Table Mountain
Phonology
Short vowel sounds (-ad) in orally stated singlesyllable words. (e.g., mad)
Assessment
Strategies &
Evidences

Didactic Sequence Mediation
Learner can

Note: Teacher includes the
specific indicators and
evidences under each one
of the following
assessment strategies

Pre-teaching
Routine – Checking attendance, checking in with Ls, posting and reviewing Essential
Question, Can Do’s, and class agenda, etc.
Warm up
Learners listen to the song “What a Wonderful World” and watch the video
(https://www.youtube.com/watch?v=m5TwT69i1lU). Each L has a word from the song
printed on a paper or card. When they hear or see their word, Ls hold up their sign. Words
for signs: trees, roses, world, skies, clouds, day, night, rainbow, hands, friends, baby, red,
green, blue, white

Learner…

L.3. recognizes
specific information
about natural
beauties and
wonders

L.3.
recognize
specific
information on
natural beauties
and wonders.

Time
Total:
120 min
(3 lessons)

5 min

15 min

T models asking: What are some natural things in Costa Rica? Pairs practice asking and
answering.
Option: Using Essential Question as an introduction, Ts explain that Ls will go outside and
complete the Sense-O-Gram to record things they can see, hear, smell, taste, and touch in
nature. If Ls do not know the word in English they can write it in Spanish or draw it and in
the review done by the large group all words will be written on board.

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Pre-task: listening to read
 Ls refer to the Essential Question: How can people more closely experience nature when
visiting places?
 T or L introduces names of places to visit using photos and written names of places listed
in Vocabulary and/or places identified as one of the New 7 Wonders of Nature
(http://world.new7wonders.com/new7wonders-of-nature/the-new7wonders-of-nature/). T or
L serves as tour guide to name the places and show pictures as part of Gallery Walk.
 Recognition/Articulation/Production: T reads aloud sentences on the board and Ls
repeat.
The boy is mad. His dad is sad. They feel bad. The family is glad. What a vacation they
had!

10 min

 Ls look for words containing the -ad sound as they read the assigned text (see next task).
R.1. identifies
English language
sounds using

R.1.
identify
English
language

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knowledge in
phonics,
syllabification and
word parts

R.4. recognizes
specific details in
texts accompanied
by illustrations

sounds
using Task:
knowledge
in
1.
phonics,
syllabification
and word parts.

R.4. understand
specific details
in
texts
accompanied by
illustrations.

Recognizing wonders of the world on a map (reading to speak)
Reading for the first time
Using photos, names of locations and one or two sentence descriptions found online
and/or at http://world.new7wonders.com/new7wonders-of-nature/the-new7wonders-ofnature/, Ls read for the first time and underline words they know and words they think may
have the –ad sound.

10 min

2. Pair/Group feedback
Pair/Groups share words and complete a matching activity that has the names of the
places on one side and what they are on the other: rainforest/jungle, river, waterfall,
mountain, canyon, reef, volcano, bay, island, animal. As a group, responses are checked
and any unknown words are identified and explained using the pictures.
T asks: What examples of natural beauty are there in _____ (country featured in photos)?
Ls respond with There is/are ______ in (country). Optional student engagement activity:
throw ball (one that looks like globe) to Ls who catch and then respond to question.

15 min

10 min
SI.3. asks people SI.3. ask people
for
information for information
related to places, related
to
tours and plans
places,
tours
and plans.

3. Reading for the second time
Ls (in pairs) complete a chart with the headings: What, Where, Why is it a Wonder? The
Why column is for including one thing that makes the place special, i.e., wonderful. T walks
around the room to assess and provide direction if needed.
15 min
4. Pair/group feedback

SI.2.asks
SI.2.asks
somebody to repeat somebody to
what he or she said repeat
more slowly
what he or she

One set of pairs forms a group of four with another pair and they interview each other
using the following sentence frames:


15 min

Where is a natural wonder in the world? ______ is a natural wonder.

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said more slowly



What is ____(name of natural wonder)_____? (Name of natural wonder) is a
__(river, mountain, jungle, etc.___?



Why is it a wonder? (Name of natural wonder) is a natural wonder because
_______.

5. Post-reading

5 min

 Ls return to large group. They say aloud words that contain the –ad sound that they found
in the readings.

 T models activity and then calls pairs to the board where a map of the world is displayed
(use paper map or project from the website). One L in the pair receives the name of a
natural wonder of the world and asks the question: Where is _______ on the map? The
other responds __________ is in (country). Let’s find it on the map. The two then find the
country and say: (Name of wonder) is here on the map.

Post-task: listening to speak

10 min

 T introduces the quote “Stop and smell the roses” and asks if any L knows its meaning. If
not, T mimes the literal translation, using a real rose if possible. T then asks Ls to smell the
rose but stays in front of the room and indicates they must smell it from where they are. T
then asks if “stopping to smell the roses” is easy from far away. T then leads Ls to go to
the rose and smell. T asks, do you want to experience the wonders of the world? Where do
you want to go to stop and smell the roses? (T indicates with motions that Ls are to choose
from one of the wonders they discussed in this lesson.) Ls respond with, “I want to stop
and smell the roses at (name of wonder).”

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 Exit ticket: As Ls leave the room, they can then say “I want to stop and smell the roses at
(name of wonder) because at (name of wonder) there is/are ________.”

Options




Time

Integrated Mini-Project

Advertisement of traveling to
beautiful places
Brochure
Design board games

Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should
be opportunities for Ls to practice English, not just those related to presentation.
For the first and second weeks, learners focus on:
Participating: Brainstorming, discussing, negotiating, making decisions and selecting the
work strategies, resources and the mini-project. After each week’s lesson, learners identify
which learning tasks completed that week could be adapted for use in their chosen
Integrated Mini-Project.
Thinking: planning creating and outlining collaboratively the language content and
strategies.
For the third and fourth weeks, learners focus on:
Acting out: Practicing the mini-project in pairs or groups.
For the week of presentation, learners focus on:
Responding and sharing: Delivering and participating in peer assessment of mini-project.

Adjust
previous times
listed above to
allow 5 min
each week.
Group
presentations
can be week 5
or 6.

Reflective Teaching
What worked well

What didn’t work well

How to improve

Enduring Understanding Reflection
How well did the learners progress in their understanding of the Enduring Understanding?

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Week Plan Self-Assessment
At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’
understanding.)

Learner Self-Assessment
I can…

Yes

In
progress

Listen and recognize specific information when heard in
presentation about nature.
Read and recognize specific details when reading
illustrated texts.
Ask people for information related to places, tours and
plans.
Identify, pronounce, and indicate the meaning of all the
vocabulary (including social language) for the week.
Show how I have worked with others this week.

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Didactic Planning
Week 4
Level: 7th

Unit: 3

Domain: Socio-Interpersonal and Transactional Scenario: Getting Back to Nature

Theme: Where can I go next?

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frame
Function
Psychosocial
Wh-Questions
Describing where I can go to enjoy natural Being aware and committed to protecting the
What are some natural things in your beauties.
environment
home/country?
Discourse Markers
Sociocultural
What examples of natural beauty are there in
Connecting words: and, but, because
Let’s save our planet.
_____ (country)?
Where can I go next?
The environment is where we all meet; where all
have a mutual interest; it is the one thing all of us
I can go to ___ and ______.
share. ~Lady Bird Johnson
I can go to ___ because ______.
I can go to ___ but ______.

Vocabulary
places, attractions, activities to do

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traveling, zoo, animals, ocean, beach, river,
fishing, soccer field, playing, mountain, hiking,
rainforest, zip-lining
Phonology
Review short vowel sounds (-at, -en, -ad)
Assessment
Strategies &
Evidences

Didactic Sequence Mediation
Learner can

Note: Teacher includes the
specific indicators and
evidences under each one
of
the
following
assessment strategies.

Pre-teaching
Routine – Checking attendance, checking in with Ls, posting and reviewing Essential
Question, Can Do’s, and class agenda, etc.

Learner…

SI.1. talks briefly
about tours and
plans

SI.1. talk briefly
about tours and
plans.

Warm up
T says aloud “let your heart decide” and explains that it refers to making a choice. Ls listen
to “A Whole New World” from Aladdin (https://www.youtube.com/watch?v=-kl4hJ4j48s) and
stand and then sit down when they hear that phrase and each time they hear the word
“world.”

Time
Total:
120 min
(3 lessons)

5 min

15 min

Option: A map of Costa Rica is placed on one wall. A map of the world is placed on the
other wall with Costa Rica covered. As T reads aloud the name of a place, Ls move to the
map that includes that place. Selected Ls then say: __________ is in Costa Rica. Or
_______ is another country. A variation would be to say Tamarindo or Mount Everest and
Ls choose which of the two places they would like to go next and move to the appropriate
map. (Using vocabulary from previous lessons.)

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Pre-task: listening to speak

T models asking the following questions (adapted from last lesson) and pairs repeat and
respond:
 What are some natural things in Costa Rica that you want to see? (I want to see ____)
 What examples of natural beauty in the world that you want to see? (I want to see
____)


R.1. identifies
R.1.
identify
English language English
sounds by repeating language
short vowel sounds sounds
using
-at, -en, -ad in orally knowledge
in
stated single-syllablephonics,
words
syllabification
and word parts.

Recognition/Articulation/Production: Write the following rhyme on the board and
introduce new words by acting them out or drawing quick line drawings:
I do not know where you are at
If you are happy right here or want to change that
But one thing I know and must say as a friend
Is that you have a choice and in the end
If where you are makes you lonely or sad
Make plans to go or you’ll wish you had.

10 min

20 min

Ls repeat the rhyme. Can also add motions such as:
Shaking
head
no
Smiling, pointing to floor for “here”, rolling hand over hand and then up in air for
“change”
Holding up one finger, making hand “talk” like a puppet
Pointing to other person, showing left hand and then right
Sad
face
Holding up palm like a piece of paper and making a check mark with finger on other
hand


Option: Use one of the short texts or dialogues found at the conclusion of these Weekly
Plans.

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Task: Deciding where to go (writing to speak)

50 min

1. Pre-writing
T writes on board: Where can I go next?
W.2. writes simple W.2.
write
descriptions
of simple
traveling
places descriptions on
and plans
traveling places
and
making
plans, checking
written
sentences
to
look for mistakes
(e.g.
subjectverb agreement,
capitalization,
spelling,
and
basic
punctuation).

SP.2.
describes SP.2. describe
he/she
what he/she likes what
about
about places and likes
places
and
traveling plans.
tours.

2. Drafting/Revising
In pairs, Ls use the correct word – and, but, because -- for the sentences like these using
connecting words:
 I can get back to nature in my backyard _____ never leave Costa Rica. (and)
 I get back to nature ______ I feel better when I do. (because)
 I want to get back to nature ____ I do not know where to go. (but)
Still in pairs, Ls write responses to the questions:
 Where can you go next? I can go to ___ and ______.
 Why do you want to go? I want to go to ___ because ______.
 When can you go? I can go to ___ but ______. (not until I finish school, not
until I have money)
3. Editing
Pairs check each others’ work.
1. Planning
Ls clarify the meaning of Find, Near, and Search and then find a hotel near places they
want to go using www.tripadvisor.com.
2. Organizing
Ls organize their written work and findings about hotel as a presentation.
3. Rehearsing

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Practice with a partner
4. Using
Presentations are made.
Post-task: listening to interact

20 min

 T reads Essential Question: How can people more closely experience nature when
visiting places? Then writes or references already printed quote:
The environment is where we all meet; where all have a mutual interest; it is the one
thing all of us share. ~Lady Bird Johnson
 T explains any unknown words and then asks Ls to practice saying the quote in pairs.
 An L then reads aloud a second quote after which Ls repeat:
Let’s save our planet.
 All Ls then work in pairs to say aloud: Let’s save our planet BECAUSE the environment
is the one thing all of us share.

Options




Advertisement of traveling to
beautiful places
Brochure
Design board games

Time
Adjust
previous times
listed above to
allow 5 min
each week.
Group
presentations

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work strategies, resources and the mini-project. After each week’s lesson, learners identify
which learning tasks completed that week could be adapted for use in their chosen
Integrated Mini-Project.
Thinking: planning creating and outlining collaboratively the language content and
strategies.
For the third and fourth weeks, learners focus on:
Acting out: Practicing the mini-project in pairs or groups.
For the week of presentation, learners focus on:
Responding and sharing: Delivering and participating in peer assessment of mini-project.

can be week 5
or 6.

Reflective Teaching
What worked well

What didn’t work well

How to improve

Enduring Understanding Reflection
How well did the learners progress in their understanding of the Enduring Understanding?

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Week Plan Self-Assessment
At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’
understanding.)

Learner Self-Assessment
I can…

Yes

In
progress

Talk briefly about tours and plans.
Write simple description about travel using correct subjectverb agreement, capitalization, spelling and basic
punctuation.
Describe in a presentation what I like about places and
tours.
Identify, pronounce, and indicate the meaning of all the
vocabulary (including social language) for the week.
Show how I have worked with others this week.

230

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Didactic Planning
Weeks 5 and 6
Review and Integrated Mini-Project
Level: 7th

Unit: 3 Getting Back to Nature

Learn to Do



Grammar & Sentence Frame
Did Ls use all sentence frames?



Vocabulary
Did Ls say aloud and write all vocabulary?



Phonology
Did Ls recognize, articulate and produce
phonological sounds?

Assessment
Strategies &
Evidences


Did Ls achieve 
all learning

Learn to Be and Live in Community

Function
Did Ls use all functions?


Discourse Markers
Did Ls practice connecting words: and, but, 
because?


Psychosocial
Did Ls show evidence of …
Being aware and committed to protecting the
environment
Appreciating natural wonders
Sociocultural
Did Ls practice idioms and quotes?

Didactic Sequence Mediation
Learner can

Can Ls do all
tasks?

Referencing notes from formative assessments throughout the weeks, repeat activities to

Time
Total:
120 min
(3 lessons)

All of week
5 or 6

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outcomes?

strengthen Ls in weaker areas or select from Optional Activities that follow these plans.
Options





Advertisement of traveling to
beautiful places
Brochure
Design board games

Integrated Mini-Project

Time

By allowing time for the Mini-Project each week for participating, thinking, and acting out, learners All of week
should now have a chosen project and determined content and strategies. In the presentation 5 or 6 of
week Ls focus on:
unit
Responding and sharing: Participating in individual and peer assessment of mini-project.
Teachers monitor ….
 Did Ls use English during all aspects of Integrated Mini-Project?
 How did project presentations reflect understanding and/or mastery of Can Do statements?
 Did Ls put into practice the focus of Learning to Be and Live in Community?
 Did the Integrated Mini-Project provide answers to the Essential Question?

7th Grade – Short texts and Dialogues
Lauren’s Trip to Arenal
Pre-listening
 Show picture of Arenal. Teacher asks: What is this place?
 In pairs, Ls identify three fun activities you can do at Arenal.
 Ask Ls to stand if one of the following statements is correct about Arenal and to stay seated if it is incorrect.
o There are hot springs at Arenal.
o There is a lake at Arenal.
o Arenal is the name of a river.
o La Fortuna is very far away from Arenal.

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Listening for the first time
 Ask Ls to determine if the story is about a trip to Arenal, a job at Arenal, or animals of Arenal.
 Read the following story aloud.
Lauren lives in Guanacaste with her family. Guanacaste is very hot. Last year during Holy Week, Lauren’s family wanted to get out of the heat. They traveled
to the Arenal volcano. It was Lauren’s first time at the volcano and she was impressed by its size. It was cloudy while they were there and Lauren was only
able to see the volcano once, but she was very happy to see it when she did. Lauren’s family went to the free hot springs in a local river, walked on the trail
near the volcano, and went rafting. On the last day of their vacation, they drove on the bumpy road to Rio Celeste where they hiked to the beautiful blue
waterfall. On their way back from the hike they stopped at a delicious sushi restaurant in La Fortuna. Lauren and her family had a wonderful time in Arenal
and want to return.
 Ls respond to if the story is about a trip to Arenal, a job at Arenal, or animals of Arenal.
 Ls brainstorm fun things to do at Arenal.
Listening for the second time
 T draws cluster graphic organizer on board with Fun Things to Do at Arenal in center circle. T asks Ls to listen in order to complete the
organizer.
 Read the story aloud again.
 Ls discuss in pairs how to complete the graphic organizer and then as a large group, fill in the organizer.
 Ls stand up if they know the answer to the following questions and, using a ball tossed to one of the Ls standing, T ensures student
engagement:
o Why did Lauren’s family choose to go to Arenal?
o How much money did Lauren’s family pay for the hot springs?
o What did Lauren’s family do before they ate sushi?
Post-listening
 Students brainstorm and T records on board all of the verbs/actions in the story.
 In pairs, students respond to these questions:
o What do you like about Arenal?

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o What did you and your family do for Holy Week last year?

Doug and Louisa Discuss their Weekend Plans
Pre-listening
 T shows pictures of Chirripo and a Guanacaste beach. Ask: What do you see?
 In pairs, Ls identify things you can (a) see, (b) smell, (c) touch, (d) hear and (e) taste at Chirripo or a beach.
Listening for the first time
 Ask Ls to determine who in the dialogue is going to Chirripo and who is going to the beach.
 With another student read the following dialogue aloud or record the dialogue prior to class and present in class.
Doug: Hey Louisa, how are you?
Louisa: Hi Doug, I’m well. How’s it going with you?
Doug: Pretty great, thanks for asking. Do you have any plans for this weekend?
Louisa: Yes! On Friday my husband and I will travel to Chirripo mountain and we will spend the weekend hiking.
Doug: Wow! Chirripo is beautiful! It is a very long and hard hike. I hiked Chirripo with my friends about five years ago. The top of the mountain is
cold and grey, with lots of clouds. But, it was a wonderful experience.
Louisa: I have wanted to hike Chirripo for years. I have trained for months. I do not want to get too tired to finish it. They don’t let many people into
the park at the same time, so we had to make our reservations weeks ago.
Doug: Wow! You have worked hard for this trip! I hope you enjoy your adventure!
Louisa: Thanks, Doug! What are you doing this weekend?
Doug: Last night my girlfriend and I decided to go to Playas del Coco in Guanacaste! We don’t know where we will stay. All we really want is to
relax at the beach!
Louisa: Ha! I have planned for months and you have no plan at all, but we are both taking trips this weekend. Have a great time, Doug! I look
forward to catching up on Monday.
Doug: Can’t wait to hear how it goes. See you later, Louisa.


Ls identify where Louisa is going and where Doug is going.

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Listening for the second time
 T writes on the board:
o Who:
Louisa and ________
Doug and ________
o What:
o When:
o Where:
o Why:
 T asks Ls to listen in order to complete the chart.
 Present the dialogue again.
 Ls discuss in pairs how to complete the chart and then as a large group, fill in the answers.
 Ls stand up if they know the answer to the following questions and, using a ball tossed to one of the Ls standing, T ensures student
engagement:
o Where did Louisa choose to go?
o Where did Doug choose to go?
o How did Louisa plan for the trip?
o How did Doug plan for the trip?
o Who made a reservation?
o What will they do on Monday?
Post-listening
 Cut the following into strips and put in envelopes so that pairs of Ls can share an envelope on Taking a Trip. In pairs, Ls put actions in
order and then pairs check other pairs’ work.
o Choose where to go
o Plan for the trip
o Make a reservation
o Go
o Share photos and stories

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My Favorite Place in Costa Rica
Pre-listening
 T shows pictures of Manuel Antonio. T asks: What do you see?
 On one wall is the word “love”. In the middle of the room is the word “like”. On the opposite wall are the words “don’t like”. T asks group
to list things to do and see at Manuel Antonio. Ls create a word list. T adds some words from reading. Then T explains that when the
word is said aloud, Ls move to the sign that best describes how they feel about it: love, like, don’t like.
Listening for the first time
 Ask Ls to listen for something that someone loves or likes to do at Manuel Antonio.
 Read aloud the following story:



My favorite place in Costa Rica is Manuel Antonio, Puntarenas. I love Manuel Antonio for many reasons. Manuel Antonio has a beautiful beach that
is perfect for swimming and relaxing. My mom and dad love to take walks on the beach in the morning, too. I love to bring a book to the beach and
listen to the waves as I read. My little sister likes to build sand castles. Manuel Antonio also has a beautiful national park where many animals and
plants are seen. When I was there we saw a snake, tropical birds, frogs, and lots of monkeys. There are also beaches inside the national park and I
think they are even prettier than the public beaches. Manuel Antonio has many restaurants and nice hotels. I also love it because it is the middle of
the jungle, and when you stay in Manuel Antonio you can often hear monkeys in the morning. It is really cool! I recommend that everyone go to
Manuel Antonio so that they can experience all the natural wonders there.
Ls some of the things people in the story love or like to do.

Listening for the second time
 T writes the following matching activity on the board:
Who
I
mom and dad
sister

Loves/Likes
Take walks
Bring a book
Listen to the waves
Build sand castles
Hear monkeys

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



T asks Ls to listen in order to complete the matching activity.
Read the story again.
Ls discuss in pairs how to complete the matching activity and then discuss answers as a large group.

Post-listening
 In pairs, Ls discuss:
o Have you ever been to Manuel Antonio?
o If yes, what did you love, like, not like?
o If no, what do you think you would love, like, not like?
o What is your favorite place in Costa Rica? What do you like to do there?

Where Should I Go on Vacation?
Pre-listening
 T shows a map of Costa Rica. T asks: Where would you like to go on vacation?
 T then distributes maps of Costa Rica where each province has been numbered 1-7 and 5 specific vacation spots are numbered 8-12. In
small groups with a pair of dice, Ls roll and the dice and say the number and corresponding spot on the map aloud. They then complete
this gapped sentence.
o I ______ (like, don’t like) the idea of a vacation in ___________.
Listening for the first time
 As a large group, Ls complete a T chart of places they like or don’t like to go on vacation in Costa Rica.
 T asks Ls to listen for what Alejandra likes to do on vacation.
 Record prior or with Learner read aloud:
Alejandra: Jose, I have some vacation time to use but I don’t know where to go. I am ready to get away from Barcelona for a couple of weeks. What

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

should I do?
Jose: That’s a good question. Before I answer, I have another question for you. When you go on vacation what do you like to do?
Alejandra: I love beaches and warm weather. I’m an animal lover so seeing animals would be nice. I also like to see lots of different things even if I
don’t have that much time. And I don’t like to have to dress up or spend a lot of time driving. I don’t want to stress. I want to chill!
Jose: Then I suggest Costa Rica! Costa Rica has a lot to offer. Mountains, rainforests, volcanoes, rivers, beaches, sloths, monkeys, turtles and whales
are all waiting for you.
Alejandra: Costa Rica! That’s a great idea.
Jose: You can drive from one side of the country to the other in just a few hours. Or ride a bus and just relax while someone else drives you! If you
only go to one place, I recommend that you go to Playa Tamarindo. In the Tamarindo area there are many beautiful beaches, a national park, and lots
of monkeys. Playa Grande is also great for surfing. They even have turtles there!
Alejandra: Thanks for the suggestions, Jose. I am excited to start planning my trip to Costa Rica.
Ls respond with something that Alejandra likes to do on vacation that they also like to do.

Listening for the second time
 T introduces a T chart of what Alejandra likes and does not like to do on vacation. Asks Ls to listen in order to complete the chart.
 Present the dialogue again.
 As a large group, Ls complete the T chart.
 In pairs, Ls say if they like or do not like each of the activities that now appear on the T-chart.
Post-listening
 In pairs, Ls discuss: What is there to do on vacation in _________? They respond with In __________ there is/are ____________.

My Class Trip to Manzanillo
Pre-listening
 Show picture of Manzanillo and a map with Manzanillo marked. Teacher asks: What is this place?
 In pairs, Ls identify three fun activities you can do as a group at Manzanillo.

238



Last week my class took a trip to the beach. We woke up early to get on the bus and left Bribri before sunrise. A couple of hours later we arrived at
beautiful Manzanillo. Was thirsty, so I found a woman selling coconuts and bought one. Coconut water is so delicious! My classmates and I played
on the beach all day long. In the morning we went swimming and looked for crabs. Around midday we ate a lunch of sausages, tortillas, cabbage
salad, and fresh pineapple. After that, we broke into teams and played beach soccer, and the teachers played too. It was fun! I did get a stomach ache
because I didn’t wait long enough after eating before playing. I had to lie down for a while. But soon I was playing in the waves. We stayed on the
beach until the sun set and the sky turned pink. Then we all got back on the bus and ate rice and beans as we traveled home. In a few minutes, most of
us fell asleep. I love Costa Rica’s Caribbean beaches, they are beautiful! I can’t wait to go back.
Ls respond to whether the story is about a school trip to Manzanillo, a family trip to Manzanillo or someone who lives in Manzanillo.

Listening for the second time
 Ls brainstorm things you do on a school trip to the beach in the (a) morning, (b) afternoon, (c) evening.
 T draws a graphic organizer with three headings Morning to Midday, Afternoon, Evening. Ls listen the story for the second time in order
to complete the graphic organizer with what happened and when. Or T uses a cluster graphic organizer with food and drink as the
center and Ls listen for foods and drinks, the students enjoyed.
 Read the story aloud again.
 Ls discuss in pairs how to complete the graphic organizer and then as a large group, fill in the organizer.
Post-listening
 Students examine the list of activities and foods from the story. In pairs they complete the gapped sentence of I like ___________ with
each of the items that they like to do or eat.
I Love My Costa Rica
Pre-listening
 Show a map of Costa Rica. Teacher asks: Do you like living in Costa Rica? Why?

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


In pairs, Ls identify three things they like about Costa Rica.
As a large group, Ls list as many words to describe Costa Rica as they can in 2 minutes.

Listening for the first time
 Ask Ls to count how many places in Costa Rica are mentioned.
 Read the following story aloud.



I am so lucky to be Costa Rican! From Limon to Cartago to Puntarenas, each part of Costa Rica is very different. I live in Sarapiqui de Heredia in a
lush rainforest. We grow lots of bananas here and also have many cows, pigs, and chickens. Where I live is rural, beautiful, wet, and green. My
grandparents live near Upala in Alajuela and I love visiting them because we eat lots of fresh pineapple! There is even a woman in their town who
makes homemade chocolate! Cafecito is my favorite hour of the day there. Locally-grown coffee is served with fresh pastries from the German
bakery down the road. Yum! When my family goes on vacation we travel to Jaco in Puntarenas where there is an exquisite beach and it is very sunny.
We also sometimes like to go to Cartago to visit the cathedral and hike in the mountains or eat fresh cheese made from the milk of mountain cows. It
is so cold up there! For my birthday last year, we went to Puerto Viejo and road bikes around to the different beaches and ate lots of rice and beans. It
was a wonderful day! Every part of Costa Rica is special and I am so happy to call it home.
Ls respond to whether (a) 1-2 places, (b) 3-4, (c) 5-6, (d) more than 6 places are mentioned.

Listening for the second time
 T draws T chart with Where and What as the headings. T models how Ls will complete the chart by listing Sarapiqui under Where and
rainforest under What.
 Read the story aloud again.
 Ls discuss in pairs how to complete the graphic organizer and then as a large group, fill in the organizer.
 In pairs, Ls list ways to describe where they live and what makes it special. Pairs share with other pairs and check their work.
Post-listening
 Students brainstorm how they would convince a person from another country to visit their community.

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7th Grade – Phonology: Short Vowel Sounds
Theme
Natural Wonders in my Backyard

Theme
Marvels in Costa Rica

Theme
A World of Wonders

Phonology
Short vowel sounds
(-at) in orally stated single-syllable
words. (e.g. hat)

Phonology
Short vowel sounds
(-en) in orally stated single-syllable
words. (e.g., pen)

Phonology
Short vowel sounds
(-ad) in orally stated single-syllable
words. (e.g. mad)

Theme
Where can I go next?
Phonology
Review short vowel sounds
(-at,-en, -ad)

Why is there a difference?

Do you know when?

Text Based Production

Text Based Recognition

Take this time to explain to students the physical
difference between the types of consonants and
why they affect vowel length. You can show the
difference on a physical level but having them
feel the vibration their throats produce with
saying voiced consonants.

Using the vocabulary that corresponds to this
theme. Provide students with examples of
long and short vowels in order for them to
naturally recognize the difference and
distinguish when and where each appears.
The goal of this would be for them to
understand the context and have them
correctly pronounce written text on their own.

Have the students practice recognizing the words
in text based on the wonders of the world. Since
they have practiced before but with isolated words
from the previous theme seeing new words in
different context should challenge them. As
mentioned before having them practice natural
recognition of the words will only help them when
it comes to speech.

Instead of having the students read anything give each
a new text about an unknown location. Have them mark
the short and long vowels according to the rules
discussed before in the classroom. Reinforcing the
recognition of these rules will help them when it comes
to reading out loud and then eventually speaking.

The “Phonology” point for Unit 3 of the seventh-grade English curriculum is short vowel sounds in monosyllabic words. Examples of short vowel
sounds in English include but are not limited to:
/æ/ cat, bad, sad, sand, land, hand
/ɛ/ get, bed, set, sell, fell, men
/ɪ/ pit, bin, fill, tin
/ʊ/ put, full, good, wood, could, would
/ʌ/ but, cut, gun, come, some, glove
For teachers who are unfamiliar with the International Phonetic Alphabet and would like to incorporate it into their lessons on vowel sounds, this
website is a helpful tool: https://jakubmarian.com/international-phonetic-alphabet-ipa-for-english-vowels/

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A useful way of teaching short vowel sounds is to distinguish them from long vowel sounds through the use of minimal pairs. Minimal pairs are
pairs of words that differ by only one sound or phoneme (in the same position in each word) and have different meanings. Examples of minimal
pairs using short and long vowel sounds are:
 rich-reach
 pill-peel
 duck-duke
Minimal pairs are not only a helpful tool for teaching pronunciation, but they are also a way of demonstrating to students that pronunciation does
matter – what might seem like a small, inconsequential sound can actually be the difference between two completely different words. Students
who understand this might be more inclined to focus on improving their pronunciation.
This lesson outline will provide resources to teachers for each week of Unit 3. It is not a lesson plan, but rather a collection of tools and ideas
that teachers can use to supplement their lessons. Each week focuses on a different short vowel sound.
Week 1: /æ/ or “short a”
 Give students examples of monosyllabic words with the “short a” sound. Good examples are words that start and end with a consonant
and have a single vowel in the middle, i.e., “CVC” (consonant-vowel-consonant) words. Such words include: pat, cat, mat, rat, fat, fan,
dad, etc.
 Supplement examples with pictures so that students can simultaneously learn the pronunciation and meaning of each word.
 Use minimal pairs to distinguish between the sounds /æ/ (short a) and /eɪ/ (long a). Examples of minimal pairs are: rat and rate, fat and
fate, mat and mate, etc.
 Incorporate phonics songs into each lesson to make it easier for students to remember the sounds. This song includes all of the short
vowel sounds and can be used over the course of the entire unit: https://www.youtube.com/watch?v=hnVhx3vk1Jg
 Play a memory game using the following cards. When students discover a pair, they must say the word correctly in order to get a point.
o Cards for fan, dad, cat, and bat: http://bogglesworldesl.com/phonics/cvcA1.jpg
o Cards for van, pan, jam, and hat: http://bogglesworldesl.com/phonics/cvcA2.jpg
To make the game more challenging, teachers may choose to use the following deck, which has the words and pictures on separate
cards. In order to win, therefore, a student must be familiar with both the meaning and pronunciation of each word.
o Cards for fan and dad: http://bogglesworldesl.com/phonics/cvcwords2A1.jpg

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o
o
o



Cards for cat and bat: http://bogglesworldesl.com/phonics/cvcwords2A2.jpg
Cards for van and pan: http://bogglesworldesl.com/phonics/cvcwords2A3.jpg
Cards for jam and hat: http://bogglesworldesl.com/phonics/cvcwords2A4.jpg
Word search: chrome-extension://bpmcpldpdmajfigpchkicefoigmkfalc/views/app.html

Week 2: /ɛ/ or “short e”
 Give students examples of monosyllabic words with the “short e” sound. Good examples are words that start and end with a consonant
and have a single vowel in the middle, i.e., “CVC” (consonant-vowel-consonant) words. Such words include: pet, net, let, etc.
 Supplement examples with pictures so that students can simultaneously learn the pronunciation and meaning of each word.
 Use minimal pairs to distinguish between the sounds /ɛ/ (short e) and /iː/ (long e). Examples of minimal pairs are: pet and Pete, red and
reed, etc.
 Incorporate phonics songs into each lesson to make it easier for students to remember the sounds. This song includes all of the short
vowel sounds and can be used over the course of the entire unit: https://www.youtube.com/watch?v=hnVhx3vk1Jg
 Play a memory game using the following cards. When students discover a pair, they must say the word correctly in order to get a point.
o Cards for bed, hen, jet, and net: http://bogglesworldesl.com/phonics/cvcE1.jpg
o Cards for ten, pen, vet, and web: http://bogglesworldesl.com/phonics/cvcE2.jpg
To make the game more challenging, teachers may choose to use the following deck, which has the words and pictures on separate
cards. In order to win, therefore, a student must be familiar with both the meaning and pronunciation of each word.
o Cards for bed and hen: http://bogglesworldesl.com/phonics/cvcwords2E2.jpg
o Cards for jet and net: http://bogglesworldesl.com/phonics/cvcwords2E1.jpg
o Cards for ten and pen: http://bogglesworldesl.com/phonics/cvcwords2E4.jpg
o Cards for vet and web: http://bogglesworldesl.com/phonics/cvcwords2E3.jpg
 Word search: chrome-extension://bpmcpldpdmajfigpchkicefoigmkfalc/views/app.html
Week 3: /ɪ/ or “short i”
 Give students examples of monosyllabic words with the “short i” sound. Good examples are words that start and end with a consonant
and have a single vowel in the middle, i.e., “CVC” (consonant-vowel-consonant) words. Such words include: pit, lit, kit, rim, etc.
 Supplement examples with pictures so that students can simultaneously learn the pronunciation and meaning of each word.
 Use minimal pairs to distinguish between the sounds /ɪ/ (short i) and /aɪ/ (long i). Examples of minimal pairs are: writ and write, kit and
kite, etc.

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




Incorporate phonics songs into each lesson to make it easier for students to remember the sounds. This song includes all of the short
vowel sounds and can be used over the course of the entire unit: https://www.youtube.com/watch?v=hnVhx3vk1Jg
Play a memory game using the following cards. When students discover a pair, they must say the word correctly in order to get a point.
o Cards for lid, kid, hip, and fin: http://bogglesworldesl.com/phonics/cvcI1.jpg
o Cards for lip, pig, pin, and wig: http://bogglesworldesl.com/phonics/cvcI2.jpg
To make the game more challenging, teachers may choose to use the following deck, which has the words and pictures on separate
cards. In order to win, therefore, a student must be familiar with both the meaning and pronunciation of each word.
o Cards for lid and kid: http://bogglesworldesl.com/phonics/cvcwords2I1.jpg
o Cards for hip and fin: http://bogglesworldesl.com/phonics/cvcwords2I2.jpg
o Cards for wig and pin: http://bogglesworldesl.com/phonics/cvcwords2I3.jpg
o Cards for pig and lip: http://bogglesworldesl.com/phonics/cvcwords2I4.jpg
Word search: chrome-extension://bpmcpldpdmajfigpchkicefoigmkfalc/views/app.html

Week 4: /ʌ/ or “short u”







Give students examples of monosyllabic words with the “short u” sound. Good examples are words that start and end with a consonant
and have a single vowel in the middle, i.e., “CVC” (consonant-vowel-consonant) words. Such words include: cut, rut, mug, etc.
Supplement examples with pictures so that students can simultaneously learn the pronunciation and meaning of each word.
Use minimal pairs to distinguish between the sounds /ʌ/ (short u) and /u/ (long u). Examples of minimal pairs are: writ and write, kit and
kite, etc.
Incorporate phonics songs into each lesson to make it easier for students to remember the sounds. This song includes all of the short
vowel sounds and can be used over the course of the entire unit: https://www.youtube.com/watch?v=hnVhx3vk1Jg
Play a memory game using the following cards. When students discover a pair, they must say the word correctly in order to get a point.
o Cards for cup, cub, bus, and bug: http://bogglesworldesl.com/phonics/cvcU1.jpg
o Cards for sub, rug, pup, and gum: http://bogglesworldesl.com/phonics/cvcU2.jpg
To make the game more challenging, teachers may choose to use the following deck, which has the words and pictures on separate
cards. In order to win, therefore, a student must be familiar with both the meaning and pronunciation of each word.
o Cards for bus and bug: http://bogglesworldesl.com/phonics/cvcwords2U1.jpg
o Cards for cup and cup: http://bogglesworldesl.com/phonics/cvcwords2U2.jpg

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Cards for pup and gum: http://bogglesworldesl.com/phonics/cvcwords2U3.jpg
Cards for sub and rug: http://bogglesworldesl.com/phonics/cvcwords2U4.jpg
Word search: chrome-extension://bpmcpldpdmajfigpchkicefoigmkfalc/views/app.html

Unit Review
 Play bingo. The students can design their own boards using words from the teacher, such as “hat,” “hit,” “hot,” and “hut,” or “pat,” “pet,”
“pit,” “pot,” and “put.” Words that differ only in their vowel sounds are a great tool for learning pronunciation. The teacher can also use
pre-made boards such as this one: http://bogglesworldesl.com/bingo/cvc_words.php

7th Grade – Optional Activities
Theme 1: Natural Wonders in My Backyard
Warm Up Activities
Entrance tickets/tasks:
 In pairs, learners can begin work on an acrostic poem with the words “natural wonders.”
 Combine phonetics with entrance activity by using this Worksheet on Backyard Bugs. https://www.teachervision.com/tv/printables/RP74.pdf
 Activate prior knowledge as learners complete this statement before entering the room: I always/sometimes/never play in my backyard.
Songs:
 Learners bring items in order to form a Natural Orchestra and create musical instruments using only natural materials that learners can
find in their backyards including small pieces of wood, sticks, stones, small branches, pinecones, blades of grass, reeds, hay, etc.
 Play free songs of nature from this link http://www.listeningearth.com/LE/general.php?pageID=8 and ask learners to describe or identify
the sounds they are hearing.
Other Activities:
 Take a hike
 Silent Nature Walk in the “backyard” of the school. Learners “collect” 10 sounds, sights, smells, or experiences they can share when
they return to the classroom.

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Give Me Five – Learners point to or say 5 things when you name a category. Categories can be: Growing things, Crawling things, Wet
things; or Bugs, Flowers, Trees; or other categories of the teacher’s choosing.
Capture That – Learners take photos (with phones) of things they see on a walk and describe them to a partner when they return to the
classroom. Or learners take paper and pencils/markers and draw images they see in order to later describe to a partner.
Mini hike: Learners get on hands and knees and take a 100-inch hike. Ask what they found that they have never noticed before.

Activating Prior Knowledge: Brainstorming
 Who or what is in your backyard?
 What makes a perfect backyard?
 What do we mean when we say “natural wonders”?
 What colors do you see in your backyard?
 What things can you do when you hang out in your backyard?
Visual aids, technology, graphic organizers, etc.
 Complete a Frayer model with the word backyard, or natural wonder https://www.pinterest.com/pin/262616221995347076/
 Complete a Features Analysis with nouns and adjectives from discussion about a perfect backyard
http://sniderreadingincontentarea.weebly.com/semantic-features-analysis.html
 Show examples of flags/banners used to decorate backyards and gardens and ask learners to predict what the banners mean.
http://www.justforfunflags.com/category/04-DCFG-01.html
Oral and Written Comprehension
 Learners – individually or collectively -- create a free account on quizlet.com and use the vocabulary list to create flash cards and other
activities.
 Use pre-listening questions with videos from
o http://www.bbc.co.uk/nature/collections/p00fxg0m#p00gfxj7 – British speakers explaining about British gardens
o https://www.youtube.com/watch?v=F4Xv_SNvaIY – the building of an outdoor classroom
o http://www.pbslearningmedia.org/resource/btl10.ela.early.poemyouneverhearthegardengrow/poem-you-never-hear-the-gardengrow/ -- animated poem You Never Hear a Garden Grow
o Select from several short videos on gardening and insects http://www.almanac.com/video/gardening?page=1

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Class compiles a dictionary of terms for learners to copy and illustrate.
Use any of these worksheets on insects: http://bogglesworldesl.com/insect_worksheets.htm
In pairs, learners write captions for the photos taken during their Nature Walk using the sentence frame There is/are _________ in the
backyard of my school.
Print a page of seed packets (or use actual packets) so that learners work in pairs to read and then explain what the class would get if
the seeds were planted. http://www.americanmeadows.com/flower-seed-packets
Divide these readings into short pieces for use with pre-reading, identifying, recognizing key words, etc.
o How to help wildlife (in gardens) http://www.bbc.co.uk/nature/22433553
o Table for how to grow vegetables http://www.almanac.com/content/vegetable-garden-planner
o Ten Steps to Beginning a Garden http://www.bhg.com/gardening/yard/garden-care/ten-steps-to-beginning-a-garden/
o Certifying your wildlife garden http://www.nwf.org/How-to-Help/Garden-for-Wildlife/Certify-Your-WildlifeGarden.aspx?campaignid=WH09ASLP&s_src=CWH_GoogleMini_backyard

Oral and Written Production
 Using “there is/are”, learners describe what is in their backyard. Option: First learners draw their backyard and then explain it to a
partner.
 Word Relay – Form two teams with first person on each team facing the board with markers ready. Definition of a vocabulary word is
read aloud and learners must be first to board to spell correctly. Keep score as each player gets a turn. 2 points are given if student
correctly spells the word without help. 1 point if they need assistance from team.
 Family Feud – Form two teams (families). 1 contestant from each team face each other with buzzer or bell in between them. Teacher
reads aloud definition. First one to buzz in and correctly identify the vocabulary word receives a point.
 Backyard Bingo – One vocabulary word is distributed to each student. Each student also gets a sheet with categories of Natural
Wonders included in squares. Learners must ask each other, “Is your word a _________?” and if so, they write the word in the
corresponding square. First person to fill in a straight line vertically, diagonally, or across wins.
 Learners form wh questions about Natural Wonders in My Backyard using a concept wheel http://www.teachnology.com/worksheets/graphic/neworg/wheel.html. Share with partner.

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Show photos of backyards (could ask learners to bring) using slideshow. As each is shown learners must write a sentence describing
something in the photo and using There is/are ____ as a sentence frame.
Using any of the videos listed in Comprehension, learners write 5 facts they learned and then turn and share with a friend.
Working in groups, learners select a photo (could be from Nature Walk, one they have taken of their backyard, or from the Internet).
They then must create 10 Story Questions based on what is seen in the picture. Presentations must include someone asking the
question and someone answering.

Theme 2: Marvels in Costa Rica
Warm Up Activities
Entrance tickets/tasks:
● Learners bring photos of when their family took a vacation to somewhere beautiful in Costa Rica. As they enter the classroom, they can activate prior
knowledge of family members and tell who is in the photo and where the photo was taken.
● As learners enter, allow 30 seconds to orally list all the places they would like to visit or revisit in Costa Rica. When they sit, learners can complete a
Do Now activity by listing Things I Like to Do (from Unit 2) in Costa Rica National Parks. After learners share with partner, they can brainstorm a list
and write the list on the board. A variation (also activating knowledge from Unit 2) would be to have the Do Now activity be an opportunity for
learners to say I always/sometimes/never dream of visiting ______ (that includes name and photo of National Park or Costa Rican Marvel).
http://www.visitcostarica.com/ict/paginas/parques_nacionales/index.asp http://www.costarica-nationalparks.com/
● Learners name three things they do when they visit a National Park or other beautiful place in Costa Rica. (Activating Prior Knowledge on routines)
Songs:
● Play the Song from the Animals. http://www.savetheamericans.org/. Options for items to focus on during listening:
1)
2)
3)
4)

Which animal says “Come to Costa Rica”?
Complete this sentence. We need _____ _____ _____.
What is one reason Americans need some time away?
What kind of jungle is mentioned?

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ANSWERS: 1) parrots, 2) some time away, 3) several options: becoming uptight, dealings and budget ceilings are making you a bore, rush hour,
crammed in towers, worry, seem hurried, stress, job is working you, 4) city and concrete
Other Activities:
● Learners create a map of Marvels in Costa Rica through the Eyes of a 7th Grader. Show favorite spots with three words describing why a 7th grader
would like the marvel. http://www.visitcostarica.com/ict/paginas/mapas/mapas.asp
Activating Prior Knowledge: Brainstorming
● What do you consider to be a marvel? What is marvelous (producing marvel, filled with marvel) about Costa Rica?
● What “marvels” do people like to visit in Costa Rica?
Visual aids, technology, graphic organizers, etc.
 Learners complete a Frayer model with the word marvel. http://www.theteachertoolkit.com/index.php/tool/frayer-model (see below)
● In teams, learners generate lists of verbs to describe activities that occur at the marvels of Costa. Rica. Categorize by location, by difficulty, by need
for equipment, or other option).
● Learners complete a cluster graphic organizer of a vacation or of the marvels of Costa Rica.
https://www.eduplace.com/graphicorganizer/pdf/cluster.pdf
https://www.eduplace.com/graphicorganizer/pdf/clusterweb2.pdf
https://www.eduplace.com/graphicorganizer/pdf/cluster_web3.pdf
● Learners create an alphabetic organizer of the marvels of Costa Rica. http://www.readwritethink.org/files/resources/interactives/alphabet_organizer/
● Learners create a mini personal dictionary of landforms pictures
https://en.islcollective.com/resources/printables/worksheets_doc_docx/landscapes_picture_dictionary/world-environment-landscapes/52758
http://www.slideshare.net/adrienneeberhart/easy-and-engaging-esl-activities-for-yl

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Frayer Model Example #1
Essential Characteristics:
Feathers
Hollow bones
Warm blooded
Breathe air with lungs
Wings
Beaks
Examples:
Robins
Meadowlarks
Parrots
Eagles
Ostriches
Penguins

Non-essential characteristics:
Ability to fly

Birds

Non-examples:
Bats
Flying
Insects
Flying squirrels

reptiles

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Frayer Model Example #2
Essential Characteristics:

Non-essential characteristics:

Examples:
-

Marvel

Non-examples:
-

Oral and Written Comprehension
 Learners create complete sentences using and/but/because and referencing the list of reasons Americans need to be saved from the
song/music video on http://www.savetheamericans.org/ (becoming uptight, dealings and budget ceilings are making you a bore, rush
hour, crammed in towers, worry, seem hurried, stress, job is working you), Examples:
Americans are becoming uptight and they need some time away.
Americans rush to get to work but are bored when they arrive.
Americans need to come to Costa Rica because they are stressed.
 Use podcasts in English found on http://www.visitcostarica.com/ict/galeria/podcast/podcast.asp
 Use portions of the educational video hosted by Jeff Corwin found at https://www.youtube.com/watch?v=Dfi97EtMqek

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Use the Essential Costa Rica website’s press kit to find examples of a table (page 8, 11, 12), signs/acknowledgements (page 9), a top
10 list (page 10), a map (page 12), short and long readings, pull-out quotes (Did You Know That), captions with photos, press releases,
and more. Use different text types for the comprehension activities.
http://www.visitcostarica.com/ict/paginas/press_kit/kit_en/PressKit-ICT-2014.pdf
Use itineraries for trips (http://www.savetheamericans.org/save_yourself ).
Use success stories found on http://www.savetheamericans.org/success_stories.

Oral and Written Production
 Write names of national parks and Costa Rica marvels on slips of paper taped to ball or cut out photos from the Essential Costa Rica
press kit and tape them to a ball. Learners form a circle and toss the ball. When a learner catches it they must name the place that is
nearest their right thumb. Play for several minutes then add that students must name the place and add There is/are _______ in
__________.
 Learners read aloud http://www.savetheamericans.org/success_stories.
 As music video plays silently, learners describe what they see to partner who has back to the video http://www.savetheamericans.org/.
Learners switch places when time is called. Allow 30 seconds per description.
 Learners copy assigned questions from http://www.savetheamericans.org/know_before_you_go on strips of paper and short answers on
separate sheets of paper.
 Learners form wh questions on one of the following:
o Costa Rica as a place to visit
o Costa Rica as a place to live
o Marvels of Costa Rica
o Traveling in Costa Rica
 Groups of learners must match answers to questions created earlier using the questions from
http://www.savetheamericans.org/know_before_you_go
 Learners create ads or memes to match ads seen on www.savetheamericans.org.
 Learners create a Top 10 list of Marvels of Costa Rica.
 Learners create more itineraries like those found on http://www.savetheamericans.org/save_yourself.

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Learners create a similar podcast about their favorite marvel of Costa Rica to those found on
http://www.visitcostarica.com/ict/galeria/podcast/podcast.asp.
Learners add to the Essential Costa Rica website’s press kit by producing information about the marvel closest to their community. Items
could table, a top 10 list, a short description, a pull-out quote (Did You Know That), captions with photos, or a press releases (depending
on the learners’ ability). http://www.visitcostarica.com/ict/paginas/press_kit/kit_en/PressKit-ICT-2014.pdf
Learners create cards to be used in card game: four cards per national park, one with location, one with an animal from that park, one
with plant from park and one with an activity for that park. Learners then develop rules for the card game and play, saying aloud each
card as played.

Theme 3: A World of Wonders
Warm Up Activities
Entrance tickets/tasks:
 Name a Wonder -- As learners enter the room, they name a natural wonder in their backyard or in Costa Rica.
 Draw a Wonder – As learners enter they draw and color a picture from nature, a wonder from their backyard, a marvel of Costa Rica, or
something wonderful they want to see in the world. As class starts, collect the pictures, then distribute the pictures and have partners
describe the pictures without naming the place or thing. Their partner should not be able to see the picture and must rely only on
listening.
Songs:
 Learners identify the 7 wonders of the world that are mentioned in the song that are verbs and not places. (to touch, to see, to taste, to
feel, to laugh, to hear, to love)
https://www.youtube.com/watch?v=uV7KIL9mkGc
Activating Prior Knowledge: Brainstorming

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Tell a Story AND Keep Adding to It – In a circle, the first learner begins with “There is a ______ in my backyard.” Then tosses ball to next
person who must use AND, BUT or BECAUSE. And then toss the ball to the next person who has to start his/her sentence with AND,
BUT or BECAUSE.

Visual aids, technology, graphic organizers, etc.
 Graphic Organizer -- As learners enter distribute a Do Now graphic organizer that has 3 headings. Ask them to write as many things as
they can think of until the class starts. The three headings are:
o In my backyard there are ______
o In Costa Rica there are _____
o In this wonderful world there are _______
 Add a 7th circle to the following graphic organizer to introduce the 7 New Wonders of the World
https://www.eduplace.com/graphicorganizer/pdf/cluster_web3.pdf
Oral and Written Comprehension
 Vocabulary activity sheets
o https://en.islcollective.com/resources/printables/worksheets_doc_docx/natures_wondersmultiple_choice_activity_2/environment/
78670
o https://en.islcollective.com/resources/printables/worksheets_doc_docx/natures_wonderspictionary/environment/78667
o http://www.kidzworld.com/article/5570-seven-natural-wonders-of-the-world
 Use portions of the video “Natural Wonders of the World.” https://www.youtube.com/watch?v=XdQR6keMs3w For example, in the first
segment on the Grand Canyon, the following could be done:
o Pre-listening: Identify vocabulary within segment that could be used (landscape, miles, describe, tourists, photograph, camp,
flyover, walk). Use mime or photos to illustrate the vocabulary.
o At point 3:30 in the video, several tourists over their observations. At point 4:39 Leon Ayers, who has walked almost the entirety
of the Grand Canyon, tells of his journey. Prepare questions based on their conversations and share with learners so that they
can use as listening sheet. Learners then share answers and main idea.
o Prepare a matching exercise with words from segments that describe natural wonders. Learners match words with natural
wonder.

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o Learners form pairs and interview each other based on what they saw in the video using Wh questions. For example, Where is
the Grand Canyon located? What has Leon Ayer done? When is a good time to visit the Grand Canyon?
Other videos that could be used (based on vocabulary listed in current curriculum template):
o Earth Wonders Part 1 https://www.youtube.com/watch?v=-qzIUbI_SME
o Amazing Earth https://www.youtube.com/watch?v=SOW71unRlxk
o Mount Everest and Its Geological Story https://www.youtube.com/watch?v=3KRTfKZfIp0
o Discovering Rio de Janeiro with National Geographic Photographer Stephen Alvarez
https://www.youtube.com/watch?v=RhHYmfH-wXQ
o Austraila's Great Barrier Reef - National Geographic (With Subtitles) https://www.youtube.com/watch?v=yBJzyUnzkaE
o Zimbabwe's Victoria Falls - Wild Africa – BBC https://www.youtube.com/watch?v=PTu8kX99hXI
o Polar Nights & Northern Lights (RT Documentary) https://www.youtube.com/watch?v=tSHx_qlZlHg
Learners play a matching game (matching the sentence with the word that is underlined) using the following idioms:
o What in the world are you doing?!
o When you volunteer you make a world of difference.
o How's the world treating you?
o If we let nature take its course, the problem will go away.
o How wonderful it is that nobody need wait a single moment before starting to improve the world. -- Anne Frank
7 Wonders of the Natural World Slide Show – Provide pre-reading questions and vocabulary. Then choose 2-3 sentences from the brief
descriptions and read as a slide show is presented. Afterwards ask: What makes this natural wonder special?
http://www.theatlantic.com/international/archive/2011/04/7-wonders-of-the-natural-world/237627/#slide1
Show the short video on Volcan Paricutin (Michoacan, Mexico) that includes subtitles for a check on reading comprehension.
https://www.youtube.com/watch?v=ZZnvzSpNLAE
Use “Natural Wonders of the World” superlative handout with world map. Make enough copies for all learners to receive one square. Cut
squares apart. Distribute squares after reviewing superlatives and key words (ocean, lake, desert, river, mountain, mountain range,
island, archipelago, volcano). Learners read and find the other learners who have the same natural wonder. Then as small groupspartners, learners locate the area of the world mentioned on the map. http://bogglesworldesl.com/naturalwondersuperlatives.htm
“7 Wonders of the World” Reading Worksheet – Brief descriptions of the ANCIENT wonders with photos to be used as a matching
exercise https://en.islcollective.com/resources/printables/worksheets_doc_docx/wonders_of_the_world/places-wonders-of/28809

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Oral and Written Production
 Use photos of the “New 7 Wonders of the World” for learners to describe.
https://en.islcollective.com/resources/printables/worksheets_doc_docx/the_new7_wonders_of_the_world/questions-worldwonders/52571
 Number the squares in the “Wonders of the Natural World Student Activity Sheet”
(http://bogglesworldesl.com/naturalwondersuperlatives.htm or see below.) Using two die, learners roll and tell one fact about the
numbered item that corresponds with the roll of the dice. (Only number 12 of the wonders.)
 Use elements of this online lesson regarding the effects of global warming on the natural wonders of the world.
http://www.headsupenglish.com/index.php/upper-intermediate-learners/upper-intermediate-news-lessons/upper-intermediateenvironment-lessons/282-world-wonders-threatened
 Play “20 Questions” with the “New 7 Wonders of the World.” Learners select one of the cut apart photos of the wonders (without looking)
and then respond to questions posed by the learners. For example: Where is the wonder? What is the shape of the wonder? Is it a
mountain? What country is it in?
https://en.islcollective.com/resources/printables/worksheets_doc_docx/the_new7_wonders_of_the_world/questions-worldwonders/52571
 Use any of the Yes/No question games described in this link (focus questions on theme): http://www.teach-this.com/esl-games/yes-noquestion-games
o Changing Chairs
o 20 Questions
o Yes No Laugh
o Virus
 And/But/Because – Learners prepare questions about Natural Wonders. Teams are selected. Teacher draws first question. Team
receives a point if they answer question correctly and an additional point if they correctly use and/but/ or because.
 Learners read the quote by Anne Frank – “How wonderful it is that nobody need wait a single moment before starting to improve the
world.” Learners complete this sentence with a natural wonder.
o I want to improve the _______ (rivers, mountains, trees, plants, etc.) because _________.
Then learners partner with another student and share.

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Use “Natural Wonders of the World” superlative handout with world map (also included in Oral and Written Comprehension). After
learners complete the activity of finding the area of the natural wonder on the map (country location is acceptable), learners then find
and write facts they can use to complete 3-5 sentences beginning with There is/there are.
http://bogglesworldesl.com/naturalwondersuperlatives.htm
World Travel – Learners prepare an itinerary of a trip to visit the 7 Wonders of the World. Itinerary should include brief description of
wonder with “there is/are” statements.
Using “Wonders of the Natural World Student Activity Sheet” and “Natural Wonders of the World Fact Cards”, present information and
practice the dialogue. http://bogglesworldesl.com/naturalwondersuperlatives.htm

Theme 4: Where Can I Go Next?
Warm Up Activities
Entrance tickets/tasks:
 Tickets Please – Give a ticket to each student. Say: This ticket is to Get Back to Nature. Then ask, Where do you want to go? When
learners sit, they complete the ticket information. If needed, review info on ticket.
http://www.earlylearninghq.org.uk/themes/vehicles/editable-airline-tickets/
 Where in the World …? – Post a picture of land on one wall, sea on another, forest on another, air on another. Review vocabulary
words. Learners move to the wall that is the location for the word expressed. As learners move to the correct wall, ask them to repeat
the word aloud and then to a partner.
Songs:
 Fly Away by Lenny Kravitz – Print lyrics or post on board. Play song. DO NOT SHOW VIDEO. Learners respond to question: I you could
fly away, where would you go? If you could get away, where would you go?
https://www.youtube.com/watch?v=cJMeTmdfNWk
Other Activities:

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Idiom Recall – Using a jar with learners’ names on separate slips of paper inside, draw a name and ask one of the following questions
(using previously introduced idioms).
o (said with surprise) Where in the world do you think you will travel next?
o How have you made a world of difference as you travel?
o If the world treats you well, where do you want to go next?
o If we let nature take its course, where do you think you will go next?
o If you could travel anywhere, where would you go to improve the world?

Activating Prior Knowledge: Brainstorming
 Brainstorm list of places to “Get Back to Nature” by starting with the statement, There is/are ________ in (backyard, Costa Rica, world).
 Ask learners to use the correct word – and, but, because -- for the sentences like these using connecting words:
o I can get back to nature in my backyard _____ never leave Costa Rica. (and)
o I get back to nature ______ I feel better when I do. (because)
o I want to get back to nature ____ I do not know where to go. (but)
Visual aids, technology, graphic organizers, etc.
 Use a tree diagram to review unit to date
http://chatt.hdsb.ca/~mohps/F000879B0/035EAD1D-00009092.5/5202004_32051_0.png

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workl

Costa Rica

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Backyard

Show ads for different locations studied. Learners identify the locations.

Oral and Written Comprehension
 Learners make up actions for the lyrics of Life Is a Highway. (road you travel on = driving a car; bend; stand; turn your back; arms in
wide circle = world outside). Review motions and phrases. Learners perform motions while song plays.
https://www.youtube.com/watch?v=6UdZIh8_xGc
 Use a Travel Dialogue. http://www.esl-galaxy.com/travel/callingtravelagency.pdf
 Tape a conversation with friends or family discussing how they would like to get back to nature. Ask them questions regarding where
they would like to go and how they would get there. Present audio/video to class with pre-listening questions and a post-listening review.
Learners listen and answer questions.
 Use the Profe en Casa video on making travel plans. http://www.mep.go.cr/educatico/personal-travel-plans

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


Learners complete a Travel Word Match. http://www.esl-galaxy.com/travel/travelwdmatch.pdf
Learners complete a Travel Crossword. http://www.esl-galaxy.com/travel/Travel%20crosswords.pdf

Oral and Written Production
 Using a map, learners work in groups and verbalize the steps for traveling from where they are to a nearby and a distant “natural spot”.
Learners use AND, BUT, and BECAUSE in their description.
 Say “One of the problems with travel is saying goodbye. Listen and read the words to this song and answer the questions written here.”
Show the video of the song “Leaving on a Jet Plane.” Use these questions:
o What is the mode of transportation?
o When will he be back?
o Does he want to go?
o What will he bring when he returns?
 Use the second sheet in the link to a matching game of types of questions and the reasons why we ask. http://www.eslgalaxy.com/themeworksheets/generalknowledge/worldwonderfacts.pdf
 Use the activity sheets for making travel plans. http://www.esl-galaxy.com/travel/callingtravelagency.pdf
 Use these authentic travel forms:
o Rental car agreement -- http://www.atyourbusiness.com/contract/car-rental.php
o Search for a flight -- https://www.expedia.com/Flights
o Find a hotel -- http://www.hotels.com/?locale=en_US&pos=HCOM_US
o Hotel registration form -- http://setupmyhotel.com/formats/fo/112-registration-cards-in-hotels.html
 Use Trip Advisor in groups to plan a vacation with hotel, tourist spots, etc. -- http://www.tripadvisor.com/. Allow groups to present plans.
 Tell learners they now have the ability to travel anywhere in the world for the next 24 hours. Learners then create a plan to see 2 places
of natural beauty in Costa Rica and 2 places of natural beauty in the world using the sentence frames: I walk to the river. I fly to Spain,
etc. They must create a timeline of where they are going and what they see. http://www.scholastic.com/teachers/lesson-plan/graphicorganizer-timeline

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




Integrated Mini Project Options
Using the video “Discovering Rio de Janeiro with National Geographic Photographer Stephen Alvarez” as an example, learners produce
a video or photographic album on Facebook (or other format) on the natural wonders around them. Presentation must include script that
is presented live or recorded. https://www.youtube.com/watch?v=RhHYmfH-wXQ
Learners add a section about their community to the press kit found at
http://www.visitcostarica.com/ict/paginas/press_kit/kit_en/PressKit-ICT-2014.pdf.
The Swiss-based New7Wonders Foundation was established in 2001 by the Swiss-born Canadian filmmaker, author and adventurer
Bernard Weber to contribute to the protection of the world’s human-built and natural heritage and to foster respect for our planet’s
diversity. With a series of global voting campaigns, New7Wonders is inspiring and making people more aware of what we are leaving
behind for our children and future generations.
The Official New7Wonders of the World is the first worldwide democratic exercise in mankind’s history. For the first time millions of people from all
over the world have created a “Global Memory” by voting for 7 Natural Wonders, 7 Wonders, and 7 Cities to highlight.
Through reading and listening to the information found at http://world.new7wonders.com/ learners can write and produce one of the following:
o A Powerpoint or Prezi or similar presentation on any of the 7 Wonders that includes visuals and oral production either via their
taped voices or live.
o A commercial (recorded or presented live) to encourage a world tour of 7 of the wonders.
o A vote for the 7 Wonders of Costa Rica with results shared with the school.

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Level 7th

Unit 4
CEF level to be reached: A1.1
Scenario:

Enduring Understanding
Essential Question

Checking things off a shopping list!

Effective shopping is wiser when planned according to budget.
How can we shop more wisely?
Assessment and Goals

Week 1
Assessment:
L identifies
specific
information
when
communicated
directly,
providing something that is
already known about the
subject, and when the speech is
accompanied.
L.1.
extract
specific
information
when
communicated to directly,
provided something is already
known about the subject, and
when
the
speech
is
accompanied by pictures or
drawings.
Assessment:
L. identifies
vocabulary related to the topic
and uses it to understand very
simple sentences if there are
pictures.

Week 2
Assessment:
L recognizes
what is being said about
shopping for groceries and
clothing.
L.2. understand what is being
said about shopping for
groceries and clothing.

Week 3

Week 4

Assessment:
L recognizes
most of a story when read slowly
and accompanied by pictures.
L.3. understand most of a
story when read slowly and
accompanied by pictures

Assessment: L buys things in shops
by pointing or other gestures to
support what he/she says.
SI.3. buy things in shops by
pointing or other gestures that can
support what he/she says.

Assessment:
L recognizes
previously encountered parts of
words, prefixes, and suffixes.
R.3.
recognize
previously
encountered parts of words,
prefixes, and suffixes.

Assessment: L gives basic
information
about
shopping
preferences and prices.
SP.1. give basic information
about shopping preferences
and prices (e.g. favorite
clothing, favorite shops).

Assessment: L asks somebody to
speak more slowly when needed.
SI.2. ask somebody to speak more
slowly when needed.

Assessment: L distinguishes
information on posters, adverts,
catalogues and everyday signs
and short texts.
R.4.understand
information
related to groceries and

Assessment:
L describes
shopping items using simple
words and sentence frames. (for
example their size, color,
material, price)
SP.2. describe shopping items

Week 5/6

Assessment

Anecdotal reports / rubrics /
instruments for self and coassessment

Assessment:
L uses simple
numbers in everyday conversations.
(e.g. prices)
SI.4. use simple numbers in
everyday conversations for example
prices.

−

Assessment: L writes short, simple
texts about shopping at grocery

−

Suggested Integrated Mini project
Create a game day and share
with other learners of the same
level (e.g. Bingo, Flyswatter,
Pictionary, Jeopardy, and
“Everybody who”)
Simulated field trip to the

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R.2.
identify
vocabulary
related to the topic and use it
to understand very simple
sentences
Assessment: L writes simple
descriptions of shopping lists
and budget charts (e.g., I need
some milk).
W.1. write simple descriptions
of shopping lists and budget
charts (e.g., I need some
milk.)

clothing in posters, ads,
catalogues and everyday signs
and short texts.

using simple words and
sentence frames (e.g. their
size, color, material, price).

Assessment: L asks and tells
his/her desires about shopping
prices, size and where to get
things.
SI.1. ask and tell others his/her
desires about shopping prices,
size and where to get things.

stores,
clothing
stores
and
supermarkets
W.2. write short, simple texts about
shopping at grocery stores, clothing
stores and supermarkets, checking
written sentences to look for
mistakes
(e.g.,
subject-verb
agreement, capitalization, spelling,
basic punctuation, etc.).

−

supermarket, farmers market or a
clothing store.
Creating a grocery store print ad
and TV or radio commercial.

Can Do related to Phonology to be inserted as appropriate each week
Assessment: L recognizes by manipulating English language sounds using knowledge in phonics, syllabification and word parts.
R.1. identify English language sounds using knowledge in phonics, syllabification and word parts.
Theme
My Family´s Grocery List
Function
Listing products needed at
home
Discourse Markers
Connecting words: and, but,
because
Grammar & Sentence Frames

–

Simple present tense
I need to buy ____, Do you
have any __? , I’m looking for
a bank.
Countable and Uncountable

Theme
Going Shopping
Function
Identifying products at a
grocery and clothing stores
Discourse Markers
Connecting words: and, but,
because
Grammar &Sentence Frames

–

WH and other questions
Where can I buy the
vegetables?

–

Modals
Can you do a price check for

Theme
Does This Fit Me?

Function
Describing products needed

Theme
How Much Does It Cost?

Discourse Markers
Connecting words: and, but,
because
Grammar & Sentence Frames
–

WH and other questions
Where can I buy the
vegetables?
Countable and Uncountable
Nouns

Function
Buying groceries/ clothing wisely
Discourse Markers
Connecting words: and, but,
because
Grammar & Sentence Frames

–
–
–

Past tense
After the meal, we went to a club.
It was very expensive.
Where did you buy this watch?
Countable and Uncountable Nouns

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–
–

Nouns
She has eight oranges in her
fridge.
How much money do you
have?

–
–

me?

–

Countable and Uncountable
Nouns
She has eight oranges in her
fridge.
How much money do you
have?

–

She has eight oranges in her
fridge.
How much money do you
have?

–
–

She has eight oranges in her fridge.
How much money do you have?

Phonology

Inflectional endings (-s, -ed, ing)
and identifying their functions;
tense, plurality, comparison and
part of speech. (clothes, vegetables,
decided, shopping, etc.)
Vocabulary

Inflectional endings (-s, -ed, ing)
and identifying their functions;
tense, plurality, comparison and part
of speech. (clothes, vegetables,
decided, shopping, etc.)
Vocabulary

Review

My Family´s Grocery List
Fruit, meat, fish, milk, oil, rice,
beans, dog food, vegetables

Going Shopping
Grocery store sectors: bakery, pet
supplies, fresh food, frozen food,
canned goods, cosmetics, household
goods, cashier, express lane

Does This Fit Me?
Clothes: shirt, blouse, pants, skirt,
dress, shorts, sweater, overall,
uniform, jacket, blazer, suit, tuxedo,
evening gown, pajamas, ring,
earrings, necklace, chain, pin,
watch, tie, belt.

Vocabulary
How Much Does It Cost?
"I'm sorry, I don't have any small
change." "Do you have change for this?"
"May I have the receipt, please?'
"Can I pay by credit card / in cash?”
“Is this on sale?"
Budget: income, debts, utility bill
(electricity, phone, cable,), savings

Sizes: extra small, small, medium,
large and extra-large.
Colors: blue, green, orange, red,
pink, purple, brown, black, white.
Materials: leather, silk, cotton.
Adjectives: good, bad, expensive,
cheap, big, small, beautiful,
reasonable.

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−
–
–

Psycho-social
Making informed decisions
Idioms
A penny saved is a penny
earned.
Saving for a rainy day.

−

Psycho-social
Being flexible and open to
changes.

–
–
–

Social Language
Running errands
Shop around
Shoplifting

−

Psycho-social
Communicating
with
person respectfully.

the

–

Proverbs / Quotes
Every shop has its trick. -- Italian
proverb

–

Sociocultural
Asking for bargains to save money

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Didactic Planning
Week 1
Level: 7th

Unit: 4

Domain:
Socio-Interpersonal
and
Scenario: Checking things off a shopping list!
Transactional
Enduring Understanding: Effective shopping is wiser when planned according to budget.
Essential Question: How can we shop more wisely?
Learn to Know
Grammar & Sentence Frame
Simple present tense
 I need to buy ____, Do you have any __?
 I’m looking for a bank.
Countable and Uncountable Nouns
–
She has eight oranges in her fridge.
–
How much money do you have?

Theme: My family´s grocery list

Learn to Do
–

Function
Listing products needed at home
Discourse Markers
Connecting words: and, but, because

Learn to Be and Live in Community
−

Psycho-social
Making informed decisions

–
–

Idioms
A penny saved is a penny earned.
Saving for a rainy day.

Vocabulary
My Family´s Grocery List
Fruit, meat, fish, milk, oil, rice, beans, dog food,
vegetables
Phonology
Inflectional endings (-s, -ed, ing) and identifying
their functions; tense, plurality, comparison and

266

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part of speech. (clothes, vegetables, decided,
shopping, etc.)

Assessment
Strategies &
Evidences
Note: Teacher includes
the
and

specific

indicators

evidences

under

each one of the following
assessment strategies

Learner…

L.1.
identifies
specific
information when
communicated
directly, providing
something that is
already
known
about the subject,
and when the
speech
is
accompanied.
.

Didactic Sequence Mediation
Learner can

Pre-teaching
Routine – Checking attendance, checking in with Ls, posting and reviewing Essential
Question, Can Do’s, and class agenda, etc.
L.1.
extract
Warm up
specific
As learners enter they respond to a question they pull from a shopping bag. Questions
information
should elicit previous learning. Examples:
when
What is your mother’s favorite food?
communicated
What is your father’s favorite food?
to
directly,
What is your sister’s/brother’s favorite color?
provided
How many people eat food in your house?
something is
already known
about
the Pre-task: listening to write
 Set up a “Produce Market” and perform a skit with a pre-selected learner using the
subject,
and
conversation below. The dialogue can be written on the board for everyone to see
when
the
OR challenge learners’ listening skills by having them take notes of what they hear
speech
is
in the conversation. Perform it twice then ask what items are on the grocery list.
accompanied
(Use realia if possible.)
by pictures or
At the Store:
drawings.
A: Good afternoon!
B: Hello! How are you?

Time
Total:
120 min
(3
lessons)

5 min

15 min

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A: I’m great, thanks. I need to check some things off my grocery
list.
B: How can I help you?
A: Do you have some lettuce?
B: Yes, here is a head of lettuce. Anything else?
A: Do you have any avocados?
B: No, I don’t have any avocados. Anything else?
A: I need to buy some oranges.
B: We have oranges here. How many do you need?
A: 5! One for each member of my family.
B: Anything else?
A: No, thank you!
B: Okay, the total cost is three dollars and fifty cents.
A: Here is three dollars and fifty cents.
B: Thank you! Have a good afternoon!
A: See you later!
R.1.
identifies
English language
sounds
using
knowledge
in
phonics,
syllabification,
and word parts.

 Recognition/Articulation/Production: Using realia from the skit, show one item
R.1.
identify
Englishand wait for response. Then show two of the same thing and provide the plural –
language
Head(s) of Lettuce, Avocado(s), Orange(s), Dollar(s). Continue with known objects
sounds using
in the room, showing first a singular and then a plural.
knowledge in
Task: Making Your Shopping List (reading to write)
phonics,
syllabification,
1. Pre-reading
and
word
parts.
Listen to the commercial like the one of The Coopers and use a hand motion of
a snake in the grass (arm bent at elbow and slithering forward) when a plural is
spoken.

5 min

30 min

2. Reading for the first time

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R.2.
identifies
vocabulary
related to the
topic and uses it
to
understand
very
simple
sentences if there
are pictures.

R.2.
identify
vocabulary
related to the
topic and use it
to understand
very
simple
sentences

Project or post on the board the description accompanying the commercial. For
example, in the commercial featuring The Coopers the following explanation is
provided:

15 min

Meet the Coopers, a retired military family from San Antonio, Texas.
H‑E‑B's low prices have been a huge help for their huge family, with
their 3 boys, 3 girls (triplets), and 2 dogs.
3. Pair/Group feedback
Learners identify the plural words in the text.
4. Reading for the second time
Learners identify words related to saving money (budget, low prices).
5. Post-reading
Learners use the following list with prices to select five items that are favorites
of their families and add up the total cost of their 5 item list.

Milk (regular), (1 liter)
Loaf of Fresh White Bread (500g)
Rice (white), (1kg)
Eggs (12)
Local Cheese (1kg)
Chicken Breasts (Boneless, Skinless), (1kg)
Beef Round (1kg) (or Equivalent Back Leg

732 ₡
1,031 ₡
1,162 ₡
1,624 ₡
3,617 ₡
3,884 ₡
5,176 ₡

35 min

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W.1.writes simple
descriptions
of
shopping lists and
budget
charts
(e.g., I need some
milk).

Red Meat)
Apples (1kg)
Banana (1kg)
Oranges (1kg)
Tomato (1kg)
Potato (1kg)
Onion (1kg)
Lettuce (1 head)
Water (1.5 liter bottle)

2,083 ₡
623 ₡
1,154 ₡
1,323 ₡
956 ₡
980₡
437₡
1,216 ₡

W.1.
write
simple
descriptions of
shopping lists
and
budget
charts (e.g., I
Post-task
need
some
milk.)
1. Pre-writing
Learners complete the following fill-in-the-blank activity:
 My favorite dish is _____ and it has ___________, ___________, and
___________ in it. (rice and beans, rice, beans and spices)
 I want to go to the supermarket _______ I do not have money. (but)
 I need rice and chicken _______ I am making arroz con pollo for dinner.
(because)
 I like to shop _____ save money at the same time. (and)
 I watched the video with the recipe on Facebook. We need __________,
___________ and _________ to make the dish. (vegetables and meat)
2. Drafting
Learners share their answers with a partner.

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Learners continue to work in pairs and using their partner’s list from the above
activity including the total amount they would need to budget and the sentence
frames above, each writes a short description of what the partner needs from the
store and why.
What?
How much will it
Why?
cost?
Bananas,
oranges,
At least 4,000 colones
My mother’s favorite
apples
food is fruit salad.

3. Revising
Ls review and revise the sentences as needed for content.
4. Editing
Ls correct grammar, punctuation, spelling and capitalization.
Options
−

−
−

Create a game day and share
with other learners of the same
level (e.g. Bingo, Flyswatter,
Pictionary, Jeopardy, and
“Everybody who”)
Simulated field trip to the
supermarket, farmers market or
a clothing store.
Creating a grocery store print
ad and TV or radio commercial.

Time
Adjust
previous
times listed
above to
allow 5 min
each week.
Group
presentation
s can be
week 5 or 6.

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project.

Reflective Teaching
What worked well

What didn’t work well

How to improve

Enduring Understanding Reflection
How well did the learners progress in their understanding of the Enduring Understanding?

Week Plan Self-Assessment
At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’
understanding.)

Learner Self-Assessment
I can…

Yes

In
progress

Listen and extract specific information when I know
something about the subject and can see illustrations.

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Identify vocabulary when reading and use it to understand
simple sentences.
Write simple descriptions of shopping lists.
Identify, pronounce, and indicate the meaning of all the
vocabulary (including social language) for the week.
Show how I have worked with others this week.

273

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Didactic Planning
Week 2
Level: 7th

Unit: 4

Domain:
Socio-Interpersonal
and
Scenario: Checking things off a shopping list!
Transactional
Enduring Understanding: Effective shopping is wiser when planned according to budget.
Essential Question: How can we shop more wisely?
Learn to Know
Grammar &Sentence Frames
WH and other questions
–
Where can I buy the vegetables?
Modals
–
Can you do a price check for me?

Theme: Going shopping

Learn to Do

Learn to Be and Live in Community

Function
–
Identifying products at a grocery and −
clothing stores
Discourse Markers
Connecting words: and, but, because

–
–
–

Psycho-social
Being flexible and open to changes.
Social Language
Running errands
Shop around
Shoplifting

Countable and Uncountable Nouns
–
She has eight oranges in her fridge.
–
How much money do you have?
Vocabulary
Going Shopping
Grocery store sectors: bakery, pet supplies,
fresh food, frozen food, canned goods,
cosmetics, household goods, cashier, express
lane

274

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Phonology
Inflectional endings (-s, -ed, ing) and identifying
their functions; tense, plurality, comparison and
part of speech. (clothes, vegetables, decided,
shopping, etc.)

Assessment
Strategies &
Evidences

Didactic Sequence Mediation
Learner can

Note: Teacher includes
the specific indicators
and evidences under
each one of the following
assessment strategies

Pre-teaching
Routine – Checking attendance, checking in with Ls, posting and reviewing Essential
Question, Can Do’s, and class agenda, etc.

Learners …
L.2.
recognizes
what is being said
about
shopping
for groceries and
clothing.

L.2.
understand
what is being
said
about
shopping for
groceries and
clothing.

Warm up
Entrance ticket: Learners say what they had for dinner last night as they enter the
room.
Ask Ls to identify one shop they would like to go to as you show the cartoon The
Shopping
Song
(ESL
cartoon)
(https://learnenglishkids.britishcouncil.org/en/songs/shopping)

Time
Total:
120 min
(3
lessons)

5 min

10 min

30 min

Pre-task: reading to speak
 Use the game Clothes from MEP Educ@tico to introduce vocabulary.
http://www.mep.go.cr/educatico/recurso-interactivo/clothes
R.3. recognizes R.3. recognize
 Use the game Colors and Shapes from MEP Educ@tico to introduce vocabulary.
previously
http://www.mep.go.cr/educatico/recurso-interactivo/colors-and-shapes
previously
encountered parts

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of words, prefixes, encountered
 Use clothes flashcards. http://esl-kids.com/flashcards/clothes.html
 Recognition/Articulation/Production: T notes the suffix –ing that is added to
and suffixes.
parts of words,
prefixes, and
shopping, buying, making (a list)
Task: Making a plan to shop wisely (reading to speak)
suffixes.
R.1.
identifies
English language
sounds
using
knowledge
in
phonics,
syllabification,
and word parts.

R.4.distinguishes
information
on
posters, adverts,
catalogues
and
everyday
signs
and short texts.

R.1.
identify
Englishlanguage
sounds using
knowledge in
phonics,
syllabification,
and
word
parts.

R.4.understan
d information
related
to
groceries and
clothing
in
posters, ads,
catalogues and
everyday signs
and
short
texts.



40 min

Use portions of the article “Want to Save on Your Next Grocery Shop”
https://www.choice.com.au/shopping/everyday-shopping/supermarkets/articles/supermarket-salestricks and the illustration with callout information that follows. Note that the article

includes several options for focusing on colors, wh questions like Where do stores
make the most money? and modals Can you show me where the vegetables are?
Here is an excerpt from the article that helps explain the illustration that follows:

Look high and low
The products that make the largest profit margin will usually be found at eye level – you
won't find a bargain in the best shelf spots so it pays to look further up and down.

Aisle ends
The ends of the row are often the most profitable area for product manufacturers and they
often pay a premium to have their product placed there. These displays also act as a
welcome mat to lure shoppers further down the aisle.

At the checkout
Last-minute temptations such as chocolates, lollies, magazines and cold drinks are all
located here to entice bored, tired shoppers (and their children) while they wait to be

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served.

Essential items
Essentials such as bread and milk are placed at the back of the store, often at either end.
This is to entice shoppers to buy other items on the way.

Like with like
Products that are a good match – such as coffee and biscuits – are often placed nearby to
prompt you to buy both items.

The perimeter
The most common path to travel is around the outside perimeter – dipping in and out of the
aisles as needed.

Fruit and vegetables
The fruit and vegetable section is located near the entrance – it's there to present a fresh
and healthy image. It's also designed to look like a marketplace, which encourages
shoppers to stay in-store longer and to spend more.

Start right here

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Right-hand entrances encourage shoppers to travel in a counterclockwise direction –
research has shown that shoppers that travel in this direction spend more.

35 min
1. Pre-reading
T makes a word bank of what might be unfamiliar words and reviews them. T

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includes shopping and other examples of –ing words.
2. Reading for the first time
Learners receive one portion of the article and identify which part of the illustration
matches the content.
3. Pair/Group feedback
Learners check partner’s work.
4. Reading for the second time
SI.1. asks and
tells
his/her
desires
about
shopping prices,
size and where to
get things.

SI.1. ask and
tell
others
his/her desires
about
shopping
prices,
size
and where to
get things.

Learners identify a tip that completes this sentence: You can shop wisely if you ____________________________________.
5. Post-reading
Learners participate in a walk and talk. They move about the room as T says Shop,
Shop, Shop ‘til You Drop! When T says Drop, students drop to the floor and share
their shopping tip with the person nearest to them.
Post-task: reading to speak
 Check the List -- Pairs of learners are given a shopping list and a set time limit. Realia
of the items are placed throughout the room with a different price tag on each item.
Pairs must find the items and write down the price. Work is checked by noting if prices
are correct. Pairs must tell other pairs what they found (saying vocabulary aloud).
 Gap Fill – Pairs practice and then must use as an exit ticket with the T.
 I want a _____ like yours. Where did you buy it?
 I bought my ______ at the ______ store. I like your ______. Where did
you buy it?
 I bought my _______ at the ________ store.

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Options
−

−
−

Time

Integrated Mini-Project

Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project
should be opportunities for Ls to practice English, not just those related to presentation.
For the first and second weeks, learners focus on:
Participating: Brainstorming, discussing, negotiating, making decisions and selecting
the work strategies, resources and the mini-project. After each week’s lesson, learners
identify which learning tasks completed that week could be adapted for use in their
chosen Integrated Mini-Project.
Thinking: planning creating and outlining collaboratively the language content and
strategies.
For the third and fourth weeks, learners focus on:
Acting out: Practicing the mini-project in pairs or groups.
For the week of presentation, learners focus on:
Responding and sharing: Delivering and participating in peer assessment of miniproject.

Adjust
previous
times listed
above to
allow 5 min
each week.
Group
presentation
s can be
week 5 or 6.

Reflective Teaching
What worked well

What didn’t work well

How to improve

Enduring Understanding Reflection
How well did the learners progress in their understanding of the Enduring Understanding?

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Week Plan Self-Assessment
At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’
understanding.)

Learner Self-Assessment
I can…

Yes

In
progress

Listen and recognize what is being said about shopping.
Recognize previously encountered parts of words, prefixes
and suffixes.
Read and understand information related to groceries and
clothing in advertisements.
Ask and tell others my desires about shopping prices, size,
and where to get things.
Identify, pronounce, and indicate the meaning of all the
vocabulary (including social language) for the week.
Show how I have worked with others this week.

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Didactic Planning
Week 3
Level: 7th

Unit: 4

Domain:
Socio-Interpersonal
and
Scenario: Checking things off a shopping list!
Transactional
Enduring Understanding: Effective shopping is wiser when planned according to budget.
Essential Question: How can we shop more wisely?
Learn to Know
Grammar & Sentence Frames
WH and other questions
–
Where can I buy the vegetables?
Countable and Uncountable Nouns
–
She has eight oranges in her fridge.
–
How much money do you have?

Learn to Do
-

Function
Describing products needed

Theme: Does this fit me?

Learn to Be and Live in Community
Psycho-social
−
Communicating
with
respectfully.

the

person

Discourse Markers
Connecting words: and, but, because

Vocabulary
Does This Fit Me?
Clothes: shirt, blouse, pants, skirt, dress, shorts,
sweater, overall, uniform, jacket, blazer, suit,
tuxedo, evening gown, pajamas, ring, earrings,
necklace, chain, pin, watch, tie, belt.
Sizes: extra small, small, medium, large and extralarge.
Colors: blue, green, orange, red, pink, purple,

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brown, black, white.
Materials: leather, silk, cotton.
Adjectives: good, bad, expensive, cheap, big, small,
beautiful, reasonable.
Phonology
Inflectional endings (-s, -ed, ing) and identifying
their functions; tense, plurality, comparison and part
of speech. (clothes, vegetables, decided, shopping,
etc.)
Assessment
Strategies &
Evidences

Didactic Sequence Mediation
Learner can

Note: Teacher includes
the
and

specific

Pre-teaching
Routine – Checking attendance, checking in with Ls, posting and reviewing Essential
Question, Can Do’s, and class agenda, etc.

indicators

evidences

under

Total:
120 min
(3
lessons)

5 min
15 min

each one of the following
assessment strategies

Learner…

R.2.
identifies
vocabulary
related to the
topic and uses it

Time

R.2.
identify
vocabulary
related to the
topic and use it

Warm up
As Do Now activities, Learners use one or more of the following and form a Wh question
such as Where can I buy red shoes?
 The game Clothes from MEP Educ@tico to introduce vocabulary.
http://www.mep.go.cr/educatico/recurso-interactivo/clothes
 The game Colors and Shapes from MEP Educ@tico to introduce
vocabulary. http://www.mep.go.cr/educatico/recurso-interactivo/colors-andshapes
 Clothes flashcards. http://esl-kids.com/flashcards/clothes.html
 Colors flashcards. http://esl-kids.com/flashcards/colors.html

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to
understand to understand
very
simple very
simple
sentences if there sentences
are pictures.

Option: Show video (printed words only with no spoken text) 7 Steps to Becoming a Wise
Shopper and ask learners to say or guess what each of the tips are based on what they
know of the text and the illustrations. Explain the idiom “stick to your guns.” 30 min
https://www.youtube.com/watch?v=YQkMoW1SEj0.
Pre-task: reading to listen
 Learners visit a popular fashion website like Aeropostale and identify colors, sizes,
types of clothes. Can also identify wise shopping actions (like looking at the clearance
page!) http://www.aeropostale.com/clearance/girls-clearance/alltops/family.jsp?categoryId=2135894
 Teacher distributes copies of some of the tips from the slideshow of 50 Best Fashion
Tips (using those focused on clothes, colors, sizes, etc.)
35 min
 T writes word bank on board of new words included in tips. As T goes through list, the
learner(s) who have that word in their tip read the tip aloud.
http://www.huffingtonpost.ca/2012/12/27/best-fashion-tips_n_2369356.html

L.3.
recognizes
most of a story
when read slowly
and accompanied
by pictures.

Task: Making a Fashion Statement (listening to speak)
 Teacher Narrated Fashion Show -- Learners put on the colorful articles of clothing,
jewelry, shoes, hats, etc. that were brought by Ts and Ls. As Ls walk down the area
L.3.
marked as the runway, the teacher comments, “On her neck, María is wearing a
understand
green necklace,” “On her feet, María is wearing black boots.” As the teacher says the
most of a story
item, models point to that piece of clothing. The crazier the outfits are, the better.
when
read
slowly
and
1. Listening for the first time
accompanied
Learners begin to fill in two separate graphic organizers -- one for clothes/jewelry
by pictures
and one for words related to descriptions such as colors, sizes.
2. Pair/Group feedback

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R.1.
identifies
English language
sounds
using
knowledge
in
phonics,
syllabification,
and word parts.

R.1.
identify
Englishlanguage
sounds using
knowledge in
phonics,
syllabification,
and
word
parts.

Pairs compare and complete more of their diagrams.
3. Listening for the second time
Recognition/Articulation/Production: Ls complete the diagrams. T asks what
suffix Ls heard over and over in the presentation. (-ing in wearing) and Ls
articulate and produce.
4. Post-listening
Ls present a new observation and preference about one of the items of
clothes/jewelry (drawing from the words collected on the descriptions graphic
organizer). Examples: I like the leather boots Maria is wearing.

35 min

Post-task: writing to speak
1. Pre-writing
After listening to what other Ls like, Ls form groups of four based on liking similar
things. They must say I like ________.
2. Drafting
Groups write a fashion show script based on what the members of their group are
wearing: (Name of person) is wearing a (adjective) (item of clothing, shoes, jewelry,

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etc.) made of (material).
3. Revising
Each learner in the group reads the statements and suggests corrections.
4. Editing
Corrections are made.

SP.1. gives basic SP.1.
give
information about basic
shopping
information
preferences and about
prices.
shopping
preferences
and
prices
(e.g.
favorite
clothing,
favorite
shops).
SP.2.describes
shopping
items
using
simple
words
and
sentence frames.
(for example their
size,
color,
material, price)

1. Planning to speak
Learners determine who will describe which group member’s attire. For example: Karen
likes to play games. She is wearing red tennis shoes and a white cotton T-shirt.
2. Organizing
Learners will determine the timing and presentation of the fashion statements. (walking
in a silly manner, walking normally, etc.)
3. Rehearsing
4. Using
Groups will present.

SP.2. describe
shopping items
using
simple
words
and
sentence
frames
(e.g.
their
size,
color, material,
price).

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Options
−

−
−

Time

Integrated Mini-Project

Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project
should be opportunities for Ls to practice English, not just those related to presentation.
For the first and second weeks, learners focus on:
Participating: Brainstorming, discussing, negotiating, making decisions and selecting the
work strategies, resources and the mini-project. After each week’s lesson, learners
identify which learning tasks completed that week could be adapted for use in their
chosen Integrated Mini-Project.
Thinking: planning creating and outlining collaboratively the language content and
strategies.
For the third and fourth weeks, learners focus on:
Acting out: Practicing the mini-project in pairs or groups.
For the week of presentation, learners focus on:
Responding and sharing: Delivering and participating in peer assessment of miniproject.

Adjust
previous
times listed
above to
allow 5 min
each week.
Group
presentation
s can be
week 5 or 6.

Reflective Teaching
What worked well

What didn’t work well

How to improve

Enduring Understanding Reflection
How well did the learners progress in their understanding of the Enduring Understanding?

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Week Plan Self-Assessment
At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’
understanding.)

Learner Self-Assessment
I can…

Yes

In
progress

Read and identify vocabulary related to topic and use it to
understand simple sentences.
Listen and recognize most of an illustrated story when read
slowly.
Present information about shopping preferences and
descriptions of shopping items.
Identify, pronounce, and indicate the meaning of all the
vocabulary (including social language) for the week.
Show how I have worked with others this week.

Didactic Planning
Week 4

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Level: 7th

Unit: 4

Domain:
Socio-Interpersonal
and
Scenario: Checking things off a shopping list!
Transactional
Enduring Understanding: Effective shopping is wiser when planned according to budget.
Essential Question: How can we shop more wisely?
Learn to Know
Grammar & Sentence Frames
Past tense
–
After the meal, we went to a club.
–
It was very expensive.
–
Where did you buy this watch?

Theme: How much does it cost?

Learn to Do

Learn to Be and Live in Community

Function
Buying groceries/ clothing wisely

Proverbs / Quotes
–
Every shop has its trick. -- Italian
proverb

Discourse Markers
Connecting words: and, but, because
–

Sociocultural
Asking for bargains to save money

Countable and Uncountable Nouns
–
She has eight oranges in her fridge.
–
How much money do you have?
Vocabulary
How Much Does It Cost?
"I'm sorry, I don't have any small change." "Do
you have change for this?"
"May I have the receipt, please?'
"Can I pay by credit card / in cash?”
“Is this on sale?"
Budget: income, debts, utility bill (electricity,
phone, cable), savings
Phonology
Review

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Assessment
Strategies &
Evidences
Note: Teacher includes
the
and

specific

indicators

evidences

under

Didactic Sequence Mediation
Learner can

Pre-teaching
Routine – Checking attendance, checking in with Ls, posting and reviewing Essential
Question, Can Do’s, and class agenda, etc.

Time
Total:
120 min
(3
lessons)

5 min

each one of the following
assessment strategies

Learner…

Warm up
Entrance ticket: As learners enter ask Where did you buy that _____(something they
are wearing)? Learners must respond with I bought (or my mother bought) this (item)
at (store).

15 min

Recognition/Articulation/Production: Show different denominations of money and
ask learners to write on a piece of paper how to make change for the money. For
example, a 10,000 colones bill could be a 5,000 and 2-2,000 and a 1,000. Explain that
making change is also called “breaking a bill.” Ls would then complete the sentence: I

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R.1
identifies
English language
sounds
using
knowledge
in
phonics,
syllabification,
and word parts.

R.4. distinguishes
information
on
posters, adverts,
catalogues
and
everyday
signs
and short texts.

SI.3. buys things
in
shops
by
pointing or other
gestures
to
support
what
he/she says.

SI.2.

asks

am breaking a ___(name of bill) with a ____ and ____. T can note the use of the –ing
R.1.
identify
suffix.
Englishlanguage
Pre-task: reading to speak
sounds using
 Print on board or project how prices are presented. Say an example like $2.50
knowledge in
aloud. Show a math equation such as $5.95 + $10 = $15.95 and ask Ls to say it
phonics,
aloud.
syllabification,
▪ T explains that “costs” and “is priced at” is synonymous in their
and
word
meanings. T points out and explains the –s and –ed suffixes.
parts.
▪ Print page from Amazon.com of clothes or other items. Give learners a
set amount of money and then have them create a shopping list that
spends as close to that amount without going over as possible.
R.4.understan
d information Task: Going Shopping (speaking)
related
to
groceries and
 Create a mock store in the classroom with realia of clothes and/or grocery items. (If
clothing
in
class is large, make multiple stores so that Ls can interact simultaneously.) Print
posters, ads,
the following scenarios on strips of paper and explain that they must buy an item in
catalogues
the mock store. Learners must determine appropriate questions (How much …?
etc.) and/or actions to make the purchase. Scenarios:
SI.3.
buy
● When you only have a large bill
things in shops
by pointing or
● When the cost is less than the bill you have
other gestures
that
can
● When you did not receive a receipt
support what
● When you have no cash but can pay another way
he/she says.
● When you have lots of cash
SI.2.
ask
● When you want the item but don’t have enough money
somebody to
speak
more

20 min

40 min

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somebody
speak
slowly
needed.

to slowly
when
more needed.
when
SI.4.
use
simple
numbers
in
SI.4. uses simple everyday
numbers
in conversations
for
example
everyday
prices.
conversations.
(e.g. prices)

1. Planning
Learners determine what they will buy.

40 min

2. Organizing
Learners organize their thinking related to the scenario.
3. Rehearsing
Learners practice with a partner.
4. Using/Describing

W.2. writes short,
simple texts about
shopping
at
grocery
stores,
clothing
stores
and supermarkets

W.2.
write
Learners carry out the scenarios and purchases.
short, simple
texts
about
shopping
at
grocery stores, Post-task: reading to write
clothing stores
1. Pre-writing
and
T reads the following story and clarifies the use of past tense.
supermarkets,
Yesterday, Maria was very excited when she returned from the
checking
Mercado in San Jose. She showed her brother Jose what she bought
written
and explained, “I really saved some money today!”
sentences to
Jose looked at all the things Maria had and asked, “How much did all
look
for
this cost?”
mistakes (e.g.,
Maria answered, “Less than $20 because I paid in cash, got some
subject-verb
things on sale and bargained with the salesperson for this item because
agreement,
it was chipped.”
capitalization,
Jose looked like he did not believe her. Maria then j,, “I promise I stayed
spelling, basic
within my budget! You can see the receipts.”
punctuation,

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etc.).
2. Drafting
Learners determine how to change the story using vocabulary they know in the
blanks provided.
Yesterday Maria was ________ when she returned from the ________.
She showed her brother Jose what she bought and explained, “I saved
$____ today!”
Jose looked at all the things Maria had and asked,
“________________________?”
Maria answered, “Less than $20 because _______________.”
Jose looked like he did not believe her. Maria then said,
“____________________.”
3. Revising
Learners share their work with a partner and determine what changes are
needed.
4. Editing
Learners correct their work.
Options
−

−
−

Time
Adjust
previous
times listed
above to
allow 5 min
each week.
Group
presentation
s can be
week 5 or 6.

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Acting out: Practicing the mini-project in pairs or groups.
For the week of presentation, learners focus on:
Responding and sharing: Delivering and participating in peer assessment of miniproject.

Reflective Teaching
What worked well

What didn’t work well

How to improve

Enduring Understanding Reflection
How well did the learners progress in their understanding of the Enduring Understanding?

Week Plan Self-Assessment
At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’
understanding.)

Learner Self-Assessment
I can…

Yes

In
progress

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Read and distinguish information related to groceries and
clothing.
Show ability to buy things in shops including asking for
clarification and using numbers.
Write short texts about shopping using correct subject-verb
agreement, capitalization, spelling and basic pronunciation.
Identify, pronounce, and indicate the meaning of all the
vocabulary (including social language) for the week.
Show how I have worked with others this week.

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Didactic Planning
Weeks 5 and 6
Review and Integrated Mini-Project
Level: 7th

Unit 4: Checking things off a shopping list!

Enduring Understanding: Effective shopping is wiser when planned according to budget.
Essential Question: How can we shop more wisely?
Learn to Know

Learn to Do

Grammar & Sentence Frame
 Did Ls use all sentence frames?

Function
 Did Ls use all functions?

Vocabulary
 Did Ls say aloud and
vocabulary?

Discourse Markers
 Did Ls practice connecting words: and,
but, because?

write

Phonology
 Did Ls recognize, articulate
produce phonological sounds?

Assessment
Strategies &
Evidences


Did Ls
achieve all
learning

all

Learn to Be and Live in Community
Psychosocial
Did Ls show evidence of …
 Being aware and committed
protecting the environment
 Appreciating natural wonders
Sociocultural
 Did Ls practice idioms and quotes?

and

Didactic Sequence Mediation
Learner can
 Can Ls
do all
tasks?

Referencing notes from formative assessments throughout the weeks, repeat activities to
strengthen Ls in weaker areas or select from Optional Activities that follow these plans.

Time
Total:
120 min
(3
lessons)

All
of
week 5
or 6

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outcomes
?
Options
−

−
−

Integrated Mini-Project

Time

By allowing time for the Mini-Project each week for participating, thinking, and acting out, All
of
learners should now have a chosen project and determined content and strategies. In the week 5
presentation week Ls focus on:
or 6 of
unit
Responding and sharing: Participating in individual and peer assessment of miniproject.
Teachers monitor ….
 Did Ls use English during all aspects of Integrated Mini-Project?
 How did project presentations reflect understanding and/or mastery of Can Do
statements?
 Did Ls put into practice the focus of Learning to Be and Live in Community?
 Did the Integrated Mini-Project provide answers to the Essential Question?

7th Grade – Short texts and Dialogues
Theme 1: My Family’s Grocery List
Maria: Hi John! Where are you going?
John: Hi Maria. I’m going to the supermarket because I need to buy ingredients for olla de carne.
Maria: I’m going to the supermarket too! What ingredients do you need to buy?
John: I need carrots, plantains, beef, yucca and squash.
Maria: What about potatoes? Potatoes are my favorite ingredient in olla de carne.
John: I love potatoes too, but my family doesn’t like them.
Maria: That’s a shame. Potatoes are very healthy.

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John: I know, but my family eats other healthy foods like spinach, tomatoes, and broccoli.
Maria: I love tomatoes, but I hate spinach and broccoli! I don’t like green vegetables.
John: Green vegetables are important for your health! You should buy some at the supermarket today.
Maria: Maybe I will add them to my grocery list. Thanks, John!
John: No problem, Maria.
Theme 2: Going Shopping
Byron is having a family party tonight, so he has to go shopping. He needs to go to three different places: the bakery, the supermarket, and the
clothing store. He wants to make sandwiches for his guests, so he is going to buy bread at the bakery. At the supermarket, he will buy meat,
lettuce, tomatoes, mayonnaise, and cheese. He will also buy coffee, soda, and juice for his guests to drink. Lastly, he wants to buy a new shirt
to wear at his party, so he is going to go to the clothing store. He wants a nice white shirt, but he only has 5,000 colones. He hopes he will find
one on sale.
Theme 3: Does This Fit Me?
Customer: Excuse me, could you help me?
Salesperson: Of course! What do you need?
Customer: I would like to buy a new uniform for school.
Salesperson: Okay, so you need a shirt, pants, and shoes, right?
Customer: Right. I need a white shirt, blue pants, and black shoes.
Salesperson: What size are you?
Customer: I need a small shirt, medium pants, and size 36 shoes.
Salesperson: Great, I will get them for you. Do you need anything else?
Customer: Yes. I would also like to purchase a dress, earrings, and a necklace to wear on my birthday.
Salesperson: What color dress do you want?
Customer: I would like a pink dress, please.
Salesperson: No problem.

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Theme 4: How Much Does It Cost?
Customer: Hello! I would like to buy three ice cream cones, please.
Cashier: Sure. What flavors would you like?
Customer: I would like one vanilla, one chocolate, and one strawberry.
Cashier: Okay. Can I get you anything else?
Customer: That’s it!
Cashier: Your total is 1,300 colones.
Customer: Can I pay with a credit card?
Cashier: No, sorry. We only accept cash.
Customer: Okay, that’s fine. Here’s 10,000 colones.
Cashier: Do you have smaller change?
Customer: No, that’s all I have.
Cashier: Okay, no problem. Your change is 8,700 colones. Would you like a receipt?
Customer: Yes, please.
Cashier: Here you go. Enjoy your ice cream!
Customer: Thanks!

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7th Grade – Phonology: Inflectional endings
Theme
My Family´s Grocery List

Theme
Going Shopping

Theme
Does This Fit Me?

Theme
How Much Does It Cost?

Phonology

Inflectional endings (-s, -ed, ing) and
identifying their functions; tense, plurality,
comparison and part of speech. (clothes,
vegetables, decided, shopping, etc.)

–

Inflectional endings (-s, -ed, ing) and
identifying their functions; tense, plurality,
comparison and part of speech. (clothes,
vegetables, decided, shopping, etc.)

–

Inflectional endings (-s, -ed, ing) and
identifying their functions; tense, plurality,
comparison and part of speech. (clothes,
vegetables, decided, shopping, etc.)

Review

Voiced and Voiceless Consonants

Listen and Repeat

Recognition

Review the concept of voiced and voiceless
consonants with your students. Reviewing this
is critical when it comes to pronunciation rules
for the inflectional ending -ed. Introduce the
various manners of pronouncing -ed and where
each manner is appropriate.

The theme and vocabulary of this week is
perfect for the activity. Have students read out
text that include several past tense words and
have them feel the vibration in their throats.
Sentences like I “I passed by the store yesterday
and purchased several vegetables that would be
used for dinner later that night”.

Continue with the activity of having students
recognize the various manners of the -ed ending
but also introduce the -ing ending. Explain the
double consonant rule with words like “plug”
which become “plugging”. Again the theme of
the week falls in line with the topic at hand.

Using the -ed material that was covered in the earlier
portions of the unit review with your students the context
in which the different pronunciations occur and the rules
for the -ing endings. Have them create sentences that
use both of these concepts and share them with their
classmates. Ideally you would want to have them write
about the topic of shopping and then have another
student read their peers work so they can be exposed to
fresh material.

Inflectional endings (-s, -ed, ing) and identifying their functions; tense, plurality, comparison and part of speech. (clothes, vegetables, decided,
shopping, etc.)
Inflectional Ending Die
 Learners practice the inflectional endings: -ed, -ing, and -s through the use of a die. The learner throws the die. If it shows 1 or 2, the
learner says an –s word; if 3 or 4, a word ending in –ed; if 5 or 6, a word ending in –ing.

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-S in a Poem
 Learners move their arm like a snake in the grass each time they hear the –s at the end of the word.
The Snake Poem
by Douglas J. Wulf
I hiss. You hiss. We hiss. They hiss.
This form here never misses.
But my snake adds one S to this.
Each time he bites and hisses.
Take Action when You Hear the Action Words
See below for a list of verbs ending in –ed and –ing. Tell the class that if they hear a word ending in –ed they should stand and if they hear a word ending in –
ing they should should stand on one leg. For all other words they should sit. Then add additional words to the list, mix them up and call them out.

Background information on the Unit 4 Phonology (for optional use in classroom)
ED Sound Practice with Rules
● [t] [d] [əd]
● Introduce the idea of voiced/voiceless consonants
● General Rule
○ If the consonant before the /ed/ is voiceless it makes a [t] sound.
○ If the consonant before the /ed/ is voiced it makes a [d] sound.
○ If the consonant before the /ed/ is a [t] or [d] it makes a [əd] sound.

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You may have noticed that in English, past tense verbs with an -ed ending are pronounced in three different ways:
[t]
[d] or
[Id].
For example, if I say the past tense verb “walked“, as in, “I walked away,” what is the last sound that you hear in the verb?
“Walked” [wakt]
1) The -ed verb ending sounds like a [t], “Walked” [wakt], even though it ends in the letter “d”.
What do you hear when I say:
“smelled“, as in, “it smelled bad.”
2) The -ed verb ending sounds like a [d]: “smelled” [smeld]
And when I say, “visited”, as in “I visited New York City”, how did I pronounce that “-ed” ending?
[Id] [vizitid].
3) The -ed verb ending sounds like [ɪd], [vizitid].
This lesson teaches you the three rules that explain the differences in past tense verb “-ed” pronunciation. But don’t be surprised if most
Americans can’t explain these rules to you! The truth is, Americans make these changes in sound without even noticing.
Why the Sound Changes
Place your fingertips on the front of your neck, and pronounce the following words. What do you feel on your fingers when you say the
underlined sound?
vow | fake (vvv | fff)
zebra | snake (zzz | sss)
–> When we pronounce voiced sounds, our vocal chords vibrate when we say those sounds. [v] [z]. Did you feel the vibration?
–> When we pronounce voiceless sounds, our vocal chords do not vibrate. [f] [s]. No vibration.

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This vibration or lack of vibration then carries forward to the following sound in the word. Therefore, this vibration or lack of vibration explains
why we pronounce the past tense of verbs in three voiced or voiceless ways: [t], [d] or [Id].
1) [t] final sound
Verbs ending in voiceless sounds [p, k, θ, f, s, ʃ, tʃ] cause the “-ed” ending to be pronounced as the voiceless [t] (with no vocal chord
vibration).
Listen and Repeat
[p] “He popped a balloon.” [papt]
[k] “They talked a lot” [takt]
[θ] “th”: “She frothed a cup of milk” [frawθt]
[f] “I laughed at the movie.” [læft]
[s] “She kissed a frog.” [kIst]
[ʃ] “sh”: “We brushed it off.” [bruʃt]
[tʃ] “ch”: “I reached around for it.” [riytʃt]
2) [d] final sound
Verbs ending in the voiced sounds [b, g, ð, v, z, ʒ, dʒ, m, n, ŋ, r, l] cause the “-ed” ending to be pronounced as a voiced [d].
Listen and Repeat
[b] “It bobbed up and down.” [babd]
[g] “He begged her to stay.” [bɛgd]
[ð] “She breathed loudly.” [briyðd]
[v] “They loved it.” [luvd]
[z] “We raised her expectations.” [reyzd]
[dʒ] “They bridged the gap.” [brIdʒd]
[m] “I claimed it was mine.” [kleymd]
[n] “They banned new members.” [bænd]

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[ŋ] “She banged into the chair.” [bæŋd]
[r] “He cleared it up.” [kliyrd]
[l] “I rolled up the paper.” [rowld]
3) [əd] or [ɪd] final sound
Verbs ending in the sounds [t] or [d] will cause the “-ed” ending of a verb to be pronounced as the syllable [əd] or [ɪd].
Listen and Repeat
[t] “I visited the Empire State Building.” [vɪzɪtəd]
[t] “She edited the research paper.” [ɛdɪtɪd]
[d] “We ended the game early.” [ɛndɪd]
[d] “He breaded the chicken.” [brɛdɪd]
Important Rules

Connected Speech [c+v]
These “-ed” pronunciation rules are particularly important, because in English we connect our speech when we have a word that:
ends in a consonant; and is followed by a word that begins with a vowel.
In this case, the way you say the verb’s “-ed” ending will be heard loudly and clearly.
Example:
“He walked away” [walkt] –> “He walk taway” [hiy WAWK təWEY]
Did you hear that [t] in “walked” clearly?

H-Deletion

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The same rule of connected speech [c+v] occurs when h-deletion causes us to delete the “h” sound at the beginning of a word.
Example:
“We raised her expectations” [reyzd] –> “We raizd her expectations” –> “We raizdər expectations”
We deleted the “h” in “her”, then connected the speech from “raised” and “her”, which became “raisder”.
Suffixes: word endings (ed, ing)
Prefixes and suffixes are structural changes added to root words.
Common endings that begin with a vowel (-er, -est, -ing, -ed, able) are usually sounded as syllables. A syllable is a vowel or a group of letters containing a
vowel sound which together form a pronounceable unit. All words include at least one vowel.
Spelling Rule: (Applies to words that have one syllable). When a short vowel is followed by one consonant at the end of the root word, double the last
consonant and add (ed) or (ing).
To state this rule simply; “short vowel, one consonant, double” (It needs a friend)
Example: The letter “u” is a short vowel in the word run. It is followed by oneconsonant (n), therefore the last letter (n) is doubled - running.
If the short vowel is followed by two consonants (mp), as in the word jump, the last consonant is not doubled - jumping.
Verbs ending with –ed and -ing
beg

begged

begging

box

boxed*

boxing*

clip

clipped

clipping

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dim

dimmed

dimming

drag

dragged

dragging

drop

dropped

dropping

fax

faxed*

faxing*

fix

fixed*

fixing*

flap

flapped

flapping

grab

grabbed

grabbing

grin

grinned

grinning

grip

gripped

gripping

hop

hopped

hopping

hug

hugged

hugging

jog

jogged

jogging

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mix

mixed*

mixing*

pat

patted

patting

plan

planned

planning

plug

plugged

plugging

shop

shopped

shopping

stop

stopped

stopping

tag

tagged

tagging

run

running

sit

sitting

*Words (verbs) ending with the letter “x” are not doubled because the letter “x” is a blend of two consonants “ks”
If the short vowel is followed by two or more consonants (mp), as in the word jump, the last consonant is not doubled - jumping.
back

backed

backing

bang

banged

banging

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end

ended

ending

hand

handed

handing

help

helped

helping

itch

itched

itching

jump

jumped

jumping

kick

kicked

kicking

kill

killed

killing

rest

rested

resting

sing
wish

singing
wished

wishing

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(worksheet)
Do you recall the spelling rule regarding the root word + ending?
short vowel, one consonant, double” (the last consonant)
short vowel, two or more consonants, do not double" (the last consonant)
Read these sentences.
1.His dog begged for my snack.
2.Did the glass crack when you dropped it?
3.The rabbit hopped into the bushes.
4.I hugged my mom and dad when they left the park.
5.I like to go shopping with my mom.
6.We stopped and petted the dogs.
7.I was running very fast when I got tagged.
8.I helped my dad do a trick.
9.We kicked a tin can and then rested on the grass.
10.The man milked a big black yak.
11.My back itched so much I had to scratch it.
12.I asked my mom to come and help me.
Create a sentence that includes at least one base word + (ed), (ing). Your writing should reflect good penmanship, proper spacing, and correct usage of upper
and lowercase letters. Remember all sentences begin with a capital letter and end with a period (.), question mark (?), or exclamation point (!).

THE SNAKE POEM (WITH AN ADDENDUM)

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The Snake Poem
by Douglas J. Wulf
I hiss. You hiss. We hiss. They hiss.
This form here never misses.
But my snake adds one S to this.
Each time he bites and hisses.
Addendum: Of course, I’m not sure that the snake is a boy.
If the snake is a girl: Each time she bites and hisses!
(Or maybe we really cannot tell or do not care: Each time it bites and hisses!)
A. EXPLICIT GRAMMAR TEACHING:
The first and second lines of the poem express the predominant pattern for the present tense. These lines indicate that for a subject that is first-person singular,
second-person singular/plural, first person plural, or third-person plural, the form of the simple present tense verb is uniform. For verbs other than “be,” this
form is identical to the infinitive (base form). Of course, we should clarify the contrast of “be” versus “am” and “are,” but the poem is about verbs other than
“be,” of which “hiss” serves as a typical example. For the verb “hiss,” the form “hiss” indeed never misses for the subjects listed here.
The third and fourth lines of the poem indicate that the third-person singular present tense verb adds the “–s” morpheme.
The slightly humorous addendum about the unclear gender of the snake allows us to highlight the idea that the ending “–s” appears also with the pronoun
subjects “she” and “it.” There are also non-pronoun subjects in the poem “That form” and “my snake.”

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B. IMPLICIT GRAMMAR TEACHING:
The poem itself contains a set of relevant examples that can be noted and also referenced in the future. In particular, the three allomorphic pronunciation
variants of the morpheme “–s” appear. Also, both pronoun and non-pronoun subjects appear.
1. I hiss. (first-person singular)
2. You hiss. (second-person singular/plural)
3. We hiss. (first-person plural)
4. They hiss. (third-person plural)
5. That form here never misses. (misses: third-person singular; non-pronoun subject “That form”; [ schwa-z ] pronunciation of –s)
6. But my snake adds one S to this. (adds: third-person singular; non-pronoun subject “my snake”; [ z ] pronunciation of –s)
7. Each time he bites … (bites: third-person singular; pronoun subject “he”; [ s ] pronunciation of –s)
8. … and hisses. (hisses: third-person singular; pronoun subject “he”; [ schwa-z ] pronunciation of –s)
9. In the addendum: “Each time she bites and hisses.”
10. In the addendum: “Each time it bites and hisses.”

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C. ADDITIONAL PEDAGOGICAL CONSIDERATIONS
1. Although the poem is an explicit and implicit grammar lesson, the poem also tells a silly little story about what a particular snake does. In other words, the
poem can be regarded as having a meaningful, communicative component as well. It is a funny little piece of verse, somewhat after the fashion of the
nonsensical poetry of Edward Lear or Lewis Carroll.
2. The lesson is in poetry, and poetry is often more memorable than prose.
3. The poem is itself extremely brief (just 27 words). Admittedly, the addendum adds a few more words to the lesson, but it is really nothing more than
repetitions of the last line with the word “she” or “it” swapped in for “he.” This is therefore barely new content, though it makes a useful point.
4. If recited accurately, the learner is obliged to pronounce the “–s” morpheme on “misses,” “adds,” “bites,” and “hisses” correctly. It is thus a way to
encourage automaticity of the procedural knowledge of the use of this morpheme.
5. Three different degrees of saliency of the morpheme occur in this poem, as noted below.
5a. The examples “misses” and “hisses” are the most salient. The base form of “miss” and “hiss” both end in [ s ], making the added [ schwa-z ] of the
morpheme more noticeable. The [ schwa-z ] pronunciation adds an additional syllable, and this is built into the metrical structure of the poem too. These
examples occur in the poem at the ends of lines and they rhyme with each other, reinforcing the pronunciation. The verbs chosen are themselves salient due to
their meanings. If a student “misses” the –s, it is a mistake. The poem is about a snake, and a snake “hisses,” as does the sound of the morpheme at the end of
the verb, most accurately when it is pronounced [ s ], as in “bites.”
5b. The example “bites” is somewhat less salient (e.g., the morpheme does not add an additional syllable, etc.), but it is at least conjoined with a coordinating
conjunction to “hisses,” which should draw particular attention to the ending. Also, “bites” is another memorable verb, since this is a grammar rule that often
“bites” you like a snake when you get it wrong. In addition, it occurs after the explicit statement in the poem that references adding an S.

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5c. The least salient example is “adds.” However, it seems important for there to be at least one verb in the poem that the speaker might have to strive to
pronounce correctly. That is, the poem presents a slight challenge for accurate recitation. However, at least the verb chosen here is also meaningful, since to
follow the rule, the learner “adds” this morpheme to the end of the verb.
6. The examples from the poem can later be used by learners and by the teacher as central examples. If a student says, “He go to school,” the teacher could
note “my snake adds … he goes … ” stressing the [ z ]. And again, in a communicative way, “misses,” “adds,” “bites,” and “hisses” are all great verbs to use
when talking about following or failing to follow this particular rule of English morphology.
7. The central protagonist of the poem is a snake (a rather menacingly memorable creature) that can itself look like an S. In giving written corrective feedback
on a student’s essay, a teacher or a peer could use a rubber stamp of a picture of a snake in the shape of an S to indicate any missed occurrence of this
morpheme. For an electronic document, it could be possible paste a character (perhaps from a Zapf Dingbat kind of font) that is a picture of an S-shaped
snake. The correction would thus not be a simple correction (i.e., “Put an s here.”), but would also be an icon that represents the entire content encapsulated in
the poem.

7th Grade – Optional Activities
Theme 1: My Family’s Grocery List
Warm Up Activities
Entrance tickets/tasks:
• Set up a grocery store/pulperia in the classroom. As learners enter and receive a shopping list of pictured items, they are told to find the objects on
their list and write the name of the item in English beside the picture. Realia of groceries should include the name of the item in English taped to it.
• As learners enter they must say one food they like. (I like _______). And one food a family member likes. (My father likes ______).
• Prepare a cooked treat for the learners such as arroz con leche or rice and beans. As learners enter ask in English what ingredients are included in the
dish. Allow learners to respond in Spanish then look up what those words mean. Learners will complete a list (on the board) of groceries that are

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needed for their classroom experience. NOTE: If preparing food is not possible, have pictures of typical dishes that learners pull from shopping bag
and continue activity with the picture as the prompt.
Songs
• “Everybody Eats When They Come to My House” by Cab Calloway (Waitrose commercial) https://www.youtube.com/watch?v=k3fGRBaMogU –
Identify names. List foods shown.
• “Food Glorious Food” from Oliver, the musical https://www.youtube.com/watch?v=t9ZoZhfdo0A – Listen for adjectives.
Activating Prior Knowledge: Brainstorming
• Review “want/like/need” with Say It in English videos. Then brainstorm things learners want/like/need at the supermarket.
o https://www.youtube.com/watch?v=UvuZD-gXeKI
o https://www.youtube.com/watch?v=Yg5kc525Zno
• What does my family like to eat?
• What does my family need to eat?
• What are the favorite dishes of each of my family members?
• My (family member) likes _________ and ________ but not _________. (foods)
• Where can I buy (names of foods)?
Introducing different text types (visual aids, technology, graphic organizers, etc.)
 Use the Vocabulary Graphic Organizer in Appendix to introduce new vocabulary.
 Use supermarket sales flyers to find vocabulary words. http://www.biritesupermarket.com/weeklyads.html
 Use a T-chart to create a grocery list of Wants/Needs.
 Use a cluster graphic organizer (See Appendix) to create a Grocery List.
Oral and Written Comprehension
• Use Profe en Casa video on Acceptance of Goods and Services. http://www.mep.go.cr/educatico/acceptance-and-refusal
• Use the game from MEP Educ@tico on Food and Drinks. http://www.mep.go.cr/educatico/recurso-interactivo/food-and-drinks

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•

•

Use videos featuring San Antonio Spurs basketball players talking about foods they can buy at HEB supermarkets in Texas. Learners can listen for
names of food items. (Also great for sharing a number of different accents in English). https://www.heb.com/static-page/article-template/spurscommercials
Select cooking demonstrations from these websites and create grocery lists
o https://www.youtube.com/user/Publix
o https://www.youtube.com/channel/UCJFp8uSYCjXOMnkUyb3CQ3Q
o https://www.facebook.com/hashtag/ifylrecipes?source=feed_text&story_id=10153648420247713
o http://www.delish.com/videos/
o http://tiphero.com/category/recipes/
Use this example or Google “supermarket print ads” and find a new version of a supermarket flyer to use with activities. One option is “shopping” by
distributing copies of the print ads and then calling out items (or supplying learners with a shopping list). Learners find the items and identify prices. A
variation is for learners to add prices for total cost. First to tally wins. http://www.biritesupermarket.com/weeklyads.html

Oral and Written Production
• Use Profe en Casa video on Acceptance of Goods and Services. http://www.mep.go.cr/educatico/acceptance-and-refusal
• Use the game from MEP Educ@tico on Food and Drinks. http://www.mep.go.cr/educatico/recurso-interactivo/food-and-drinks
• Use videos featuring San Antonio Spurs basketball players talking about foods they can buy at HEB supermarkets in Texas. Learners can listen for
names of food items. (Also great for sharing a number of different accents in English). https://www.heb.com/static-page/article-template/spurscommercials
• Select cooking demonstrations from these websites and create grocery lists
o https://www.youtube.com/user/Publix
o https://www.youtube.com/channel/UCJFp8uSYCjXOMnkUyb3CQ3Q
o https://www.facebook.com/hashtag/ifylrecipes?source=feed_text&story_id=10153648420247713
o http://www.delish.com/videos/
o http://tiphero.com/category/recipes/

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•

•
•
•

•

Use this example or Google “supermarket print ads” and find a new version of a supermarket flyer to use with activities. One option is “shopping” by
distributing copies of the print ads and then calling out items (or supplying learners with a shopping list). Learners find the items and identify prices. A
variation is for learners to add prices for total cost. First to tally wins. http://www.biritesupermarket.com/weeklyads.html
Learners create their favorite breakfast, lunch, and dinner menus and share with a partner. Afterwards (as part of Production) they
create a grocery list of items needed to prepare the dishes.
Picture review using flashcards or food picture sets.
o http://esl-kids.com/flashcards/food.html
Asking and answering
o What do you want at the supermarket?
o What do you need at the supermarket?
o What does your family want at the supermarket?
o What does your family need at the supermarket?
Production of sentences
o My favorite dish is _____ and it has ___________, ___________, and ___________ in it.
o I want to go to the supermarket _______ I do not have money.
o I need rice and chicken _______ I am making arroz con pollo for dinner.
o I like to shop _____ save money at the same time.
o I watched the video with the recipe. We need __________, ___________ and _________ to make the dish. (use videos from
cooking websites listed in Comprehension)

Theme 2: Going Shopping
Warm Up Activities
Entrance tickets/tasks:
• As a Do Now activity, ask learners to open up the link on their phones for the game from MEP Educ@tico on Food and Drinks.
http://www.mep.go.cr/educatico/recurso-interactivo/food-and-drinks
• Picture review using flashcards or food picture sets -- http://esl-kids.com/flashcards/food.html

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•

If using the “store” idea that will be introduced later in Production (realia or photos of items with a different price tag marked on each), prepare a
shopping list with only the vocabulary that is known by learners. Learners must find those items and write the cost beside each. Pairs check the work.

Songs
• Shopping for Clothes
o https://www.youtube.com/watch?v=Y8FFkPnlJjc
• “Let’s Go to the Mall” – parody of 80s videos from the TV show How I Met Your Mother
o https://www.youtube.com/watch?v=GF1b1pf9DRY
• “I Am a Grocery Bag” by They Might Be Giants (Learners can create their own version)
o https://www.youtube.com/watch?v=Lw-PTBW9y-0
Other Activities
• Circle of Like – Play a game where learners sit in a circle and the first players says a greeting and his/her name plus fills in the blank for I like ____
with a food. Next player then gives a greeting, introduces self and like PLUS __name of previous speaker__ likes _____. Next learner has to do all of
those who spoke before. If someone forgets what someone likes, play must begin again. Sample:
o Hi. My name is Karen and I like pizza.
o Hi there! My name is Kelly and I like cake. Karen likes pizza.
o Hello. My name is Cathy and I like chocolate. Kelly likes cake. Karen likes pizza.
• “Do you have” passing game -- Learners sit in a circle and with hands behind their backs pass around some small realia from the lessons on food.
They must try to conceal whether they have the in their hands or not and keep track of where the other objects are. When the teacher shouts “Stop”,
the students try to guess who has which object with “Do you have (the apple)?”
Activating Prior Knowledge: Brainstorming
• What are things we can buy in a supermarket that we cannot eat?
• What are things we can buy in a mall?
• How can these sentences be completed?
o I need to buy some food but ___________

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o I want to buy some candy but __________
Introducing Different Text Types
• Show a map of the layout of a mall. Learners can create their own “mall.” https://www.mallofamerica.com/shopping/map
• Show a map of a Target store. Learners must identify where items can be found in the store. http://tgtfiles.target.com/maps/1491.png
• Use a T chart for Shopping List: Items and Cost
Oral and Written Comprehension
• Use activities from http://englishpost.org/2014/10/21/good-and-services/
• Use the MEP Educ@tico video on Accepting Goods and Services. https://www.youtube.com/watch?time_continue=1&v=MaV2jsOMJUA
• Use the video tour from the Target Store corporate site “Step Inside Streeterville” (Scroll down page to locate video. May change locations but any
tour will work). https://corporate.target.com/about/shopping-experience
• Use the video on How I Save at Costco. https://www.youtube.com/watch?v=6pkCF2l0CJM
• Show a video from one of the fashion vloggers mentioned in this list. Most vloggers have videos, blogs, Instagram and Snapchat so several options
for information sharing for written comprehension are also available. http://stylecaster.com/best-fashion-youtube-vloggers-gurus/
• Use some of the written resources found in the more information section of the page containing the How I Save at Costco video.
https://www.youtube.com/watch?v=6pkCF2l0CJM
• Use these ESL shopping dialogues/worksheets.
o http://www.teach-this.com/images/resources/at-the-clothes-shop.pdf
o http://www.teach-this.com/images/resources/can-i-help-you.pdf
o http://www.teach-this.com/images/resources/shopping-around.pdf
o http://www.teach-this.com/images/resources/countable-or-uncountable.pdf (Countable and Uncountable)
Oral and Written Production
• Speed Shopping -- Learners are in pairs. When teacher says “Shop!” both say aloud (while taping with phone if possible) all the vocabulary they know
of things they can buy in a store (food or clothes). When teachers says “Stop!” (after a announced time that takes into account the abilities of the
students). They then count and report to determine winner in the class (show video of winners). Can be turned into writing production by next doing
same times exercise with students listing all items on a piece of paper – items must be spelled correctly.

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•
•

•
•
•
•

•
•

Picture Pop – Vocabulary words are pictured using either printed copies of photos, drawings, a Powerpoint slide with all of the words in pictures on
the screen, or pictures from magazines. Two teams are identified. The first player on each team is given a flyswatter or other “popping” device. When
a word is called, the player must pop the picture with the popper. Points are made for correct answers. Next players then receive the “popping” device
and play continues.
Eat it/Drink it/Wear it – Learners must say (if working in large group, small groups or pairs) what category the vocabulary word falls into. Or learners
can write on graphic organizer and then pair up to check work.
Where Can I Buy That? – After pairs of learners write each word on a single small piece of paper and have a deck of words, they are given an
illustration of a mall or a large supermarket and must place the word in the correct area of the store in answer to the question: Where can I get that?
Learners alternate asking the question and answering.
Countable or Uncountable – As teacher shows pictures, learners must respond with a/an or some and the vocabulary word.
Use worksheet from http://englishpost.org/2014/10/21/good-and-services/.
Shopping dialogue – Learners create a dialogue using strips of paper with the vocabulary questions for How Much Does It Cost? printed on separate
strips. First they practice the dialogue and then they add more questions.
Use Cyberlab resources:
o http://cyberlab.ucr.ac.cr/cyberlab/booklets_students/booklet_7th/unit9_booklet_7th.pdf
o http://cyberlab.ucr.ac.cr/cyberlab/septimo/cyberlab_7th/index.html
o http://cyberlab.ucr.ac.cr/cyberlab/teachersguides/teachersguide_7th/unit9_7th_guide.pdf
Use one or both of the Shopping Activities from JumpStart 2016 (Appendix).
Learners write a shopping list of 5 foods and 5 clothing items they need or want. Then they write a short paragraph about Yesterday I Checked Things
Off My Shopping List.

Theme 3: Does this fit me?
Warm Up Activities
Entrance tickets/tasks:
• As learners enter they respond to one of the following questions with complete sentences:
o What did you do yesterday?
o What is the last thing you bought?

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•
•

Teach/Review colors. Start by holding up a familiar colored paper and elicit the color from the students. Tape the paper to the board and write the
word next to it. Go through familiar colors, and then teach new colors. Practice pronunciation as you go.
What Body Shape Are You? – Post or distribute info on body shapes. Ask learners what body shape they are. Ask what clothes look best on you?
(responses can be in Spanish) (Use this activity if you plan to later use video on jeans and body types)
o http://static1.squarespace.com/static/5306b537e4b0d000c0d27b3b/t/559ab8f7e4b0386248dbfe88/1436203256598/
o http://i.huffpost.com/gen/1286793/images/o-HOURGLASS-BODY-facebook.jpg

Songs:
• Fashion by Lady Gaga
o https://www.youtube.com/watch?v=-lGTKtqtXeE
• Sharp Dressed Man by ZZ Top
o https://www.youtube.com/watch?v=Pn2-b_opVTo
Other Activities:
• Play Twister -- Improvise a board by taping colored circles to the classroom floor, and instead of a spinner simply call out a color, body part, or even
clothes (“Shoe on Red!”).
• Play I Spy Something ___ -- Ask for a volunteer to leave the room. The class quietly and secretly selects an item in the room of a particular color.
Learner reenters and speaker says, l I spy something (color). Learners must indicate if the seeking learner is hot or cold by how close he/she is to the
object selected as they move about the room and guess. (Can do same activity by adding sizes: I spy something red and small.)
• What Do You Feel – After vocabulary has been introduced, learner is blindfolded and places hand in bag, brings out an object and describes what it is
made of (leather, silk, cotton).
Activating Prior Knowledge: Brainstorming
• What do clothes that fit look like?
• Do your clothes fit (match) your personality?
Introducing different text types (visual aids, technology, graphic organizers, etc.)

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•
•

Use a Frayer Model to look at the word “fit.”
Using a Venn diagram, pairs of learners fill in the 3 parts of the diagram: What one partner is wearing, what the other is wearing, and
what they are both wearing.

Oral and Written Comprehension
• Play Everybody Who… -- Arrange the chairs in a circle or put x’s on the floor with tape to signify each spot. Learners sit in the chairs
and one person stands in the middle of the circle. The person in the middle calls out, “Everybody who is wearing sandals!” The person
in the middle and all students who are wearing sandals must stand up and quickly find a new seat in the circle. The person who doesn’t
find a seat, stays in the middle and continues, “Everybody who is wearing a blue shirt.” Game continues.
• Use the video The Perfect Fit: Jeans for Your Body Type.
• Use 7 Steps to Being a Wise Shopper.
o https://www.youtube.com/watch?v=YQkMoW1SEj0
Oral and Written Production
• What’s on the Rack? – Take clothes off of a rack or out of a shopping bag. Use tags to show size. Review vocabulary for types of
clothes, sizes, colors, materials and adjectives. Example: This blouse is small, red, silk and expensive. Learners complete graphic
organizer cluster charts for each item. If realia is not possible, use photos.
• Fashion Show – Cards for fashion show descriptions are written in pairs and practiced.
• As male models walk the runway, learners call out or write the colors and clothes they see. https://www.youtube.com/watch?v=Zi-IxFG2yMU
• Asking and answering
o What color is this _____?
o What size is this ______?
o What is this ______ made of?
o How would you describe this ______?
• Each learner has a shopping list of 4 items (make 3-4 versions and distribute randomly). Learners complete the following:
o I need ______, ________, _______ and _________.
o I want a (color) __(item #1)___.
o I like __(item #2)___ made of _________.

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o I can wear a (size) (item #3).
o I want to find a __(adjective)__ #4.
• Family Likes Chart – Learners complete a graphic organizer Characteristics Chart similar to this:
Family
Clothing
Size
Color
Material
Adjective
Member
Mom
Blouse
Small
Blue
Cotton
Cheap
Dad
Sister
Brother
•

In pairs, learners share the information from their shopping list descriptions.

Theme 4: How much does it cost?
Warm Up Activities
Entrance tickets/tasks:
• As learners enter, they select one of the articles of clothing from a desk near the door and if they do not know the name of the item in
English, teacher provides. Attached to the item is note of a different item. They are then told to “Find Someone Who” is wearing the item
printed on their item.
• As a Do Now activity, learners see how much they already know about money using this worksheet:
http://www.elcivics.com/worksheets/money-worksheet.pdf
• Have a game from The Price Is Right playing as learners enter. https://www.youtube.com/playlist?list=PLV5gdujpNxB6Ph_GhuMEkWSJojscbiYw
• Reproduce the Pay the Rent game from The Price Is Right with items from a local store. (Does not have to be same items but prices
must be known.) Learners play in Spanish and use colones and then in English using dollars.
Songs:
• Money, Money, Money by ABBA

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•

o https://www.youtube.com/watch?v=uP0sC_s5EfE
Clips from Pretty Woman
o https://www.youtube.com/watch?v=tgZ5zM0e-iU

Other Activities:
• Set up a store with items from previous lessons and price tags attached. Distribute shopping lists and ask learners to find the items and total the cost.
• Give learners a list of items and ask them to shop online at Amazon.com to discover what the cost of the items are.
Activating Prior Knowledge: Brainstorming
• What causes food to cost more?
• What causes clothes to cost more?
• How does having many people in a family or less people in a family change the cost of things families must buy?
• What does your family use that costs money?
Introducing different text types (visual aids, technology, graphic organizers, etc.)
• Use a cluster graphic organizer to categorize items needed by the family and their costs.
• Use a graphic organizer with Needs/Want/Cost headings as learners search through catalogs, flyers, or online stores.
Oral and Written Comprehension
• Use activities from CyberLab:
o http://cyberlab.ucr.ac.cr/cyberlab/teachersguides/teachersguide_7th/unit9_7th_guide.pdf
• Use portions of the MEP Profe en Casa video on Acceptance and Refusal of Goods and Services.
o https://www.youtube.com/watch?v=MaV2jsOMJUA
• Use one of the games from The Price Is Right.
o https://www.youtube.com/playlist?list=PLV5gdujpNxB6Ph_GhuMEkWS-JojscbiYw
• Use a fun video like How Much Would It Cost to be Batman
o https://www.youtube.com/watch?v=3oZ5i9ElLM8

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•
•
•

Use shopping clips from Pretty Woman
o https://www.youtube.com/watch?v=tgZ5zM0e-iU
Use dialogues from this ESL website (includes audios)
o http://www.eslfast.com/robot/topics/shop/shop.htm
Use phrases from shopping dialogues found here
o http://www.learning-english-online.net/speaking/dialogues/going-shopping/

Oral and Written Production
• Introduce questions from vocabulary list with a question box. Learners draw a question and read it aloud. Learners can practice using different
emotions as they say the question (happy, curious, angry, annoyed, etc.)
• Using a graphic organizer in the shape of a house, put household items that are most expensive on the roof, those that are moderately expensive inside,
and those that are cheapest on the front lawn.
• Asking and answering:
o What bills do you know must be paid?
o What is the most expensive bill your family has?
o What is the difference between a credit card and cash?
• Use the resources introduced in Comprehension to create gap fill sentences.
• Learners create a Household Budget list with items and estimated costs.
• Learners write another scene from Pretty Woman where she goes into another store and buys sports clothes in different colors. Scene can be acted out.
• Learners write a dialogue about parents paying the household bills.





Integrated Mini Project Options
Learners create a Mall Map, naming stores, and writing descriptions of what is sold and price range of items.
Learners create TV commercials (presented live or taped) for a supermarket (real or imagined).
Learners make a presentation on the benefits of the mobile app from Target stores using this video as the source of information:
https://corporate.target.com/about/shopping-experience

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

Learners present an elaborate version of the Fashion Show previously used in class but this time, the students are in charge. Put them
in pairs or small groups and distribute crazy clothes around the room. Roles include models and narrators. The group must design an
“outfit” that one member will model, and write the fashion show narration. Have them incorporate previous vocab including age,
hometown and characteristics. “Tomás is eleven years old. He is from Monterrey. He is tall and has brown eyes. He is wearing a gold
Burger King crown. He is wearing purple socks,” etc. Have the “models” and narrators perform. Play some background music to add to
the fashion show ambiance. (Source: JumpStart 2016 curriculum)

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Level 7th

Unit 5
CEF level to be reached: A1.1
Scenario: Let´s celebrate Costa Rican Culture!

Enduring Understanding

Essential Question

Costa Rican holidays include specific celebrations which are representative of the sense of belonging and cultural identity
of the country.
How do we, as Costa Ricans, celebrate holidays as part of Tico cultural identity?
Assessment and Goals

Week 1
Assessment:
L recognizes
vocabulary
and
important
information
on
basic
promotional
material.
(e.g.,
date, place and activities, on
poster).
R.2 recognize vocabulary and
important information on basic
promotional material. (e.g.,
date, place and activities, on
poster).
Assessment: L discriminates
straightforward
information,
words and expressions on
Costa Rican culture.
R.3.
understand
straightforward
information,
words and expressions on
Costa Rican culture such as

Week 2

Week 3

Assessment: L identifies basic
phrases that denote facts about
Costa Rican culture.
L.1. recognize basic phrases
that denote facts about Costa
Rican culture. (e.g., I love to
celebrate birthdays).
Assessment:
L recognizes
pieces of short information and
what is being said about
holidays and celebrations.
L.2. understand pieces of
short information and what is
being said about holidays and
celebrations, if given slowly
and clearly and there are
significant pauses.
Assessment:

L answers

Assessment: L interacts using
basic language.
SI.3. interact using basic
language, provided others are
prepared to repeat, rephrase,
and speak slowly.
Assessment:
L talks about
celebrations and holidays in
Costa Rica briefly.
SP.1.
talk
briefly
about
celebrations and holidays in
Costa Rica.

Week 4

Week 5/6

Assessment:
L very simply
Assessment
describes how he/she celebrates
holidays and special occasions and
inquiries about others.
SP.2. very simply describe how Anecdotal reports / rubrics / instruments
he/she celebrates holidays and
for self and co-assessment
special occasions and also inquire
as to how others celebrate them.
Assessment:
L writes cards,
invitations and simple descriptions of
holidays and celebrations.
W.2. write cards and invitations for
(e.g., birthday parties, anniversary
Suggested Integrated Mini project
parties, weddings, baby showers,
graduations, family reunions) and
simple descriptions of holidays and  Inspirational posters about the
celebrations,
checking
written
meaning of culture
sentences to look for mistakes (e.g.  Create your own holiday and the
subject-verb
agreement,

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holidays and celebrations.
(e.g., We celebrate Labor Day
on May 1st).
Assessment:
L completes
gapped sentences using a word
list.
W.1.
complete
gapped
sentences using a word list of
familiar words.

simple
questions
using
individual words, expressions, or
short sentences.
SI.1. answer simple questions
using
individual
words,
expressions,
or
short
sentences.

capitalization,
spelling,
punctuation etc.).

basic


cards that will celebrate it
Design family celebration calendar
indicating birthdays and other
celebrations and indicate family
preferences

Assessment:
L asks for
specific information regarding
holidays and celebrations.
SI.2.
ask
for
specific
information regarding holidays
and celebrations.

Function
Listing family gatherings

Theme
How my community celebrates
“Tico” culture

Discourse Markers
Connecting words: and, but,
because
Grammar & Sentence Frames

–

Prepositions of time
In/on/at
Costa Rica celebrates

Function
Asking
and
giving
information about family
gatherings
Discourse Markers
Connecting words: and, but,
because

Grammar &Sentence Frames

–

WH questions
When do you celebrate
_____?

Theme
How other Costa Rican
communities celebrate “Tico”
culture
Function
- Telling about community
celebrations

Theme
How Costa Ricans celebrate national
“Tico” culture

Function
Describing national holidays and
celebrations in Costa Rica

Discourse Markers
Connecting words: and, but,
because

Grammar & Sentence Frames

–

Past simple of “to be”
Last Christmas I was at my
grandma´s house.

–

Prepositions of time
In/on/at
Costa Rica celebrates Mother’s

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–

Mother’s Day on
_________.
At Christmas time, I ____.

–
–

What do you do on Mothers’
Day?
What do you celebrate in
your community?

–
–

Phonology

Decoding
regularly
spelled
multisyllabic words and compound
words, including the sounds
represented by consonant blends,
consonant/ vowel diagraphs (e.g.,
th, sh, ck) and diphthongs (e.g., ea,
ie, ee) and controlled vowels.

–

Week, queen, parties,
shower, year, etc.
Vocabulary

Week,
queen,
shower, year, etc.
Vocabulary

parties,

Week,
queen,
shower, year, etc.
Vocabulary

How my community celebrates
“Tico” culture
Community celebrations
– Community Day Community
traditions, Patron Saint Day

How
other
Costa
Rican
communities celebrate “Tico”
culture
Costa Rican communities
– “Guanacastequeidad”
Week, Virgen del Mar Day,
“Diablitos” celebration

Psycho-social
Showing respect for my family
celebrations.
Respecting my own emotional
expressions and sense of belonging

Psycho-social
Strengthen the value of belonging
to my family /community.

Sociocultural
Respecting other families/ Costa
Rican communities’ celebrations.

–

Past simple of “to be”
Last Christmas I was at my
grandma´s house.
Phonology
Review

parties,

How my family and I celebrate
“Tico” culture
Family gatherings
– birthday parties,
anniversary parties,
weddings, baby showers,
graduations, family
reunions

Idioms

Day on _________.
At Christmas time, I ____.

Proverbs / Quotes
Before you judge someone,
walk a mile in his shoes.

Vocabulary
How Costa Ricans celebrate national
“Tico” culture
Costa Rican National Holidays
– New Year’s Eve, New Year’s
Day, Holy Week, Labor Day,
Nicoya’s Party Annexation Day,
The Day of the Virgin of Los
Angeles, Mother’s Day,
Independence Day, Culture Day,
Christmas Day
Social Language
– a day off
–

Sociocultural
Reinforcing Costa Rica’s identity
by collaborating and /or
participating in the celebrations

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–
–
–

It´s the thought that counts.
Eat, drink and be merry.
Trim the tree.

Didactic Planning
Week 1
Level: 7th

Unit: 5

Theme: How my family and I celebrate my “Tico”
culture
Enduring Understanding: Costa Rican holidays include specific celebrations which are representative of the sense of belonging and cultural
identity of the country.
Essential Question: How do we, as Costa Ricans, celebrate holidays as part of Tico cultural identity?
Domain: Socio-Interpersonal and Transactional Scenario: Let´s celebrate Costa Rican Culture!

Learn to Know
Grammar & Sentence Frame
Prepositions of time
In/on/at
– Costa Rica celebrates Mother’s Day on
_________.
– At Christmas time, I ____.
Vocabulary
Family gatherings
–
birthday parties, anniversary parties,
weddings, baby showers, graduations, family
reunions

Learn to Do
–

Function
Listing family gatherings

–

Discourse Markers
Connecting words: and, but, because

Learn to Be and Live in Community
–
–

Psychosocial
Showing respect for my family celebrations.
Respecting my own emotional expressions
and sense of belonging
–
–
–

Idioms
It´s the thought that counts.
Eat, drink and be merry.
Trim the tree.

Phonology

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Decoding regularly spelled multisyllabic words and
compound words, including the sounds represented
by consonant blends, consonant/ vowel diagraphs
(e.g., th, sh, ck) and diphthongs (e.g., ea, ie, ee) and
controlled vowels.
– Week, queen, parties, shower, year, etc.

Assessment
Strategies &
Evidences
Note: Teacher includes the
specific indicators and
evidences under each one
of
the
following
assessment strategies

Learner…

Didactic Sequence Mediation
Learner can

Time
Total:
120 min
(3 lessons)

Pre-teaching
Routine – Checking attendance, checking in with Ls, posting and reviewing Essential
5 min
Question, Can Do’s, and class agenda, etc.
Warm up
10 min
Play “Everyone Who” to introduce how Ls’ families celebrate “Tico” culture. Learners sit in
circle with speaker standing in the middle. Speaker produces sentence and “everyone
who” celebrates in the same way must move to a new seat. New speaker is the one who is
left without a seat. Examples: eats tamales at Christmas, eats cake on birthdays, etc.
(Option: T can prepare actions in advance and print on strips of paper which are distributed
to Ls to say aloud if they become the person in the center.) After playing the game, ask
learners to identify some of the most popular activities.

recognize Pre-task: reading to write
15 min
R.2
recognizes R.2
Distribute the holiday announcements (See Resources) to small groups – one per group. In
vocabulary
and
vocabulary
and
small groups, Ls have 2 min to complete a chart similar to the one below. After two minutes
important
important
the groups exchange announcements until all 4 have been seen by the Ls.
information
on
information
on

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basic promotional basic
material.
(e.g., promotional
date, place and material. (e.g.,
activities,
on date, place and
poster).
activities,
on
poster).

Holiday
Mother’s Day

When
Before July 31

Where
Online

What
shop

30 min
R.3. discriminates R.3. understand
straightforward
straightforward
information, words information,
and expressions on words
and
Costa
Rican expressions on
culture.
Costa
Rican
culture such as
holidays
and
celebrations.
(e.g.,
We
celebrate Labor
Day on May
1st).

Task: Making family holiday plans (reading to write)
1.

Reading for the first time
Share the following chart or google for the current year. Ls read and make a check by
the three most important holidays to their family.

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R.1. recognizes by
manipulating
R.1.
identify
English language English
sounds
using language
knowledge
in sounds
using
phonics,
knowledge
in
syllabification and phonics,
word parts.
syllabification
and word parts.

60 min

Pair/Group feedback
Ls partner and share which holidays are the most important to their family.

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3.

Reading for the second time
Ls write in the comment section if their families usually (1) eat, (2) give gifts, or (3)
travel on the holiday listed.

Post-reading
Recognition/Articulation/Production: Ls work with partners and name three other
times of celebration not listed on the chart (birthdays, graduation day, anniversaries,
etc.) Pairs also work on saying dates using the diagraph /th/ -- August 15th, September
15th, December 25th etc.

W.1.
completes W.1. complete
gapped sentences gapped
using a word list.
sentences using
a word list of Post-task: reading to write
familiar words.
1.
Pre-reading
T lists underlined words in the following on the board and asks Ls to stand if they do
not know the word when read aloud or remain seated if they do know the word.

Mother’s Day is a special holiday for almost all Costa Ricans, because it is a day to
show mothers that they are loved and appreciated. Costa Rica celebrates Mother’s
Day every year on August 15th, which is a national holiday. Most people celebrate
by spending time with their mothers. They may cook a meal for them or go out to
eat. Many people also give their mothers flowers and gifts, like clothes or jewelry.
Not everyone can buy expensive gifts for Mother’s Day, but anyone can give their
mother a hug or say thank you. In the end, it’s the thought that counts.
2.

Reading for the first time
Ls read the paragraph and underline words they do not know.
3.
Pair/Group feedback
Ls compare unknown words and help each other with definitions. If they do not know,

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they look up the definition using their phone or dictionary.
Reading for the second time
Ls identify ways that children can show their mothers that they are loved and
appreciated.
5.
Post-reading
Ls complete the following gapped sentences:
4.

Costa Rica celebrates Mother’s Day on _____________.
______________, ________________, and _______________ are good gifts.
My (name of family member)’s favorite holiday is ____________.
My (name of family member)’s favorite holiday is ____________.
My (name of family member)’s favorite holiday is ____________.
My family likes to ____________ on holidays.
Options

Integrated Mini-Project

Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should
 Inspirational posters about the
be opportunities for Ls to practice English, not just those related to presentation.
meaning of culture
 Create your own holiday and the
For the first and second weeks, learners focus on:
cards that will celebrate it
Participating: Brainstorming, discussing, negotiating, making decisions and selecting the
 Design family celebration
work strategies, resources and the mini-project. After each week’s lesson, learners identify
calendar indicating birthdays and
which learning tasks completed that week could be adapted for use in their chosen
other celebrations and indicate
Integrated Mini-Project.
family preferences
Thinking: planning creating and outlining collaboratively the language content and
strategies.
For the third and fourth weeks, learners focus on:
Acting out: Practicing the mini-project in pairs or groups.
For the week of presentation, learners focus on:
Responding and sharing: Delivering and participating in peer assessment of mini-project.

Time
Adjust
previous times
listed above to
allow 5 min
each week.
Group
presentations
can be week 5
or 6.

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Reflective Teaching
What worked well

What didn’t work well

How to improve

Enduring Understanding Reflection
How well did the learners progress in their understanding of the Enduring Understanding?

Week Plan Self-Assessment
At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’
understanding.)

Learner Self-Assessment
I can…

Yes

In
progress

Read and recognize vocabulary on basic promotional
material.
Read and discriminate information on Costa Rican culture.
Complete gapped sentences using word list.
Identify, pronounce, and indicate the meaning of all the
vocabulary (including social language) for the week.
Show how I have worked with others this week.

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Didactic Planning
Week 2
Level: 7th

Unit: 5

Theme: How my community celebrates “Tico”
culture
Enduring Understanding: Costa Rican holidays include specific celebrations which are representative of the sense of belonging and cultural
identity of the country.
Essential Question: How do we, as Costa Ricans, celebrate holidays as part of Tico cultural identity?
Domain: Socio-Interpersonal and Transactional Scenario: Let´s celebrate Costa Rican Culture!

Learn to Know
Grammar & Sentence Frame
WH questions
–
When do you celebrate _____?
–
What do you do on Mothers’ Day?
–
What do you celebrate in
community?

Learn to Do
–
your
–

Function
Asking and giving information about family
gatherings

Learn to Be and Live in Community
–

Psychosocial
Strengthen the value of belonging to my
family /community.

Discourse Markers
Connecting words: and, but, because

Vocabulary
Community celebrations
–
Community Day Community traditions,
Patron Saint Day
Phonology
Decoding regularly spelled multisyllabic words and
compound words, including the sounds represented
by consonant blends, consonant/ vowel diagraphs

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(e.g., th, sh, ck) and diphthongs (e.g., ea, ie, ee) and
controlled vowels.
– Week, queen, parties, shower, year, etc.
Assessment
Strategies &
Evidences

Didactic Sequence Mediation
Learner can

Note: Teacher includes the
specific indicators and
evidences under each one
of
the
following
assessment strategies

Learner…

L.1. identifies basic L.1.
recognize
phrases that denote basic
phrases
facts about Costa that denote facts
Rican culture.

Time
Total:
120 min
(3 lessons)

Pre-teaching
Routine – Checking attendance, checking in with Ls, posting and reviewing Essential
5 min
Question, Can Do’s, and class agenda, etc.
Warm up
20 min
Write the phrase Eat, drink and be merry on the board, making each section of the phrase
its own column like below:
Eat
Drink
Be Merry

Divide the Ls into teams and give each team its own color marker. Explain that when you
say go, the first person on each team must rush to the board and write either items you eat
during celebrations, items you drink or things you do to have fun (play soccer, decorate a
tree, etc.). Each person will have 10 seconds and then must go back to their team and
hand off the marker. The winner will be the one with the most items listed in their color.
However, all items must be correct. If something is written that is not a merry-making
activity, that item will be removed from scoring.

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about
Costa Pre-task
15 min
Rican
culture.
 Using the information gathered in the warm up activity, Ls will brainstorm a list of ways
(e.g., I love to
Costa Ricans celebrate holidays.
celebrate
 Recognition/Articulation/Production: Write the following words on the board and first
birthdays).
(without saying aloud) ask what the words have in common in the way they are
pronounced. If no one can pronounce all the words, T can pronounce and then ask the
R.1. recognizes by R.1. identify
question again. The answer is the diphthong vowel sound:
manipulating
English language
English language sounds using
decorate – celebrate – table –taste – nation – nature – play – day – pray
sounds
using knowledge in
knowledge
in phonics,
Task: Let’s talk about celebrating! (listening to speak)
40 min
phonics,
syllabification and
1.
Listen
for
the
first
time
syllabification and word parts
word parts.
Two students who have previously rehearsed will present the following dialogue. Ls will
.
L.2. understand
be told to listen for exactly what happens at the festival.
L.2.recognizes
pieces of short
pieces of short information and
Juan:
What’s
going
on
this
weekend?
information
and what is being
Juana: Don’t you know? The town festival starts on Friday!
what is being said said
about
Juan: Really? Where is it?
about holidays and holidays
and
Juana: It’s in the plaza in front of the church.
celebrations.
celebrations, if
Juan: What happens during the festival?
given slowly and
Juana: There’s dancing, bull riding, and on the last night there’s a concert.
clearly and there
Juan: Wow! Who is playing in the concert this year?
are
significant
Juana: Los Ajenos! You have to come!
pauses.
2.
Pair/Group feedback
Partners will check to see if both heard dancing, bull riding and a concert.
3.

Listening for the second time

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Partners will be told to discover the answers to
What is happening?
When is it happening?
Where is it happening?
40 min

Who will be performing?
SI.1.
answers SI.1.
answer
4.
Post-listening
simple
questions simple questions
Partners will check answers and then in pairs, practice doing the dialogue as it is
using
individual using individual
projected (or distributed on paper).
words, expressions, words,
or short sentences. expressions, or Post-task (speaking)
short sentences.

Write “It’s the thought the counts” on the board. Then create four teams. Teams
SI.2.
asks
for SI.2. ask for
must come up with 5-10 questions to ask as they play What am I Thinking? To play the
specific information specific
game, Ls take turns answering Wh questions from class (like the game 20 Questions)
regarding holidays information
on a gift they might give his/her mother for Mother’s Day. Limiting the number of
and celebrations. regarding
questions to 10 allows more Ls to participate. Sample questions:
holidays
and
 What size is it?
celebrations.
 Where do you buy it?
 When do you use it?
Options
 Inspirational posters about the
meaning of culture
 Create your own holiday and the
cards that will celebrate it
 Design family celebration

Time
Adjust
previous times
listed above to
allow 5 min
each week.
Group

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calendar indicating birthdays and
other celebrations and indicate
family preferences

work strategies, resources and the mini-project. After each week’s lesson, learners identify
which learning tasks completed that week could be adapted for use in their chosen
Integrated Mini-Project.
Thinking: planning creating and outlining collaboratively the language content and
strategies.
For the third and fourth weeks, learners focus on:
Acting out: Practicing the mini-project in pairs or groups.
For the week of presentation, learners focus on:
Responding and sharing: Delivering and participating in peer assessment of mini-project.

presentations
can be week 5
or 6.

Reflective Teaching
What worked well

What didn’t work well

How to improve

Enduring Understanding Reflection
How well did the learners progress in their understanding of the Enduring Understanding?

Week Plan Self-Assessment
At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’
understanding.)

Learner Self-Assessment
I can…

Yes

In
progress

Listen and recognize facts about Costa Rican culture.
Listen and recognize pieces of short information about
holidays and celebrations.
Ask and answer questions about holidays and celebrations.
Identify, pronounce, and indicate the meaning of all the

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vocabulary (including social language) for the week.
Show how I have worked with others this week.

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Didactic Planning
Week 3
Level: 7th

Unit: 5

Theme: How other Cost Rican communities
celebrate “Tico” culture
Enduring Understanding: Costa Rican holidays include specific celebrations which are representative of the sense of belonging and cultural
identity of the country.
Essential Question: How do we, as Costa Ricans, celebrate holidays as part of Tico cultural identity?
Domain: Socio-Interpersonal and Transactional Scenario: Let´s celebrate Costa Rican Culture!

Learn to Know
Grammar & Sentence Frame
Past simple of “to be”
–
–
Last Christmas I was at my grandma´s
house.
–
Vocabulary
Costa Rican communities
–
“Guanacastequeidad” Week, Virgen del
Mar Day, “Diablitos” celebration

Learn to Do
Function
Telling about community celebrations

Learn to Be and Live in Community
–

Sociocultural
Respecting other families/ Costa Rican
communities’ celebrations.

–

Proverbs / Quotes
Before you judge someone, walk a mile in
his shoes.

Discourse Markers
Connecting words: and, but, because

Phonology
Decoding regularly spelled multisyllabic words and
compound words, including the sounds represented
by consonant blends, consonant/ vowel diagraphs
(e.g., th, sh, ck) and diphthongs (e.g., ea, ie, ee) and
controlled vowels.
– Week, queen, parties, shower, year, etc.

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Assessment
Strategies &
Evidences
Note: Teacher includes the
specific indicators and
evidences under each one
of
the
following
assessment strategies.

Learner…

R.1.identifies and
manipulates
English language
sounds
using
knowledge
in
phonics,
syllabification and
word parts.

Didactic Sequence Mediation
Learner can

Time
Total:
120 min
(3 lessons)

Pre-teaching
Routine – Checking attendance, checking in with Ls, posting and reviewing Essential
5 min
Question, Can Do’s, and class agenda, etc.
R.1.identify and
manipulate
English
language
sounds
using
knowledge
in
phonics,
syllabification
and word parts.

Warm up
10 min
Recognition/Articulation/Production: T reads the following rhyme that is written on the
board. Ls listen two times then volunteers step forward and mark the words with the
common sounds (underlined below but should not be underlined on board). These are
diphthongs. Encourage partners to repeat the rhyme to each other with one saying it and
then the other until T calls time. Allow 2-3 minutes.
Let me tell you how to get a crowd to come to town.
I have no doubt that a loud shout is not the way to do it.
No, I have found that all around all you need is to announce
A festival and then stand back and watch as everyone comes to it.

L.2. understand Pre-task: listening to speak
50 min
pieces of short
1. Pre-listening
information
and
T shows a map of Costa Rica and points out where the Brunca live.
(Previously used)
L.2.
recognizes what is being
2. Listening for the first time
about
pieces of short said
T reads the following short text asking Ls to listen for unique actions during the festival.
and
information
and holidays
what is being said celebrations, if
Adapted from the Tico Times: Dancing Devils

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about holidays and given slowly and
celebrations.
clearly and there
are
significant
pauses.

Lindsay Fendt, January 5, 2015
At the end of every year, the Brunca people celebrate the Juego de los Diablitos, or Little
Devils’ Game. This Festival represents the Brunca’s resistance to the Spanish conquest.
Brunca men, dressed as devils, fight against a man in a bull costume, which represents the
Spanish conquerors.
The festival begins at midnight on December 30th, when the devils come into the village to
dance. They wear banana leaf skirts and hand-carved masks that show animals with devil
horns. After the first night, there are three days of fighting. The devils move from house to
house, dancing and sharing traditional corn beer known as chicha. Then the devils begin
fighting the bull. The fights are often violent.
On January 2nd, after three days of fighting, the devils and the bull stop in the center of the
village, where the bull kills all of the devils and runs to the mountains. But, the story doesn’t
end there. The devils wake up, go to look for the bull, and burn the bull costume. Burning
the bull costume shows the strength of the Brunca people and their culture against Spanish
conquerors.
3. Pair/Group feedback
Pairs create list of actions.
4. Listening for the second time
T points out that the story was written in 2015 – in the past. Ls must answer the
following as they listen a second time. Ts may choose to emphasize the use of
discourse markers, simple past of was, prepositions of location, or a combination
depending on Ls’ needs.
What happened? (Examples: There was a festival.)
Why did it happen? (There was a festival to show the strength of the Brunca people.)

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When did it happen? (At the end of the year there was a festival to show the strength of
the Brunca people.)
(Previously used) SI.3.
interact
SI.3. interacts using using
basic
basic language.
language,
provided others
are prepared to
repeat,
rephrase,
and
speak slowly.

Where did it happen? (At the end of the year there was a festival to show the strength
of the Brunca people in the Brunca village.)
In the end, who won? (At the end of the year there was a festival to show the strength
of the Brunca people in the Brunca village and the Brunca won.)
5. Post-listening
Ls ask and answer the questions in pairs.

40 min

Task: Presenting Costa Rican culture (interacting to speak)
SP.1. talks about SP.1. talk briefly
celebrations
and about
holidays in Costa celebrations and
Rica briefly.
holidays
in
Costa Rica.

Planning
Referring to a map of Costa Rica with local holidays posted in the correct area, small
groups of Ls brainstorm what they know about these celebrations and/or areas of the
country.
Organizing
Ls organize by using questions they can answer or easily find the answers to– What is
the celebration? Where is it? When is it? Each member of the group takes a role in
making the presentation.

Rehearsing
Ls assist one another by correcting.

Using

15 min

Ls present and if possible, T or other Ls video the presentation for small groups to
review.

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Post-task


Options

And/But/Because Storytelling – Ls sit in circle and one L begins with a
sentence such as Last year I celebrated Christmas in _______. Next L must use “but,”
“and” or “because” and add another sentence to the story. Every L takes a turn using
one of the discourse markers.

Integrated Mini-Project

Time
Adjust
previous times
listed above to
allow 5 min
each week.
Group
presentations
can be week 5
or 6.

Reflective Teaching

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What didn’t work well

What worked well

How to improve

Enduring Understanding Reflection
How well did the learners progress in their understanding of the Enduring Understanding?

Week Plan Self-Assessment
At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’
understanding.)

Learner Self-Assessment
I can…

Yes

In
progress

Listen and recognize pieces of short information about
holidays and celebrations.
Interact using basic language.
Talk briefly in a presentation about celebrations and
holidays in Costa Rica.
Identify, pronounce, and indicate the meaning of all the
vocabulary (including social language) for the week.
Show how I have worked with others this week.

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Didactic Planning
Week 4
Level: 7th

Unit: 5

Theme: How Costa Rica celebrates national
“Tico” culture
Enduring Understanding: Costa Rican holidays include specific celebrations which are representative of the sense of belonging and cultural
identity of the country.
Essential Question: How do we, as Costa Ricans, celebrate holidays as part of Tico cultural identity?
Domain: Socio-Interpersonal and Transactional Scenario: Let´s celebrate Costa Rican Culture!

Learn to Know
Grammar & Sentence Frame
Prepositions of time
In/on/at
– Costa Rica celebrates Mother’s Day on
_________.
– At Christmas time, I ____.

Learn to Do
–

–

Learn to Be and Live in Community

Function
Describing national holidays and
celebrations in Costa Rica

–

Social Language
a day off

Discourse Markers
Connecting words: and, but, because

Sociocultural
–
Reinforcing Costa Rica’s identity by
collaborating and /or participating in the
celebrations

Past simple of “to be”
– Last Christmas I was at my grandma´s
house.
Vocabulary
Costa Rican National Holidays
–
New Year’s Eve, New Year’s Day, Holy
Week, Labor Day, Nicoya’s Party Annexation

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Day, The Day of the Virgin of Los Angeles,
Mother’s Day, Independence Day, Culture Day,
Christmas Day
Phonology
Decoding regularly spelled multisyllabic words and
compound words, including the sounds represented
by consonant blends, consonant/ vowel diagraphs
(e.g., th, sh, ck) and diphthongs (e.g., ea, ie, ee) and
controlled vowels.
– Week, queen, parties, shower, year, etc.

Didactic Sequence Mediation

Assessment
Strategies &
Evidences

Learner can

Note: Teacher includes the
specific

indicators

and

evidences under each one
of

the

Time
Total:
120 min
(3 lessons)

Pre-teaching
Routine – Checking attendance, checking in with Ls, posting and reviewing Essential
5 min
Question, Can Do’s, and class agenda, etc.

following

assessment strategies

Learner…

Warm up
15 min
Learners listen to Costa Rica National Anthem, watch video and read English subtitles
https://www.youtube.com/watch?v=5Uk1uKnc26o. At the conclusion, Ls share one word
they learned by watching video. Then Ls complete the following sentence: Last
Independence Day I was at _______________.
20 min
Pre-task: reading to speak

Ls review the list of national public holidays and add other holidays to the list as

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they brainstorm. All holidays are then written on strips of paper and Ls play a game of
Pictionary as they select one of the strips and then try to get their team to guess the
holiday they are drawing.

SP.2. very simply SP.2.
very Task: Small talk at a party (interacting to speak)
describes
how simply describe

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he/she celebrates how
he/she
holidays
and celebrates
special occasions holidays
and
and inquiries about special
others.
occasions and
also inquire as
to how others
celebrate them.

Planning

40 min

In pairs, Ls plan to present a dialogue between two people at a party who are talking
about what they did during a recent holiday. Ls are to use 2-3 Wh questions and past
simple of “to be.”
2.

Organizing
Ls determine who will play which role in the dialogue.

Rehearsing

W.2. writes cards, W.2. write cards
Ls practice their presentation.
invitations
and and invitations for
4.
Using
simple descriptions (e.g., birthday
of holidays and parties,
Ls present their dialogues.
celebrations.
anniversary
mistakes
(e.g. parties,
Post-task: speaking to write
subject-verb
weddings, baby
1.
Pre-writing
agreement,
showers,
capitalization,
graduations,
Ls refer to vocabulary list and list they brainstormed regarding holidays. They then
spelling,
basic family reunions)
determine which holiday will be the focus of their invitation.
punctuation etc.). and simple
2.
Drafting
descriptions of
holidays and
Ls prepare to answer
celebrations,
checking written
What:
sentences to look
Who:
for subject-verb
agreement,
When:
capitalization,
spelling, basic
Where:

40 min

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punctuation
R.1. identifies and R.1.identify and
manipulates
manipulate
English language English
sounds
using language
knowledge
in sounds
using
phonics,
knowledge
in
syllabification and phonics,
word parts.
syllabification
and word parts.

Why:
in an invitation to a party celebrating the holiday they chose. They create simple art
and provide simple phrases after the colons.
3.

Revising
In pairs, Ls check their work and revise as needed.

Editing
Ls submit final invitations to T.



Exit Ticket
Recognition/Articulation/Production: T explains that another diphthong is heard in
words such as rely, reply, apply, deny. As Ls leave the room and give the T the
invitation, they should say, Please reply.

Options

Integrated Mini-Project

Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should
 Inspirational posters about the
meaning of culture
be opportunities for Ls to practice English, not just those related to presentation.
 Create your own holiday and the
cards that will celebrate it
For the first and second weeks, learners focus on:
 Design family celebration
Participating: Brainstorming, discussing, negotiating, making decisions and selecting the
calendar indicating birthdays and
work strategies, resources and the mini-project. After each week’s lesson, learners identify
other celebrations and indicate
which learning tasks completed that week could be adapted for use in their chosen
family preferences
Integrated Mini-Project.
Thinking: planning creating and outlining collaboratively the language content and
strategies.
For the third and fourth weeks, learners focus on:
Acting out: Practicing the mini-project in pairs or groups.

Time
Adjust
previous times
listed above to
allow 5 min
each week.
Group
presentations
can be week 5
or 6.

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For the week of presentation, learners focus on:
Responding and sharing: Delivering and participating in peer assessment of mini-project.

Reflective Teaching
What worked well

What didn’t work well

How to improve

Enduring Understanding Reflection
How well did the learners progress in their understanding of the Enduring Understanding?

Week Plan Self-Assessment
At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’
understanding.)

Learner Self-Assessment
I can…

Yes

In
progress

Describe, in a presentation, how I celebrate holidays and
special occasions, also inquiring how others celebrate.
Write cards and invitations, checking for subject-verb
agreement, capitalization, spelling and basic punctuation.
Identify, pronounce, and indicate the meaning of all the
vocabulary (including social language) for the week.
Show how I have worked with others this week.

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Didactic Planning
Weeks 5 and 6
Review and Integrated Mini-Project
Unit 5: Let’s celebrate Costa Rican Culture!

Level: 7th

Enduring Understanding: Costa Rican holidays include specific celebrations which are representative of the sense of belonging and cultural
identity of the country.
Essential Question: How do we, as Costa Ricans, celebrate holidays as part of Tico cultural identity?
Learn to Know

Learn to Do



Grammar & Sentence Frame
Did Ls use all sentence frames?



Vocabulary
Did Ls say aloud and write all vocabulary?



Phonology
Did Ls recognize, articulate and produce
phonological sounds?

Learn to Be and Live in Community

Function
Did Ls use all functions?


Discourse Markers
Did Ls practice connecting words: and, but, 
because?


Psychosocial
Did Ls show evidence of …
Being aware and committed to protecting the
environment
Appreciating natural wonders
Sociocultural
Did Ls practice idioms and quotes?

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Assessment
Strategies &
Evidences


Didactic Sequence Mediation
Learner can

Did Ls achieve 
all learning
outcomes?

Can Ls do all
tasks?

Options
 Inspirational posters about the
meaning of culture
 Create your own holiday and the
cards that will celebrate it
 Design family celebration
calendar indicating birthdays and
other celebrations and indicate
family preferences

Referencing notes from formative assessments throughout the weeks, repeat activities to
strengthen Ls in weaker areas or select from Optional Activities that follow these plans.

Integrated Mini-Project

Time
Total:
120 min
(3 lessons)

All of week
5 or 6

Time

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7th Grade – Resources for Lesson Plans

Celebrate the New Year!

noon – 4 p.m. January 1

at the City Park

Bring your family’s favorite food and share with your friends!

Do you always get your Mom a card for Mother’s Day?
It’s time to shop

early online.

Order before July

31 and get free shipping.

Attention

Graduates!

Meet Monday for details on your class trip.

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See you in the cafeteria at 3 p.m.

Order your Christmas tamales today!
Call 1234-5678 for prices.
Must order by December 15th!

7th Grade – Short texts and Dialogues
Unit 5: Let’s Celebrate Costa Rican Culture!

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Theme 1. How my family and I celebrate “Tico” culture
DIALOGUE: Christmas
Erica: Finally! The last day of school! I’m so excited for vacation.
Erik: Me too! We only have two more weeks until Christmas.
Erica: I know! I can’t wait to go to the beach and see my cousins. What do you do at Christmas time?
Erik: My family always makes tamales and decorates the Christmas tree together.
Erica: We do too. I always eat so many tamales in December.
Erik: I think we all do. Have a good vacation with your cousins!
Theme 2. How my community celebrates “Tico” culture
TEXT: Lantern Parade
Adapted from the Tico Times: Celebrating Independence Day: Why the Lantern Parade?
Fabiola Pomareda, September 14, 2014
Each year on the evening of September 14th, Costa Rican children fill the streets with lights. They are carrying faroles, or handmade lanterns. Traditionally,
faroles were simple, made of red and white paper with a candle inside. Today, they come in all shapes and sizes. You can find elaborate “casitas típicas”
(typical homes), large oxcarts, and even soccer balls.
But why do we do this? The story starts in 1821, with a Guatemalan woman named María Dolores Bedoya. At the time, Central America was fighting for its
independence. On the night of September 14, Bedoya went out into the plaza. She called to the people of her town to meet in the plaza to show their support
for independence.
The people came to the plaza with lanterns, and waited all night for news of Central America’s independence. Finally, on September 15, independence was
declared. The Guatemalans shouted, “¡Viva la patria! ¡Viva la libertad!” Since then, lanterns have become a symbol of Central American independence, and
can be seen in towns throughout Costa Rica every year on the night before Independence Day.

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Theme 3. How other Costa Rican communities celebrate “Tico” culture
DIALOGUE: Day of the Virgin of the Sea
Gerarda: Why were there so many people in Puntarenas yesterday?
Gerardo: It was the Day of Virgin of the Sea.
Gerarda: What’s that? What were they doing?
Gerardo: Every year they carry a statue of the Virgin of Monte Carmelo out to the sea on fishing boats. There are always a lot of people who come to watch.
Gerarda: Cool! I want to go watch next year!
Theme 4. How Costa Ricans celebrate national “Tico” culture
TEXT: Day of the Virgin of Los Angeles
Adapted from the Tico Times: Thousands walk to Cartago to visit ‘La Negrita’
Lindsay Fendt, August 2, 2016
Every year, two million people from across Central America leave their homes and walk to the Basilica of Our Lady of Los Angeles in Cartago, to pay their
respects to Costa Rica’s patron saint, the Virgin of Los Angeles.
The tradition is based on the legend of La Negrita. In the legend, an indigenous woman discovers a small statue in the forest of a woman with a baby. The
woman takes the statue to her home, but something unusual happens. The next day, the statue is gone. The indigenous woman finds the statue again in the
forest, in the same spot as before. Again, she takes it to her home. But the next day, it is gone again. The woman tells the town’s priest, and he says that it is a
message from the Virgin Mary. The priest says villagers should build a church on the spot where the statue appeared.
The Basilica in Cartago was built on that same spot. Every year Catholics walk “La Romería de la Virgen de los Ángeles” to Cartago. They come to see the
statue of “La Negrita” and ask for blessings, favors or forgiveness.

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7th Grade – Phonology
Theme
How my family and I celebrate “Tico” culture

Theme
How my community celebrates “Tico” culture

Phonology

Decoding regularly spelled multisyllabic
words and compound words, including the
sounds represented by consonant blends,
consonant/ vowel diagraphs (e.g., th, sh,
ck) and diphthongs (e.g., ea, ie, ee) and
controlled vowels.
–

Week, queen, parties, shower, year, etc.

Digraph and Diphthong Explanations
Explain the concept of digraphs and diphthongs
to your students and have them see examples
in context. Having them understand the make
up of these combinations is crucial for the
exercises to come.

Theme
How other Costa Rican communities celebrate
“Tico” culture
Phonology

Decoding regularly spelled multisyllabic
words and compound words, including the
sounds represented by consonant blends,
consonant/ vowel diagraphs (e.g., th, sh,
ck) and diphthongs (e.g., ea, ie, ee) and
controlled vowels.
–

Week, queen, parties, shower, year, etc.

Listening for Vowels
As a review for diphthongs have your students
practice their listening skills and once again
isolate the combinations that were discussed in
the previous week.

Decoding regularly spelled multisyllabic
words and compound words, including the
sounds represented by consonant blends,
consonant/ vowel diagraphs (e.g., th, sh,
ck) and diphthongs (e.g., ea, ie, ee) and
controlled vowels.
–

Theme
How Costa Ricans celebrate national “Tico” culture

Phonology
Review

Week, queen, parties, shower, year, etc.

Listening for Constant Combinations
As a review for digraphs have your students
repeat the activity from before but focus on the
consonant combinations this time.

Digraph and Diphthong Review
Using audio have students isolate the sounds and
combinations that were reviewed earlier in the unit.
Before only single word examples were used now full
sentences should be manageable after having practiced
both vowel and consonant combinations separately.

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Blended Consonants, digraphs, and diphthongs
Phonology:
Decoding regularly spelled multisyllabic words and compound words, including the sounds represented by consonant blends, consonant/ vowel
digraphs (e.g., th, sh, ck) and diphthongs (e.g., ea, ie, ee) and controlled vowels.
Week, queen, parties, shower, year, etc.
Model Exercises: The clear difference is that digraphs are letters and diphthongs are sounds
Digraph: A Digraph is two letters that spell one sound.
Digraphs that spell consonant sounds include the letter pairs sh, ch, th, wh, ck, ph, ng.
Digraphs that spell vowel sounds include the letter pairs ai, ay, ee, ea, ie, ei, oo, ou. ow, oe, oo, ue, ey, ay, oy, oi, au, aw.
Diphthongs: A diphthong is one vowel sound formed by the combination of two vowel sounds.
A diphthong begins as one vowel sound and moves toward another, such as the vowel sounds in coin or loud. Diphthongs can be contrasted
with two monophthong vowel sounds together that form two syllables, such as in chaos, triage, or violin.
Diphthongs
[ei], [ai], [au], [oi], [ou]
ray – ride – how – boy – no;
The sound [ei] as in RAY
rate – late – Kate – fate – race – base – place – same – name – take – ache – lake – rage – age – wage – save – cave – wave;

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dictate – educate – decorate – celebrate – concentrate – investigate;
cable – table – able – cradle – range – change – strange – taste – waste;
baby – bacon – paper – April – danger – angel – stranger – basis – lazy – crazy;
patient – racial – nation – nature – fatal – patriot – radio – vacant;
ray – gray – play – lay – day – may – say – way – pray – stay – stray – delay;
hey – prey – they – convey – obey;
rain – main – aim – brain – drain – train – stain – remain – explain – complain;
fail – mail – sail – rail – raise – raid – afraid – wait – straight – faint – paint;
weight – weigh – eight – vein – neighbor;
break – great – steak;
betrayal – portrayal – layer – player – conveyor – surveyor;
saying – staying – playing – laying – praying – delaying – conveying – obeying – archaic.
The sound [ai] as in RIDE
ride – nice – ice – life – file – smile – line – fine – quite – rise – wise – prize – hi;
polite – combine – arrive – surprise – despise – organize – modernize;

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private – library – final – minus – crisis – climate – bicycle – horizon – item – Ida;
idea – ideal – identity – identical – biology;
find – kind – mind – blind – child – mild – wild – climb – rifle – trifle – title – idle;
high – sigh – sign – right – fight – night – light – sight – height;
lie – die – tie – dye – rye – bye – eye – buy – guy – alibi;
cry – dry – fry – try – by – my – sky – style – type – hype;
nylon – cycle – cyber – hybrid – dynamite – dynamic – hyperactive;
rely – reply – apply – deny – satisfy – modify – signify – analyze – paralyze;
buying – lying – flying – frying – trying – drying – crying – dying – denying – replying;
diet – client – quiet – riot – giant – lion – violet – dial – diary – diagram – denial – trial – science – society – pioneer;
buyer – flyer – dryer – higher – iron – liar – prior;
fire – hire – dire – wire – tire – tired – entire – aspire – expire – desire – require – acquire – empire.
The sound [au] as in HOW
how – cow – now – allow – owl – brown – down – town – clown – drown – crown – crowd – powder – browse – browser;

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loud – proud – cloud – out – shout – about – doubt – foul – noun – house – mouse – mouth – south – couch;
found – ground – around – pound – sound – count – amount – mountain – announce – bounce;
allowing – plowing / ploughing;
towel – bowel – Powell;
power – tower – flower – shower – coward – Howard;
hour – our – sour – flour.
The sound [oi] as in BOY
noise – voice – avoid – poison – join – coin – point – boil – foil – oil – spoil – toil – exploit;
joy – toy – boy – annoy – employ – destroy;
toying – employing – destroying – annoying;
loyal – royal – voyage – annoyance – oyster – destroyer – employer.
The sound [ou] as in NO
role – bone – phone – stone – close – note – notice – lonely – home – hope – open – ocean – remote – suppose;
go – ago – no – so – toe – hero – zero – veto – ego – echo – radio – studio – Mexico – potato – tomato – logo – motto;
solar – polar – modal – total – motor – moment – bonus – focus – vogue – social – soldier – coworker;

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cold – gold – hold – old – bold – sold – told – roll – poll – control – bolt – colt – folk – yolk – comb – don't – won't;
most – post – host – hostess – ghost – both;
road – load – boat – coat – oat – oak – soak – goal – coal – coach – approach – roast – toast – boast – coast;
soul – shoulder – though – although – dough;
OK – obey – omit – hotel – motel;
low – know – mow – snow – show – tow – owe – own – bowl – blow – blown – grow – grown – growth – throw – thrown;
follow – borrow – narrow – sparrow – window – yellow;
knowing – going – growing – throwing – showing – sewing – towing – blowing – owing – flowing;
following – borrowing – narrowing – zeroing – echoing;
heroic – stoical – poet – poetry;
lower – slower – mower – borrower – follower – widower.

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7th Grade – Optional Activities
Unit 5: Let’s Celebrate Costa Rican Culture!

Theme 1: How my family and I celebrate “Tico” culture

Warm Up Activities
Entrance tickets/tasks:
 Print out large Saprissa and Liga pictures, and have each learner stands by the picture with which they affiliate themselves. Pair up
learners, each pair consisting of a Saprissa fan and a Liga fan (if possible) and have each learner produce a sentence about why they
like their respective team and how, or why, soccer affiliation is important to family identity. Learners may share answers with the class.
http://www.fulhamfc.com/first-team/2013_2014/friendly/deportivo-saprissa
http://www.fulhamfc.com/first-team/2013_2014/friendly/ld-alajuelense
 “My Costa Rican Family…” Hang up a variety of pictures around the class that depict traditional scenes of Costa Rican families, region
specific, if possible. Learners stand by the pictures that remind them most of their family and/or upbringing. As the teacher goes around
the room passing by each picture, learners produce a sentence about why the picture spoke to them and reminded them of their family
and/or upbringing. If learners do not find a picture that speaks to them, learners must produce a sentence about what sets their family
apart.
Activating Prior Knowledge -- Brainstorming
 Brainstorm a list of common characteristics of “Tico” families and how “Ticos” carry their Costa Rican identity in everything they do.
 Ask each learner to produce the second half of a sentence that starts with “My family is Costa Rican and/because/but _________.” If
there is a large immigrant population and much of the class does not identify with a Costa Rican background the sentence could be
adapted to say, “I live in Costa Rica and/because/but ________.” Learners share their sentences with the class.

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

Adapt Essential Question: How does our family’s identity shape our Costa Rican identity? How does our Costa Rican identity impact our
family’s identity?

Introducing different text types (visual aids, technology, graphic organizers, etc.)
 Use a circle diagram to explore the elements of a “Tico” family
 Use a circle diagram to explore the elements of “Tico” family celebrations
https://www.worksheetworks.com/miscellanea/graphic-organizers/cycle.html
http://www.enchantedlearning.com/graphicorganizers/star/bigovals7/

Oral and Written Comprehension
Planning

for

Oral

Comprehension

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(pre-listening; listening; identifying; telling the main idea; differentiating; recognizing vocabulary, sounds, key words, main ideas, specific details)
 Use the video from MEP Educ@tico on families celebrating together as they watch the World Cup -http://www.mep.go.cr/educatico/family-members
 Pair off learners and have each pair record a short dialogue about how learners differently celebrate their “Tico” identities and create
focus questions for their dialogue. For example, what did the participants in the dialogue discuss? What was the important message
relayed? How did the participants differently, or similarly, celebrate being Costa Rican? Pairs then discuss their dialogues with the pair
with which they switched to clear up any misunderstandings or contested answers, while also sharing the differences and similarities
between the two pairs’ dialogues. Learners then come back together and the teacher facilitates a discussion about the dialogues.
(Sample questions can be found here: http://www.englishwithjo.com/english-conversation-festivals-celebrations/)
o What were common themes in the dialogues?
o Were there common things or activities that stood out to learners?
o Did certain people or pairs have different ways of celebrating the same thing?
o Do learners and their families interpret their “Tico” values or identity differently?
 Learners write a few sentences about how their families celebrate “Tico” culture and their Costa Rican identity. Learners then switch
with a partner and read the other person’s sentences and draw a picture visually illustrating the first learner’s brief paragraph. Learners
then present their drawings to the class using the third person to share their partner’s thoughts and ideas about how they celebrate their
Costa Rican identity. Learners may not bring the original writing with them when they present; they must use only the picture they drew
as a visual aid.
 Group discussion: what is most important to the identity of a “Tico” and their family? What are learners’ families’ most important cultural
identities? Use a graphic organizer to identify values and cultural attributes and how often they appear; are some more common than
others? Then, watch the following video.
https://www.youtube.com/watch?v=AgzsYgXnnBU
Suggested Graphic Organizer: http://www.enchantedlearning.com/graphicorganizers/cloud/
Debrief the main ideas of the video in a learner-led discussion about what foreigners perceive to be the cultural identities and values of
Costa Rica.
o Is their Costa Rica the Costa Rica known to learners?
o How does what tourists in Costa Rica know vary from the Costa Rica in which learners live and experience?
o Going back to the graphic organizer, did much of learners’ ideas about what it means to Costa Rica match up with the video?
Why or why not?

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



Learners learn/review the “Key Vocabulary” and then read (or listen to) the brief reading regarding Christmas celebrations in America.
http://www.esl-lab.com/tradition/traditionsc1.htm
As a post-reading activity, learners will think and write about how they identify (or not) with the cultural identity felt by Americans and
their families during Christmas. Are learners’ familial celebrations similar to the celebrations of American families? Why or why not.
Written work should be turned in to teacher for revision.
Teacher reads a short, and basic, paragraph about a person’s birthday party and learners must create an invitation to the party using the
details and “wh question” words in the paragraph. Learners first complete a draft in pencil to ensure the grammar, spelling, and details
are correct. After the revision learners begin to create the final products. Creativity and care is encouraged and invitations will be hung
around the classroom as decoration. (Examples can be found here:
http://www.invitationconsultants.com/samplewording.aspx?p_subcategory=178)
o Where is the party?
o What is being celebrated?
o When is it?
o What time will it begin?
Preview and/or review unit vocabulary and target grammar.

Oral and Written Production
 Learners work to come up with three examples of how their families celebrate “Tico” culture utilizing proper grammar and complete
sentences in their examples. Each person shares their examples, and each learner gets a point for a unique sentence and example
unused by another learner. The learner with the most points wins. Teacher makes a list of target vocabulary words utilized by learners
and reviews each one, adding in relevant words not previously included.
 Pairs work on Venn diagrams of how my family celebrates Tico culture, how my partner’s family celebrates, and how we both celebrate.
Learners then present to another pair.


Write the following question on the board, “what does it mean to be Costa Rican?” Using the graphic organizer, have learners write
down their five most defining elements of cultural identity. Put stars on the board, and organize them by category and/or repeated
answers.
o Are learners surprised by what they see?
o Do learners agree and/or disagree with certain answers? Why or why not?

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




https://dscyfeducation.wikispaces.com/file/view/Writing+Graphic+Organizers.pdf
Each family has a different way of celebrating “Tico” culture and Costa Rican identity. Learners answer the following questions:
o What makes your family Costa Rican?
o What do you do to celebrate Costa Rica?
o What foods, events, or holidays are important for your family in celebrating Costa Rican culture?
Teacher facilitates a group discussion in which each learner participates at least once and learners share their answers.
Learners think about their favorite Costa Rican tradition, event, holiday, or celebration. How did they celebrate last year? Learners draw
a picture of the event and how they had celebrated it the year before. Each student shares their drawing and describes it using simple
past.
Teacher chooses five statements of these “dos and don’ts” pertaining to Costa Rican culture, the country, and its identity. Learners
stand on a line and at the end of each side of the line there is a sign, “I agree” or “I disagree.” Teacher reads a statement and then
learners move towards the sign with which they agree. Learners must be able to explain their opinions using a complete sentence. For
example, “it is important to say hello to people on the street because Costa Ricans are friendly.”
http://costarica-information.com/about-costa-rica/people-culture-religion/culture/do-and-donts
Learners draft a few brief sentences about their cultural identity and what they would tell foreigners about their familial structure, why
they are proud to be Costa Rican, and what makes them unique. Teacher reviews writing and learners make final changes before
handing in their edited copy to the teachers for further revision.
Using http://www.tripadvisor.com learners can plan a brief day trip to their area of Costa Rica choosing destinations or activities that they
think best embody their familial and/or collective cultural identity. Once finished, learners compare their choices with their peers.
o Why did certain learners choose certain destinations?
o Why were some destinations more important than others?

Theme 2: How my community celebrates “Tico” culture
Warm Up Activities

Entrance tickets/tasks:

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



Each learner takes a ticket and is split up into one of four committees pertaining to a community celebration that takes place every year.
Learners pretend to be planning their activity and act out a brief scene for the rest of the class using proper grammar and complete
sentences both explaining how their activity or event helps foster a cultural identity. For example, if the event was the annual “fiestas”
learners might pretend to make traditional dishes, model a traditional dance, act out traditional games or activities, or describe an
important cultural event, like a bullfight.
Learners write at least three complete sentences about the celebration they perceive to be the most “Tico” culturally. Each learner
briefly shares their answer and peers note similarities and/or differences in opinions and ideas regarding cultural identity.

Other Activities:




“Welcome to My Community!” Learners record a brief advertisement (in the form of a video or audio clip) to be shared with the class
about their community’s traditions and how the local cultural identity corresponds to the national identity. Learners work together in
small groups to showcase their community and all it has to offer the rest of the country and the world. Videos and/or audio clips should
be presented to class, but later turned into the teacher for revision.
Learners create a Wikipedia page for their town, and/or edit its current Wikipedia page; adding what they feel is essential information
about their community, way of life, and cultural identity. This activity can also be adapted to include other social media sites like
TripAdvisor, Facebook, Instagram, etc.

Activating Prior Knowledge: Brainstorming


Brainstorm a list of common characteristics of people in the local community and how citizens carry their Costa Rican identity in
everything they do.

Introducing different text types (visual aids, technology, graphic organizers, etc.)



Use a circle diagram to explore the elements of the local community
Use a circle diagram to explore the elements of the local community celebrations
http://www.enchantedlearning.com/graphicorganizers/star/bigovals7/

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Oral and Written Comprehension
 Use a video on Costa Rican Foods and a graphic organizer such as a T chart for My Community Eats/My Community Does Not Eat
https://www.youtube.com/watch?v=85MH2xX5g0I
https://www.youtube.com/watch?v=aW6_WGnU0Vc&ebc=ANyPxKpEKfsZqJAOddwUz149iROuwWjCiuJKgrPaErg9McIgqX1cvUdy7IQth
_qvoDtxePRTGoW6jfifv_tsNTwdrpE44btXfA (do not have to use the entire video)
 Teacher puts learners in small groups of four. Learners interview a community member, local leader, school administrator, etc. to gain a
better idea of how the community celebrates “Tico” culture, using the questions below as a starting point. Learners summarize the
interview in English, recording themselves speaking in complete sentences. Learners come up with pre/post listening activities for their
peers such as brainstorming activities or focus questions. Groups present their recordings and activities to the larger group. Teacher
then facilitates brief discussion regarding the various interviews and debriefing the activity. Every student must speak at least once.
o What does it mean to be Costa Rican?
o How does the community celebrate it?
o How have celebrations and/or cultural values changed over the years?

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
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o What are the most important cultural identifiers and/or values that are an integral part of the Costa Rican experience?
o What does the community member hope for the future of the community?
o What does the community member hope for the future of Costa Rica?
Practice target vocabulary and themes with the following worksheet about birthdays.
http://busyteacher.org/20134-birthday.html
Using the vocabulary list of celebrations, learners complete a Compare and Contrast Chart that includes headings such as Clothes,
Music, Activities. This website allows teachers to create the chart: https://www.worksheetworks.com/miscellanea/graphicorganizers/compare-contrast-matrix.html
Adapt the following questions for students to be able to have meaningful, grade-appropriate interactions and exchanges of information
supported by the curriculum. Or, have students complete this as written practice and check for proper spelling, grammar, and usage.
http://busyteacher.org/13749-basic-english-conversation-questions.html

Oral and Written Production
 Working in pairs, learners call out a celebration to their partner and the partner responds with when and how the community celebrates.
 Learners are placed in groups of four and each group is given a locally celebrated event. Learners work together to write sentences
about how the event celebrates “Tico” culture. Each sentence is accompanied by an illustration so that audience is further able to
understand what the celebration looks like and entails. Groups present their sentences and pictures to the larger group.
o What kind of food is eaten in the event?
o What types of cultural events occur?
o How does this celebrate “Tico” culture?
o Does faith play a part in this celebration?
o Does the whole community celebrate?
 Teacher chooses questions from the following resource in which learners answer in complete sentences and use connecting words to
explain their answers. Teacher then facilitates discussion about how learners’ answers indicate how cultural identities are formed.
http://www.learner.org/libraries/connectarts68/07_culture_pt1/07pdfs/OurCulture_Wksheet.pdf
 Teacher puts learners in pairs and has them answer the following questions. Learners use complete sentences to express their
thoughts and/or respond to each other and then, if desired, share their answers with the rest of the class.
o What is the most important part of being Costa Rican?

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

o What is the most important part of being a member of my community?
o How can I celebrate “Tico” culture by being a member of my community?
o Is my community identity the same as my Costa Rican identity?
Learners fill in the worksheet with the correct vocabulary words for the details and properly label the event. Learners then answer the
four questions at the bottom of the page and also answer the question “is this celebrated in your community? Why or why not.” Class
reviews worksheet by going around the room taking turns to answer the blanks and answer the corresponding questions. Teacher
facilitates discussion about how different communities celebrate things differently, and learners discuss how their community’s
celebration style corresponds to their “Tico” identity and celebration of “Tico” culture.
http://www.eslflow.com/Celebrations---festivals-lesson.html
Using simple present and simple past, and complete sentences, learners write about how community celebrations and “Tico” culture has
changed over time. Learners write at least five sentences, writing organically or following the focus questions listed below. Teacher
edits the first draft of the paragraph checking for correct grammar, punctuation, spelling, and coherence. Learners correct the mistakes
and submit an edited copy to teacher for further revision.
o How has technology like electricity changed the way Costa Ricans celebrate their heritage and culture of community?
o How has social media changed the way people in your community interact and/or spend time together?
o Before there were cars or international markets how was the food in your community different? Do community members eat the
same celebratory foods that they used to?
Teacher breaks learners into groups based on the neighborhoods in which they live. Learners work together to create an itinerary for
tourists, or illustrated map, of their communities and activities that can be done or things to be experienced in the community. Learners
share their itineraries or maps with the larger group when finished and teacher facilitates brief discussion about the
differences/similarities between the different neighborhoods. Every student must speak at least once.
o Which elder should be visited?
o Where can visitors learn about the history of the community?
o How does your community celebrate “Tico” culture?
o What are the traditional foods or dances for which your community is known?
(Slightly adapted concept from http://www.tolerance.org/blog/mapping-out-get-know-you-project)

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Theme 3: How other Costa Rican communities celebrate “Tico” culture
Warm Up Activities
Entrance tickets/tasks:
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Use the same video of Costa Rican provinces that may have been used in the class on how my community celebrates. Show brief
segments of each of the other provinces. Learners name cities/communities that they know are in each of the provinces.
https://www.youtube.com/watch?v=BdKiPR3kdjo
Using video above or a map of Costa Rica, review family vocabulary with a Who Do You Know? Game. Name a province and allow time
for learners to say My __family member or friend__ lives in __name of province__.
Learners are broken into groups and each group is given a celebration that is celebrated in a different community and/or province from
their own. This works well if learners have no knowledge about this celebration as it can be a teaching moment for everyone involved.
Groups briefly research their holiday (on the internet or with resources provided by teacher) and then present their findings to the class
with each learner using complete sentences and speaking at least once. The following questions should be answered:
o What is celebrated?
 Is the basis of the celebration historical, religious, geographical, political, etc.
 What is the history behind the celebration?
 How does the community celebrate “Tico” culture in this celebration?
 How has the celebration changed over time?
o How is it celebrated?
 Are there special foods?
 A certain type of music or dress?
 What type of celebration is it?
 What sort of cultural activities do locals participate in?
o Where is it celebrated?
o When is it celebrated?
Learners write at least three complete sentences about predictions they have about how other communities in Costa Rica celebrate
“Tico” culture. Or, if learners have travelled to other communities during celebratory times or have seen/heard about how others
celebrate via social media, television, newspapers, family members, etc. they can write three sentences about how other communities

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celebrate “Tico” culture. Learners should include the place they are discussing in their sentences as various places in Costa Rica
sometimes celebrate “Tico” culture very differently.
Other Activities:
 “This is how we celebrate…” Learners are put into groups and each group is given a Costa Rican celebration. Groups create a
presentation about how various communities around Costa Rica differently celebrate the same celebration. Creativity is encouraged;
students can create posters, skits, make a video, create a PowerPoint, etc. to share their information with the class.
 What do learners like about how other communities celebrate “Tico” culture? Learners write at least three complete sentences using
target grammar and unit vocabulary words about (at least) three different communities and their celebrations.
Activating Prior Knowledge: Brainstorming
 Essential question: How do we, as Costa Ricans, celebrate holidays as part of Tico identity?
 Adaptation: How does the identity of other communities shape our collective Costa Rican identity?
 Adaptation II: How does our Costa Rican identity impact the identity of other communities dissimilar to learners’ community?
 Brainstorm a list of differences and similarities between how learners’ community and other communities around Costa Rica celebrate
“Tico” culture.
Introducing different text types (visual aids, technology, graphic organizers, etc.)
 Use a map of Costa Rica. Learners post names of community celebrations in the appropriate province/city/community.
 Use a fishbone diagram to explore the different celebrations and celebratory styles of different Costa Rican communities while noticing a
common theme that ties them together, being Costa Rican.
http://www.enchantedlearning.com/graphicorganizers/fishbone/4arms2.shtml
Oral and Written Comprehension
 Use pictures and read aloud descriptions of holidays and locations using these websites:
o http://www.travelandleisure.com/local-experts/costa-rica/top-5-festivals-costa-rica
o http://www.rainforestadventure.com/costa-rica-atlantic/festive-days/
o http://costa-rica-guide.com/travel/best-time/holidays-fiestas/

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

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**Possible production idea for MEP video** -- Teacher plays clip of different provinces in Costa Rica celebrating the same holiday and
poses various pre-watching and post-watching questions for learners to engage critical thinking skills, ensure comprehension and active
listening, while also facilitating class discussion.
o Possible pre-watching questions:
 Which celebration is being discussed? How do you and your family celebrate this holiday?
 How do you think the community in the clip celebrates the holiday?
 How do you think the community in the clip is different from your own?
o Possible post-watching questions:
 Were your predictions correct? Explain.
 How is the community similar to yours?
 How is it different?
 Have you ever been to this community or another community for this celebration? What did you experience?
Use the blog of two North Americans who have a great love for Costa Rica and have listed all the holidays with some information on how
they are observed. http://costa-rica-guide.com/travel/best-time/holidays-fiestas/
Use a list of Costa Rican holidays by month with brief descriptions: http://costarica.com/culture/holidays-festivals/
Practice target vocabulary and themes with the following worksheet about birthdays.
http://busyteacher.org/20134-birthday.html
Adapt the following questions for students to be able to have meaningful, grade-appropriate interactions and exchanges of information
supported by the curriculum. Or, have students complete this as written practice and check for proper spelling, grammar, and usage.
http://busyteacher.org/13749-basic-english-conversation-questions.html

Oral and Written Production
 Learners are placed in four groups and each group is given a season of the year. Each group thinks critically about the holidays,
celebrations, events, or activities that happen within their time period and how different communities around Costa Rica celebrate “Tico”
culture during the season. For each event there must be a corresponding sentence in target grammar about how the community
celebrates their “Tico” identity during this time. Each group presents their season and each member of the group must speak at least
once. Given that there are many events/celebrations throughout the year it is not necessary for each group to discuss each event.

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

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Learners must discern the most “important” events, or the events that actively contribute to “Tico” culture or identity, or to the cultural
identity of the community or region in which it takes place.
http://costarica.com/culture/holidays-festivals/
Say “How is my community different than other “Tico” communities?
o Is food region specific?
o Are the same holidays celebrated?
o How does faith play a factor?
o Are the same languages spoken?
Learners write at least three complete sentences using connecting words to explain themselves.
Using the vocabulary list of celebrations and communities, learners complete a Compare and Contrast Chart that includes headings
such as Clothes, Music, Activities. This website allows teachers to create the chart:
https://www.worksheetworks.com/miscellanea/graphic-organizers/compare-contrast-matrix.html
Learners fill in the worksheet with the correct vocabulary words for the details and properly label the event. Learners then answer the
four questions at the bottom of the page and also answer the question “is this celebrated in your community? Why or why not.” Class
reviews worksheet by going around the room taking turns to answer the blanks and answer the corresponding questions. Teacher
facilitates discussion about how different communities celebrate things differently, and learners discuss how their community’s
celebration style corresponds to their “Tico” identity and celebration of “Tico” culture.
http://www.eslflow.com/Celebrations---festivals-lesson.html
Learners compare their community with a community in a very different, or far away, part of Costa Rica. How do the two communities
celebrate “Tico” culture? Learners present their community comparisons to the larger group. The following resources have great
information on the different provinces and micro cultures in Costa Rica.
o Are the days/celebrations the same?
o Is the food the same?
o How does faith, climate, geography, language, etc. play a role in how communities celebrate Costa Rica and their Costa Rican
identity?
http://www.mydestination.com/costarica/regionalinfo/6177403/costa-rica-province
http://www.britannica.com/place/Costa-Rica

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Learners choose a community different from their own that they would like to visit. Learners write at least three complete sentences
using target vocabulary, simple present, simple past, and connecting words. Learners share sentences with the larger group and
discuss commonly held viewpoints about community and culture, or why students have unique and/or unconventional thoughts
regarding cultural identity and community celebrations.
o How does this community celebrate “Tico” culture?
o Is it similar to how students’ communities celebrate “Tico” culture?
o What do students like about their chosen community and how they celebrate “Tico” culture?
o Is there something in the chosen community that learners wish they had in their home community?
Theme 4: How Costa Ricans celebrate national “Tico” culture

Warm Up Activities
Entrance tickets/tasks:
 Teacher decorates room for Costa Rican Independence Day (or another national holiday) and puts on traditional music. Learners enter
the room and join the party! Learners bring in traditional games, outfits, dances, or foods to class and share them with the larger group
in complete sentences. Learners, and teacher, can also ask each other questions about what they are sharing and learners answer in
complete sentences and using proper grammar.
 Teacher places different signs around the room for different Costa Rican holidays or celebrations. Learners stand by the sign by which
they identify and discuss why they like the celebration and why they think it is better than the others posted around the room using
complete sentences and target grammar and vocabulary. Each learner must speak at least once.
Songs:
 Learners sing the song “This Land is Your Land” by Woodie Guthrie. After reviewing vocabulary and new words, learners underline the
geographic markers specific to the United States in the song and replace them with Costa Rican landmarks. Learners then sing their
Costa Rican version.
Lyrics found at: http://www.woodyguthrie.org/Lyrics/This_Land.htm
Other Activities:

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
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“What does the world eat for breakfast?” Teacher plays video to facilitate discussion and provides pre-watching and post-watching
questions to further engage critical thinking and active listening skills.
o Possible pre-watching questions
 What do learners think other Latin American countries eat for breakfast?
 What do people in Europe eat for breakfast? Africa? Asia? Australia?
 What do Costa Ricans eat for breakfast?
 Are there any other countries that eat the same breakfast eaten by Costa Ricans?
o Possible post-watching questions
 Were learners correct about their predictions regarding breakfast in other countries? Explain.
 How is breakfast a cultural identifier? What does it say about culture, tradition, geography, or climate?
 What does Costa Rica’s breakfast say culturally? How is gallo pinto part of a Costa Rican identity?
 Why do Costa Ricans not eat some of the foods featured in the video?
https://www.youtube.com/watch?v=ry1E1uzPSU0
What do learners think Costa Rica’s most important past time is? Learners draw a picture and write a sentence explaining their thoughts
and then share it with the class. Are there common or unique answers? Are there overarching similarities? How and why do learners
disagree in their thinking? Discussion facilitated by teacher following learners’ presentations.
How does this article exemplify “Tico” culture? Why are these traditions special to Costa Rica and help Costa Ricans celebrate “Tico”
culture? Is Christmas celebrated the same way in learners’ community? Why or why not?
http://www.ticotimes.net/2014/12/25/costa-ricas-capital-is-ready-for-holiday-celebrations
How does your community celebrate earth day? How does each part of Costa Rica do their part in conserving the natural resources and
beauty of the country? Why is it important for Costa Rica to take care of the environment? How does it fit into Costa Rica’s identity, both
nationally and globally? Learners read the following article and then write at least three complete sentences responding to the article.
Lastly, teacher facilitates discussion covering the above questions.
http://www.ticotimes.net/2007/04/13/earth-day-celebrations-planned-on-pacific-coast

Activating Prior Knowledge: Brainstorming
 Essential question: How do we, as Costa Ricans, celebrate holidays as part of Tico identity?
 Adaptation: How is our national identity viewed abroad?
 Adaptation II: What does it mean to be Costa Rican?

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

Brainstorm a list of differences and similarities between between Costa Rica and other countries. How does Costa Rica compare
regionally from Nicaragua and Panama? How does it compare to countries in North and/or South America like Canada or Argentina?
What about Europe, Asia, Africa, or Oceania? Why are certain things similar and others different?

Introducing different text types (visual aids, technology, graphic organizers, etc.)
 Concept Definition Map to analyze elements of “Tico” culture
http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/sr_allgo.pdf
 Use this customized Venn diagram to compare national “Tico” culture with cultures from neighboring countries, or from around the
world? What unites humanity? Are there similar elements of culture in dissimilar places?
http://www.enchantedlearning.com/graphicorganizers/math/venn/lcmgcf.shtml
Oral and Written Comprehension
 Teacher plays a video of foreigners talking about Costa Rica and what they observe about Costa Rica, Costa Ricans, and Costa Rican
culture. Teacher plays clip three times to ensure comprehension and then facilitates discussion about what students observed and how
they felt about what the foreigners stated in the clip.
o Possible pre-watching questions
 How do learners view themselves and their population? How would they describe themselves?
 How do learners view Costa Rica and Costa Rican culture? How would they describe it?
 How do learners think foreigners will describe Costa Rica, Costa Rican culture, and the Costa Rican people?
 How do learners feel about the amount of foreigners cycling through their country?
o Possible post-watching questions
 Were learners correct in their predictions? Explain.
 Do learners agree with how Costa Rica, Costa Rican culture, and the Costa Rican people were portrayed?
 What are learners perception of tourists? Why are they in Costa Rica? Do they help or hurt Costa Rica? How do they fit
into the fabric of Costa Rican society?
Video Suggestions:
https://www.youtube.com/watch?v=qwf9q6LOmOE
https://www.youtube.com/watch?v=Kr2A_Yc49xI (no audio, but great footage)

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http://www.rainforestspices.com/about-the-farm/about-the-owner/
https://www.youtube.com/watch?v=LqKxDg4OKDU
https://www.youtube.com/watch?v=kAP--u6V8y8


Wordsearch about Costa Rica using unit themes. Teacher might have to create a word bank first, so that learners know what to look for.
http://easyscienceforkids.com/wp-content/uploads/2014/03/Costa-Rica-Worksheet-Free-Geography-Hidden-Word-Puzzle-Game-forKids.pdf
 Word search about Costa Rica from a foreigner’s perspective. Great for building a cultural context and a deeper sense of identity.
http://www.wordsearchfun.com/94986_Costa_Rica_wordsearch.html
 Review lyrics to National Anthem in English. Use a Frayer Model to determine ways to update the words of the hymn to reflect modern
observations of Costa Rica culture.
Oral and Written Production
 Learners work in groups to describe different cultural identifiers, customs, and celebrations while the teacher plays a “tourist” and asks
each group questions about the customs and celebrations they represent. Learners respond in complete sentences while also utilizing
target vocabulary and grammar structures.
 Learners complete There is/There are or I like/don’t like sentences about holidays from vocabulary list that are drawn from a container
with names of holidays on slips of paper inside.
 Learners respond to a holiday with I always/sometimes/never celebrate __holiday__.
 Say “What makes Costa Rica special culturally?”
o What do Costa Ricans eat?
o What do Costa Ricans do for fun?
o What are Costa Rican values?
o What does it means to live “pura vida?”


Learners write at least three complete sentences using connecting words to explain themselves.
Learners complete the following worksheet about culture and then discuss answers with the larger group.
http://files.peacecorps.gov/uploads/wws/lesson-plans/files/looking.everyone.a.pdf
If teacher would like to deepen discussion, the following website provides good focus questions.
http://www.peacecorps.gov/wws/lesson-plans/everyone-has-culture-everyone-different/

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Learners imagine that they are talking to foreigners who are about to visit Costa Rica for the first time. What do learners want them to
know? Learners write at least three sentences each about what they think are the most important things to know about Costa Rica and
“Tico” culture. Learners check their sentences with teacher for correctness. Learners then draw a picture of one of their sentences, or a
picture of Costa Rica and/or Costa Rican culture and rewrite their edited sentences. Learners share pictures and sentences with the
class and then teacher hangs up pictures on the classroom wall.
“I love my country!” How do learners celebrate national “Tico” culture? Learners write three sentences about how they celebrate their
“Tico” identities and the three things they do that best support their culture and country. Learners share their sentences with the larger
group.
“What can we work on?” Learners think about problems facing Costa Rica and think creatively and innovatively about how they (or their
generation) can improve quality of life for Costa Ricans and the wildlife that live here. Learners write three complete sentences using
connecting words to finish their thought. “Costa Rica has contaminated water but we will work to clean it by polluting less.”

Integrated Mini Project Options
 Learners think critically about Costa Rican culture and how they predict it will change. Learners imagine that they are older citizens
living in their hometowns.
o How has culture changed?
o Does being Costa Rican mean something different than it did in the past?
o Are the changes positive or negative?
o Are there things that learners wish had changed more? Or do they miss the old Costa Rica?
Students draw a picture of the “new” Costa Rica and write a small paragraph or at least three sentences describing the cultural changes they now
experience. Barring #6, this list could provide learners with good insight regarding recent changes in Costa Rica; this should help them think critically
about how culture, identity, and country can change.
http://www.ticotimes.net/2015/01/03/10-ways-life-in-costa-rica-has-been-transformed-and-you-didnt-even-notice

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 Learners think critically about the geography of their country and how it effects culture, community celebrations, and “Tico” identities.
o Learners are placed in groups, one group for each Costa Rican province.
o Learners create a poster, powerpoint, or video educating their peers about the province.
 What is the climate of the province?
 Who are the people that live there?
 What is eaten?
 What music is listened to?
 What days are celebrated? Why?
 How does climate effect population, food, identity, and celebration of the province?
o Groups must turn in their presentations to teacher a few days before so that teacher can edit for clarity and grammar. Teacher
will also create a Jeopardy game out of the various facts listed in the presentations about each province.
o Following the revision of their presentations, groups present their findings to the class.
o Groups engage in a post-presentation Jeopardy game prepared by and facilitated by teacher. Teacher reads off facts from
various categories, “food,” “music,” “culture,” “celebrations,” for example; with various corresponding amounts of points. After
the fact is listed groups may “buzz in” to guess the province. Groups only receive points if answers are in complete sentences.
The following answers are examples of complete sentences that would award learners points: “This takes place in Alajuela!”
“They eat cocadas in Limon!” “The Romeria happens in Cartago!”
 How does culture get borrowed or appropriated and integrated from other cultures?
o Students are put into groups with different foci: food, clothes, music, celebrations, etc. Groups are at the discretion of the
teacher, but the four listed here might provide the most interesting dialogue.

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o Groups get together and research their topics and how they correspond to Costa Rica both presently and historically.
 How have groups’ topics changed over the years, decades, or centuries? What have influenced these changes?
 How have the changes been influenced by globalization? Where do certain traditions, customs, or choices come from?
 Groups include both examples of what is “Tico” and what comes from other places or cultures.
 Groups must include at least one sentence about why they think things have changed and one sentence about how things
will change in the future.
o Groups present their findings to the class and provide examples of their findings. Examples may be examples in real life, or they
may be a picture, video, audio clip, or some sort of visual aid. Everyone must speaks at least once and complete sentences
must be used. “On my birthday we drink Coca Cola and that is from the United States,” is an example of a complete sentence
that would fit well for this activity.

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Level 7th

Unit 6
CEF level to be reached: A1.1
Scenario: Getting from here to there

Enduring Understanding
Essential Question

Travelling requires planning (in order) to decide where to go, how to get there, what to take and what to do.
How can people be smart travelers?
Assessment and Goals

Week 1
Assessment:
L recognizes
instructions for games and
follows
teacher/students’
modeling of the activity.
L.3. recognize instructions for
games
and
follow
teacher/students’ modeling of
the activity.
Assessment:
L labels
diagrams
with
appropriate
pieces of familiar goods and
services.
R.1. label diagrams with
appropriate pieces of familiar
goods and services.
Assessment:
L recognizes
familiar names of places, goods
and services in short and simple

Week 2

Week 3

Assessment:
L recognizes
main ideas of text when
accompanied by illustrations.
R.4. understand main ideas of
text when accompanied by
illustrations.

Assessment: L follows simple
directions how to get from one
place to another, on foot or by
public transport.
L.1. follow simple directions
how to get from one place to
another, on foot or by public
transport.

Assessment: L recognizes figures
Assessment
and
times
given
in
clear
announcements, for example at the
airport or at a bus station.
L.2. understand figures and times Anecdotal reports / rubrics / instruments
given in clear announcements, for
for self and co-assessment
example at the airport or at a bus
station.

Assessment: L writes simple
descriptions of places (e.g.,
location, direction, activities)
W.2. write simple descriptions
of places (e.g., location,
direction, activities, checking
written sentences to look for
mistakes (e.g., subject-verb
agreement,
capitalization,
spelling, basic punctuation,
etc.).

Assessment: L recognizes the main
idea of presentations related to
places, goods and services.
L.4. understand the main idea of
presentations related to places,
goods and services.

Assessment: L interacts in a
simple way, asking questions
about places, where they are
and how to get to them and
answering such questions if they
are articulated slowly and
clearly.
SI.2. interact in a simple way,
asking questions about places,
where they are and how to get
to them and answering such
questions
if
they
are
articulated slowly and clearly.

Week 4

Assessment:
L describes briefly 
weekend or holiday plans.
SP.3. describe weekend or holiday
plans and what I need and when.

Week 5/6

Suggested Integrated Mini project
An event with guests from the
community who answer questions
about what they do for the

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texts
R.3. recognize familiar names
of places, goods and services
in short and simple texts.

(ticket, reservation, passport)
Assessment:
L uses simple
words to tell where a place is
and ways to get there.
SP.1. use simple words to tell
where a place is and ways to
get there.

Assessment:
L expresses
preferences about places to visit
and ways to move around.
SI.1. express preferences
about places to visit and ways
to move around.

Assessment:
L fills in a hotel
registration form with personal details. 
W.1. fill in a hotel registration form 
with personal details.



Assessment:
L describes
places and ways to move
around (towns, holiday resorts,
car, plane, bike).
SP.2. describe places and
ways to move around (towns,
holiday resorts, car, plane,
bike).
Can Do related to Phonology to be inserted as appropriate each week
Assessment: L recognizes by manipulating English language sounds using knowledge in phonics, syllabification and word parts.
R2. identify English language sounds using knowledge in phonics, syllabification and word parts.
Theme
Theme
Theme
Theme
Knowing where I want to go
Knowing where it is
Knowing how to get there
Knowing what I need and when

Function
Identifying
places
buildings

and

Discourse Markers
Connecting words: and, but,
because
Grammar & Sentence Frames

–
–

Future -- going to
We are going to Manuel
Antonio National Park.
Are you going to visit Poas
Volcano?

Function
Locating
places
buildings

and

Discourse Markers
Connecting words: and, but,
because
Grammar &Sentence Frames

–
–
–

WH questions
Where is the post office?
Are we on the right road?
How far is it __?
Determiners

Function
Giving directions
Describing ways to move
around
Discourse Markers
Connecting words: and, but,
because
Grammar & Sentence Frames

Imperatives
Go down…
Go straight…
Follow the signs
Turn left

community and where. Students
ask questions in English and then in
Spanish.
A story board: “Our favorite place”
A digital or physical magazine
Vod cast-with script
Marketing traveling campaign with a
pod cast

Function
Understanding and using travel
fares and hotel registrations
Discourse Markers
Connecting words: and, but,
because
Grammar & Sentence Frames
Prepositions of time:
In, on, at
Present tense
(S+V+C)
I go to the beach.

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There is / There are …

Determiners
There is / There are …

Prepositions of place
in, on, next to, near,
between, in front of,
opposite to, behind

Prepositions of place
in, on, next to, near,
between, in front of,
opposite to, behind
Phonology

Phonology

Phonology
Review

Short vowel sounds (-at, -en, -ad)
in orally stated single syllable
words. (e.g., hen, hat, mad, etc.)
Vocabulary

Short vowel sounds (-at, -en, -ad) in
orally stated single syllable words.
(e.g., hen, hat, mad, etc.)
Vocabulary

Knowing where I want to go
High School, Church, Bank,
Park Restaurant, Cafeteria
hospital, supermarket/grocery
store, Mall/Movie Theater,
Cinema / Soccer field,
river/beach/lake / National Park/
Volcano

Knowing where it is
There is / There are
in, on, next to, near, between, in
front of, opposite of, behind

Knowing how to get there
Where is the post office?
Are we on the right road?
How can I get to __?
It’s on main street …
It is not far
It is quite far
Go straight…
Follow the signs
Turn left, go straight
By car/ walking/ bike/ bus/ train/
airplane/motorcycle/
boat,
carpooling
Psycho-social
– Enjoying traveling.

–

–


Psycho-social
Analyzing and making
decisions



Idioms
Itchy feet
Hit the road
–
–
–

Psycho-social
Communicating clearly,
concisely and responsibly,
with respect for the person
addressed
Social Language
Straight to the point
Clueless
Directionally challenged

–

Sociocultural
Respecting, appreciating
and being aware of his /her
community, region, country,
and world travel
opportunities

Vocabulary
Knowing what I need and when
Travel expenses, schedules, transfer,
transportation fare, price, cash, ticket,
toll, reservation, form
Numbers from 1 to 5 thousand
Days of the week
Months of the year
Time



Psycho-social
Being flexible and open to
changes when traveling.

Proverbs / Quotes
He who returns from a journey is not
the same as he who left. -- Chinese
proverb

Social Language

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–

Directionally challenged

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Didactic Planning
Week 1
Level: 7th

Unit: 6

Domain: Socio-Interpersonal and Transactional Scenario: Getting from here to there

Theme: Knowing where I want to go

Learn to Do

Grammar &Sentence Frame
Future -- going to
–
We are going to Manuel Antonio National
Park.
–
Are you going to visit Poas Volcano?



Function
Identifying places and buildings



Discourse Markers
Connecting words: and, but, because

Learn to Be and Live in Community


Psychosocial
Analyzing and making decisions




Itchy feet
Hit the road

Idioms

Determiners
There is / There are …
Vocabulary
High School, Church, Bank, Park Restaurant,
Cafeteria hospital, supermarket/grocery store,
Mall/Movie Theater, Cinema / Soccer field,
river/beach/lake / National Park/ Volcano
Phonology
Short vowel sounds (-at, -en, -ad) in orally stated

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single syllable words. (e.g., hen, hat, mad, etc.)

Didactic Sequence Mediation

Assessment
Strategies &
Evidences

Learner can

Note: Teacher includes the
specific

indicators

Pre-teaching
Routine – Checking attendance, checking in with Ls, posting and reviewing Essential
Question, Can Do’s, and class agenda, etc.

and

evidences under each one
of

the

Time
Total:
120 min
(3 lessons)

5 min

following

assessment strategies

Learner…

L.3.
recognizes
instructions
for
games and follows
teacher/students’
modeling of the
activity.
.

L.3. recognize
instructions for
games and
follow teacher/
students’
modeling of the
activity

Warm up
Learners play Take, Give, Receive. On the board or the wall is a grid that looks like the
table below. The numbers are written on sheets of paper covering either a larger plus sign
(+), minus sign (-), or exclamation point (!). The object of the game is to correctly answer
questions and end with the most players. Two or more teams are needed with an audience
who will play later. (Large groups may want to have more squares on the board). Each
team receives a turn and must answer a review question from the unit similar to the
questions that follow. The team who answers correctly gets the opportunity to select a
number and see what is beneath the paper. If it is the plus sign (+) they get to take a player
from the other team. If it is a minus sign (-) they must give a player to the other team. If it is
an exclamation point (!), they receive another player from the audience without the other
team having to give one up. Sample questions are:
 Where do you go to school?
 What is that? (pointing to object in room that they know)
 Where can I buy that? (pointing to same object)
 What is this? (pointing to object in room that they know)
 Where can I buy this? (pointing to same object)
 When do you eat breakfast?
 Where do you eat lunch?

10 min

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





Where can you find (something that was covered in lesson on backyards)?
Where can you find (something that was covered in lesson on Costa Rica
natural wonders)?
Where can I buy vegetables?
What do you do on Mothers Day?
What foods do you eat at Christmas?

Pre-task: reading to speak
 Recognition/Articulation/Production: T shows words printed on separate pieces of

30 min

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R2. recognizes by
manipulating
English language
sounds
using
knowledge
in
phonics,
syllabification and
word parts.

R2.
identify
English
language
sounds using
knowledge in
phonics,
syllabification
and
word
parts.

paper that are vocabulary words for places in the community of the school and then
shows the video and rhythmic presentation of “Places in My Town” (video found here
https://www.youtube.com/watch?v=Kfzyc4m9jVk) or the MEP resource “My
Community” (found here http://www.mep.go.cr/sites/default/files/recursos/recursosinteractivos/my_community/deploy/sites/mango-city/islands/tourism-recreation.html) to
introduce mapping the community.
Learners will then place the pieces of paper in the proper order to form a map similar to
what is shown in the video.
 Learners will use prior knowledge to identify services provided in the places noted on
their map and write those words on smaller pieces of paper and place them on top of
the locations on the map. T will introduce new vocabulary that is not covered by Ls
prior knowledge. (This activity can be used independently of the video if projection or
internet is not available.)
Task: Event Planning (reading to speak)
5. Reading for the first time – T projects the following or distributes copies. Note: Class
can do the actual event or simply pretend that they will be hosting it.

30 min

We are going to plan an event because we want to hear what people in our
community do. The event is going to be the last week of classes. We are going to
need many things. Because there is so much to do, we are going to assign jobs.

R.1.
labels R.1.
label
diagrams
with diagrams
with
appropriate pieces appropriate
of familiar goods pieces of familiar
and services.
goods
and
services.

At this place …
Supermarket

There is/there are
…
Drinks, snacks

We are going to need
to know …
The price

Who is going to ask?
(Fill in name of student
after reading for the second
time)

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Restaurant

Pastries

The price

(Fill in name of student
after reading for the second
time)

Church

Minister

The name of someone
who can join us

(Fill in name of student
after reading for the second
time)

Police station

Police officers and
other staff

The name of someone
who can join us

(Fill in name of student
after reading for the second
time)

Continue to add
based on your
community

(Fill in name of student
after reading for the second
time)

10 min
6. Pair/Group – Learners (in pairs) list the things they know now and what they are going
to do in the future.
Now

R.3.
recognizes R.3. recognize
familiar names of familiar names
places, goods and of places, goods
services in short and services in
and simple texts
short and simple
texts.

Future

20 min

7. Reading for the second time – Learners will read and fill in the names of people to do
the assigned tasks. (Can be done in small groups as role play or as part of Integrated
Mini Project.)

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SI.1.
expresses SI.1.
express
preferences about preferences
places to visit and about places to
ways
to
move visit and ways to
around.
move around.

1. Planning – Learners in small groups will plan to report their plans to the large group.

5 min

2. Organizing – Learners will complete the sentences: I want to visit ____ in our
community. I am going to find out information about _______ and (check on prices for
______ or invite __________) to our event.
3. Rehearsing
4. Using – Each group will discuss what they are going to do for the event.

Post-task
 Exit ticket – After T explains “to hit the road” is to leave on a journey. Learners must
identify one place other than their community that they would like to visit. As they leave
they say, When I hit the road, I am going to visit ________.
Options







Integrated Mini-Project

Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should
An event with guests from the
community who answer questions be opportunities for Ls to practice English, not just those related to presentation.
about what they do for the
community and where. Students For the first and second weeks, learners focus on:
Participating: Brainstorming, discussing, negotiating, making decisions and selecting the
ask questions in English and then
work strategies, resources and the mini-project. After each week’s lesson, learners identify
in Spanish.
which learning tasks completed that week could be adapted for use in their chosen
A story board: “Our favorite
Integrated Mini-Project.
place”
Thinking: planning creating and outlining collaboratively the language content and
A digital or physical magazine
strategies.
Vod cast-with script
For the third and fourth weeks, learners focus on:
Marketing traveling campaign
Acting out: Practicing the mini-project in pairs or groups.
with a pod cast
For the week of presentation, learners focus on:
Responding and sharing: Delivering and participating in peer assessment of mini-project.

Time
Adjust
previous times
listed above to
allow 5 min
each week.
Group
presentations
can be week 5
or 6.

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Reflective Teaching
What worked well

What didn’t work well

How to improve

Enduring Understanding Reflection
How well did the learners progress in their understanding of the Enduring Understanding?

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Week Plan Self-Assessment
At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’
understanding.)

Learner Self-Assessment
I can…

Yes

In
progress

Listen and recognize instructions for games and follow
modeling.
Read and label diagrams related to goods and services.
Read short texts and recognize names of places, goods
and services.
Express my preferences about places to visit and ways to
move around.
Identify, pronounce, and indicate the meaning of all the
vocabulary (including social language) for the week.
Show how I have worked with others this week.

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Didactic Planning
Week 2
Level: 7th

Unit: 6

Domain: Socio-Interpersonal and Transactional Scenario: Getting from here to there

Theme: Knowing where it is

Learn to Do

Grammar &Sentence Frames
WH questions
– Where is the post office?
– Are we on the right road?
– How far is it __?
Determiners
There is / There are …



Function
Locating places and buildings



Discourse Markers
Connecting words: and, but, because

Learn to Be and Live in Community


–
–
–

Psychosocial
Communicating clearly, concisely and
responsibly, with respect for the person
addressed

Social Language
Straight to the point
Clueless
Directionally challenged

Prepositions of place
in, on, next to, near, between, in front of,
opposite to, behind
Vocabulary
There is / There are
in, on, next to, near, between, in front of,
opposite of, behind

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Phonology
Short vowel sounds (-at, -en, -ad) in orally stated
single syllable words. (e.g., hen, hat, mad, etc.)
Assessment
Strategies &
Evidences
Note: Teacher includes the
specific indicators and
evidences under each one
of
the
following
assessment strategies

R.2.
identifies
English language
sounds
using
knowledge
in
phonics,
syllabification and
word parts

(Previously used)
R.1.
labels

Didactic Sequence Mediation
Learner can

Pre-teaching
Routine – Checking attendance, checking in with Ls, posting and reviewing Essential
Question, Can Do’s, and class agenda, etc.
Warm up
Recognition/Articulation/Production: To practice the -at sound, form two teams into
R.2.
identify
and
lines facing the wall or board where a map of Costa Rica, is posted. Say a place in Costa
manipulate
Rica (province, national park, other attraction) and then say Where is it at? First one to slap
English
the map correctly with a flyswatter gets a point for his/her team.
language
Ls brainstorm list of goods/services offered across the country (surfing, fishing, hiking,
sounds using
guides, food, zip line, etc.) using prior knowledge from Unit 3.
knowledge in
phonics,
syllabification
and
word Pre-task: reading to speak
parts.
 T shows previously written words printed on strips of paper which can be attached to
the map used in the warm up. The words are locations of provinces, cities, and known
tourist attractions in Costa Rica. Learners take turns drawing a strip of paper from the
set and saying aloud to the class:
R.1.
label
– Where is (word on strip of paper)?
diagrams with
– What good or service is offered there? As learner secures the strip to the correct

Time
Total:
120 min
(3 lessons)

5 min

10 min

5 min

20 min

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diagrams
with
appropriate pieces
of familiar goods
and services.

appropriate
pieces
of
familiar goods
and services.

location, the class responds with There is/There are ____________ (surfing,
fishing, hiking, etc.) A team of learners writes the good or service on additional
strips of paper and secures them in the proper location on the map as well.
 T models new vocabulary using pictures from Unit 3’s Marvels in Costa Rica theme and
the map. For example: There are national parks IN (name of province). The national
park is NEXT TO _______. The (name of marvel) is NEAR _____. This province is
BETWEEN (name of two provinces).
 Learners, in pairs, complete 7 sentences using the model:
There is/are (service) in (place) and it is (next to, near, between) (other location).
Task: Answering questions about Costa Rica (reading to speak)

R.4. understand
R.4.recognizes
main ideas of
main ideas of text text
when
when accompanied accompanied by
by illustrations.
illustrations.

25 min

1. Reading for the first time – Groups of learners are given one short section from the
visit Costa Rica press kit beginning on page 13 (found here
http://www.visitcostarica.com/ict/paginas/press_kit/kit_en/PressKit-ICT-2014.pdf). They
read their section and identify words or sentences they do not understand.
2. Pair/Group – The group and/or the teacher ensures that the gist of the reading is
understood.
3. Reading for the second time – In pairs they complete a T chart with two headings:
a. Location
b. Goods/services

SI.2. interacts in a
simple way, asking
questions
about
places, where they
are and how to get

SI.2. interact in
a simple way,
asking
questions about
places, where

4. Post reading – Pairs form groups of 4 and share the lists they have compiled and
create one long and corrected list.

40 min

1. Planning – Groups of 4 brainstorm list of WH questions they can ask about other
groups’ lists. Where is a place to surf in Costa Rica? Where is rice and beans served?

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to
them
and
answering
such
questions if they
are
articulated
slowly and clearly.

they are and
how to get to
them and
answering such
questions if they
are articulated
slowly and
clearly.

2. Organizing – Groups organize questions into two categories – location questions and
goods and services.
3. Rehearsing – Groups practice questions.
4. Using – Class walks around the room until teacher says STOP. When the Ls stop,
teacher then says NEXT TO, NEAR, BETWEEN, BESIDE or other instruction and Ls
must ask one question of the person standing in that position.
Post-task: speaking
 Teacher refers to map of community used during previous week. T models “Where is
the (name of a location)?” And L must respond with “The __________ is (beside, near,
next to, etc.) the ________.” After T models, each L takes a turn asking and answering.
 Exit ticket is answering a question about the location of something in the community or
Costa Rica.
10 min

Options






Integrated Mini-Project

Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should
An event with guests from the
be opportunities for Ls to practice English, not just those related to presentation.
community who answer
questions about what they do for
For the first and second weeks, learners focus on:
the community and where.
Participating: Brainstorming, discussing, negotiating, making decisions and selecting the
Students ask questions in English
work strategies, resources and the mini-project. After each week’s lesson, learners identify
and then in Spanish.
which learning tasks completed that week could be adapted for use in their chosen
A story board: “Our favorite
Integrated Mini-Project.
place”
Thinking: planning creating and outlining collaboratively the language content and
A digital or physical magazine
strategies.
Vod cast-with script
For the third and fourth weeks, learners focus on:

Time
Adjust
previous times
listed above to
allow 5 min
each week.
Group
presentations
can be week 5
or 6.

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

Marketing traveling campaign
with a pod cast

Acting out: Practicing the mini-project in pairs or groups.
For the week of presentation, learners focus on:
Responding and sharing: Delivering and participating in peer assessment of mini-project.

Reflective Teaching
What worked well

What didn’t work well

How to improve

Enduring Understanding Reflection
How well did the learners progress in their understanding of the Enduring Understanding?

Week Plan Self-Assessment

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At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’
understanding.)

Learner Self-Assessment
I can…

Yes

In
progress

Read and label diagrams related to goods and services.
Read and recognize main ideas in an illustrated text.
Interact by asking and answering questions about places.
Identify, pronounce, and indicate the meaning of all the
vocabulary (including social language) for the week.
Show how I have worked with others this week.

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Didactic Planning
Week 3
Level: 7th

Unit: 6

Domain: Socio-Interpersonal and Transactional Scenario: Getting from here to there

Theme: Knowing how to get there

Enduring Understanding: Travelling requires planning (in order) to decide where to go, how to get there, what to take and what to do.
Essential Question: How can people be smart travelers?
Learn to Know
Grammar & Sentence Frame
Imperatives
Go down…
Go straight…
Follow the signs
Turn left
Prepositions of place
in, on, next to, near, between, in front of,
opposite to, behind

Learn to Do



Function
Giving directions
Describing ways to move around



Discourse Markers
Connecting words: and, but, because

Learn to Be and Live in Community
–
–

–

Psycho-social
Enjoying traveling.
Sociocultural
Respecting, appreciating and being aware of
his /her community, region, country, and
world travel opportunities
Social Language
Directionally challenged

Vocabulary
Where is the post office?
Are we on the right road?
How can I get to __?
It’s on main street …
It is not far
It is quite far

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Go straight…
Follow the signs
Turn left, go straight
By
car/
walking/
bike/
bus/
airplane/motorcycle/ boat, carpooling

train/

Phonology
Short vowel sounds (-at, -en, -ad) in orally stated
single syllable words. (e.g., hen, hat, mad, etc.)
Assessment
Strategies &
Evidences

Didactic Sequence Mediation
Learner can

Note: Teacher includes the
specific indicators and
evidences under each one
of
the
following
assessment strategies.

Learner…

follow
L.1. follows simple L.1.
directions how to simple directions
get from one place how to get from
to another, on foot one place to
or
by
public another, on foot

Pre-teaching
Routine – Checking attendance, checking in with Ls, posting and reviewing Essential
Question, Can Do’s, and class agenda, etc.
Warm up
Before showing the video “Places in My Town” from week 1 again, (video found here
https://www.youtube.com/watch?v=Kfzyc4m9jVk), demonstrate hand motions for the
directions given. Then Ls perform the motions as video instructs.
Turn left – left arm out
Turn right – right arm out
Go straight – both arms stretched forward
Up the street – both arms overhead
Down the street – both arms pointing toward floor
Option -- Play a game where learners provide basic instructions to a “Robot” who first
leaves the room while planning takes place and then sits in middle of room. Class first
determines what symbols will mean what actions. For instance:

Time
Total:
120 min
(3 lessons)

5 min

10 min

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transport.

or by public
transport.

! = stand up
# = Turn to the right
^ = Step forward
While Robot is outside room, learners determine what simple task can be accomplished
(e.g., go to board and erase it) and using symbols printed on separate pieces of paper,
place themselves in correct order to lead Robot through the activity. No one is allowed to
speak to the Robot.

Pre-task: listening to write
 Recognition/Articulation/Production: T says words with -en sound such as when,
friend, send, then, with phrase such as WHEN you want to help a FRIEND you should
SEND them directions and THEN meet them. Ls repeat and produce instructions on
R.2.
identifies R.2. identify and
English language manipulate
how to get through maze.
sounds
using English
 Having previously created a maze on the floor with tape outlining the path of turns, etc.
knowledge
in language
blindfold one L and have other L provide instructions on how to complete the maze
phonics,
sounds
using
using vocabulary. Ls can then work in pairs beginning at different points in the maze so
syllabification and knowledge
in
that more can participate at one time. Option is to ask Ls to create obstacle courses
word parts.
phonics,
outside and then work in pairs to offer and receive instructions.
syllabification
and word parts.
Task: Helping the Directionally Challenged (writing to speak)

15 min

40 min

1. Drafting – Use the following as a fill in the blank dialogue that individuals work on
independently. T can help clarify social language.
W.2.writes simple
descriptions
of
places
(e.g.,
location, direction,
activities)

W.2.
write
simple
descriptions of
places
(e.g.,
location,

Jose: Maria, I need your help! I am trying to send my friend who is visiting
___(name of community)___ instructions from the ____ (select a location like the
bus stop) to the school but I am clueless on how to begin.
Maria: You are so directionally challenged! I want to meet your friend so I am

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direction,
activities,
checking written
sentences
to
look
for
mistakes (e.g.,
subject-verb
agreement,
capitalization,
spelling, basic
punctuation,
etc.).
SP.1.uses
simple
words to tell where
a place is and ways
to get there.

SP.1. use simple
words to tell
where a place is
and ways to get
there.

definitely going to help.
Jose: Thanks, Maria! I owe you!
Maria: Well first he needs to __________. (insert directions). Then he ________
and finally he ________.
Jose: (repeats the directions)
Maria: You got this! You are not so clueless after all. Of course, if your friend gets
lost, you can always tell him to follow the signs.
2. Revising – Ls share their work in pairs and revise as necessary.

30 min

3. Editing – Ls examine the dialogues for any writing errors.

1. Planning – Ls determine who will play which role.

15 min

2. Organizing – Ls add props if wanted.
3. Rehearsing – Ls rehears script.

SP.2.
describes
places and ways to
move
around
(towns,
holiday
resorts, car, plane,
bike).

4. Using – Ls present in pairs.
SP.2. describe
places and ways
Post-task: speaking
to move around
(towns, holiday
 Option 1 – Using map of community, Ls draw two locations from a stack of strips of
resorts,
car,
paper and tell how they will travel from one location to the other. (I am going to walk,
plane, bike).
bike, drive, ride, etc. and then I am going to turn left, etc.)
 Option 2 – Using map of Costa Rica, Ls draw two locations from stack of strips of paper
and tell how they will travel from one location to the other. (I am going to ride a bus,
drive a car, fly, bike, walk, etc. They must include at least one point where they will turn
left or right and go straight.)

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 Option 3 – Using material from the press kit used in Week 2, Ls review and then say
how to travel to the various locations.
Options







An event with guests from the
community who answer
questions about what they do for
the community and where.
Students ask questions in English
and then in Spanish.
A story board: “Our favorite
place”
A digital or physical magazine
Vod cast-with script
Marketing traveling campaign
with a pod cast

Time

Integrated Mini-Project
Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should
be opportunities for Ls to practice English, not just those related to presentation.
For the first and second weeks, learners focus on:
Participating: Brainstorming, discussing, negotiating, making decisions and selecting the
work strategies, resources and the mini-project. After each week’s lesson, learners identify
which learning tasks completed that week could be adapted for use in their chosen
Integrated Mini-Project.
Thinking: planning creating and outlining collaboratively the language content and
strategies.
For the third and fourth weeks, learners focus on:
Acting out: Practicing the mini-project in pairs or groups.
For the week of presentation, learners focus on:
Responding and sharing: Delivering and participating in peer assessment of mini-project.

Adjust
previous times
listed above to
allow 5 min
each week.
Group
presentations
can be week 5
or 6.

Reflective Teaching
What worked well

What didn’t work well

How to improve

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Enduring Understanding Reflection
How well did the learners progress in their understanding of the Enduring Understanding?

Week Plan Self-Assessment
At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’
understanding.)

Learner Self-Assessment
I can…

Yes

In
progress

Listen and follow simple directions on how to get from one
place to another.
Write simple descriptions of places, checking for subjectverb agreement, capitalization, spelling and basic
punctuation.
Describe places and ways to move around in a simple
spoken presentation.
Identify, pronounce, and indicate the meaning of all the
vocabulary (including social language) for the week.
Show how I have worked with others this week.

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Didactic Planning
Week 4
Level: 7th

Unit: 6

Domain: Socio-Interpersonal and Transactional Scenario: Getting from here to there

Theme: Knowing what I need and when

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frame
Prepositions of time:
In, on, at



Function
Understanding and using travel fares and 
hotel registrations

Present tense
(S+V+C)
I go to the beach.



Discourse Markers
Connecting words: and, but, because



Psycho-social
Being flexible and open to changes when
traveling.
Proverbs / Quotes
He who returns from a journey is not the
same as he who left. -- Chinese proverb

Vocabulary
Travel
expenses,
schedules,
transfer,
transportation fare, price, cash, ticket, toll,
reservation, form
Numbers from 1 to 5 thousand
Days of the week
Months of the year
Time

410

Didactic Sequence Mediation

Assessment
Strategies &
Evidences

Learner can

Note: Teacher includes the
specific

indicators

Pre-teaching
Routine – Checking attendance, checking in with Ls, posting and reviewing Essential
Question, Can Do’s, and class agenda, etc.

and

evidences under each one
of

the

Time
Total:
120 min
(3 lessons)

5 min

following

assessment strategies

Learner…
R.2. identify and
R.2
identifies
manipulate
English language
English
sounds
using
language
knowledge
in
sounds
using
phonics,
knowledge
in
syllabification and
phonics,
word parts.
syllabification
and word parts.

L.2.

recognizes

L.2. understand
figures
and

Warm up
Recognition/Articulation/Production: The following rhyme is written on the board. T
models pronunciation, asks for recognition of -ad sound and Ls repeat and produce.
Don’t be sad. Don’t be mad.
Today is the day you won’t feel bad.
Pick a partner and be glad.

20 min

Introduce Clock Partners. Ls put a different name in each space and say “Name of L, you
are my 12 o’clock partner,” etc. That person must then put the name of the speaker in the
same spot on their clock.
To do the following activity you will need calendars and a spinner or use 1 dice or two and
roll in order to randomly select the time that partners must perform the following:
 12 o’clock partners – Go straight to the trash can.
 1 o’clock partners – Turn left and walk 3 steps.
 2 o’clock partners – Turn right and walk 5 steps.
 3 o’clock partners – Jump up 4 times.
 4 o’clock partners – Sit down 2 times.
 5 o’clock partners – Stand near the teacher’s desk.

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figures and times times given in
given
in
clear clear
announcements, for announcements,
example at the for example at
airport or at a bus the airport or at
station.
a bus station.








6 o’clock partners – Go to the calendar and show your birthday.
7 o’clock partners – Stand between your partner and the wall.
8 o’clock partners – Stand next to another pair of partners.
9 o’clock partners – Stand in front of the door.
10 o’clock partners – Stand behind your desks.
11 o’clock partners – Go to the calendar and point to today.

20 min
Pre-task: listening to speak
 Provide and ask Ls to say aloud words from a word bank (filling in ones they do not
know) and then distribute a worksheet such as the one found here on months and days
of the year for Ls to complete. Option is to assign segments of the sheet to different
groups so that Ls share their work with another group rather than complete entire

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sheet.
https://en.islcollective.com/resources/printables/worksheets_doc_docx/days_months_o
rdinal_number_worksheet/days-of-the/11790.
L.2.
recognizes L.2. understand
figures and times figures
and
given
in
clear times given in Task: Planning a trip (listening to speak)
announcements, for clear
1. Listening for the first time – Using the video
example at the announcements,
https://www.youtube.com/watch?v=J1LuFwt0bdE Ls listen for the words they used in
airport or at a bus for example at
the pre-listening worksheet activity related to dates and costs.
station.
the airport or at
a bus station.
2. Pair/Group feedback – Working with Clock Partner, Ls identify how much the room
L.4.recognizes the
costs and when the couple will be traveling.
main
idea
of L.4. understand
presentations
the main idea of
3. Listening for the second time – Ls identify some of the goods and services being
related to places, presentations
offered.
goods
and related
to
4. Post-listening – Clock Partners list as many of the goods and services as they can.
services.
places,
goods
Then they compare their list to another pair and create a single list. The group of now
and services.
four Ls with the most items on their list receive recognition as “winners.”

30 min

1. Planning – Ls work as pairs and assume the roles of the traveling couple from the
video. They decide how they will travel to the hotel, what they will do to enjoy the stay
there (use gym, pool, etc.). They must choose to present the information to the group
as a To Do list to get ready or as a dialogue between the couple planning the trip.
SP.3describes
SP.3. describe
briefly weekend or weekend
or
holiday plans.
holiday
plans
and what I need
and
when.

2. Organizing – Ls make a checklist of items they will need and do for the trip.

15 min

3. Rehearsing – Ls rehearse the presentation.
4. Using – Ls present to the class.

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(ticket,
reservation,
passport)

W.1. fills in a hotel W.1. fill in a
registration
form hotel registration
with
personal form
with
details.
personal details.

Options







Post-task: writing
1. Pre-writing – T models completion of a hotel registration form. (Options available at
http://setupmyhotel.com/formats/fo/112-registration-cards-in-hotels.html)
2. Drafting – Ls complete as much of the form as they can independently.
3. Revising – Ls work with a Clock Partner to add additional info they may not have
known previously.
4. Editing – Ls make final corrections and present to T as an Exit Ticket for the day.

Integrated Mini-Project

Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should
An event with guests from the
community who answer questions be opportunities for Ls to practice English, not just those related to presentation.
about what they do for the
community and where. Students For the first and second weeks, learners focus on:
Participating: Brainstorming, discussing, negotiating, making decisions and selecting the
ask questions in English and then
work strategies, resources and the mini-project. After each week’s lesson, learners identify
in Spanish.
which learning tasks completed that week could be adapted for use in their chosen
A story board: “Our favorite
Integrated Mini-Project.
place”
Thinking: planning creating and outlining collaboratively the language content and
A digital or physical magazine
strategies.
Vod cast-with script
For
the
third and fourth weeks, learners focus on:
Marketing traveling campaign
Acting out: Practicing the mini-project in pairs or groups.
with a pod cast
For the week of presentation, learners focus on:
Responding and sharing: Delivering and participating in peer assessment of mini-project.

Time
Adjust
previous times
listed above to
allow 5 min
each week.
Group
presentations
can be week 5
or 6.

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Reflective Teaching
What worked well

What didn’t work well

How to improve

Enduring Understanding Reflection
How well did the learners progress in their understanding of the Enduring Understanding?

Week Plan Self-Assessment
At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’
understanding.)

Learner Self-Assessment
I can…

Yes

In
progress

Listen and recognize figures and times given in clear
announcements.
Listen and recognize the main idea of presentations related
to places, goods, and services.
Describe weekend or holiday plans (in a spoken
presentation).
Fill in a hotel registration form.
Identify, pronounce, and indicate the meaning of all the
vocabulary (including social language) for the week.
Show how I have worked with others this week.

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Didactic Planning
Weeks 5 and 6
Review and Integrated Mini-Project
Level: 7th

Unit 6: Getting from here to there

Learn to Do



Grammar & Sentence Frame
Did Ls use all sentence frames?



Vocabulary
Did Ls say aloud and write all vocabulary?



Phonology
Did Ls recognize, articulate and produce
phonological sounds?

Assessment
Strategies &
Evidences


Did Ls achieve 

Learn to Be and Live in Community

Function
Did Ls use all functions?


Discourse Markers
Did Ls practice connecting words: and, but, 
because?


Psychosocial
Did Ls show evidence of …
Being aware and committed to protecting the
environment
Appreciating natural wonders
Sociocultural
Did Ls practice idioms and quotes?

Didactic Sequence Mediation
Learner can

Can Ls do all

Referencing notes from formative assessments throughout the weeks, repeat activities to

Time
Total:
120 min
(3 lessons)

All of week

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all learning
outcomes?

tasks?

Options







strengthen Ls in weaker areas or select from Optional Activities that follow these plans.

Integrated Mini-Project

5 or 6

Time

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7th Grade – Short texts and Dialogues
Unit 6: Getting from Here to There
Week 1 Theme: Knowing Where I Want to Go
Dear Diary,
Today was a very good day. I woke up at 6:00 am, got ready for school, and kissed my mom goodbye. On the walk to school I saw my uncle,
Tio Rigo, going into the supermarket (the Maxi Pali in between the church and the park, not the Pali in front of the bank). Tio Rigo asked me to
wait for him while he went inside the grocery store. When he came back out, Rigo had a big box with a cake inside.
Rigo said: Mijo, on your way to school please give this cake to Mrs. Gonzalez. It is a surprise birthday cake for her husband, Mr. Gonzalez!
Then I said: Yes, uncle! With pleasure. How do you get to Mrs. Gonzalez’ house?
Uncle Rigo said: Thank you, Mijito. Mrs. Gonzalez’ house is on the main street, not far from the convenience store, Musmanni. From here, walk
straight and pass the park on your right. When you walk two blocks, or 200 meters, turn right. Follow the signs for the Pizza Restaurant. After
one block, or 100 meters, turn left. You will see Mrs. Gonzalez’ house on the right. It has a red gate and a big mango tree in the front yard.
Keep your eyes peeled! If you come to the soccer field, then you’ve gone too far! Now hit the road, Jack! I don’t want you to be late for school!
I was so thankful for my Uncle’s directions, because I am directionally challenged. Mrs. Gonzalez was so pleased about the cake she gave me a
bag of mamón to give to my Uncle Rigo. Now I have to find him tomorrow and give it to him! Oh well!
Post Script,
I ate three of them. Don’t tell!

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Week 2: Knowing Where It Is
Mom: (looking at her phone) Trip Advisor says there are many things to do in San Jose. I need you to look at the map and help me plan our day
in the capitol.
Son: How far is it to San Jose?
Mom: I think the bus ride is 2 hours. When we arrive I want to go to one of the museums. I think the Pre-Colombian Gold Museum is next to the
National Theater. Both would be good to see.
Son: (looking at phone) I see both of those places on the city map I found on my phone. The museum is under the Plaza de Cultura.
Mom: So the plaza is between the museum and the theater?
Son: That is what it looks like on the map.
Mom: Where is the post office? It is an old building and very pretty.
Son: The post office is a few blocks away.
Mom: There is a McDonalds on the opposite side of the street from the post office. So we can get an ice cream after we walk!

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Week 3: Knowing How to Get There
Jack: Mrs. Gonzalez, my uncle Rigo said he enjoyed the mamón very much! He wanted me to give this papaya to you.
Mrs. Gonzalez: That’s very kind of him. Tell him I said thank you.
Jack: I will!
Mrs. Gonzalez: Before you go, I want you to give this fabric to Rigo’s wife, Sylvia. She is making clothes for your mom’s baby shower.
Jack: Thank you! I know my new baby brother will appreciate it!
Mrs. Gonzalez: Ok, hit the road and get going Mijo!
Jack: Where is Sylvia’s house? I should know, but I’m directionally challenged.
Mrs. Gonzalez: That’s ok, Mijito. From here you take a right at the end of the block, then keep straight for 400 meters, or four blocks. When
you see the bank on the left and the Pali on the right, turn right. Walk down 200 meters, or two blocks, then turn left at the high school and
walk down 100 meters, or one block. If you come to the river, then you’ve gone too far. Sylvia’s house will be on the right. There is a cas tree
in front of the house with a green pet parrot. The color of the gate is black and the house is blue.
Jack: Ok Mrs. Gonzalez. Here I go!
Mrs. Gonzalez: Ok, Jackito. Oh and don’t tell your mother what the present is! The clothes will be a surprise!
Jack: Yes ma’am!

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Week 4: Knowing How to Get There
Use the tool found at https://www.inspirock.com/costa-rica/trip-planner-d711096685?gclid=CLmAjNrP888CFcNZhgodDcsPsA or refer to the
screen captures below. Learners can talk about time, transportation, costs, etc.

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7th Grade – Phonology: Short Vowel Sounds
Unit 6: Getting from Here to There
Theme
Knowing where I want to go

Phonology
Short vowel sounds
(-at) in orally stated single-syllable
words. (e.g. hat)

Theme
Knowing where it is

Phonology
Short vowel sounds
(-en) in orally stated singlesyllable words. (e.g., pen)

Theme
Knowing how to get there

Phonology
Short vowel sounds
(-ad) in orally stated single-syllable
words. (e.g. mad)

Theme
Knowing what I need and when

Phonology
Review short vowel sounds
(-at,-en, -ad)

Activity

Why is there a difference?
Take this time to explain to students the
physical difference between the types of
consonants and why they affect vowel length.
You can show the difference on a physical
level but having them feel the vibration their
throats produce with saying voiced consonants.

Do you know when?
Using the vocabulary that corresponds to
this theme. Provide students with examples
of long and short vowels in order for them
to naturally recognize the difference and
distinguish when and where each appears.
The goal of this would be for them to
understand the context and have them
correctly pronounce written text on their
own.

Text Based Production
Have the students practice recognizing the
words in one of the texts provided with this unit
that they have already seen. Since they have
practiced before but with isolated words from the
previous theme seeing new words in different
context should challenge them. As mentioned
before having them practice natural recognition
of the words will only help them when it comes
to speech.

Text Based Recognition
Instead of having the students read anything give
each a new text about an unknown location. Have
them mark the short and long vowels according to the
rules discussed before in the classroom. Reinforcing
the recognition of these rules will help them when it
comes to reading out loud and then eventually
speaking.

Background
The reason as to why short vowel sounds exist is due to the two types of consonants that are present in the English alphabet. These two types
of consonants are voiced and voiceless. A voiceless consonant is one that does not create a vibration when the phoneme is produced by itself.
An example of this would be the consonant /t/. If one where to hold their neck as they produce this sound they would notice that no vibration

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is felt as the air travels through the neck. In comparison a voiced consonant does the opposite in that is creates a vibration when the phone is
produced. An example of this would be /d/. When one produces the phoneme they immediately feel the vibration in their throats as the air
escapes from their lips. A great way to show this contrast is by comparing two similar words that differ in their final consonant, “wet” and
“wed”. As mentioned before /t/ is a voiceless consonant and /d/ is a voiced consonant. When both of these words are said the impact that the
difference has on the vowel is evident in how long the speaker holds it out. In “wet” the /e/ is short due to the lack of vibration from the
consonant that immediately follows it. In “wed” however the speaker can notice the difference in just how long the /e/ is produced when
saying the word. As mentioned before the reason for this is due to the vibration that is produced when enunciating the /d/ phoneme.
With this in mind, an appropriate use of this information for classroom exercises would be the production and recognition of these sounds in a
series of different contexts. Having students read a text that shows the variety of vowel lengths that exist due to the vowel/consonant
combinations would be optimal in communicating the message.
Long and Short Vowel Memory Game
Objective: Repeat and practice examples of the long and short vowel sounds
1.
2.
3.

Create a memory game in which the matching pairs of the long and short versions of each vowel are written on separate cards.
Learners must read the words aloud and match the card with the long sound to the card with the short sound.
Examples:
a. Apple & Acorn
b.Elephant & Eagle
c. Igloo & Ice Cream
d.Octopus & Oval
e. Umbrella & Unicorn

Dictation of Vowels
Objective: To recite a text that shows differences in vowel length and pronunciation. The vowel and consonant combinations may be the same
but due to a contrasting final phoneme their pronunciation varies in comparison. For example:

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1. Copy the words that are examples of long and short vowel sounds onto cards. Before reading for the first time. Review the words and
ask Learners to identify if the word goes in the short or long column (or short or long bag or whatever way you choose to separate the
words.)
2. Copy the reading and then cut it into parts with each part numbered. Distribute parts to the learners and then have them line up in
order. Ask of there are words that they do not know. Assist with those words.

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3. Learners then present reading to the class.
4. All learners make note of the differences in the pronunciation of various words and the vowel lengths that present themselves in the
text. (Note: Having students realize the difference and reason for this variation is critical for the development of proper pronunciation. If
the students can understand the reason as to why they need to produce the sounds a certain way then they will develop the habit of
naturally producing the word due to their repetition of the word while reading text.)

7th Grade – Optional Activities
Unit 6: Getting from Here to There
Theme 1: Knowing where I want to go
Warm Up Activities
Entrance tickets/tasks:
 Learners get either of a place or a good upon entering the classroom. They must find the partner with the corresponding good or place.
 Learners bring images of places in town to be reviewed with the class.
 Learners make two circles facing each other. Learners are opposite each other and in their pair they tell their partner what good they
have. The partner must guess the corresponding place. Then they switch and the other partner must guess the place. Then one of the
circle moves so each student has a new partner.
Activating Prior Knowledge - Brainstorming
 What are the most important places in my town or city? Which places are most frequented? Why?
 Adapt the essential question and discuss: How can people be smart travelers?
 What’s your favorite place in town? Why? (using the connecting words because and and)
 What additional place or places can make your town better?

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Introducing different text types (visual aids, technology, graphic organizers, etc.)
 Making lists about places: most important to least important to you, most frequented to least frequented to you (T chart).
 Put places into two groups: essential or non-essential; provides goods or provides a service (T chart).
 Learners make a personal dictionary with the images of places in town they brought.
Oral and Written Comprehension
 Reading and Listening for places around town with learners answering answers with the correct places. Several activities like matching
and multiple choice questions are available on the site. http://drewseslfluencylessons.com/4-beginner/around-the-town/esl-listeningactivity-for-places-in-town/
 Reading and Listening about places. The script and activities are available. http://www.learning-english-online.net/language-course/unit3-the-new-home-town/reading-and-listening-story/
 Quiz about places http://www.allthingstopics.com/uploads/2/3/2/9/23290220/quiz_placestown.pdf
 Reading about a girl’s town complete with true/false and reading comprehension questions
https://en.islcollective.com/resources/printables/worksheets_doc_docx/the_place_where_i_live_reading_comprehension/peopleelementary-a1/45961
Oral and Written Production
 Bingo sheets with images of places. The teacher or another learner will say the good/service and the learners mark the correct place on
their bingo sheet.
 Flyswatter: Teacher will have images of places on the board. The teacher will say a good/service and the first learner among two to hit
the image with the flyswatter wins. Can be done with images of good/service on the board and the teacher names a place
 Matching goods/services with the correct place http://drewseslfluencylessons.com/4-beginner/around-the-town/english-places-in-townfill-in-the-blanks-worksheet/ or http://www.allthingstopics.com/uploads/2/3/2/9/23290220/wordbank_placestown-15.pdf
Or with images http://drewseslfluencylessons.com/4-beginner/around-the-town/esl-locations-in-town-vocabulary-matching-exercise/
 Pictionary: learners draw a good/service on the board and the other learners must say where that learner is going to
 Use examples of sentences that need to have the words placed in the right order to make sense. Sentences are about the goods or
services that each place offers. Teachers can add variation by changing the good/service so that it is incorrect and the learner has to put
the correct one. http://drewseslfluencylessons.com/4-beginner/sentence-building-worksheet-for-esl-around-the-town-vocabulary

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Use a worksheet where learners name the good found at the place, as well as unscramble and match sentences based on goods and
services. Additionally, the first half of the worksheet can be used for theme 2 and prepositions of place.
https://en.islcollective.com/resources/printables/worksheets_doc_docx/shops_in_town/shopping-shops-town/571
unscrambling the sentence can also be done as a human sentence, where each learner is given a word and must work as a team to put
the sentence in the correct order.
Learners are given images of a person or people as well as goods/services and must create a sentence indicating who is going where
for what reason
Learners write sentences to describe why someone goes to a certain place. Ex: You go to the bank because you need money.
Theme 2: Knowing where it is

Warm Up Activities
Entrance tickets/tasks:
 Learners bring a homemade map/illustration of their town labeled with places.
 Learners are told a good or service and asked to name the place in order to take a seat.
 Learners are paired off and shown an image of a place in town and give the name in English. First one to answer, wins. The game
continues until there is one overall winner.
Songs:
 Video reviews places in town and also introduces prepositions of place
https://www.youtube.com/watch?v=Kfzyc4m9jVk
 Use song and hand motions that are demonstrated at end of this video https://www.youtube.com/watch?v=n0a_Z0mnY1g. Words are
sung to tune of Brother John: In, on, under, in, on, under, in front of, in front of, behind, beside, behind, beside, in front of, in front of.
Other Activities:
 TPR: to teach learners how to use prepositions of place. Teacher can give commands to learners in relation to their desk, chair, or other
classroom objects.
Activating Prior Knowledge -- Brainstorming

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Brainstorm how many different questions you can ask about a place using “wh” questions.
Adapt the essential question and discuss: How can people be smart travelers?

Introducing different text types (visual aids, technology, graphic organizers, etc.)
 Organize places in a list from the closest to the farthest from the high school or student’s house.
 Learners make a personal dictionary with images to show prepositions of place (in, on, next to, near, between, in front of, opposite,
behind).
 Make a Venn diagram of your town or city, with the categories of North, South, East and West and put each place in the town in the
proper quadrant. Make the Venn diagram as such (can be simplified depending on town size):

Oral and Written Comprehension

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In small groups, learners must ask each other the following “wh” questions orally for practice (as well as practice of “going to” form the
previous theme):
“where are you going?”
“who are you going with?”
“when are you going?”
“how long are you going for?”
“how are you going?”
“why are you going?”
Learners will be provided as many or few answer prompts as the teacher desires. One learner will answer all the questions and then it
will be the next learner’s turn. Each learner should practice asking each question once and answering all the questions.
Listening comprehension for prepositions of place and places in town. Example 1: http://www.esl-lab.com/eslbasic/travel-sightseeing2.htm
Example 2: http://www.esl-lab.com/eslbasic/travel-sightseeing-sc1.htm
With a blank map, the teacher can read to the learners where to label the places with the assistance of prepositions of place.
Reading about a town and correctly labeling a map with the missing locations mentioned in the reading
https://en.islcollective.com/resources/printables/worksheets_doc_docx/this_is_my_town/prepositions-of-place/82916

Oral and Written Production
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A blank map activity where learners can put places on the map according to directions from a peer or the teacher. The teacher uses
prepositions to guide the learners. Teacher can also refrain from saying the place and rather only describe the place by the good/service
offered there. This map can also be used further in Theme 3 with giving directions. This map available for download at this link is
completely blank: http://busyteacher.org/9754-map-activity.html
This map has some descriptions already there for the learners of goods/services offered: http://busyteacher.org/7488-giving-directionsshops.html
Game with the instructions provided to be used for matching goods/services with places and also giving directions. Or learners can
respond to questions about what good/service belongs to which place, as well as describing where the place is using prepositions of
place. http://busyteacher.org/14833-directions-and-places-game.html

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Learners are given a map and must put the correct preposition of place to make each sentence true
https://en.islcollective.com/resources/printables/worksheets_doc_docx/where_are_you/prepositions-of-place/71069
Similar to the one above, but also includes directions (for Theme 3)
https://en.islcollective.com/resources/printables/worksheets_doc_docx/do_you_know_my_town/prepositions-giving-directions/13170
Multi-faceted worksheet that includes matching goods/services with places, putting correct prepositions of place, and using “there is/are”
and “wh” questions properly https://en.islcollective.com/resources/printables/worksheets_doc_docx/my_city/prepositions-city-city/1329
Based on a provided map, learners must create 5 true sentences after being given different places and prepositions
Learners write answers based on the map. It is about prepositions of place and there is/are.
https://en.islcollective.com/resources/printables/worksheets_doc_docx/prepositions_of_place/prepositions-city-there/35635
Learners practice writing their addresses and that of their peers; or telling generally where their house is located and the houses of
friends/family.

Theme 3: Knowing how to get there
Warm Up Activities
Entrance tickets/tasks:
 Learners bring homemade maps of your town or city and share as part of a Do Now activity looking for how they are alike and different.
 Play 4 corners with types of transportation (by air, by sea, by road, by rail) and reviewing locations from throughout the year.
 Tossing a ball amongst the learners with images of transportation modes. Whatever the learner’s left thumb is on the learner must say.
Songs:
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Video shows how to get to two separate locations. Can use fill in the blank for the directions. Can ask follow up questions such as,
“What side of the street is the bank/school on?”
https://www.youtube.com/watch?v=AgTkKGM0TWE
Top 30 transportation mode songs of all time http://www.ranker.com/list/top-30-_modes-of-transportation_-songs-of-alltime/junior53?var=4&utm_expid=16418821-179.vk2gM_coRrOMcxn9T2riGQ.3

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Other Activities:
 Video where a girl is asked to go to the Post Office by her mother and asks for directions
https://www.youtube.com/watch?v=iBbRRueIUrE
 Video where learners ask for directions to the science museum
https://www.youtube.com/watch?v=IfT4XhfUFkk
Activating Prior Knowledge -- Brainstorming:
 What are the safest modes of transport? Quickest? Most interesting?
 Most common forms of transportation in your town? Which is your favorite? Which do you want to try?
 Adapt the essential question and discuss: How can people be smart travelers?
Introducing different text types (visual aids, technology, graphic organizers, etc.)
 Cluster Chart: Different ways to say “turn left,” “turn right,” and “go straight” (examples: go left/right, continue straight, follow this road,
make a left/right)
 Cluster Chart: transportation. Branches can include land, sea, air and then motorized, manual
 List modes of transportation into the following categories: least expensive to most expensive, slowest to fastest, most
environmentally friendly to least.
 Learners make a personal dictionary of images of modes of transportation.
Oral and Written Comprehension
 Listening to a man describe how he gets to work in the morning. Pre-listening activities include reviewing any key terms, or discussing
how learners’ parents commute, or learners’ own commute. Listening exercises can be a gap-fill with the dialog. Post listening
discussion as well. http://www.dailyesl.com/bus-travel.htm
 A listening exercise that introduces many ways to give directions. And a listening exercise that can be turned into a dictation.
http://www.bbc.co.uk/worldservice/learningenglish/radio/specials/1212_how_to_instruct/page2.shtml
 Listening to directions and answering questions based on a map http://www.esl-lab.com/eslbasic/travel-sightseeing-3.htm
 Combination of answering questions in writing with prepositions of place and giving directions
https://en.islcollective.com/resources/printables/worksheets_doc_docx/asking_for_directions__there_be_prepositions_directions_map__
boardgame__4_tasks__24_cards__4_suggestions_for_the_use_of_the_ws_4_pages_editable/prepositions-giving-directions/3294

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From the online Cyberlab, a combination of activities for writing, reading and listening that involve modes of transportation, there is/are,
and wh questions. [look at: A2 (modes of transport); B1, B2, B3 (listening on modes of transportation); C1, C3 (there is/are); D1, D2,
D3(reading on modes of transportation)] http://cyberlab.ucr.ac.cr/cyberlab/booklets_learners/booklet_8th/unit4_8th_booklet.pdf
here is the accompanying listening component:
http://cyberlab.ucr.ac.cr/cyberlab/octavo/cyberlab_8th/quizzes/hpotatoe/Unit4_listening_storyaboutspeeding.htm
[A2, A3, A4 (modes of transport); B1, B2, B3 (listening on modes of transportation)]
http://cyberlab.ucr.ac.cr/cyberlab/booklets_learners/booklet_9th/unit5_9th_booklet.pdf
Here is the accompanying listening component:
http://cyberlab.ucr.ac.cr/cyberlab/noveno/cyberlab_9th/units/unit5/turn_it_up/while_listening/U5-R-1.mp3
[A2, A3, A4 (prepositions of place and directions); B1, B2, B3 (listening to directions); C1, C2, C3 (prepositions of place); D1, D2, D3
(reading about giving directions)] http://cyberlab.ucr.ac.cr/cyberlab/booklets_learners/booklet_8th/unit9_8th_booklet.pdf
Here is the accompanying listening component:
http://cyberlab.ucr.ac.cr/cyberlab/octavo/cyberlab_8th/quizzes/hpotatoe/Unit9_listening(trueand%20false_1).htm
Listening on giving directions http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/giving-directions

Oral and Written Production
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Means of transportation matching https://en.islcollective.com/resources/printables/worksheets_doc_docx/means_of_transport/transportspreintermediate-a2/13193
Transportation board game
https://en.islcollective.com/resources/printables/worksheets_doc_docx/transportation_board_game/transports-beginner-prea1/12784
One student says the good/service he needs and the other student directs him how to get there based on the town map
http://busyteacher.org/21218-directions-conversation-practice.html
An information gap game. Using identical maps but with different locations named, one partner must give directions to the other to tell
him how to get to an unnamed place on his/her map
A treasure hunt where learners must correctly follow directions to name places on a town map http://busyteacher.org/3055-treasurehunt-giving-directions-pairwork-activity.html
If learners have maps of the own town, they can guide their classmates to some of their favorite or most frequented places by their own
route.

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Learners text directions to their house to the teacher.

Theme 4: Knowing what I need and when
Warm Up Activities
Entrance tickets/tasks:
 Bring local bus schedule.
 As they enter ask learners what comes in groups of 12 – eggs, months, inches in a foot. In a circle, students must go say the days of the
week in order, one at a time, then months of the year.
 Hot Potato: student with the ball at the end must read a number 1-5000 the teacher writes on the board; or student must give the time
written on the board.
 Students are each given a different airplane, train or bus ticket and must answer the following, like in the worksheet
http://learnenglishteens.britishcouncil.org/skills/reading-skills-practice/train-station
Songs:
 Video on months of the year -- https://www.youtube.com/watch?v=zCz7CmIlewk (somewhat childish but has good intro about the
number 12)
 Music and words to months of the year song -- https://www.youtube.com/watch?v=0KxgX30j-so
 Music and words for days of the week song -- https://www.youtube.com/watch?v=P77aACD4uIU
Other Activities:
 Video where girls asks where several things are
https://www.youtube.com/watch?v=tMp2cSX_nqI
Activating Prior Knowledge -- Brainstorming
 What are some activities you do on the weekend but not during the week? And what do you do during the week but not the weekend?
 Adapt the essential question and discuss: How can people be smart travelers?
 What can you do to make a trip cheaper, quicker, and more enjoyable?

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Introducing different text types (visual aids, technology, graphic organizers, etc.)
 Using a T-chart, learners make two lists, places you go to on weekends versus places your go to on weekdays.
 Learners make a schedule with the days of the week and the time at which they go to certain places and for what items.
 Calendars
o http://www.calendarpedia.com/perpetual-calendar-word-templates.html
o http://templatetrove.com/Free_Printable_Calendars.htm
Oral and Written Comprehension
 A listening exercise from the British Council about being at the train station. Features the listening and listening exercises to check for
comprehension. http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/trains-and-travel
 Two worksheets with a listening exercise of the same thing, but each one offers slightly different activities to coincide with the listening.
They are about bus schedules. http://www.esl-lab.com/bus1.htm
http://www.esl-lab.com/eslbasic/travel-busschedules-1.htm
 Two separate listening exercise that both are about train travel and train stations. http://www.esl-lab.com/trainnew/index.htm
http://www.esl-lab.com/vocab/v-train-ticket.htm
 This worksheet features two conversations that can be adapted for reading comprehension understanding or also listening
comprehensions. The worksheets are about people’s travel plans and travel options. There is also a gap fill for the third conversation
where students pick the most logical phrase and finally the students are invited to make their own conversation
http://www.excellentesl4u.com/esl-travel-conversation.html
 Analyzing and answering questions based on a train timetable http://learnenglishteens.britishcouncil.org/skills/reading-skillspractice/train-timetable
 Answering questions based on a conversation about a bus schedule
https://www.wyzant.com/resources/lessons/english/esl/activities_and_quizzes/quizzes/daily_life/bus
Oral and Written Production
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Practice worksheet for prepositions of time.
https://www.wyzant.com/resources/lessons/english/esl/activities_and_quizzes/quizzes/daily_life/travel_plans

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Another introduction and practice worksheets for prepositions of time -- http://learnenglishteens.britishcouncil.org/grammarvocabulary/grammar-videos/prepositions-time
Teachers ask learners when they are going to do certain activities. Learners must use prepositions of time properly. Learners can then
ask other students once they understand.
Learners make a local bus schedule for the buses in their town and take turns telling each other how to get from A to B, etc.
Days of the week worksheets -https://en.islcollective.com/resources/search_result?Tags=days+of+the+week&Student_Type=high+school&searchworksheet=GO&type
=Printables
Learners make their own dialogs based on all the previous ones they have seen. It can be between a ticket agent and a customer, a
hotel receptionist and a guest, or one person telling another how to get from A to B, etc.
Filling out a hotel reservation form and making questions from the information
http://www.eslflow.com/ESL_Hotel_booking___reservations_ESL_worksheet.pdf
Learners create timelines of when and how to make it to a party in the following week on a designated time, day and at a specific
location.
Sample travel itineraries -- http://protravelblog.com/free-travel-itinerary-templates/

Integrated Mini Project Options
 Learners will create maps of their town, complete with the places, houses, and streets. They will also gather the information for the local
bus schedule and time lengths, as well as walking time lengths for places around their town. With this information, learners are going to
create a guide to their town as well as suggestions on what to see and how to complete the tour. They will also be able to direct people
coming to visit and then leaving again.
 Learners will research a city they want to visit. They will describe how to get there, what they are going to see, and how they are going to
get around. The place can be local or abroad.
 Learners can create a song or rap to describe how to get from San Jose to their house.

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 Learners create a roleplay and dialogs to show the experience of someone traveling through the town, including asking for directions to
different places, being at the bus terminal, finding a hotel, etc…

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