Guide 7th

User Manual:

Open the PDF directly: View PDF .
Page Count: 442 [warning: Documents this large are best viewed by clicking the View PDF Link!]

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 abilities needed to

succeed in the information age as 21st 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/The-

21st-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.

 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

proactive social service.

 Be compassionate national and global citizens.

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

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

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

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?

Rationalism

Humanism

Constructivism

Understanding

Development of

complex, challenging,

creative and critical

thinking skills,

Full realization of the

human being, as a

person with rights and

responsibilities.

Construction and

reconstruction of

understandings and

learnings

Implications for

teaching

Cooperative learning

and pedagogical

scaffolding

Sensitiveness and

awareness of learning

styles and affective

variables

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

Understanding

Implications for Language

Learning

Philosophical

It focuses on the learner as a social

agent is active, independent, critical,

reflective, creative, innovative,

inquisitive, and respectful of human

rights.

Learning environments and

experiences should promote

dialogue and creative

responses to solve real-life

problems.

Psychological

It seeks the whole development of the

person and is associated with the

person´s affective dispositions.

Pedagogic mediation is flexible,

inclusive, and culturally

relevant, respecting the

individual differences.

Neurological

It is related to the brain’s architecture and

how maturational processes influence

language development.

Underscores the importance of

starting the learning of foreign

languages early in life.

Socio-cognitive

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.

Connects to the complexity and

cognitive load of tasks

presented to students.

Socio-cultural

It includes the notions of diversity,

interdependence, and interconnection

among others.

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)

CEFR describes proficiency

levels based on accumulated

evidence gathered over time from

learner activities, tasks, or

projects.

Implications:

 Standard Terminology

 Track student progress

 Descriptors – teaching, learning and

assessment

 Students monitor and take responsibility

 Transferability across settings

 Parent communication

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 mini-

project.

 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

 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 socio-

affective 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 mini-

project.

 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).

Independent

User

Independent

User

 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

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 mini-

project.

 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

 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.

Teacher

 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.

Learning Resources

 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

Aims of communicative activities/tasks

 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.

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

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

6. 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

Competence

The CEFR defines competences as “the sum of knowledge, skills and

characteristics that allow a person to perform actions in society.”

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.

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.

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.

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.

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

Goals

Three learning

pillars

Assessment

indicators

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

Week 5

Feedback, reinforcement

and assessment

Didactic Planning for Secondary

Term:_

Level: __th

Unit:___

Week:__

Domain:

Scenario:

Theme:

Enduring Understanding:

Essential Question:

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frame

Vocabulary

Phonology

Function

Discourse Markers

Psycho-social

Sociocultural

Assessment &

Evidences of

Learning

Learner can

Didactic Sequence

Time

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

Template Elements

Level

Grade level of the unit

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

Domain

Refers to the broad sectors of social life in which social agents (learners) operate

Scenario

A real-life context referenced for an entire unit

Themes

The focus of attention for each week that refers back to the real life scenario (Context rather than

content.)

Enduring Understanding

Big ideas to guide the teacher that give importance and meaning to a set of curriculum expectations

and have a lasting value for learners, beyond the classroom. (1 per unit)

Essential Question

A question which fosters understanding and critical thinking in learners (Can be adapted to theme.)

Linguistic

Competencies

Oral and Written Comprehension (listening and reading); Oral and Written Production (spoken

interaction, spoken production, writing)

Goals

Can-do performance descriptors

Oral and Written Comprehension

What a learner can understand or can do when listening and/or reading

Oral

and Written Production

What a learner can speak and write

Learn to Know

Learning pillar that includes Grammar and sentence frames, Vocabulary, and Phonetic

Awareness/Phonology

Grammar & Sentence Frame

The grammatical components that will be covered in the unit

Phonemic Awareness/

Phonology

The part of the lesson that addresses the Learner’s ability to hear, identify, and manipulate sounds

Vocabulary

Words learners need to know to communicate effectively within a domain, scenario, and theme

Learn to Do

Learning pillar that includes Functions and Discourse Markers

Function

The use of spoken discourse and/or written texts in communication for a particular purpose (e.g.

asking and giving information, describing)

Discourse Markers

Linking words or phrases that connect one piece of discourse with another one (e.g., and, because)

Learn to Be and Live in

Community

Learning pillar that includes Psycho-social, Sociocultural, Social Language, Idioms, and Quotes

Template Elements

Psycho-social

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

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

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

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

meaningful context.

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

develop the different linguistic competences:

Mediation Sequence

Comprehension

Production

Oral

Written

Oral

Written

 Planning

 pre-listening

 motivating

 contextualizing

 explaining task

goal

 Listening for the

first time (general

understanding);

 Pair/group

feedback

 Listening for the

second time (more

detailed

understanding)

 Self/co

assessment.

 Planning

 pre-reading

 explaining task

goal

 use typographical

clues

 list

difficulties/strategie

s to cope them

 Reading for the first

time

 Pair/group feedback

 Reading for the second

time, post–reading (for

reacting to the content

or focusing on features

/language forms)

 Self /co assessment).

 Spoken interaction

 Planning

 Organizing

 Rehearsing

 interacting

 Spoken production

 Planning

 Organizing

 Rehearsing

 producing

 Pre-writing

 Drafting

 Revising

 Editing

 Publishing.

 Teacher makes sure that all learners understand task instructions.

 Teachers should ensure learners know how to use strategies through teacher

scaffolding and modeling, peer collaboration and individual practice.

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

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

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

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

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

demonstrate mastery of the unit goals.

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

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 real-

life situations within domains and scenarios beyond the classroom setting, and the socio-

cognitive, socio-affective, socio-cultural and linguistic demands upon the learner will be similar

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

Selecting

Integrated Mini-

Project

(5-10 min)

Participating/negoti

ating

Planning

Integrated Mini-

Project

(5-10 min)

Thinking/ planning

Planning

Integrated Mini-Project

(5-10 min)

Thinking/ planning

Planning

Integrated Mini-

Project

(5-10 min)

Acting out

/completing MP

Completion of

Integrated Mini-

Project

Responding

and sharing

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

Technical Diversified Education

10th Level Scenarios

11th Level Scenarios

10th Level Scenarios

11th Level Scenarios

12th Level Scenarios

 Love What We Do!

 Stories Come in

All Shapes and

Sizes

 A World of

Differences

 Caution: Fragile

World.

 Handle with Care

 What Comes Next

 Recipes for

Success

 From the Wheel to

the Drone

 The Earth–Our

Gift and Our

Responsibility

 Get Ready. Get

set. Go!

 Really?

(Controversial

issues)

 Love What We Do!

 Stories Come in

All Shapes and

Sizes

 A World of

Differences

 Caution: Fragile

World.

 Handle with Care

–

 What Comes Next

 Recipes for

success

 From the Wheel to

the Drone

 The Earth–Our

Gift and Our

Responsibility

 Get Ready. Get

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

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Seventh Grade

Scenario: Here I Am!

Themes:

 Hello, Hi there, Hey,

Bye

 Building Community

 Let´s Get Personal

 Meet My Family

Scenario: Enjoying Life

Themes:

 My Daily Routine

 Eating Habits

 Hanging out

 Things I Like to Do

Scenario: Getting Back

to Nature

Themes:

 Natural Wonders in

My Backyard

 Marvels in Costa

Rica

 A World of

Wonders

 Where can I go

next?

Scenario: Checking

Things off a Shopping

List

Themes:

 My Family´s

Grocery List

 Going Shopping

 Does This Fit Me?

 How Much Does It

Cost?

Scenario: Let’s

Celebrate Costa Rican

Culture!

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

Scenario: Getting from

Here to There

Themes:

 Knowing where I

want to go

 Knowing where It is

 Knowing how to get

there

 K

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.

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:

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:

Going Shopping!

Themes:

 Welcome to My

Town

 Getting what I need

at the right place

 Where is it?

 How can I get

there?

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:

Amazing Costa Rica

Themes:

 Beautiful Costa

Rica

 Hiking, Biking and

Walking Around

Costa Rica

 Traveling

Necessities

 P

lanning My Perfect

Vacation

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:

Online & Connected

Themes:

 Yesterday, Today

and Future Media

 Virtual

Communities and

Networks

 New Media and

Public Safety

 The Magical World

of Apps

Scenario:

Lights, Camera & Action

Themes:

 What´s on TV?

 The Best Show

Ever…

 Through the Lens

of the Documentary

 Daily News

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:

Unexpected Situations

Themes:

 Home Emergencies

 Emergency

Traveling Situations

 Unanticipated

Appointments

 Making a Complaint

at a Restaurant

Scenario:

Open a Book, Open Your

Mind

Themes:

 Keep it simple

 Show me: Comic

Strips

 Biographies of

Writers

 T

he Moral of the

Costa Rican

Legend is …

Tenth

Scenario:

Love What We Do!

Themes:

 Help wanted

 Jobs

 Interviewing

 Working to Live or

Living to Work?

Scenario:

Stories Come in All

Shapes and Sizes

Themes:

 Tell me a Story

 Thumbs

Up/Thumbs Down

 The Reviews Are In

 You Should Read

This

Scenario:

A World of Differences

Themes:

 These Are My

People

 Cultures,

Subcultures and

Cliques

 Cultural Norms and

Cultural Storms

 I Am Not My Hair

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:

#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?

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:

From the Wheel to the

Drone

Themes:

 Inventions that

have Changed our

Lives

 Living in a Tech

World

 Safety First

 The Next Wave of

Innovations

Scenario:

The Earth–Our Gift and

Our Responsibility

Themes:

 Natural Disasters-Is

Nature Against us?

 What´s the

Problem?

 A Helping Hand

(possible solutions)

 Who is Doing

What? (Nonprofit

and NGOs)

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: 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

have a level appropriate language (words, phrases, formulaic expressions) and topical knowledge related to

domains, scenarios and themes.

Learn to do

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.

Learn to be and live in

community

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).

Listening

Reading

Speaking

(spoken interaction & production)

Writing

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.

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 high-

frequency words such as: a, the,

and, of.

CEFR STANDARDS

 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

CEFR STANDARDS

 Can write off of a heavily

patterned model with very

little detail using a limited

set of familiar words.

INTEGRATION OF

LANGUAGE SKILLS

 Can recognize pictures /

diagrams to label words

and simple expressions

(reading to write)

Eliminado:

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).

INTEGRATION OF LANGUAGE

SKILLS

 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

Term 1

Socio-Interpersonal

Here I Am!

Socio-Interpersonal and Transactional

Enjoying Life

Term 2

Socio-Interpersonal and Transactional

Getting back to nature

Socio-Interpersonal and Transactional

Checking things off a shopping list!

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

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

Level 7th Unit 1

CEF level to be reached: A1.1

Scenario: 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?

Assessment and Goals

Week 1

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 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 identifies basic

greetings, farewells and

common expressions of

politeness.

L.1. understand basic

greetings, farewells, and

common expressions of

politeness (e.g., hello,

Week 2

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 spells out

words.

SI.1. spell words including

names, surnames, country of

citizenship and other.

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

Assessment: L writes labels on

familiar objects in a picture or

diagram.

W.1. write labels on familiar

objects in a picture or diagram

(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

short sentences or fill out that

information in a form

(questionnaire, card) with

assistance such as using a

dictionary or book, checking

written sentences to look for

mistakes (e.g. subject-verb

agreement, capitalization, spelling,

basic punctuation).

Assessment: L describes his/her

family simply.

Week 5/6

Assessment

Anecdotal reports / rubrics / instruments

for self and co-assessment

Suggested Integrated Mini project

 Personal lapbooking, mobile,

collage.

 Self-portrait presentation using

technology or cardboard.

 Storytelling using TPR in groups.

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

goodbye, sorry).

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.

SP.2. describe simply his/her family,

for example who the members are,

how old they are, where s/he lives.

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

Theme

Building Community

Theme

Let´s Get Personal

Theme

Meet My Family

Function

- Greeting and saying

goodbye.

- Interacting with classroom

language at school.

Function

- Spelling out words.

- Giving personal information

about me and my family

members.

Function

- Giving personal information

about me and my family

members.

Function

- Giving personal information

about me and my family

members.

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

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.

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 __.

Grammar & Sentence Frames

Verb To be + adjectives

(S+V+C)

I am handsome.

She is intelligent.

They are selfish.

Intensifiers

Very, really, super

Grammar & Sentence Frames

Demonstrative Adjectives

This is my mother/father.

That is my cousin.

These are my siblings.

Possessive “s”

My mother´s name is _____.

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

Phonology

Segmenting a word into phonemes

(/d/…/o/…/g/) and substituting

initial, final and medial sounds

Dad, grandma, old, daughter, hug,

baby, etc.

Phonology

Segmenting a word into phonemes

(/d/…/o/…/g/) and substituting

initial, final and medial sounds Dad,

grandma, old, daughter, hug, baby,

etc.

Phonology

Segmenting a word into phonemes

(/d/…/o/…/g/) and substituting

initial, final and medial sounds Dad,

grandma, old, daughter, hug, baby,

etc.

Phonology

Review

Vocabulary

Hello, Hi there, Hey, Bye Hi

 Hi there

 Hey

 Hello

 Good morning/ afternoon/

evening

Vocabulary

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.

Vocabulary

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.

Vocabulary

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.

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

Psycho-social

 Collaborating with other

peers and teacher.

Sociocultural

 Respecting human rights

principles and

inclusiveness.

Psycho-social

 Using positive

communication skills.

Sociocultural

Quotes

 Feeling Ok

 I´m cool

 What´s new?

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

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

Didactic Planning

Week 1

Level: 7th

Unit: 1

Domain: Socio-Interpersonal

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

Learn to Do

Learn to Be and Live in Community

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

Phonology

Segmenting a word into phonemes (/d/…/o/…/g/) and

substituting initial, final and medial sounds Dad,

Function

- Greeting and saying goodbye

- Interacting with classroom language at

school

Discourse Markers

Connecting words: and

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

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

grandma, old, daughter, hug, baby, etc.

Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

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)

Note: Teacher includes the

specific indicators and

evidences under each one

of the following

assessment strategies.

Learner…

R.1. identifies brief,

simple instructions

if encountered in

similar form.

R.2. discriminates

English language

sounds.

R.1. understand

brief, simple

instructions if

encountered

previously in the

same or similar

form.

R.2. manipulate

English

language

sounds using

knowledge in

phonics,

syllabification

and word parts.

Pre-teaching

Routine – Checking attendance, checking in with Ls, posting and introducing Essential

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

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

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

practice the greeting as they stand in a circle and clap out the syllables of the greeting and

the syllables of the names of their classmates, one after the other until everyone in the

circle has been greeted. (See Phonology section for details on clapping syllables.)

Pre-task: listening to speak

 T shows labels created for the classroom. As each word is introduced T indicates she

5 min

10 min

20 min

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

L.2. discriminates

classroom

language within

oral utterances.

L.1. identifies basic

greetings, farewells

and common

expressions of

politeness.

L.2. understand

classroom

language (e.g.,

teacher,

classmate,

schedule,

principal, May I

come in? Raise

your hand, May I

borrow your

pencil?).

L.1. understand

basic greetings,

farewells, and

common

expressions of

politeness (e.g.,

hello, goodbye,

sorry).

is reading the word, then places the label on the appropriate person/object. Words are:

Teacher, Classmate, Desk, Door, Classroom, Pencil, Paper, Whiteboard or

Chalkboard, Marker or Chalk, Eraser, Trash. T uses the sentence frame: This is ____.

 Ls repeat words.

 Then T holds up word and points to incorrect object indicating that Ls should nod for

yes and shake head for no if the word does not identify the object. If the answer is no,

Ls must point to the correct object and say This is _________.

Task: Introducing Classroom Language and Classroom Rules (listening to speak)

1. Pre-listening

With a partner chosen earlier who understands the purpose of the activity and what

he/she is to do, T demonstrates three actions. First partner stands at door and acts out

May I come in? as T says Yes, you may come in. Then partner asks May I borrow your

pencil? And T gives pencil and says Yes, you may borrow my pencil. Then T says

Please raise your hand and partner raises hand and indicates that he/she is waiting to

be told what to do. T and partner repeat the phrases and actions several times. Then

Ls pair up and practice.

2. Listening for the first time

T explains that Ls should listen for greetings and at least one question in order to do

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

10 min

45 min

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

SI. 2. 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.

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.

Post-task (listening to speak)

1. Planning/Organizing

Ls are given paper and markers and in pairs they copy and illustrate one of the rules of

the classroom.

2. Rehearsing

After finishing illustrating their rule they do a walk and talk in pairs. T plays the sound of

the video that was used as a warm up and pauses the sound. When the sound stops,

pairs first use greetings and then say their rule and show their poster to whichever pair

is nearest to them.

3. Using

Exit ticket – Ls choose to say Goodbye, Good morning, Good afternoon, or See you

later as they exit the classroom and share their rule.

20 min

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

Options

Integrated Mini-Project

Time

 Personal lapbooking, mobile,

collage.

 Self-portrait presentation using

technology or cardboard.

 Storytelling using TPR in groups

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

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

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

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.

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

Didactic Planning

Week 2

Level: 7th

Unit: 1

Domain: Socio-Interpersonal

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

Learn to Do

Learn to Be and Live in Community

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

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.

Function

- Spelling out words

- Giving personal information about me and

my family members

Discourse Markers

Connecting words: but

Psychosocial

 Collaborating with other peers and teacher.

Sociocultural

 Respecting human rights principles and

inclusiveness.

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

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)

Note: Teacher includes the

specific indicators and

evidences under each one

of the following

assessment strategies

Learner …

L.3. recognizes

simple personal

questions when

they hear them.

L.3. understand

simple personal

questions. (e.g.,

name, age,

Pre-teaching

Routine – Checking attendance, checking in with Ls, posting and reviewing Essential

Question.

Warm up

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.

Pre-task: listening to speak

 T models with a learner:

Teacher: Hi there, my name is (says and spells out name using ASL). What is your

name?

5 min

15 min

45 min

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

SI.1. spells out

words.

R.2. discriminates

English language

sounds.

R.3. recognizes

some expressions

and the main

information about

text (heard or read)

with instructional

address, father,

mother, sister).

SI.1. spell words

including names,

surnames,

country of

citizenship and

other.

R.2. manipulate

English

language

sounds using

knowledge in

phonics,

syllabification

and word parts.

R.3. recognize

some

expressions and

the main

information (e.g.,

name, date,

time, address,

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

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?

Task: Reading a registration form (reading to write)

1. Pre-reading

T projects or distributes copies of a completed class registration card.

5 min

25 min

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

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

address is _____.

25 min

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

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

 Personal lapbooking, mobile,

collage.

 Self-portrait presentation using

technology or cardboard.

 Storytelling using TPR in groups

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

Adjust

previous times

listed above to

allow 5 min

each week.

Group

presentations

can be week 5

or 6.

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

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

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.

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

Didactic Planning

Week 3

Level: 7th

Unit: 1

Domain: Socio-Interpersonal

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

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frame

Verb To be + adjectives (S+V+C)

 I am handsome.

 She is intelligent.

 They are selfish.

Intensifiers

 Very, really, super

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

Function

- Giving personal information about me and

my family members.

Discourse Markers

Connecting words: because

Psycho-social

 Using positive communication skills.

Sociocultural

Quotes

 Feeling Ok

 I´m cool

 What´s new?

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

Segmenting a word into phonemes

(/d/…/o/…/g/) and substituting initial, final and

medial sounds Dad, grandma, old, daughter,

hug, baby, etc.

Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

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)

Note: Teacher includes the

specific indicators and

evidences under each one

of the following

assessment strategies

Learner…

SI.3. asks personal

information to

others.

R.2. discriminates

SI.3. ask others

for personal

information

(address,

telephone,

number,

nationality,

country of

citizenship,

birthdate, age,

family and

hobbies).

R.2. manipulate

Pre-teaching

Routine – Checking attendance, checking in with Ls, posting and reviewing Essential

Question.

Warm up

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.

Pre-task: (listening to speak)

 T explains that the Ls will now take turns being “bridge keepers” and “knights” and see

who can “cross the bridge”. Teams decide on three questions to ask people who want

to cross their bridge. Teams then take turns attempting to answer each other’s

questions and cross their bridges. Each time a team member crosses a bridge they get

a coin or an object (like a rock). The winning team is that which can get all of its

members across as many bridges as possible in the time limit (i.e. the one with the

most coins or rocks).

 T distributes feelings charts and reviews characteristics in vocabulary list. Ls then walk

around the room, asking Are you ____? in order to find a person that feels one of the

5 min

10 min

20 min

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

English language

sounds.

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

 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:

15 min

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

R.3. recognizes

some expressions

and the main

information about

text (heard or read)

with instructional

support.

SP.1. introduces

him/herself

providing personal

information

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.

SP.1. introduce

him/herself, for

example say

his/her name,

where s/he

comes from and

what s/he does

Personality Physical Appearance

Friendly Short

 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

weeks 1 and 2. Ls switch partners and repeat.

Task: Giving personal information about myself (reading to speak)

1. Planning/organizing

Ls receive a blank personal profile template (see Resource section) and determine how

they would complete the form about themselves. They draw a “selfie” in the space

provided. They do not complete the form during this week.

2. Rehearsing

In pairs, Ls practice by asking each other questions using the profile as a guide. What

20 min

25 min

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

(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.

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.

5 min

Options

Integrated Mini-Project

Time

 Personal lapbooking, mobile,

collage.

 Self-portrait presentation using

technology or cardboard.

 Storytelling using TPR in groups

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.

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

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

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.

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

Didactic Planning

Week 4

Level: 7th

Unit: 1

Domain: Socio-Interpersonal

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

Learn to Be and Live in Community

Grammar & Sentence Frame

Demonstrative Adjectives

This is my mother/father.

That is my cousin.

These are my siblings.

Possessive “s”

My mother´s name is _____.

Vocabulary

Family members such as mother, father, siblings,

cousin, father–in- law, etc.

Phonology

Review

Function

- Giving personal information about me and my

family members.

Discourse Markers

Connecting words: and, but, because

Psychosocial

– 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

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

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)

Note: Teacher includes the

specific indicators and

evidences under each one

of the following

assessment strategie

Learner…

SI. 3. asks personal

information to

others.

SI.3. ask others

for personal

information

(address,

telephone,

number,

nationality,

country of

citizenship,

birthdate, age,

family and

hobbies).

Pre-teaching

Routine – Checking attendance, checking in with Ls, posting and reviewing Essential

Question, Can Do’s, and class agenda, etc.

Warm up

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.

Game can be varied by asking for two family members’ names so that Ls practice with the

discourse marker of AND – My mother’s name is Margaret and my father’s name is Ben.

Pre-task: reading to speak

 T posts a large version of his/her family tree with pictures and names but WITHOUT

the relation to him/her written. Ls guess what family members they are (for example:

“she is your mother”) and the T writes the correct answers on the board under their

names.

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.

5 min

20 min

30 min

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

R.2. discriminates

English language

sounds

R.2. manipulate

English

language

sounds using

knowledge in

phonics,

syllabification

and word parts.

W.1. write labels

 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.

25 min

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

W.1. writes labels

on familiar objects

in a picture or

diagram.

W.2. writes

straightforward

information about

him/herself in short

sentences.

on familiar

objects in a

picture or

diagram (e.g.,

door, desk, chair,

and eraser).

W.2. write

straightforward

information about

him/herself in

short sentences

or fill out that

information in a

form

(questionnaire,

card) with

assistance such

as using a

dictionary or

book, checking

written sentences

to look for

mistakes (e.g.

subject-verb

agreement,

capitalization,

Task: Creating my family tree (reading to write)

1. Pre-writing

Ls think about their family and decide on 5 to 8 family members they would like to write

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.

4. Editing

Ls complete and give family trees to teacher.

Post-task (writing to speak)

1. Planning

Ls complete the All About Me profile from the previous week.

40 min

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

SP.2. describes

his/her family

simply.

spelling, basic

punctuation).

SP.2. describe

simply his/her

family, for

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

Integrated Mini-Project

Time

 Personal lapbooking, mobile,

collage.

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.

Adjust

previous times

listed above to

allow 5 min

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

 Self-portrait presentation using

technology or cardboard.

 Storytelling using TPR in groups

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.

each week.

Group

presentations

can be week 5

or 6.

Reflective Teaching

What worked well

What didn’t work well

How to improve

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

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

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.

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

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

Learn to Be and Live in Community

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?

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?

Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

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)

 Did Ls achieve

all learning

outcomes?

 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.

All of week

5 or 6

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

Options

Integrated Mini-Project

Time

 Personal lapbooking, mobile,

collage.

 Self-portrait presentation using

technology or cardboard.

 Storytelling using TPR in groups

By allowing time for the Mini-Project each week for participating, thinking, and acting out, learners

should now have a chosen project and determined content and strategies. In the presentation

week Ls focus on:

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?

All of week

5 or 6 of

unit

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

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

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

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

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

What are you up to?

Hey

Good night

Good evening

(Hugging)

(Shaking hands)

Hi. I’m _(name)__

Hello

Hey guys

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

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

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!

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

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!

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

Option for form to complete in Week 2:

Dialogue 3:

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

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!

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

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.

Phonology

Segmenting a word into phonemes

(/d/…/o/…/g/) and substituting initial, final

and medial sounds Dad, grandma, old,

daughter, hug, baby, etc.

Phonology

Segmenting a word into phonemes

(/d/…/o/…/g/) and substituting initial, final

and medial sounds Dad, grandma, old,

daughter, hug, baby, etc.

Phonology

Review

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.

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.

Finding Things

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.

Syllable/ Finding Things Review

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.

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

5. 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

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

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. Spread a few pictures out in the middle of the circle of learners.

2. 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)

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

Source: http://usefulenglish.ru/phonetics/listening-for-vowels

[i:] as in SEE

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

[i] as in HIT

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

[e] as in RED

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

[æ] as in CAT

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

[a:] as in CAR

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

[o:] as in MORE

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

[o] as in NOT

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

[u:] as in RULE

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

[yu:] as in USE

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

[u] as in BOOK

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

[ər] as in SIR

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

[ə] as in BUT

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

[ei] as in RAY

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

[ai] as in RIDE

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

[au] as in HOW

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

[oi] as in BOY

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

[ou] as in NO

show – home – road – told – open – hero;

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

Before final R:

dear – fear – near – beer – here;

hair – fair – pair – care – bear;

poor – tour – sure – cure;

fire – hire – desire – require;

hour – sour – flower – power.

Listening for Consonants

Source (with audio): http://usefulenglish.ru/phonetics/listening-for-consonants

[p] as in PEN

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

[b] as in BE

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

[t] as in TEN

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

[d] as in DO

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

[k] as in KATE

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

[g] as in GO

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

[f] as in FEEL

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

[v] as in VERY

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

[θ] as in THIN

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

[ð] as in THIS

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

[s] as in SO

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

[z] as in ZOO

zero – zipper – zone – busy – rise – lose;

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

[sh] as in SHOW

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

[zh] as in BEIGE

usually – visual – vision – measure;

[h] as in HE

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

[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;

[r] as in RED

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

[w] as in WE

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

[y] as in YES

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

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

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

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

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.

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

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.

_______________________________________________________

 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-classic-

movie-clips.html

 In pairs, learners listen and repeat greetings from http://www.esolcourses.com/uk-english/beginners-course/unit-1/personal-

information/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

When You Arrive

When You Leave

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

 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/

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

Formal

Informal

Formal AND Informal

Hello

Hi there

Hey

Good morning

Good evening

Howdy

Hey buddy

Goodbye

See you later

Bye bye

Check you later

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

Nice to have made your

acquaintance

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?

No, I’m not. I am from

______________. And you?

City/Country

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

I am from

_______________.

City/Country

That’s great! How old are

you?

I’m ____________ .

age

Oh! I’m _____________.

age

Oh! I’m ____________ too!

age

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

GREETINGS DIALOGUES II

Hello, ______________.

name

Oh, hi, __________.

name

Great to see you again.

How are you?

Good, thanks.

Not bad, thanks. What

about you?

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

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!

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

GREETINGS DIALOGUES III

General Greetings - Rules of Etiquette

Oral and Written Production

Goodbye!

See you later!

Thanks a lot.

Thank you!

Any time!

You’re welcome!

See you!

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

 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.

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

 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-and-

leave-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

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

100

 “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.

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

101

 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

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

102

 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)

Raise your

hand

Speak English

Only!

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

103

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

Respect

others

Participate

Rules

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

104

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:

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

105

 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

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

106

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?

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

107

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

108

 Use Mindmaps

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

109

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-personal-

information/

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

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

110

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-personal-

information/

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

111

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 ____________________________________.

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

112

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/

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

113

 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

_________.

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

114

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:

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

115

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

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

116

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-cache-

ak0.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?

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

117

 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.

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

118

 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 video-

ed 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.)

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

119

Level 7th Unit 2

CEF level to be reached: A1.1

Scenario: Enjoying Life

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?

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

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 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

Week 3

Assessment: L expresses

when he /she does not

understand.

SI.2. say when he/she does

not understand.

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 4

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 describes how

he/she enjoys life by using simple

standard expressions.

SP.1 describe how they enjoy life by

using simple, standard expressions.

Week 5/6

Assessment

Anecdotal reports / rubrics /

instruments for self and co-

assessment

Suggested Integrated Mini project

 Pictionary project

 Podcast, podcasts with scripts

 Collages about his/her life

 A presentation about what his/her

“perfect day” would be like

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

120

Assessment: L writes labels

on familiar objects in a picture

or diagram.

W1. write labels on familiar

objects in a picture or diagram.

free time?) if the other person

speaks slowly and clearly.

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 Daily Routine

Theme

Eating Habits

Theme

Hanging out

Theme

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

Wh questions

What’s your daily routine?

I have breakfast at 6:30

a.m. I go to high school.

Grammar &Sentence Frames

Adverbs of Frequency

Always Sometimes Never

Grammar & Sentence Frames

Present tense

Subject + verb +

complement

I watch TV in the afternoon.

Grammar & Sentence Frames

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).

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).

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).

Phonology

Review

Vocabulary

My Daily Routine

Vocabulary

Eating habits

Vocabulary

Hanging out

Vocabulary

Things I like to do

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

121

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

Healthy Food:

fruit/Vegetables

Meats

Typical food

Junk Food: fast food

Eating schedule

Drinking water

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

I love reading.

I’m interested in computers.

I’m fond of traveling.

Numbers (1-59)

Psycho-social

 Living safely by practicing

healthy routines.

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

Psycho-social

 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

Social Language

– love (as in “I love coffee”, “I love

going to the movies”)

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

122

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

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frame

Wh questions

What’s your daily routine?

I have breakfast at 6:30 a.m. I go to high school.

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

Function

- Identifying daily routines

Discourse Markers

Connecting words: and

Psychosocial

 Living safely by practicing healthy routines.

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

123

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

Learner can

Didactic Sequence Mediation

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)

Note: Teacher includes

the specific indicators

and evidences under

each one of the following

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.

Pre-teaching

Routine – Checking attendance, checking in with Ls, posting and reviewing Essential

Question, Can Do’s, and class agenda, etc.

Warm up

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.

Recognition/Articulation/Production: Practice replacing initial sounds in vocabulary

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)

5 min

10 min

30 min

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

124

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.

Task: Sharing your Daily Routine with a Friend (listening to write)

1. Pre-listening

10 min

30 min

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

125

L.2. distinguishes

simple information

and phrases about

routines, eating

habits, hobbies

and hanging out

activities.

L.2. understand

simple

information and

phrases about

routines, eating

habits, hobbies

and hanging

out activities.

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

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!

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

126

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

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:

30 min

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

127

W.1. writes labels

on familiar objects

in a picture or

diagram.

W.1. write

labels on

familiar objects

in a picture or

diagram.

Time Activity

6 am I wake up and I have breakfast

7 am I go to high school

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.

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

as they exit the classroom.

Options

Integrated Mini-Project

Time

 Pictionary project

 Podcast, podcasts with scripts

 Collages about his/her life

 A presentation about what

his/her “perfect day” would be

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:

Adjust

previous times

listed above to

allow 5 min

each week.

Group

presentations

can be week 5

or 6.

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

128

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

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.

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

129

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

Learn to Do

Learn to Be and Live in Community

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

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).

Function

- Telling likes and dislikes about eating

habits, routines and food.

Discourse Markers

Connecting words: but

Psychosocial

 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

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

130

Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

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

lessons)

Note: Teacher includes

the specific indicators

and evidences under

each one of the following

assessment strategies

Learner…

R.1. recognizes by

manipulating

English language

R.1. identify

English

language

Pre-teaching

Routine – Checking attendance, checking in with Ls, posting and reviewing Essential

Question, Can Do’s, and class agenda, etc.

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.

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.

Recognition/Articulation/Production: T writes on board:

Don’t flunk when it comes to choices

Don’t eat junk but also use your voices

5 min

10 min

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

131

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.

R.3.

understand

brief, simple

instructions and

some

expressions in

simple texts if

allowed to use

a dictionary.

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. P

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),

while for activities/routines we use the criteria of: fun vs boring.

T introduces target food vocabulary to Ls using pictures: meat, fish, seafood, fruits,

vegetables, bread, cookies, rice & beans, and Ls discuss and vote on whether a few

example foods are healthy or unhealthy, and delicious or gross. It should be clear that

healthy vs unhealthy is basically a matter of fact, but that delicious vs gross is an

opinion.

T explains that Ls have received a letter from a (fake) pen pal, and that the pen pal is

going to share a little bit about her likes and dislikes for food and routines.

2. R

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.

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.

40 min

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

132

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

3. 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…

Lisa does not like …

Why? (justification)

To eat seafood

Seafood is delicious

To eat cookies

Cookies are unhealthy

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

133

4. 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.

5. 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

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.

40 min

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

134

SI.1. asks and

answers in a

predictable pattern

simple questions

about daily

routines, eating

habits, hobbies

and hanging out

activities if the

other person

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

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:

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.

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

135

speaks slowly and

clearly

you like to do in

your free time?)

if the other

person speaks

slowly and

clearly.

Option: To make this activity more structured, the T can play music every time it is

time for Ls to finish their conversation and look for a new partner.

Post-task: Survey results

 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.”

20 min

Options

Integrated Mini-Project

Time

 Pictionary project

 Podcast, podcasts with scripts

– Collages about his/her life

– A presentation about what

his/her “perfect day” would be

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.

Adjust

times listed

above to

allow 5 min

each week.

Group

presentation

s can be

week 5 or 6.

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

136

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

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.

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

137

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

Learn to Do

Learn to Be and Live in Community

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

Function

– Describing ways of hanging out

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

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

138

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

Learner can

Didactic Sequence Mediation

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)

Note: Teacher includes the

specific indicators and

evidences under each one

of the following

assessment strategies

Learner…

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.)

As an example of the third round: “go to high school” will become “I like to go to high

5 min

10 min

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

139

R.1. recognizes by

manipulating

English language

sounds using

knowledge in

phonics,

syllabification and

word parts.

SI.2. expresses

when he /she does

R.1. identify

English

language

sounds using

knowledge in

phonics,

syllabification

and word parts.

SI.2. say when

he/she does not

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

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

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:

10 min

5 min

40 min

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

140

not understand.

W2. writes

straightforward

information about

themselves in short

simple sentences or

provides that

information on a

questionnaire.

understand.

W2. write

straightforward

information about

themselves in

short simple

sentences or

provide that

information in a

questionnaire,

checking written

sentences to look

I Never (0 times)...

I Sometimes (1 to 4

times)...

I Always (5+ times)...

Go to the mall

Go to the cinema

Send text messages

Play board games

Go to the pool

Watch a DVD

 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”.

Task: Writing a letter to a “pen pal” (writing to read)

1. Drafting

After reviewing last week's example of a “pen pal letter”, Ls create an outline of a

letter they are writing to their own pen pal which should follow this format:

-Greeting

Dear ___ or Hi, ____

30 min

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

141

From previous

week…

SP.1. L introduces

him/herself

providing personal

information

for mistakes (e.g.,

subject-verb

agreement,

capitalization,

spelling, basic

punctuation, etc.).

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).

-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.

Post-task: Sharing letters (reading to speak)

 Ls turn in their letters to the “post office” (teacher), who then gives out the letters to

different Ls' thereby creating “pen pals” among the classmates. Ls read their

classmate's letter and complete a Venn diagram comparing their preferences to those

of their classmate. For example:

Similar Different

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.

20 min

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

142

 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

Time

 Pictionary project

 Podcast, podcasts with scripts

– Collages about his/her life

 A presentation about what his/her

“perfect day” would be like

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-

Adjust

previous times

listed above to

allow 5 min

each week.

Group

presentations

can be week 5

or 6.

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

143

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

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.

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

144

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

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

Adverbs of Frequency

Always Sometimes Never

Present tense

Subject + verb + complement

I watch TV in the afternoon.

Vocabulary

Things I like to do

I love reading.

I’m interested in computers.

I’m fond of traveling.

Numbers (1-59)

Phonology

Review

Function

– Describing things I like to do.

Discourse Markers

Connecting words: and, but, because

Social Language

– love (as in “I love coffee”, “I love going to the

movies”)

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

145

Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

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)

Note: Teacher includes the

specific indicators and

evidences under each one

of the following assessment

strategies

R1. recognizes by

manipulating

English language

sounds using

knowledge in

phonics,

syllabification and

word parts.

R1. identify

English

language

sounds using

knowledge in

phonics,

syllabification

and word parts.

Pre-teaching

Routine – Checking attendance, checking in with Ls, posting and reviewing Essential

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.

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?

Pre-task: Text message invitations

 Recognition/Articulation/Production: T writes the following rhyme that demonstrates the

phonology used this unit, uses like, love and hate, and asks Ls to determine which words

share all but one letter.

A dove becomes love with a single letter switch.

Like becomes live when the letters change their hitch.

I have no hate when learning English.

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

the question “Want to join?” As a class, Ls will briefly read these invitations and everyone

5 min

10 min

40 min

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

146

R.2. recognize the

main information on

posters, brochures,

signs, and

invitations.

R.2 L recognizes

the main

information on

posters,

brochures, signs,

and invitations.

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?

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.

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

147

SP.1. describe

how they enjoy life

by using simple,

standard

expressions.

SP.1 L describes

how he/she

enjoys life by

using simple

standard

expressions.

 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… No, I don’t want to because…

I like _____ I don’t like ______

I LOVE ______ I HATE ______

______ is fun ______ is boring

______ is delicious ______ is gross

Task: Inviting friends to an activity (reading to speak)

1. Planning

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.)

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?

40 min

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

148

3. 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.

4. 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

15 min

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

149

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

Integrated Mini-Project

Time

 Pictionary project

 Podcast, podcasts with scripts

– Collages about his/her life

 A presentation about what his/her

“perfect day” would be like

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

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

150

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

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.

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

151

Didactic Planning

Weeks 5 and 6

Review and Integrated Mini-Project

Level: 7th

Unit 2: Enjoying Life

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

Learn to Do

Learn to Be and Live in Community

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?

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?

Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

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)

 Did Ls achieve

all learning

outcomes?

 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.

All of week

5 or 6

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

152

Options

Integrated Mini-Project

Time

 Pictionary project

 Podcast, podcasts with scripts

– Collages about his/her life

 A presentation about what his/her

“perfect day” would be like

By allowing time for the Mini-Project each week for participating, thinking, and acting out, learners

should now have a chosen project and determined content and strategies. In the presentation

week Ls focus on:

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?

All of week

5 or 6 of

unit

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

Time

Teacher´s

routines

Sentences:

Example: I wake up and I have breakfast.

Morning

6:00

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

153

6:30

9:00

11:20

Night

6:00

7:30

9:00

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

154

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

155

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

156

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

157

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

158

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

159

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

160

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

161

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

162

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

163

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

164

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

165

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

166

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

167

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

168

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

169

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

170

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

171

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

172

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

173

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

174

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

175

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

176

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

177

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

178

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

179

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

180

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

181

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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

182

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?

Daily Routines Questionnaire

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

183

THE RELAX HOTEL

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?

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?

Do you like to drink coffee with your friends?

Do you love to travel?

Come enjoy the weekend at

The Relax Hotel in Cahuita!

WE HAVE:

 Beaches

 Fresh Food

 Basketball Courts

 A Game Room

 A Cinema

 Hammocks

ROOM RATES:

 Single: 5 mil

 Double: 7 mil

 Triple: 12 mil

WHERE:

Across from the main

beach in Cahuita

8888-8811

Relax.HotelCA.com

RelaxHotelCA@mail.com

WE WANT YOU TO

ENJOY YOUR TIME

HERE WITH YOUR

FRIENDS AND FAMILY!

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

184

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!

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

185

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).

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).

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).

Phonology

Review

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.

Implementation

Continue with the implementation exercises but

focus on word initial.

Implementation

Continue with the implementation exercises but

focus on word final.

Sound to Word Matching

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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

186

4. Repeat the tasks until students can fluently substitute phonemes with accuracy.

5. 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/-

, a /d/d/d/-

, or a /sss/-

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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

187

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.

4. 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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

188

7th Grade – Optional Activities

Unit 2: Enjoying Life

Theme 1: My Daily Routine

Warm Up Activities

Entrance tickets/tasks:

 Complete brainstorming flow chart of daily activities http://www.eslflow.com/ESL-brainstorming-routines---daily-activities.html

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-the-

parcel/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?

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

189

 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-and-

habits/153913.article (under related resources)

o http://www.esltower.com/VOCABSHEETS/chores/chores.html

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

190

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.english-

area.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-printable-

english-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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

191

Theme 2: Eating Habits

Warm Up Activities

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.)

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?

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

192

 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-project-

idea&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/

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

193

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

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

194

● 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 Activities

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.

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-cache-

ak0.pinimg.com/736x/28/e0/0c/28e00c22bf44f3289f72de3e739abb42.jpg

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

195

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=oLdZ7onCT6E-

OM&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

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

196

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

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

197

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:

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

198

 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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

199

 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/English-

Writing-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

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

200

 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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

201

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)

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

202

Level 7th Unit 3

CEF level to be reached: A1.1

Scenario: Getting Back to Nature

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?

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

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: L describes what

he/she likes about places and

traveling plans.

SP.2. describe what he/she

likes about places and tours.

Weeks 5/6

Assessment

Anecdotal reports / rubrics / instruments for self

and co-assessmen.t

Suggested Integrated Mini project

– Advertisement

– Brochure

– Board game

– Other

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

203

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.

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

Natural Wonders in my

Backyard

Theme

Marvels in Costa Rica

Theme

A World of Wonders

Theme

Where can I go next?

Function

- Identifying natural

elements in my

community.

Function

- Giving information

about marvels in CR

natural beauty.

Function

- Telling about natural world

wonders.

Function

- Describing where I can go to

enjoy natural beauties.

Discourse Markers

– and, but, because

Discourse Markers

– and, but, because

Discourse Markers

– and, but, because

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.

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.

Grammar & Sentence Frames

Wh-Questions

 What are some natural

things in your

home/country?

 What examples of natural

beauty are there in _____

(country)?

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

(-at) in orally stated single-

Phonology

Short vowel sounds

(-en) in orally stated single-

Phonology

Short vowel sounds

(-ad) in orally stated single-

Phonology

Review short vowel sounds

(-at,-en, -ad)

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

204

syllable words. (e.g. hat)

syllable words. (e.g., pen)

syllable words. (e.g. mad)

Vocabulary

Natural Wonders in My

Backyard

 nature, trees, plants,

rivers, lakes, mountains,

flora, fauna, hot springs,

volcanoes, etc.

Vocabulary

Marvels in Costa Rica

 Costa Rica Natural

Marvels

National Parks, Biological

Reserves, caves, beaches,

volcanoes, lake, rivers,

mountains, cloud/rain/dry

forest

Vocabulary

World Natural Wonders

 Mount Everest, Harbor-Rio

de Janeiro, Great Barrier

Reef, Victoria Falls,

Paricutin Volcano

Grand Canyon, Aurora

Borealis

Vocabulary

Where can I go next?

 places, attractions, activities to

Psycho-social

 Appreciating natural

wonders

Socio-cultural

 Promoting the enjoyment

of natural wanders for all.

Psycho-social

 Being aware and

committed to protecting

the environment

Sociocultural

Idioms

 Getting back to nature

 A breath of fresh air

 In deep water

Psycho-social

 Being aware and

committed to protecting

the environment

Sociocultural

Quotes

“Let’s save our planet”

Psycho-social

 Being aware and committed to

protecting the environment

Sociocultural

Quotes

 Stop and smell the roses.

 When it rains, it pours.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

205

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

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frame

What are these?

There is___. Is there____? Yes/No.

There are___. Are there____? Yes/No.

I like my___.

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

Function

Identifying natural elements in my community

(backyard)

Discourse Markers

Connecting words: and, but

Psycho-social

 Appreciating local natural wonders.

Socio-cultural

 Promoting the enjoyment of natural wonders

for all.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

206

Assessment

Strategies &

Evidences

Learner can

Didactic Sequence

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

Note: Teacher includes the

specific indicators and

evidences under each one

of the following

assessment strategies

Learner…

R.2. identifies key

words related to

nature in texts.

R.2. identify key

words related to

nature in texts.

Pre-teaching

Routine – Checking attendance, checking in with Ls, posting and reviewing the week goal

and class agenda, etc.

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.

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.

5 min

15 min

backyard

tree

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

207

R.1. identifies

English language

sounds.

R.1. identify

English

language sounds

using knowledge

in phonics,

syllabification

and word parts.

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

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

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

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

15 min

20 min

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

208

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.

SI.2. ask

somebody to

repeat what they

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/student-

response-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.

(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.

Post-Task: reading to speak

 L draws his/her backyard and prepares to say There is/are ______ in my backyard.

25 min

20 min

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

209

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

Integrated Mini-Project

Time

 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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

210

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

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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

211

Didactic Planning

Week 2

Level: 7th

Unit: 3

Domain: Socio-Interpersonal and Transactional

Scenario: Getting Back to Nature

Theme: Marvels in Costa Rica

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

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frame

In Costa Rica there are _____ (rainforests,

volcanoes).

In Costa Rica there is a ______ (biological

reserve, national park on a beach)

Vocabulary

national parks, biological reserves, caves,

beaches, volcanoes, lake, rivers, mountains

cloud/rain/dry forest

Phonology

Short vowel sounds: /-en/ in orally stated single-

syllable words (e.g., pen)

Function

Giving information about marvels in Costa Rican

natural beauty

Discourse Markers

Connecting words: and, because

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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

212

Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

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)

Note: Teacher includes the

specific indicators and

evidences under each one

of the following

assessment strategies

Learner…

L.2. recognizes

some isolated

vocabulary terms,

and main ideas from

specific subject

areas

L.2. recognize

some isolated

vocabulary

terms and main

idea in oral

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.

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.

using simple words and

sentence frames (e.g. their

size, color, material, price).

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

Theme

Going Shopping

Theme

Does This Fit Me?

Theme

How Much Does It Cost?

Function

– Listing products needed at

home

Function

– Identifying products at a

grocery and clothing stores

Function

- Describing products needed

Function

- Buying groceries/ clothing wisely

Discourse Markers

Connecting words: and, but,

because

Discourse Markers

Connecting words: and, but,

because

Discourse Markers

Connecting words: and, but,

because

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

Grammar &Sentence Frames

WH and other questions

– Where can I buy the

vegetables?

Modals

– Can you do a price check for

Grammar & Sentence Frames

WH and other questions

– Where can I buy the

vegetables?

Countable and Uncountable

Nouns

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

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

264

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.)

Phonology

Inflectional endings (-s, -ed, ing)

and identifying their functions;

tense, plurality, comparison and part

of speech. (clothes, vegetables,

decided, shopping, etc.)

Phonology

Inflectional endings (-s, -ed, ing)

and identifying their functions;

tense, plurality, comparison and part

of speech. (clothes, vegetables,

decided, shopping, etc.)

Phonology

Review

Vocabulary

My Family´s Grocery List

Fruit, meat, fish, milk, oil, rice,

beans, dog food, vegetables

Vocabulary

Going Shopping

Grocery store sectors: bakery, pet

supplies, fresh food, frozen food,

canned goods, cosmetics, household

goods, cashier, express lane

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 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.

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

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

265

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 the

person respectfully.

Proverbs / Quotes

– Every shop has its trick. -- Italian

proverb

Sociocultural

– Asking for bargains to save money

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

266

Didactic Planning

Week 1

Level: 7th

Unit: 4

Domain: Socio-Interpersonal and

Transactional

Scenario: Checking things off a shopping list!

Theme: My family´s grocery 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

Learn to Be and Live in Community

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?

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

Function

– Listing products needed at home

Discourse Markers

Connecting words: and, but, because

Psycho-social

− Making informed decisions

Idioms

– A penny saved is a penny earned.

– Saving for a rainy day.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

267

part of speech. (clothes, vegetables, decided,

shopping, etc.)

Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

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

lessons)

Note: Teacher includes

the specific indicators

and 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.

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.

Pre-teaching

Routine – Checking attendance, checking in with Ls, posting and reviewing Essential

Question, Can Do’s, and class agenda, etc.

Warm up

As learners enter they respond to a question they pull from a shopping bag. Questions

should elicit previous learning. Examples:

What is your mother’s favorite food?

What is your father’s favorite food?

What is your sister’s/brother’s favorite color?

How many people eat food in your house?

Pre-task: listening to write

 Set up a “Produce Market” and perform a skit with a pre-selected learner using the

conversation below. The dialogue can be written on the board for everyone to see

OR challenge learners’ listening skills by having them take notes of what they hear

in the conversation. Perform it twice then ask what items are on the grocery list.

(Use realia if possible.)

At the Store:

A: Good afternoon!

B: Hello! How are you?

5 min

15 min

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

268

R.1. identifies

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.

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!

 Recognition/Articulation/Production: Using realia from the skit, show one item

and wait for response. Then show two of the same thing and provide the plural –

Head(s) of Lettuce, Avocado(s), Orange(s), Dollar(s). Continue with known objects

in the room, showing first a singular and then a plural.

Task: Making Your Shopping List (reading to write)

1. Pre-reading

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.

2. Reading for the first time

5 min

30 min

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

269

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:

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)

732 ₡

Loaf of Fresh White Bread (500g)

1,031 ₡

Rice (white), (1kg)

1,162 ₡

Eggs (12)

1,624 ₡

Local Cheese (1kg)

3,617 ₡

Chicken Breasts (Boneless, Skinless), (1kg)

3,884 ₡

Beef Round (1kg) (or Equivalent Back Leg

5,176 ₡

15 min

35 min

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

270

W.1.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.)

Red Meat)

Apples (1kg)

2,083 ₡

Banana (1kg)

623 ₡

Oranges (1kg)

1,154 ₡

Tomato (1kg)

1,323 ₡

Potato (1kg)

956 ₡

Onion (1kg)

980₡

Lettuce (1 head)

437₡

Water (1.5 liter bottle)

1,216 ₡

Post-task

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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

271

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

cost?

Why?

Bananas, oranges,

apples

At least 4,000 colones

My mother’s favorite

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

Integrated Mini-Project

Time

− 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.

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-

Adjust

times listed

above to

allow 5 min

each week.

Group

presentation

s can be

week 5 or 6.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

272

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

progress

Listen and extract specific information when I know

something about the subject and can see illustrations.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

273

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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

274

Didactic Planning

Week 2

Level: 7th

Unit: 4

Domain: Socio-Interpersonal and

Transactional

Scenario: Checking things off a shopping list!

Theme: Going shopping

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

Learn to Be and Live in Community

Grammar &Sentence Frames

WH and other questions

– Where can I buy the vegetables?

Modals

– Can you do a price check for me?

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

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

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

275

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

Learner can

Didactic Sequence Mediation

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

lessons)

Note: Teacher includes

the specific indicators

and evidences under

each one of the following

assessment strategies

Learners …

L.2. recognizes

what is being said

about shopping

for groceries and

clothing.

R.3. recognizes

previously

encountered parts

L.2.

understand

what is being

said about

shopping for

groceries and

clothing.

R.3. recognize

previously

Pre-teaching

Routine – Checking attendance, checking in with Ls, posting and reviewing Essential

Question, Can Do’s, and class agenda, etc.

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)

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

 Use the game Colors and Shapes from MEP Educ@tico to introduce vocabulary.

http://www.mep.go.cr/educatico/recurso-interactivo/colors-and-shapes

5 min

10 min

30 min

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

276

of words, prefixes,

and 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.

encountered

parts of words,

prefixes, and

suffixes.

R.1. identify

English-

language

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.

 Use clothes flashcards. http://esl-kids.com/flashcards/clothes.html

 Recognition/Articulation/Production: T notes the suffix –ing that is added to

shopping, buying, making (a list)

Task: Making a plan to shop wisely (reading to speak)

 Use portions of the article “Want to Save on Your Next Grocery Shop”

https://www.choice.com.au/shopping/everyday-shopping/supermarkets/articles/supermarket-sales-

tricks 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

40 min

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

277

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

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

278

Right-hand entrances encourage shoppers to travel in a counterclockwise direction –

research has shown that shoppers that travel in this direction spend more.

1. Pre-reading

T makes a word bank of what might be unfamiliar words and reviews them. T

35 min

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

279

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.

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

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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

280

Options

Integrated Mini-Project

Time

− 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.

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

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?

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

281

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

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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

282

Didactic Planning

Week 3

Level: 7th

Unit: 4

Domain: Socio-Interpersonal and

Transactional

Scenario: Checking things off a shopping list!

Theme: Does this fit me?

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

Learn to Be and Live in Community

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?

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 extra-

large.

Colors: blue, green, orange, red, pink, purple,

Function

- Describing products needed

Discourse Markers

Connecting words: and, but, because

Psycho-social

− Communicating with the person

respectfully.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

283

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

Learner can

Didactic Sequence Mediation

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

lessons)

Note: Teacher includes

the specific indicators

and evidences under

each one of the following

assessment strategies

Learner…

R.2. identifies

vocabulary

related to the

topic and uses it

R.2. identify

vocabulary

related to the

topic and use it

Pre-teaching

Routine – Checking attendance, checking in with Ls, posting and reviewing Essential

Question, Can Do’s, and class agenda, etc.

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-and-

shapes

 Clothes flashcards. http://esl-kids.com/flashcards/clothes.html

 Colors flashcards. http://esl-kids.com/flashcards/colors.html

5 min

15 min

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

284

to understand

very simple

sentences if there

are pictures.

L.3. recognizes

most of a story

when read slowly

and accompanied

by pictures.

to understand

very simple

sentences

L.3.

understand

most of a story

when read

slowly and

accompanied

by 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.”

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/all-

tops/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.)

 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

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

marked as the runway, the teacher comments, “On her neck, María is wearing a

green necklace,” “On her feet, María is wearing black boots.” As the teacher says the

item, models point to that piece of clothing. The crazier the outfits are, the better.

1. Listening for the first time

Learners begin to fill in two separate graphic organizers -- one for clothes/jewelry

and one for words related to descriptions such as colors, sizes.

2. Pair/Group feedback

30 min

35 min

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

285

R.1. identifies

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.

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.

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,

35 min

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

286

SP.1. gives basic

information about

shopping

preferences and

prices.

SP.2.describes

shopping items

using simple

words and

sentence frames.

(for example their

size, color,

material, price)

SP.1. give

basic

information

about

shopping

preferences

and prices

(e.g. favorite

clothing,

favorite

shops).

SP.2. describe

shopping items

using simple

words and

sentence

frames (e.g.

their size,

color, material,

price).

etc.) made of (material).

3. Revising

Each learner in the group reads the statements and suggests corrections.

4. Editing

Corrections are made.

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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

287

Options

Integrated Mini-Project

Time

− 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.

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

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?

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

288

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

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

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

289

Level: 7th

Unit: 4

Domain: Socio-Interpersonal and

Transactional

Scenario: Checking things off a shopping list!

Theme: How much does it cost?

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

Learn to Be and Live in Community

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

– 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

Function

- Buying groceries/ clothing wisely

Discourse Markers

Connecting words: and, but, because

Proverbs / Quotes

– Every shop has its trick. -- Italian

proverb

Sociocultural

– Asking for bargains to save money

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

290

Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

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

lessons)

Note: Teacher includes

the specific indicators

and evidences under

each one of the following

assessment strategies

Learner…

Pre-teaching

Routine – Checking attendance, checking in with Ls, posting and reviewing Essential

Question, Can Do’s, and class agenda, etc.

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).

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

5 min

15 min

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

291

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

R.1. identify

English-

language

sounds using

knowledge in

phonics,

syllabification,

and word

parts.

R.4.understan

d information

related to

groceries and

clothing in

posters, ads,

catalogues

SI.3. buy

things in shops

by pointing or

other gestures

that can

support what

he/she says.

SI.2. ask

somebody to

speak more

am breaking a ___(name of bill) with a ____ and ____. T can note the use of the –ing

suffix.

Pre-task: reading to speak

 Print on board or project how prices are presented. Say an example like $2.50

aloud. Show a math equation such as $5.95 + $10 = $15.95 and ask Ls to say it

aloud. ▪ T explains that “costs” and “is priced at” is synonymous in their

meanings. T points out and explains the –s and –ed suffixes.

▪ 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.

Task: Going Shopping (speaking)

 Create a mock store in the classroom with realia of clothes and/or grocery items. (If

class is large, make multiple stores so that Ls can interact simultaneously.) Print

the following scenarios on strips of paper and explain that they must buy an item in

the mock store. Learners must determine appropriate questions (How much …?

etc.) and/or actions to make the purchase. Scenarios:

● When you only have a large bill

● When the cost is less than the bill you have

● When you did not receive a receipt

● When you have no cash but can pay another way

● When you have lots of cash

● When you want the item but don’t have enough money

20 min

40 min

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

292

somebody to

speak more

slowly when

needed.

SI.4. uses simple

numbers in

everyday

conversations.

(e.g. prices)

W.2. writes short,

simple texts about

shopping at

grocery stores,

clothing stores

and supermarkets

slowly when

needed.

SI.4. use

simple

numbers in

everyday

conversations

for example

prices.

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,

1. Planning

Learners determine what they will buy.

2. Organizing

Learners organize their thinking related to the scenario.

3. Rehearsing

Learners practice with a partner.

4. Using/Describing

Learners carry out the scenarios and purchases.

Post-task: reading to write

1. Pre-writing

T reads the following story and clarifies the use of past tense.

Yesterday, Maria was very excited when she returned from the

Mercado in San Jose. She showed her brother Jose what she bought

and explained, “I really saved some money today!”

Jose looked at all the things Maria had and asked, “How much did all

this cost?”

Maria answered, “Less than $20 because I paid in cash, got some

things on sale and bargained with the salesperson for this item because

it was chipped.”

Jose looked like he did not believe her. Maria then j,, “I promise I stayed

within my budget! You can see the receipts.”

40 min

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

293

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

Integrated Mini-Project

Time

− 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.

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:

Adjust

times listed

above to

allow 5 min

each week.

Group

presentation

s can be

week 5 or 6.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

294

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

progress

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

295

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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

296

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

Learn to Be and Live in Community

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?

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?

Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

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

lessons)

 Did Ls

achieve all

learning

 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.

All of

week 5

or 6

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

297

outcomes

Options

Integrated Mini-Project

Time

− 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.

By allowing time for the Mini-Project each week for participating, thinking, and acting out,

learners should now have a chosen project and determined content and strategies. In the

presentation week Ls focus on:

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?

All of

week 5

or 6 of

unit

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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

298

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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

299

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!

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

300

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.)

Phonology

– Inflectional endings (-s, -ed, ing) and

identifying their functions; tense, plurality,

comparison and part of speech. (clothes,

vegetables, decided, shopping, etc.)

Phonology

– Inflectional endings (-s, -ed, ing) and

identifying their functions; tense, plurality,

comparison and part of speech. (clothes,

vegetables, decided, shopping, etc.)

Phonology

Review

Voiced and Voiceless Consonants

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.

Listen and Repeat

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”.

Listen and Repeat

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.

Recognition

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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

301

-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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

302

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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

303

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]

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

304

[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

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

305

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

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

306

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

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

307

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

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

308

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

singing

wish

wished

wishing

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

309

(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)

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

310

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.”

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

311

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.”

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

312

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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

313

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

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

314

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

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

315

• 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/spurs-

commercials

• 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/spurs-

commercials

• 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/

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

316

• 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

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

317

• 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 ___________

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

318

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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

319

• 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?

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

320

• 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.)

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

321

• 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 _________.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

322

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

Member

Clothing

Size

Color

Material

Adjective

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_GhuMEkWS-

JojscbiYw

• 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

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

323

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

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

324

• 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

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

325

 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)

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

326

Level 7th Unit 5

CEF level to be reached: A1.1

Scenario: Let´s celebrate Costa Rican 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?

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

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

Week 3

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

Assessment: L very simply

describes how he/she celebrates

holidays and special occasions and

inquiries about others.

SP.2. very simply describe how

he/she celebrates holidays and

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

parties, weddings, baby showers,

graduations, family reunions) and

simple descriptions of holidays and

celebrations, checking written

sentences to look for mistakes (e.g.

subject-verb agreement,

Week 5/6

Assessment

Anecdotal reports / rubrics / instruments

for self and co-assessment

Suggested Integrated Mini project

 Inspirational posters about the

meaning of culture

 Create your own holiday and the

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

327

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.

Assessment: L asks for

specific information regarding

holidays and celebrations.

SI.2. ask for specific

information regarding holidays

and celebrations.

capitalization, spelling, basic

punctuation etc.).

cards that will celebrate it

 Design family celebration calendar

indicating birthdays and other

celebrations and indicate family

preferences

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

How my family and I celebrate

“Tico” culture

Theme

How my community celebrates

“Tico” culture

Theme

How other Costa Rican

communities celebrate “Tico”

culture

Theme

How Costa Ricans celebrate national

“Tico” culture

Function

- Listing family gatherings

Function

- Asking and giving

information about family

gatherings

Function

- Telling about community

celebrations

Function

- Describing national holidays and

celebrations in Costa Rica

Discourse Markers

Connecting words: and, but,

because

Discourse Markers

Connecting words: and, but,

because

Discourse Markers

Connecting words: and, but,

because

Discourse Markers

Connecting words: and, but,

because

Grammar & Sentence Frames

Prepositions of time

In/on/at

– Costa Rica celebrates

Grammar &Sentence Frames

WH questions

– When do you celebrate

_____?

Grammar & Sentence Frames

Past simple of “to be”

– Last Christmas I was at my

grandma´s house.

Grammar & Sentence Frames

Prepositions of time

In/on/at

– Costa Rica celebrates Mother’s

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

328

Mother’s Day on

_________.

– At Christmas time, I ____.

– What do you do on Mothers’

Day?

– What do you celebrate in

your community?

Day on _________.

– At Christmas time, I ____.

Past simple of “to be”

– Last Christmas I was at my

grandma´s house.

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.

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.

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.

Phonology

Review

Vocabulary

How my family and I celebrate

“Tico” culture

Family gatherings

– birthday parties,

anniversary parties,

weddings, baby showers,

graduations, family

reunions

Vocabulary

How my community celebrates

“Tico” culture

Community celebrations

– Community Day Community

traditions, Patron Saint Day

Vocabulary

How other Costa Rican

communities celebrate “Tico”

culture

Costa Rican communities

– “Guanacastequeidad”

Week, Virgen del Mar Day,

“Diablitos” celebration

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

Psycho-social

Showing respect for my family

celebrations.

Respecting my own emotional

expressions and sense of belonging

Idioms

Psycho-social

Strengthen the value of belonging

to my family /community.

Sociocultural

Respecting other families/ Costa

Rican communities’ celebrations.

Proverbs / Quotes

– Before you judge someone,

walk a mile in his shoes.

Social Language

– a day off

Sociocultural

– Reinforcing Costa Rica’s identity

by collaborating and /or

participating in the celebrations

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

329

Didactic Planning

Week 1

Level: 7th

Unit: 5

Domain: Socio-Interpersonal and Transactional

Scenario: Let´s celebrate Costa Rican Culture!

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?

Learn to Know

Learn to Do

Learn to Be and Live in Community

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

Phonology

Function

– Listing family gatherings

Discourse Markers

– Connecting words: and, but, because

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.

– It´s the thought that counts.

– Eat, drink and be merry.

– Trim the tree.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

330

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

Learner can

Didactic Sequence Mediation

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)

Note: Teacher includes the

specific indicators and

evidences under each one

of the following

assessment strategies

Learner…

R.2 recognizes

vocabulary and

important

information on

R.2 recognize

vocabulary and

important

information on

Pre-teaching

Routine – Checking attendance, checking in with Ls, posting and reviewing Essential

Question, Can Do’s, and class agenda, etc.

Warm up

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.

Pre-task: reading to write

Distribute the holiday announcements (See Resources) to small groups – one per group. In

small groups, Ls have 2 min to complete a chart similar to the one below. After two minutes

the groups exchange announcements until all 4 have been seen by the Ls.

5 min

10 min

15 min

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

331

basic promotional

material. (e.g.,

date, place and

activities, on

poster).

R.3. discriminates

straightforward

information, words

and expressions on

Costa Rican

culture.

basic

promotional

material. (e.g.,

date, place and

activities, on

poster).

R.3. understand

straightforward

information,

words and

expressions on

Costa Rican

culture such as

holidays and

celebrations.

(e.g., We

celebrate Labor

Day on May

1st).

Holiday

When

Where

What

Mother’s Day

Before July 31

Online

shop

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.

30 min

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

332

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.

2. Pair/Group feedback

Ls partner and share which holidays are the most important to their family.

60 min

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

333

W.1. completes

gapped sentences

using a word list.

W.1. complete

gapped

sentences using

a word list of

familiar words.

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.

4. 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.

Post-task: reading to write

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,

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

334

they look up the definition using their phone or dictionary.

4. 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:

Costa Rica celebrates Mother’s Day on _____________.

______________, ________________, and _______________ are good gifts.

My (name of family member)’s favorite holiday is ____________.

My family likes to ____________ on holidays.

Options

Integrated Mini-Project

Time

 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

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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

335

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

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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

336

Didactic Planning

Week 2

Level: 7th

Unit: 5

Domain: Socio-Interpersonal and Transactional

Scenario: Let´s celebrate Costa Rican Culture!

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?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frame

WH questions

– When do you celebrate _____?

– What do you do on Mothers’ Day?

– What do you celebrate in your

community?

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

Function

– Asking and giving information about family

gatherings

Discourse Markers

– Connecting words: and, but, because

Psychosocial

– Strengthen the value of belonging to my

family /community.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

337

(e.g., th, sh, ck) and diphthongs (e.g., ea, ie, ee) and

controlled vowels.

– Week, queen, parties, shower, year, etc.

Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

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)

Note: Teacher includes the

specific indicators and

evidences under each one

of the following

assessment strategies

Learner…

L.1. identifies basic

phrases that denote

facts about Costa

Rican culture.

L.1. recognize

basic phrases

that denote facts

Pre-teaching

Routine – Checking attendance, checking in with Ls, posting and reviewing Essential

Question, Can Do’s, and class agenda, etc.

Warm up

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.

5 min

20 min

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

338

R.1. recognizes by

manipulating

English language

sounds using

knowledge in

phonics,

syllabification and

word parts.

L.2.recognizes

pieces of short

information and

what is being said

about holidays and

celebrations.

about Costa

Rican culture.

(e.g., I love to

celebrate

birthdays).

R.1. identify

English language

sounds using

knowledge in

phonics,

syllabification and

word parts

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.

Pre-task

 Using the information gathered in the warm up activity, Ls will brainstorm a list of ways

Costa Ricans celebrate holidays.

 Recognition/Articulation/Production: Write the following words on the board and first

(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

question again. The answer is the diphthong vowel sound:

decorate – celebrate – table –taste – nation – nature – play – day – pray

Task: Let’s talk about celebrating! (listening to speak)

1. Listen for the first time

Two students who have previously rehearsed will present the following dialogue. Ls will

be told to listen for exactly what happens at the festival.

Juan: What’s going on this weekend?

Juana: Don’t you know? The town festival starts on Friday!

Juan: Really? Where is it?

Juana: It’s in the plaza in front of the church.

Juan: What happens during the festival?

Juana: There’s dancing, bull riding, and on the last night there’s a concert.

Juan: Wow! Who is playing in the concert this year?

Juana: Los Ajenos! You have to come!

2. Pair/Group feedback

Partners will check to see if both heard dancing, bull riding and a concert.

3. Listening for the second time

15 min

40 min

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

339

SI.1. answers

simple questions

using individual

words, expressions,

or short sentences.

SI.2. asks for

specific information

regarding holidays

and celebrations.

SI.1. answer

simple questions

using individual

words,

expressions, or

short sentences.

SI.2. ask for

specific

information

regarding

holidays and

celebrations.

Partners will be told to discover the answers to

What is happening?

When is it happening?

Where is it happening?

Who will be performing?

4. Post-listening

Partners will check answers and then in pairs, practice doing the dialogue as it is

projected (or distributed on paper).

Post-task (speaking)

 Write “It’s the thought the counts” on the board. Then create four teams. Teams

must come up with 5-10 questions to ask as they play What am I Thinking? To play the

game, Ls take turns answering Wh questions from class (like the game 20 Questions)

on a gift they might give his/her mother for Mother’s Day. Limiting the number of

questions to 10 allows more Ls to participate. Sample questions:

 What size is it?

 Where do you buy it?

 When do you use it?

40 min

Options

Integrated Mini-Project

Time

 Inspirational posters about the

meaning of culture

 Create your own holiday and the

cards that will celebrate it

 Design family celebration

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

Adjust

previous times

listed above to

allow 5 min

each week.

Group

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

340

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

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

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

341

vocabulary (including social language) for the week.

Show how I have worked with others this week.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

342

Didactic Planning

Week 3

Level: 7th

Unit: 5

Domain: Socio-Interpersonal and Transactional

Scenario: Let´s celebrate Costa Rican Culture!

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?

Learn to Know

Learn to Do

Learn to Be and Live in Community

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

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.

Function

– Telling about community celebrations

Discourse Markers

– Connecting words: and, but, because

Sociocultural

– Respecting other families/ Costa Rican

communities’ celebrations.

Proverbs / Quotes

– Before you judge someone, walk a mile in

his shoes.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

343

Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

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)

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.

(Previously used)

L.2. recognizes

pieces of short

information and

what is being said

R.1.identify and

manipulate

English

language

sounds using

knowledge in

phonics,

syllabification

and word parts.

L.2. understand

pieces of short

information and

what is being

said about

holidays and

celebrations, if

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: 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.

Pre-task: listening to speak

1. Pre-listening

T shows a map of Costa Rica and points out where the Brunca live.

2. Listening for the first time

T reads the following short text asking Ls to listen for unique actions during the festival.

Adapted from the Tico Times: Dancing Devils

5 min

10 min

50 min

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

344

about holidays and

celebrations.

given slowly and

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.)

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

345

(Previously used)

SI.3. interacts using

basic language.

SP.1. talks about

celebrations and

holidays in Costa

Rica briefly.

SI.3. interact

using basic

language,

provided others

are prepared to

repeat,

rephrase, and

speak slowly.

SP.1. talk briefly

about

celebrations and

holidays in

Costa Rica.

When did it happen? (At the end of the year there was a festival to show the strength of

the Brunca people.)

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.

Task: Presenting Costa Rican culture (interacting to speak)

1. 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.

2. 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.

3. Rehearsing

Ls assist one another by correcting.

4. Using

Ls present and if possible, T or other Ls video the presentation for small groups to

review.

40 min

15 min

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

346

Post-task

 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.

Options

Integrated Mini-Project

Time

 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

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

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

347

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

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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

348

Didactic Planning

Week 4

Level: 7th

Unit: 5

Domain: Socio-Interpersonal and Transactional

Scenario: Let´s celebrate Costa Rican Culture!

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?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frame

Prepositions of time

In/on/at

– Costa Rica celebrates Mother’s Day on

_________.

– At Christmas time, I ____.

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

Function

– Describing national holidays and

celebrations in Costa Rica

Discourse Markers

– Connecting words: and, but, because

Social Language

– a day off

Sociocultural

– Reinforcing Costa Rica’s identity by

collaborating and /or participating in the

celebrations

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

349

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.

Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

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)

Note: Teacher includes the

specific indicators and

evidences under each one

of the following

assessment strategies

Learner…

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 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 _______________.

Pre-task: reading to speak

 Ls review the list of national public holidays and add other holidays to the list as

5 min

15 min

20 min

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

350

SP.2. very simply

describes how

SP.2. very

simply describe

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.

Task: Small talk at a party (interacting to speak)

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

351

he/she celebrates

holidays and

special occasions

and inquiries about

others.

W.2. writes cards,

invitations and

simple descriptions

of holidays and

celebrations.

mistakes (e.g.

subject-verb

agreement,

capitalization,

spelling, basic

punctuation etc.).

how he/she

celebrates

holidays and

special

occasions and

also inquire as

to how others

celebrate them.

W.2. write cards

and invitations for

(e.g., birthday

parties,

anniversary

parties,

weddings, baby

showers,

graduations,

family reunions)

and simple

descriptions of

holidays and

celebrations,

checking written

sentences to look

for subject-verb

agreement,

capitalization,

spelling, basic

1. Planning

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.

3. Rehearsing

Ls practice their presentation.

4. Using

Ls present their dialogues.

Post-task: speaking to write

1. Pre-writing

Ls refer to vocabulary list and list they brainstormed regarding holidays. They then

determine which holiday will be the focus of their invitation.

2. Drafting

Ls prepare to answer

What:

Who:

When:

Where:

40 min

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

352

R.1. identifies and

manipulates

English language

sounds using

knowledge in

phonics,

syllabification and

word parts.

punctuation

R.1.identify and

manipulate

English

language

sounds using

knowledge in

phonics,

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.

4. 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

Time

 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

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.

Adjust

previous times

listed above to

allow 5 min

each week.

Group

presentations

can be week 5

or 6.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

353

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

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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

354

Didactic Planning

Weeks 5 and 6

Review and Integrated Mini-Project

Level: 7th

Unit 5: Let’s celebrate Costa Rican 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?

Learn to Know

Learn to Do

Learn to Be and Live in Community

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?

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?

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

355

Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

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)

 Did Ls achieve

all learning

outcomes?

 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.

All of week

5 or 6

Options

Integrated Mini-Project

Time

 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

By allowing time for the Mini-Project each week for participating, thinking, and acting out, learners

should now have a chosen project and determined content and strategies. In the presentation

week Ls focus on:

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?

All of week

5 or 6 of

unit

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

356

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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

357

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!

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

358

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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

359

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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

360

7th Grade – Phonology

Theme

How my family and I celebrate “Tico” culture

Theme

How my community celebrates “Tico” culture

Theme

How other Costa Rican communities celebrate

“Tico” culture

Theme

How Costa Ricans celebrate national “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.

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.

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.

Phonology

Review

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.

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.

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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

361

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;

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

362

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;

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

363

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;

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

364

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;

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

365

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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

366

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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

367

 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

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

368

(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?

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

369

 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?

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

370

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:

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

371

 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/

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

372

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?

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

373

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/graphic-

organizers/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?

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

374

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)

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

375

Theme 3: How other Costa Rican communities celebrate “Tico” culture

Warm Up Activities

Entrance tickets/tasks:

 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

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

376

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/

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

377

 **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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

378

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

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

379

 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:

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

380

 “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?

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

381

 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)

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

382

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-for-

Kids.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/

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

383

 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

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

384

 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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

385

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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

386

Level 7th Unit 6

CEF level to be reached: A1.1

Scenario: Getting from here to 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?

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

Assessment: L recognizes

main ideas of text when

accompanied by illustrations.

R.4. understand main ideas of

text when accompanied by

illustrations.

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 3

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 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.).

Week 4

Assessment: L recognizes figures

and times given in clear

announcements, for example at the

airport or at a bus station.

L.2. understand figures and times

given in clear announcements, for

example at the airport or at a bus

station.

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 describes briefly

weekend or holiday plans.

SP.3. describe weekend or holiday

plans and what I need and when.

Week 5/6

Assessment

Anecdotal reports / rubrics / instruments

for self and co-assessment

Suggested Integrated Mini project

 An event with guests from the

community who answer questions

about what they do for the

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

387

texts

R.3. recognize familiar names

of places, goods and services

in short and simple texts.

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 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 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).

(ticket, reservation, passport)

Assessment: L fills in a hotel

registration form with personal details.

W.1. fill in a hotel registration form

with personal details.

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

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

Knowing where I want to go

Theme

Knowing where it is

Theme

Knowing how to get there

Theme

Knowing what I need and when

Function

- Identifying places and

buildings

Function

- Locating places and

buildings

Function

- Giving directions

- Describing ways to move

around

Function

- Understanding and using travel

fares and hotel registrations

Discourse Markers

Connecting words: and, but,

because

Discourse Markers

Connecting words: and, but,

because

Discourse Markers

Connecting words: and, but,

because

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?

Grammar &Sentence Frames

WH questions

– Where is the post office?

– Are we on the right road?

– How far is it __?

Determiners

Grammar & Sentence Frames

Imperatives

Go down…

Go straight…

Follow the signs

Turn left

Grammar & Sentence Frames

Prepositions of time:

In, on, at

Present tense

(S+V+C)

I go to the beach.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

388

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

Short vowel sounds (-at, -en, -ad)

in orally stated single syllable

words. (e.g., hen, hat, mad, etc.)

Phonology

Short vowel sounds (-at, -en, -ad) in

orally stated single syllable words.

(e.g., hen, hat, mad, etc.)

Phonology

Short vowel sounds (-at, -en, -ad) in

orally stated single syllable words.

(e.g., hen, hat, mad, etc.)

Phonology

Review

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

Vocabulary

Knowing where it is

There is / There are

in, on, next to, near, between, in

front of, opposite of, behind

Vocabulary

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

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

– 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

Psycho-social

– Enjoying traveling.

Sociocultural

– Respecting, appreciating

and being aware of his /her

community, region, country,

and world travel

opportunities

Social Language

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

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

389

– Directionally challenged

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

390

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

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

Learn to Do

Learn to Be and Live in Community

Grammar &Sentence Frame

Future -- going to

– We are going to Manuel Antonio National

Park.

– Are you going to visit Poas Volcano?

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

Function

 Identifying places and buildings

Discourse Markers

 Connecting words: and, but, because

Psychosocial

 Analyzing and making decisions

Idioms

 Itchy feet

 Hit the road

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

391

single syllable words. (e.g., hen, hat, mad, etc.)

Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

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)

Note: Teacher includes the

specific indicators and

evidences under each one

of the 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

Pre-teaching

Routine – Checking attendance, checking in with Ls, posting and reviewing Essential

Question, Can Do’s, and class agenda, etc.

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?

5 min

10 min

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

392

 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

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

393

R2. recognizes by

manipulating

English language

sounds using

knowledge in

phonics,

syllabification and

word parts.

R.1. labels

diagrams with

appropriate pieces

of familiar goods

and services.

R2. identify

English

language

sounds using

knowledge in

phonics,

syllabification

and word

parts.

R.1. label

diagrams with

appropriate

pieces of familiar

goods and

services.

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/recursos-

interactivos/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.

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.

At this place …

There is/there are

…

We are going to need

to know …

Who is going to ask?

Supermarket

Drinks, snacks

The price

(Fill in name of student

after reading for the second

time)

30 min

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

394

R.3. recognizes

familiar names of

places, goods and

services in short

and simple texts

R.3. recognize

familiar names

of places, goods

and services in

short and simple

texts.

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)

6. Pair/Group – Learners (in pairs) list the things they know now and what they are going

to do in the future.

Now

Future

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.)

10 min

20 min

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

395

SI.1. expresses

preferences about

places to visit and

ways to move

around.

SI.1. express

preferences

about places to

visit and ways to

move around.

1. Planning – Learners in small groups will plan to report their plans to the large group.

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 ________.

5 min

Options

Integrated Mini-Project

Time

 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

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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

396

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?

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

397

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

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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

398

Didactic Planning

Week 2

Level: 7th

Unit: 6

Domain: Socio-Interpersonal and Transactional

Scenario: Getting from here to there

Theme: Knowing where it is

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

Learn to Do

Learn to Be and Live in Community

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 …

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

Function

 Locating places and buildings

Discourse Markers

 Connecting words: and, but, because

Psychosocial

 Communicating clearly, concisely and

responsibly, with respect for the person

addressed

Social Language

– Straight to the point

– Clueless

– Directionally challenged

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

399

Phonology

Short vowel sounds (-at, -en, -ad) in orally stated

single syllable words. (e.g., hen, hat, mad, etc.)

Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

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)

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

R.2. identify

and

manipulate

English

language

sounds using

knowledge in

phonics,

syllabification

and word

parts.

R.1. label

diagrams with

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

lines facing the wall or board where a map of Costa Rica, is posted. Say a place in Costa

Rica (province, national park, other attraction) and then say Where is it at? First one to slap

the map correctly with a flyswatter gets a point for his/her team.

Ls brainstorm list of goods/services offered across the country (surfing, fishing, hiking,

guides, food, zip line, etc.) using prior knowledge from Unit 3.

Pre-task: reading to speak

 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:

– Where is (word on strip of paper)?

– What good or service is offered there? As learner secures the strip to the correct

5 min

10 min

5 min

20 min

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

400

diagrams with

appropriate pieces

of familiar goods

and services.

R.4.recognizes

main ideas of text

when accompanied

by illustrations.

SI.2. interacts in a

simple way, asking

questions about

places, where they

are and how to get

appropriate

pieces of

familiar goods

and services.

R.4. understand

main ideas of

text when

accompanied by

illustrations.

SI.2. interact in

a simple way,

asking

questions about

places, where

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)

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

4. Post reading – Pairs form groups of 4 and share the lists they have compiled and

create one long and corrected list.

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?

25 min

40 min

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

401

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

Time

 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

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:

Adjust

previous times

listed above to

allow 5 min

each week.

Group

presentations

can be week 5

or 6.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

402

 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

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

403

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

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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

404

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

Learn to Do

Learn to Be and Live in Community

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

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

Function

 Giving directions

 Describing ways to move around

Discourse Markers

 Connecting words: and, but, because

Psycho-social

– Enjoying traveling.

Sociocultural

– Respecting, appreciating and being aware of

his /her community, region, country, and

world travel opportunities

Social Language

– Directionally challenged

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

405

Go straight…

Follow the signs

Turn left, go straight

By car/ walking/ bike/ bus/ train/

airplane/motorcycle/ boat, carpooling

Phonology

Short vowel sounds (-at, -en, -ad) in orally stated

single syllable words. (e.g., hen, hat, mad, etc.)

Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

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)

Note: Teacher includes the

specific indicators and

evidences under each one

of the following

assessment strategies.

Learner…

L.1. follows simple

directions how to

get from one place

to another, on foot

or by public

L.1. follow

simple directions

how to get from

one place to

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:

5 min

10 min

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

406

transport.

R.2. identifies

English language

sounds using

knowledge in

phonics,

syllabification and

word parts.

W.2.writes simple

descriptions of

places (e.g.,

location, direction,

activities)

or by public

transport.

R.2. identify and

manipulate

English

language

sounds using

knowledge in

phonics,

syllabification

and word parts.

W.2. write

simple

descriptions of

places (e.g.,

location,

! = 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

how to get through maze.

 Having previously created a maze on the floor with tape outlining the path of turns, etc.

blindfold one L and have other L provide instructions on how to complete the maze

using vocabulary. Ls can then work in pairs beginning at different points in the maze so

that more can participate at one time. Option is to ask Ls to create obstacle courses

outside and then work in pairs to offer and receive instructions.

Task: Helping the Directionally Challenged (writing to speak)

1. Drafting – Use the following as a fill in the blank dialogue that individuals work on

independently. T can help clarify social language.

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

15 min

40 min

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

407

SP.1.uses simple

words to tell where

a place is and ways

to get there.

SP.2. describes

places and ways to

move around

(towns, holiday

resorts, car, plane,

bike).

direction,

activities,

checking written

sentences to

look for

mistakes (e.g.,

subject-verb

agreement,

capitalization,

spelling, basic

punctuation,

etc.).

SP.1. use simple

words to tell

where a place is

and ways to get

there.

SP.2. describe

places and ways

to move around

(towns, holiday

resorts, car,

plane, bike).

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.

3. Editing – Ls examine the dialogues for any writing errors.

1. Planning – Ls determine who will play which role.

2. Organizing – Ls add props if wanted.

3. Rehearsing – Ls rehears script.

4. Using – Ls present in pairs.

Post-task: speaking

 Option 1 – Using map of community, Ls draw two locations from a stack of strips of

paper and tell how they will travel from one location to the other. (I am going to walk,

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.)

30 min

15 min

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

408

 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

Integrated Mini-Project

Time

 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

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

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

409

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

progress

Listen and follow simple directions on how to get from one

place to another.

Write simple descriptions of places, checking for subject-

verb 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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

410

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

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

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frame

Prepositions of time:

In, on, at

Present tense

(S+V+C)

I go to the beach.

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

Function

 Understanding and using travel fares and

hotel registrations

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

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

411

Phonology

Short vowel sounds (-at, -en, -ad) in orally stated

single syllable words. (e.g., hen, hat, mad, etc.)

Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

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)

Note: Teacher includes the

specific indicators and

evidences under each one

of the following

assessment strategies

Learner…

R.2 identifies

English language

sounds using

knowledge in

phonics,

syllabification and

word parts.

L.2. recognizes

R.2. identify and

manipulate

English

language

sounds using

knowledge in

phonics,

syllabification

and word parts.

L.2. understand

figures and

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: 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.

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.

5 min

20 min

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

412

figures and times

given in clear

announcements, for

example at the

airport or at a bus

station.

times given in

clear

announcements,

for example at

the airport or at

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.

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

20 min

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

413

L.2. recognizes

figures and times

given in clear

announcements, for

example at the

airport or at a bus

station.

L.4.recognizes the

main idea of

presentations

related to places,

goods and

services.

SP.3describes

briefly weekend or

holiday plans.

L.2. understand

figures and

times given in

clear

announcements,

for example at

the airport or at

a bus station.

L.4. understand

the main idea of

presentations

related to

places, goods

and services.

SP.3. describe

weekend or

holiday plans

and what I need

and when.

sheet.

https://en.islcollective.com/resources/printables/worksheets_doc_docx/days_months_o

rdinal_number_worksheet/days-of-the/11790.

Task: Planning a trip (listening to speak)

1. Listening for the first time – Using the video

https://www.youtube.com/watch?v=J1LuFwt0bdE Ls listen for the words they used in

the pre-listening worksheet activity related to dates and costs.

2. Pair/Group feedback – Working with Clock Partner, Ls identify how much the room

costs and when the couple will be traveling.

3. Listening for the second time – Ls identify some of the goods and services being

offered.

4. Post-listening – Clock Partners list as many of the goods and services as they can.

Then they compare their list to another pair and create a single list. The group of now

four Ls with the most items on their list receive recognition as “winners.”

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.

2. Organizing – Ls make a checklist of items they will need and do for the trip.

3. Rehearsing – Ls rehearse the presentation.

4. Using – Ls present to the class.

30 min

15 min

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

414

W.1. fills in a hotel

registration form

with personal

details.

(ticket,

reservation,

passport)

W.1. fill in a

hotel registration

form with

personal details.

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.

Options

Integrated Mini-Project

Time

 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

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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

415

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

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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

416

Didactic Planning

Weeks 5 and 6

Review and Integrated Mini-Project

Level: 7th

Unit 6: Getting from here to 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

Learn to Do

Learn to Be and Live in Community

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?

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?

Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

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)

 Did Ls achieve

 Can Ls do all

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

All of week

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

417

all learning

outcomes?

tasks?

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

5 or 6

Options

Integrated Mini-Project

Time

 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

By allowing time for the Mini-Project each week for participating, thinking, and acting out, learners

should now have a chosen project and determined content and strategies. In the presentation

week Ls focus on:

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?

All of week

5 or 6 of

unit

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

418

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!

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

419

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!

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

420

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

421

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!

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

422

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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

423

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

424

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

425

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

426

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

427

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

428

7th Grade – Phonology: Short Vowel Sounds

Unit 6: Getting from Here to There

Theme

Knowing where I want to go

Theme

Knowing where it is

Theme

Knowing how to get there

Theme

Knowing what I need and when

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)

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.

Activity

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.

Activity

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.

Activity

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

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

429

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. Create a memory game in which the matching pairs of the long and short versions of each vowel are written on separate cards.

2. Learners must read the words aloud and match the card with the long sound to the card with the short sound.

3. 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:

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

430

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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

431

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?

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

432

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-listening-

activity-for-places-in-town/

 Reading and Listening about places. The script and activities are available. http://www.learning-english-online.net/language-course/unit-

3-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/people-

elementary-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-town-

fill-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

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

433

 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

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

434

 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

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

435

 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-sightseeing-

2.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

 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-directions-

shops.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

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

436

 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:

 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-all-

time/junior53?var=4&utm_expid=16418821-179.vk2gM_coRrOMcxn9T2riGQ.3

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

437

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

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

438

 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

 Means of transportation matching https://en.islcollective.com/resources/printables/worksheets_doc_docx/means_of_transport/transports-

preintermediate-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-treasure-

hunt-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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

439

 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?

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

440

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-skills-

practice/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

 Practice worksheet for prepositions of time.

https://www.wyzant.com/resources/lessons/english/esl/activities_and_quizzes/quizzes/daily_life/travel_plans

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

441

 Another introduction and practice worksheets for prepositions of time -- http://learnenglishteens.britishcouncil.org/grammar-

vocabulary/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.

DIRECCIÓN DE DESARROLLO CURRICULAR

Departamento de Tercer Ciclo y

Educación Diversificada

Asesoría Nacional de Inglés

442

 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…

Guide 7th

Navigation menu

Versions of this User Manual:

Views

Navigation