Guide 7th

User Manual:

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Autoridades
Sonia Marta Mora Escalante
Ministra de Educación Pública
Alicia E. Vargas Porras
Viceministra Académica de Educación
Rosa Carranza Rojas
Directora de la Dirección de Desarrollo Curricular
Rigoberto Corrales Zúñiga
Jefe del Departamento de Tercer Ciclo y Educación
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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
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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
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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
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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.
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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:
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What are the legal underpinnings and how are they related to language teaching
and learning?
Rationalism
Humanism
Understanding
Development of
complex, challenging,
creative and critical
thinking skills,
Full realization of the
human being, as a
person with rights and
responsibilities.
Implications for
teaching
Cooperative learning
and pedagogical
scaffolding
Sensitiveness and
awareness of learning
styles and affective
variables
The policy The School as the Core of the Quality of Costa Rican Education recognizes three dimensions
of learning:
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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?
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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
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Costa Rican general descriptors according to CEFR English proficiency bands
Basic User
A1
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).
A2
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
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Basic User
A2
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
B1
B1
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
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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).
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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.
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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.
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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.
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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.
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How are lessons planned?
Lesson planning will be developed based on scenarios that focus on one or more of four different
domains.
A unit is six weeks. Lesson plans are created weekly based on themes. Here is an example of how
it can be done.
Week 1
Domain
Scenario
Enduring
understanding
Essential question
Theme 1
Language function 1
Goals
Three learning
pillars
Assessment
indicators
Week 2
Domain
Scenario
Theme 2
Language function
2
Goals
Three learning
pillars
Assessment
indicators
Week 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
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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
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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
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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.
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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:
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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, postreading (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.
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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 learners 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
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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)
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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.
27
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
28
What is the teacher’s profile to implement this new curriculum?
Teacher’s Profile
29
What is expected from learners at the end of the process?
Learner´s Exit Profile
30
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 EarthOur
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 EarthOur
Gift and Our
Responsibility
Get Ready. Get
set. Go!
Really?
(Controversial
issues)
31
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
32
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 …
33
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 EarthOur 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
34
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:
35
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).
36
Seventh Grade Distribution of Domains and Scenarios by Term
Domain
Scenario
Unit
Term 1
Socio-Interpersonal
Here I Am!
1
Socio-Interpersonal and Transactional
Enjoying Life
2
Term 2
Socio-Interpersonal and Transactional
Getting back to nature
3
Socio-Interpersonal and Transactional
Checking things off a shopping list!
4
Term 3
Socio-Interpersonal and Transactional
Getting from here to there
5
Socio-Interpersonal and Transactional
Let´s celebrate Costa Rican Culture
6
37
Sample Weekly Plans for
Units 1-6 for
Seventh Grade
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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.
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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 _____.
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Phonology
Segmenting a word into phonemes
(/d/…/o/…/g/) and substituting
initial, final and medial sounds
Dad, grandma, old, daughter, hug,
baby, etc.
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, fatherin- 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
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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
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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
10 min
20 min
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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
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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.
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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
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Enduring Understanding Reflection
How well did the learners progress in their understanding of the Enduring Understanding?
Week Plan Self-Assessment
At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’
understanding.)
Learner Self-Assessment
I can…
Yes
No
In
progress
Recognize when someone greets me.
Greet others.
Identify, pronounce, and indicate the meaning of all the
vocabulary (including social language) for the week.
Show how I have worked with others this week.
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Didactic Planning
Week 2
Level: 7th
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.
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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?
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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.
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support.
date of birth,) on
posters,
brochures,
signs, and
invitations and in
simple texts if
allowed to use a
dictionary.
2. Reading for the first time
T then distributes copies of blank registration card and provides dictionaries or allows
Ls to use cell phones to look up meanings of unknown words.
3. Pair/Group feedback
Learners compare in pairs what they believe the form is asking for.
4. Reading for the second time
Learners use the form to ask questions of their partners: What is your first name? What
is your last name? What is your address?
5. Post-reading
Learners introduce their partners to at least two other people: His name is ____. His
address is _____.
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Post-task (reading to interact)
T reviews classroom rules and/or introduces classroom instructions with miming. T has
previously created signs with one action printed on each. T says the instruction printed
on the sign and Learners stand in circle and say phrases and mimic the actions the T
performs. For example:
Be quiet (hold index finger up to your lips.)
Close your notebook (and make the gesture.)
Work in pairs (hold up two fingers.)
Other potential vocabulary: COME to the board, COPY in your notebook, LISTEN,
LOOK, OPEN your notebook, PAY attention, PLEASE, RAISE your hand, REPEAT,
SIT down, STAND up, THANK YOU, WORK in groups, WORK in pairs, CLOSE the
door, OPEN the door.
Exit ticket Learners select one sign or card from a stack of signs or cards they cannot
see, reads the card or sign, and then provides the correct action as they leave the
room.
Options
Integrated Mini-Project
Time
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.
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Integrated Mini-Project.
Thinking: planning creating and outlining collaboratively the language content and
strategies.
For the third and fourth weeks, learners focus on:
Acting out: Practicing the mini-project in pairs or groups.
For the week of presentation, learners focus on:
Responding and sharing: Delivering and participating in peer assessment of mini-project.
Reflective Teaching
What worked well
What didn’t work well
How to improv
Enduring Understanding Reflection
How well did the learners progress in their understanding of the Enduring Understanding?
Week Plan Self-Assessment
At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’
understanding.)
Learner Self-Assessment
I can…
Yes
No
In
progress
Recognize simple questions when heard or read.
Spell my full name.
Identify, pronounce, and indicate the meaning of all the
vocabulary (including social language) for the week.
Show how I have worked with others this week.
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Didactic Planning
Week 3
Level: 7th
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?
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Segmenting a word into phonemes
(/d/…/o/…/g/) and substituting initial, final and
medial sounds Dad, grandma, old, daughter,
hug, baby, etc.
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
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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
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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
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(address,
telephone,
number,
nationality, age,
family and
hobbies).
is your name? What is your address?
3. Using
Ls themselves to the class or in groups using the profile as the guide. Ls who are
listening ask one question of the presenter.
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.
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Reflective Teaching
What worked well
What didn’t work well
How to improve
Enduring Understanding Reflection
How well did the learners progress in their understanding of the Enduring Understanding?
Week Plan Self-Assessment
At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’
understanding.)
Learner Self-Assessment
I can…
Yes
No
In
progress
Ask others for personal information.
Read and recognize some basic information asked for on a
form.
Introduce myself.
Identify, pronounce, and indicate the meaning of all the
vocabulary (including social language) for the week.
Show how I have worked with others this week.
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Didactic Planning
Week 4
Level: 7th
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, fatherin- 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
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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 mothers 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 mothers 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.
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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.
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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
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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
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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
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Enduring Understanding Reflection
How well did the learners progress in their understanding of the Enduring Understanding?
Week Plan Self-Assessment
At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’
understanding.)
Learner Self-Assessment
I can…
Yes
No
In
progress
Write labels on a family tree.
Complete a form about myself.
Describe my family in a spoken presentation.
Identify, pronounce, and indicate the meaning of all the
vocabulary (including social language) for the week.
Show how I have worked with others this week.
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Didactic Planning
Weeks 5 and 6
Review and Integrated Mini-Project
Level: 7th
Unit 1: Here I Am!
Enduring Understanding: What a person thinks, feels, and belongs to makes her/him a unique person.
Essential Question: What makes us unique?
Learn to Know
Learn to Do
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
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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
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7th Grade Resources for Lesson Plans
H
E
L
L
O
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
Hi
See you
Hi. I’m _(name)__
What are you up to?
Hey Hey
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H
E
L
L
O
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
Hi
See you
Hi. I’m _(name)__
Hey
Helllllooooo
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H
E
L
L
O
What are you up to?
Hey
Good night
Good evening
(Hugging)
(Shaking hands)
Hi. I’m _(name)__
Hello
Hi
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
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7th Grade Short Texts & Dialogues
Dialogue 1
Teacher: Sasha, where are you from?
Sasha: I am from Bajo Los Indios.
Teacher: Great job! Peter, what is this? (teacher points to desk)
Peter: This is my desk.
Teacher: This desk is in our class. What else is in our class?
Students: This clock is in our class. This whiteboard and these chairs are in our class.
Teacher: Good job students! Now it is time to say goodbye because class is finished.
Students: Good bye teacher, see you tomorrow!
Teacher: See you later, class!
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Dialogue 2:
(Natalie and Kimberly meet in the park after school. They have never met before.)
Natalie: Hello there!
Kimberly: Hey! What is your name?
Natalie: My name is Natalie. I am from San Isidro and am new here.
Kimberly: Nice to meet you. Welcome to San Pedro. How old are you?
Natalie: I am fourteen years old. How about you?
Kimberly: I am also fourteen! Do you go to school here?
Natalie: Yes, I go to the High school.
Kimberly: How is it going?
Natalie: So far so good!
Kimberly: I am happy to hear it! My class is very small, but our teacher is very nice
Natalie: How are your classmates?
Kimberly: They are very nice as well.
Natalie: That is good! I have to go to class now. See you later!
Kimberly: Take care!
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Option for form to complete in Week 2:
Dialogue 3:
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Joe: I am filling out the About section for a new Facebook page. I need your help!
Jill: Are you feeling ok? Why do you need help with basic information like your birth year and gender?
Joe: I’m cool with all that. I dont know what to say in the part that says About You.
Jill: Oh! You mean the section where you describe yourself?
Joe: Yes. How can I describe me?
Jill: You can say you are a very happy person but you are shy sometimes.
Joe: I am really scared in a crowd.
Jill: Don’t be too negative. Why don’t you say what excites you?
Joe: I am excited by soccer and good food!
Jill: There is your profile. Type that. You are ready!
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7th Grade Phonology
Theme
Hello, Hi there, Hey, Bye
Theme
Building Community
Theme
Let´s Get Personal
Theme
Meet My Family
Phonology
Segmenting a word into phonemes
(/d/…/o/…/g/) and substituting initial, final
and medial sounds Dad, grandma, old,
daughter, hug, baby, etc.
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.
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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
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Objective: To introduce the learners to the nature of syllables by leading them to clap and count the syllables in their own names.
1. When introducing this activity, model it by using several names of contrasting lengths. Pronounce the first name of one of the learners
in the classroom -- syllable by syllable -- while clapping it out before inviting the learners to say and clap the name along with you. After
each name has been clapped, ask "How many syllables did you hear?"
2. Once learners have caught on, ask each to clap and count the syllables in his or her own name. Don't forget last names, too! It is easy
to continue clapping other words and to count the syllables in each. If a name has many syllables, you may need to let learners count
the syllables as they are clapping.
Variations
Ask the learners to clap and count the syllables of their first and last names together.
After determining the number of syllables in a name, ask the learners to hold two fingers horizontally under their chins, so they can
feel the chin drop for each syllable. To maximize this effect, encourage the learners to elongate or stretch each syllable.
As follows, this activity can be done to a rhythmic chant, such as "Bippity, Bippity Bumble Bee":
- Bippity, bippity bumble bee, Tell me what your name should be.
- (Point to a learner; that learner responds by giving his name. Class repeats name out loud. Continue with one of the following:
"Clap it!" (Learners repeat name, enunciating and clapping to each syllable.)
"Whisper it!" (Learners whisper each syllable while clapping.)
"Silent!" (Learners repeat name, silently enunciating syllables with mouth movement.)
Finding things: Initial phonemes
Objective: To extend learners' awareness of initial phonemes by asking them to compare, contrast, and eventually identify the initial sounds of
a variety of words.
Materials needed: Picture cards
1. 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)
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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;
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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;
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[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.
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7th Grade Optional Activities
Theme 1: Hello, Hi there, Hey, Bye
Warm Up Activities
Entrance tickets/tasks:
Greet learners at door with different salutations, student must repeat the salutation before entering the room. Include Total Physical
Response by incorporating:
o a wave,
o thumbs up,
o handshake,
o index finger and middle finger flicked off forehead in a salute,
o two hands shaking in mid-air,
o high five.
Learners pull a stick with a greeting or leave taking example written on it as they come to the classroom door. Teacher greets learners
with the greeting AND/OR leave taking. Those who receive a “Hello” (or other greeting) may enter the classroom. Those who receive a
“goodbye” (or other example of a leave taking) must go to the end of the line until they draw a greeting from the container. Then they can
enter the classroom.
Teacher demonstrates greetings and leave takings by standing at the door. As he/she introduces a greeting, he/she walks into the room,
saying the greeting. As he/she introduces a leave taking, he/she walks out of the door, saying the leave taking.
Songs:
After introducing vocabulary, play a song that has Hello or other greetings/leave takings. Learners wave or use other appropriate gesture
to indicate when they hear the sound.
o “Hello, Goodbye” by the Beatles https://www.youtube.com/watch?v=rblYSKz_VnI
o http://www.theguardian.com/music/2015/oct/23/seven-songs-to-say-hello-from-adele-to-ice-cube
o “Hello” by Adele -- https://www.youtube.com/watch?v=YQHsXMglC9A
o “Hello, I love you” by the Doors -- https://www.youtube.com/watch?v=8f1z-nHvt3c
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o “Hey Jude” by the Beatles -- https://www.youtube.com/watch?v=A_MjCqQoLLA
o “Hello” by Lionel Richie -- https://www.youtube.com/watch?v=b_ILDFp5DGA
Other Activities:
Learners listen for the greetings in these video clips of Costa Rican soccer players sharing how English Is Important! Learners can wave
whenever they hear the greeting.
https://www.youtube.com/watch?v=K-UWPekOYdA
Use I Say Hello, You Say Goodbye from Cyber for Teens
http://cyberlab.ucr.ac.cr/cyberlab/septimo/cyberlab_7th/index.html
Use I Say Hello, You Say Goodbye materials for teachers from CyberLab
http://cyberlab.ucr.ac.cr/cyberlab/teachersguides/teachersguide_7th/unit1_7th_guide.pdf
Use any of the plans from http://englishpost.org/2014/10/14/greeting-introduction-and-leave-takings/
Activating Prior Knowledge -- Brainstorming
Adaptation of essential question: What is a unique way to say hello in Costa Rica?
Learners write all the greeting/leave-takings they know or have heard down on little sheets of paper. Teacher collects little sheets of
paper and learners then draw from the collection and places greeting/leave taking in the correct greeting or leave- taking section written
on the board. Example: “hey dude” would be placed in the “greeting” box.
o Learners recall every English word they know. At the cue to start, they must keep repeating the words beginning softly and
growing in volume. All learners must speak at once, keep talking and getting louder. Then at the word HELLO, students stop
talking. Practice several times with teacher pointing out words they hear that are greetings or leave takings. Teacher then asks
in Spanish -- if everyone speaks at once can we hear what everyone has to say? (No) What are rules of the classroom that will
help us learn better. Develop at least three Rules for the Classroom (in Spanish) and then write for all to see in English. (In later
lessons such as Building Community, add to this list.) Examples are:
o Respect your classmates.
o Do not speak when others are speaking.
o Help your classmates when they are confused.
o NOTE: Could use a Spanish Hat or other item that is to be used when someone needs to ask a question and cannot in English.
Learners list all the ways Ticos say hello and goodbye and use a T-chart to indicate if they are Formal or Informal.
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Introducing different text types (visual aids, technology, graphic organizers, etc.)
Students use a T-chart to place vocabulary words in categories of greetings and leave takings: When You Arrive/When You Leave.
_______________________________________________________
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
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Introduce “because” with the following sentence frames:
o I say _hi_ to my mother because I know her well. (informal)
o I say __hello__ to a stranger because I do not know him. (formal)
o I say __hey__ to my friends because I know them well. (informal)
o I say __ nice to meet you__ to a stranger because I do not her. (formal)
Use the video Greeting Etiquette from Around the World. Learners read and then act out descriptions of greetings/handshakes when
country is called/or sign is held up. Matching exercise of actions with countries can also check for Learner’s comprehension.
https://www.youtube.com/watch?v=D_hBK8Ni4yQ
Use the slide show of written versions of 21 Ways to Say Hello and Goodbye in American English.
http://www.englishandculture.com/blog/bid/90523/21-Ways-to-Say-Hello-and-Goodbye-in-American-English Print the explanations of the
21 ways to Say Hello, and, after providing pre-reading definitions of “casual” and “formal” distribute the explanations to learners.
Learners then go to one of two areas that are marked Formal and Casual based on what type of greeting the strip is. (Note: Could use
Formal and Informal).
Worksheets for greetings
https://en.islcollective.com/resources/search_result?Vocabulary_Focus=Greetings
Use I Say Hello, You Say Goodbye from Cyber for Teens
http://cyberlab.ucr.ac.cr/cyberlab/septimo/cyberlab_7th/index.html
Use I Say Hello, You Say Goodbye materials for teachers from CyberLab
http://cyberlab.ucr.ac.cr/cyberlab/teachersguides/teachersguide_7th/unit1_7th_guide.pdf
Use any of the plans from http://englishpost.org/2014/10/14/greeting-introduction-and-leave-takings/
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Formal
Informal
Formal AND Informal
Hello
Hi
Hi there
Hey
Good morning
Good evening
Howdy
Hey buddy
Goodbye
See you later
Bye bye
Check you later
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Nice to have 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?
Or
No, I’m not. I am from
______________. And you?
City/Country
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I am from
_______________.
City/Country
That’s great! How old are
you?
I’m ____________ .
age
Oh! I’m _____________.
age
Or
Oh! I’m ____________ too!
age
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GREETINGS DIALOGUES II
Hello, ______________.
name
Oh, hi, __________.
name
Great to see you again.
How are you?
Good, thanks.
Not bad, thanks. What
about you?
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Hello!
How are you?
Good, thanks!
And you?
I’m great!
Hi!
How are you
doing?
Not bad, not bad!
How about you?
I’m fantastic!
Hey!
How are you
going?
Alright, thanks!
What about you?
Very well, thanks!
Alright!
Are you alright?
I’m OK!
Pretty good!
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GREETINGS DIALOGUES III
General Greetings - Rules of Etiquette
Oral and Written Production
Goodbye!
See you later!
Thanks a lot.
Thank you!
Any time!
You’re welcome!
See you!
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Recreate the pre-teaching exercise when the teacher demonstrated greetings and leave takings by standing at the door. This time,
learners draw a phrase from a bag or box. The learners then must say the phrase aloud and indicate if the phrase is a greeting (opening
the door) or a leave taking (leaving out of the door).
Prepare scenarios which can be pantomimed by learners. The scenarios can be written in English and orally translated by teacher for
learner who must act it out or can be drawn. After pantomime, learners must select an appropriate greeting or leave taking phrase.
Examples of scenarios:
o Getting on a bus and handing money to the bus driver
o Getting off a bus
o Meeting someone at a restaurant
o Lunch is over and you must leave your friend
o Coming home from school and seeing your mom
o Your father drives you to school and you are leaving the car
o Entering class and you see your friends
o Seeing your teacher in the cafeteria
Hello My Name Is Learners receive a nametag (see below). They select a famous person they would like to be and fill in the nametag.
Then they follow instructions such as:
o Say hello to a person with a ___(letter) in their name.
o Say goodbye to a famous athlete.
o Say hello to a famous actress.
o Say goodbye to a person with two names.
o (other options can be created)
When do you say hello?
When do you say goodbye?
What do you say when _____? (Use scenarios above)
Stand Up If …. – Learners play a game after hearing the following words and meanings Hello, Hey, Howdy, Hey buddy, Hey guys, and
happy, sad, excited, and bored. Game is played with learners seated in a circle. Learners sit in circle. One learner is in the middle of the
circle and has no chair. That learner says, “__(Greeting)___. I am ___(adjective)___. Stand up if you are too.” All students who are that
adjective must stand up and find a new seat.
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Complete a Frayer Model on Greetings and Leave Takings.
http://www.longwood.edu/staff/jonescd/projects/educ530/aboxley/pdffiles/2.pdf
Worksheets for greetings
https://en.islcollective.com/resources/search_result?Vocabulary_Focus=Greetings
Several options for worksheets, powerpoint presentation and more here: http://englishpost.org/2014/10/14/greeting-introduction-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
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“You’ve Got a Friend in Me” by Randy Newman
https://www.youtube.com/watch?v=EcXURC_nNhc
“Lean on Me” by Bill Withers
https://www.youtube.com/watch?v=MYI0AoXlOwE
“I’ll Be There For You” by The Rembrandts
https://www.youtube.com/watch?v=0uaNr5y1tkU
“Count on Me” by Bruno Mars
https://www.youtube.com/watch?v=yJYXItns2ik
Other Activities:
Introduce the Spanish Hat Teacher wears a Spanish hat (colorful and labeled as a Spanish Hat) as he/she hands out tokens to
learners and briefly explain, in Spanish, that Spanish can only be spoken when wearing the hat, that a token will be lost for each use of
Spanish without the hat (including for teachers), that learners will receive a prize on a regular basis (weekly, monthly, etc.), and that the
“Say It In English!” board will be used to help them remember how to ask their questions in English. (Say It in English board will include
phrases such as Can I go to the bathroom? How do you say ____? Can I drink some water? Can you repeat ___? How do you
pronounce ___?)
Bestow the powers of the Spanish Hat on the whole group (e.g. pass hat over the whole group) and do a simple get-to-know you activity: ask each
learner to introduce themselves and tell the group something they like to do.
Use activities listed in CyberLab for Teachers “Pay Attention!”
http://cyberlab.ucr.ac.cr/cyberlab/teachersguides/teachersguide_7th/unit3_7th_guide.pdf
Use worksheets from CyberLab for Students “Pay Attention!”
http://cyberlab.ucr.ac.cr/cyberlab/septimo/cyberlab_7th/index.html
Activating Prior Knowledge -- Brainstorming:
Adaptation of Essential Question for Theme of Building Community: What makes our class unique?
Brainstorm polite expressions in Spanish. Learners indicate if they know the equivalent in English.
Brainstorm rules learners have seen printed or said in English.
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Brainstorm what is community? Or what makes for a class of happy learners?
Introducing different text types (visual aids, technology, graphic organizers, etc.)
Use a cluster group organizer for rules or polite expressions for the classroom.
o https://www.eduplace.com/graphicorganizer/pdf/cluster.pdf
o https://www.eduplace.com/graphicorganizer/pdf/clusterweb2.pdf
o https://www.eduplace.com/graphicorganizer/pdf/cluster_web3.pdf
Use signs related to no bullying, quiet, respect:
o https://www.pinterest.com/ashleynelson997/bullying/
o https://www.pinterest.com/search/pins/?q=schools%2C%20signs%20for%20classroom&rs=typed&0=schools%2C%20signs%20f
or%20classroom%7Ctyped
o https://www.google.com/search?q=quiet+school+zone+signs&tbm=isch&tbo=u&source=univ&sa=X&ved=0ahUKEwjP1uOq2cjLA
hVFHR4KHT5gD94QsAQIHA&biw=1920&bih=947
Oral and Written Comprehension
Use activities listed in CyberLab for Teachers “Pay Attention!”
http://cyberlab.ucr.ac.cr/cyberlab/teachersguides/teachersguide_7th/unit3_7th_guide.pdf
Use worksheets from CyberLab for Students “Pay Attention!”
http://cyberlab.ucr.ac.cr/cyberlab/septimo/cyberlab_7th/index.html
Write actions in Spanish that are examples of NOT following classroom rules. Learners draw a behavior and act out what is written when
you point to them. Others must identify what rule that behavior is breaking.
Minions Explain Classroom Rules video -- https://www.youtube.com/watch?v=ddvTFgzkS5M
School Rules with music and written rules --
https://www.youtube.com/watch?v=oKWD526INTc
Oral and Written Production
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Students draw a picture next to each command to illustrate the meaning. Practice pronunciation.
Teacher May I? Learners line up against wall. Have actions such as “take a giant step” or “take two baby steps” or “jump two times”
written on slips of paper in a cup. Learners must say one polite phrase or action from vocabulary list. When they do, teacher draws an
action (actions to have been previously modeled) and learners must move toward teacher by doing that action. Object is to get all
learners to the teacher.
Happy face Vs Sad face -- Divide the board into two and put a smiley face and a sad face at the top of the two columns. Give learners
examples of types of behavior, and as a group decide which column to put them in. Use mime to communicate messages. For instance,
mime using a mobile phone. Ask learners, is it ok to use your phones in the class?” Establish that it’s not ok and write ‘using mobile
phones in the class’ in the sad column. When class has determined 2-3, divide learners into groups and to add as many things as they
can to the columns. Then collate all the groups’ answers together on the board. Note: Teachers should have clear ideas of what needs
to be in the columns beforehand and can adapt them according to the learners’ contributions.
Play Question Relay Race -- Whisper different classroom commands to the first learner in each line. The first learners perform the
corresponding gesture to the second learner in their line. The second learners must then say the correct commands to the third learner.
The third learners then perform the correct gestures to the fourth. The first team to correctly finish wins.
Create a Say It In English board. List the following with the words that are underlined printed separately as a matching activity. Learners
will match the word with the question. When possible the questions should remain visible in the classroom for the year.
o May I come in?
o Could you repeat please?
o May I go to the restroom?
o How do you say this in English?
o How do you say/pronounce ________?
Complete the Classroom Commands Worksheet (see below).
Introduction to classroom rules -- Discuss classroom behavior with students. Use a concept map to visually organize students’ ideas.
Write “Rules” in the center circle of the concept map. Then, list student suggestions around the circle.
Concept Map (example)
Raise your
hand
Speak English
Only!
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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
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Theme 3: Let´s Get Personal
Warm Up Activities
Entrance tickets/tasks:
Learners are told they can enter the class if they use a polite expression that they learned in Theme 2. For example, May I come in?
May I enter? Please.
Vocabulary Hunt Give learners a list of items they must find in the classroom. All items must be previously labeled with a post-it note or
piece of paper taped to it. Include classroom objects as well as a map of Costa Rica, a map of your community. Learners can check off
when they find the item or can be asked to take photos to prove their work.
Use Hello My Name Is tags from Theme 1. Give each learner a name tag that includes the name of someone famous they will know and
one sentence to add to make an introduction. For example, when they meet after they enter the room, they must say, Hello. My name is
Keylor Navas. I am fast. Encourage learners to meet as many people as possible. Assess learning by asking each learner to fill in the
blank when you call on them and say “This is Keylor Navas. He is ____.”
Songs:
“Hello, I Love You” by The Doors
https://www.youtube.com/watch?v=D4o46HKMdL0
“Hello” (simple song with How are you? And I’m ___)
https://www.youtube.com/watch?v=tVlcKp3bWH8
What’s Your Name?” by Usher (use only first verses)
https://www.youtube.com/watch?v=hcAf0_cDIZ0
“Hello. How are you today?” (simple song with puppets)
https://www.youtube.com/watch?v=teMU8dHLqSI
Other Activities:
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For emotions … Use brief clips from the following featuring only the adjectives/emotions in order to introduce the vocabulary:
o Happy -- https://www.youtube.com/watch?v=y6Sxv-sUYtM (Happy by Pharrell Williams)
o Sad -- https://www.youtube.com/watch?v=8oi9KuFoHMk (Sad Beautiful Tragic by Taylor Swift)
o Angry -- https://www.youtube.com/watch?v=wr9BCVdCCqg (Interlude: Moving On by Paramore)
o Excited -- https://www.youtube.com/watch?v=i9l0xIU8n6Y (Let’s Get Excited by Alesha Dixon)
o Frustrated -- https://www.youtube.com/watch?v=5NPBIwQyPWE (Complicated by Avril Lavigne)
o Annoy(ed) -- http://www.metrolyrics.com/woman-i-love-live-from-prague-lyrics-jason-mraz.html (Woman I Love by Jason Mraz)
o Threatened -- https://www.youtube.com/watch?v=XAYJa9-BOw8 (Threatened by Michael Jackson)
o Furious -- https://www.youtube.com/watch?v=ZaV3OuLl_Vs (Furious Love by Veridia)
o Bored -- https://www.youtube.com/watch?v=7NuaK29J1fM (I’m Bored by Iggy Pop)
o Satisfied -- https://www.youtube.com/watch?v=5aWUdMQPCss (Satisfied by Aranda)
o Shocked -- https://www.youtube.com/watch?v=VVdslJntU-g (Shocked by Kylie Minogue)
o Scared https://www.youtube.com/watch?v=0gNWSeZ5obU (I’m Not Scared by Pet Shop Boys)
o Shy -- https://www.youtube.com/watch?v=MoLpClNFPps (He’s So Shy by Pointer Sisters)
o Disappointed -- https://www.youtube.com/watch?v=Nhb3U-cWTmw (Disappointed by Nat and Alex Wolff)
For where do you live Learners mark with an x where they live on large map of communities surrounding the school.
For how old are you -- Play "Pass the Parcel Numbers 11-20" Before class get 20 sheets of A4 paper and write a number (1-20) on each
sheet. Shuffle the papers up so they are ordered randomly. Now make your parcel roll one sheet of paper onto a ball (with the number
on the inside) and then wrap the next sheet (number inside) around the ball. Keep wrapping the sheets around the ball until all are used
up and you have a parcel. If you like, you can include a small sweet with each sheet of wrapped paper. In class, get everybody to sit in a
circle. Play some music and have everybody pass the parcel around the circle until you stop the music. The person holding the parcel
when you stop the music can unwrap the first layer. Ask for that sheet of paper and stick it on the board with the number showing. At this
point there is no need to teach the number. Start the music again and then stop it after the parcel has been passed around a while. The
student holding the parcel can unwrap the next sheet and look at the number. S/He should then stick it on the board either to the left or
right of the number already there, depending on if it comes before or after that number (e.g. if the first number was 15 and the second
one is 19, then it should be placed after the 15). Keep playing "Pass the Parcel" until all the numbers are stuck on the board in the
correct order 1-20. Review pronunciation and check for comprehension by asking learners to move to the board and touch numbers
when randomly called out.
For sample dialogues: http://www.eslfast.com/robot/topics/smalltalk/smalltalk01.htm
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Activating Prior Knowledge -- Brainstorming
Adaptation of Essential Question: What makes you different from other learners in the classroom? (my home, my family, what I like to
do, etc.)
Complete a Know/Want to Learn/Have Learned chart in Spanish about meeting a famous English-speaking person. Summarize and
present questions in English.
Continue building Rules for the Classroom by adding:
o How do you say ______ in English?
o How do you say/pronounce _________?
Introducing different text types (visual aids, technology, graphic organizers, etc.)
Use cluster graphic organizer below to create “picture” of class with answers to:
o What’s your name?
o How old are you?
o Where do you live?
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Use Mindmaps
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Oral and Written Comprehension
Following can be <