Guide.8th

guide.8th

User Manual: Pdf

Open the PDF directly: View PDF PDF.
Page Count: 394

DownloadGuide.8th
Open PDF In BrowserView PDF
1

Autoridades

Sonia Marta Mora Escalante
Ministra de Educación Pública

Alicia E. Vargas Porras
Viceministra Académica de Educación

Anabelle Venegas Fernández
Directora de la Dirección de Desarrollo Curricular

Rigoberto Corrales Zúñiga
Jefe del Departamento de Tercer Ciclo y Educación

2

Comisión redactora
Marianella Granados Sirias,
Asesora Nacional de Inglés
Departamento de Tercer Ciclo y Educación Diversificada
Alfredo Ortega Cordero,
Asesor Nacional de Inglés
Departamento de Tercer Ciclo y Educación Diversificada

Docentes de Inglés de Tercer Ciclo y Educación Diversificada
Erika Barrantes Villalobos,
Docente Colegio Tecnico Profesional Invu Las Cañas
Christian Corrales Solórzano,
Docente Colegio Tecnico Profesional Invu Las Cañas
María José Espinoza Castro,
Docente Instituto de Alajuela
Gretchen Rojas Alvarado,
Docente Colegio Tecnico Profesional Jesús Ocaña
Cindy Saborío Rodríguez,
Docente Colegio Tecnico Profesional Santa Eulalia

3

Eder Zamora Lizano,
Docente Liceo Pacto del Jocote

Peace Corps Volunteers
Joan Nelson
Zora Middleton
Dominique Crisden

U.S. English Language Fellows Program
Chelsy Albertson, Philological Revision

4

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. 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 and to
contextualize the material and ideas given according to your students needs and context.
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.
Asesoría Nacional de Inglés Departamento de Tercer Ciclo y Educación Diversificada

5

Table of Contents
Forward letter to the teachers......................................................................................................................................................................................................................................... 5
Summary of the Syllabus Theoretical Framework ........................................................................................................................................................................................................... 7
The Learner as a New Citizen ........................................................................................................................................................................................................................................... 8
What are the legal underpinnings and how are they related to language teaching and learning? .......................................................................................................................... 10
Which pedagogical trends influence the teaching practices? ................................................................................................................................................................................... 11
Costa Rican general descriptors according to CEFR English proficiency bands .................................................................................................................................................... 13
The Action-Oriented Approach ............................................................................................................................................................................................................................ 16
Competence ......................................................................................................................................................................................................................................................... 17
General competences .......................................................................................................................................................................................................................................... 17
Basic Principles of the Action-Oriented Approach ............................................................................................................................................................................................... 17
Communicative competence .................................................................................................................................................................................................................................... 18
How are lessons planned? ................................................................................................................................................................................................................................... 20
Didactic Planning for Secondary ............................................................................................................................................................................................................................... 21
Third Cycle and Diversified Education....................................................................................................................................................................................................................... 24
Classroom Setting in the Action Oriented Approach ................................................................................................................................................................................................... 26
Phonological Competence and the Use of RAP ............................................................................................................................................................................................................ 27
How is learning assessed?............................................................................................................................................................................................................................................. 29
What is the teacher’s profile to implement this new curriculum? ................................................................................................................................................................ 35
Distribution of Scenarios Acedemic and Technical Diversified Education ............................................................................................................................................... 37
Sequence of Scenarios and themes in Third Cycle and Diversified Education ........................................................................................................................................ 38
Eighth Grade Exit Profile .......................................................................................................................................................................................................................................... 41
Eighth Grade Distribution of Domains and Scenarios by Term .................................................................................................................................................................... 43
Sample Weekly Plans and Materials for ....................................................................................................................................................................................................................... 44
Units 1-6 for Eighth Grade ............................................................................................................................................................................................................................................ 44

6

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-Cs

7

The Learner as a New Citizen
Education for a new citizenship envisions learners as active agents of change able to:
 Use knowledge, skills, and abilities beyond school contexts.
 Express their own points of view.
 Practice peaceful conflict resolution and search for democratic solutions.
 Harmonize social and economic development and environmental sustainability.
 Take action in favor of sustainability of local, national, and global resources.
 Be aware of a global world where national borders have become more diffused.
 Use ICTs and access to knowledge networks as tools for communication, innovation, and proactive social service.
 Be compassionate national and global citizens.
 Practice democratic principles such as freedom of expression and religion, respect for plurality and cultural diversity (sexual, linguistic, and ethnic) as
stated in the Costa Rican Constitution.
 Defend and protect Human Rights and be against all forms of discrimination.

8

Figure 2. Dimension for Educating for a New Citizenship

9

What are the legal underpinnings and how are they related to language teaching and learning?
Policy for the 21th Century highlights three philosophical trends:

Rationalism
Understanding

Implications for
teaching

Humanism

Constructivism

Development of complex,
challenging, creative and
critical thinking skills,

Full realization of the
human being, as a
person with rights and
responsibilities.

Construction and
reconstruction of
understandings and learnings

Cooperative learning and
pedagogical scaffolding

Sensitivity to and
awareness of learning
styles and affective
variables

Problem solving, inductive and
deductive teaching, and
experiential learning

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

10

Language Learning Considerations
Considerations

Understanding

Implications for
Language Learning
Learning environments and experiences should
promote dialogue and creative responses to solve
real-life problems.

Philosophical

It focuses on the learner as a social agent who is active,
independent, critical, reflective, creative, innovative, inquisitive,
and respectful of human rights.

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?

11

The Common European Framework of Reference (CEFR)
CEFR describes proficiency levels based on
accumulated evidence gathered over time
from learner activities, tasks, or projects.

P
r
i
m
a
r
y

Implications:
 Standard Terminology
 Track student progress
 Descriptors – teaching, learning, and assessment
 Students monitor and take responsibility
 Transferability across settings
 Parent communication
S
e
c
o
n
d
a
r
y

12

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

A1

Basic User
A2

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

13

A2

EXTENSION OF THE CEFR STANDARDS- INTEGRATION OF LANGUAGE ABILITIES
 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; sociocognitive 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).

Basic User

B1
Independent User

 Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, and
leisure like a radio or TV program when the delivery is relatively slow and clear.
 Can understand texts that consist mainly of high frequency everyday or job-related language.
 Can understand the description of events, feelings, and wishes in personal letters.
 Can deal with most situations likely to arise while travelling in an area where the language is spoken.
 Can enter unprepared into conversation on topics that are familiar, of personal interest, or pertinent to everyday life (e.g.,
family, hobbies, work, travel and current events).
 Can produce simple connected text on topics, which are familiar, or of personal interest.
 Can narrate a story from a book or film and describe personal reaction.
 Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions
and plans.
 Can express self reasonably accurately in familiar, predictable situations and know enough vocabulary to talk about my
family, hobbies and interests, work, travel, and news and current events.

14

Independent User

B1

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

15

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.

16

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

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

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

17

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.

18

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

19

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

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

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

Week 5
Feedback, reinforcement and
assessment

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

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

Week 5&6
Sharing and responding
Integrated mini-project

20

Didactic Planning for Secondary
Level: __th

Term:_
Domain:

Unit:___

Scenario:

Enduring Understanding:

Week:__
Theme:

Essential Question:

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frame

Function

Psycho-social

Vocabulary

Discourse Markers

Sociocultural

Phonology

Assessment &
Evidences of
Learning

Learner can

Time

Didactic Sequence

Learner…
Assessment indicator,
instruments and
evidence of learning

Options

Integrated Mini-Project

Time

Participating
Thinking
Acting out
Responding and sharing

Reflective Teaching
What worked well

What didn’t work well

How to improve

21

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

Template Elements
Grade level of the unit
1 of 6 in a year, includes Scenario, 4 themes, Enduring Understanding, Essential Question, Goals, pillars
of learning, mediation strategies, assessment, and Integrated Mini Project
Refers to the broad sectors of social life in which social agents (learners) operate
A real-life context referenced for an entire unit
The focus of attention for each week that refers back to the real life scenario (Context rather than
content.)
Big ideas to guide the teacher that give importance and meaning to a set of curriculum expectations
and have a lasting value for learners, beyond the classroom. (1 per unit)
A question which fosters understanding and critical thinking in learners (Can be adapted to theme.)
Oral and Written Comprehension (listening and reading); Oral and Written Production (spoken
interaction, spoken production, writing)
Can-do performance descriptors
What a learner can understand or can do when listening and/or reading
What a learner can speak and write
Learning pillar that includes Grammar and sentence frames, Vocabulary, and Phonetic
Awareness/Phonology
The grammatical components that will be covered in the unit
The part of the lesson that addresses the Learner’s ability to hear, identify, and manipulate sounds
Words learners need to know to communicate effectively within a domain, scenario, and theme
Learning pillar that includes Functions and Discourse Markers
The use of spoken discourse and/or written texts in communication for a particular purpose (e.g.
asking and giving information, describing)
Linking words or phrases that connect one piece of discourse with another one (e.g., and, because)
Learning pillar that includes Psycho-social, Sociocultural, Social Language, Idioms, and Quotes

22

Psycho-social

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

Sociocultural

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

Suggested Mediation Strategies

Organized, purposeful and scaffolded learning experiences

Assessment Strategies

Required evidence of student´s learning

Integrated Mini Project

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

23

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:

24

Mediation Sequence
Comprehension
Oral
 Planning

Production
Written

Oral

 Planning

 Spoken interaction

Written
 Pre-writing

 pre-listening

 pre-reading

 Planning

 Drafting

 motivating

 explaining task goal

 Organizing

 Revising

 contextualizing

 use typographical clues

 Rehearsing

 Editing

 explaining task goal

 list difficulties and strategies on how to cope

 interacting

 Publishing

 Listening for the first time (general
understanding);
 Pair/group feedback
 Listening for the second time (more
detailed understanding)
 Self/co- assessment

 Reading for the first time
 Pair/group feedback
 Reading for the second time, post–reading (for

 Spoken production

reacting to the content or focusing on

 Planning

features/language forms)

 Organizing

 Self/co-assessment

 Rehearsing

 Producing
 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.

25

 The learners consciously assess their language performances (using rubrics, checklists and other technically designed instruments that are provided
and explained to them in advance). Teachers assess performance, provide feedback in the form of assistance, bring back useful words and phrases
to learners’ attention, and provide additional pedagogical resources to learners who need more practice.
 At the end of each unit, the learners develop and present Integrated Mini-Projects to demonstrate mastery of the unit goals.
 The enduring understanding and essential question are central to articulate the three learnings: learn to know, learn to do and learn to be and live in
community. The Integrated Mini-Project is an opportunity for students to integrate these three learnings in a single task.
 Teach and plan English lessons in English to engage learners socially and cognitively.

Classroom Setting in the Action Oriented Approach
When implementing the action oriented lessons in your English class; remember to:
a) Consider learners’ interests 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.

26

Phonological Competence and the Use of RAP

And you can also use

Phonological competence is the ability to recognize and produce the

R . A . P. P. P. P. P.P.

distinctive meaningful sounds, of a language, including: consonants.
vowels. tone patterns. intonation patterns, stress and rhythm.
What to do to learn and teach phonological competence
•
•
•
•

Recognition (aural and cognitive)
Articulation
Productive Practice
They are not linear.. But can be.. But don’t have to be

27

Source: Ramirez, R., Scholl, M. Zalazar, L., Cárdenas, N., Rossi, A. Centro
Espiral Maná (2017)

28

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

Classroom assessment mirrors the learning goals, content of instruction and instructional practices; therefore, curriculum, teaching, and assessment must be
coherent for learning goals to be achieved and learners’ communicative competence to be developed.

Task design, task performance, and assessment become a fundamental unit of instructed learning; tools such as analytic and/or holistic scales, rubrics,
progress indicators and checklists play an important role for obtaining valid and reliable qualitative and quantitative data about students´ learning and
performance.

29

30

Integrated Mini- Project

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

31

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 form 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.

32

4. Responding and Sharing (Week 6)
Groups creatively deliver the mini-project, answer questions from the audience and in pairs, or groups self or co-assess it.
7th - Unit 3 – Example

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

Task description:
You want to show the most important tourist attractions to support local tourism.
Design a brochure to promote local touristic attractions. Keep in mind the following
questions to guide your product: Is this an authentic communication action? Is it
useful for everyday life?
Phase 1: Participating to negotiate: (5 or 10 minutes in week 1 or 2)
Choose your mini project and get in groups of 3-4 participants and negotiate in order
to plan next phase.
Phase 2: Thinking for planning: (5 or 10 minutes in week 3 or 4)
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
presentation.
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.

33

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 MiniProject

Some tasks can
relate to
Integrated MiniProject

Completion of
Integrated
Mini-Project

Presentatio
n of MP

Participating/neg
otiating

Participating/negotia
ting

Thinking/planning

Selecting
Integrated MiniProject
(5-10 min)

Planning
Integrated MiniProject
(5-10 min)

Planning
Integrated Mini-Project
(5-10 min)

Thinking/planning
Planning
Integrated MiniProject
(5-10 min)

Acting
out/completing MP
Completion of
Integrated MiniProject

Responding
and sharing
Presenting
the IMP

34

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

35

What is expected from learners?
Learner´s Exit Profile

36

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!

 Recipes for

 Love What We Do!

 Handle with Care

 The Earth–Our Gift

 Stories Come in All

Success

 Stories Come in All

 What Comes Next

and Our

 Recipes for

Responsibility

Shapes and Sizes
 A World of
Differences
 Caution: Fragile
World.
 Handle with Care
 What Comes Next

 From the Wheel to
the Drone
 The Earth–Our Gift
and Our
Responsibility
 Get Ready. Get

Shapes and Sizes
 A World of
Differences
 Caution: Fragile
World.

success
 From the Wheel to
the Drone

 Get Ready. Get
set. Go!
 Really?
(Controversial
issues)

set. Go!
 Really?
(Controversial
issues)

37

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

Unit 1

Seventh Grade

Scenario: Here I Am!

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

Unit 2
Scenario: Enjoying Life

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

Unit 3
Scenario: Getting Back
to Nature

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

Unit 4
Scenario: Checking
Things off a Shopping
List
Themes:
 My Family´s Grocery
List
 Going Shopping
 Does This Fit Me?
 How Much Does It
Cost?

Unit 5
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

Unit 6
Scenario: Getting from
Here to There

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

38

Eighth Grade

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

Ninth Grade

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

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

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

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

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

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

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

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

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

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

39

Scenario:
Love What We Do!

Tenth

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

Eleventh

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

Scenario:
Stories Come in All
Shapes and Sizes
Themes:
 Tell me a Story
 Thumbs Up/Thumbs
Down
 The Reviews Are In
 You Should Read
This

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:
A World of Differences

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

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

Scenario:
Caution: Fragile World Handle with Care

Scenario:
#HighTech HighTouch

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

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

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:
What Comes Next?

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

Scenario: Really??? (Controversial issues)

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

40

Eighth Grade Exit Profile
Level
A2 Grade 8
Integral Development and Communicative Competence
At this stage, the learner can...
Learn to know
Learn to do
Learn to be and live in
community
Listening
CEFR STANDARDS
 Can understand sentences
and take note of basic
information relevant to
personal needs and family
activities.

INTEGRATION OF
LANGUAGE SKILLS
 Can discriminate key words
and information to report
orally (listening to speak).

have a level-appropriate language (words, phrases, formulaic expressions) and topical knowledge related to
domains, scenarios and themes.
use level-appropriate linguistic and topical resources in order to listen, read, speak and write in response to level
and age-appropriate tasks, integrating language and topical knowledge, skills and abilities (KSAs) within domains,
scenarios and themes.
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 beyond the classroom setting (enduring understanding).
Speaking
Reading
(spoken interaction & production)
Writing
CEFR STANDARDS
 Can read and comprehend longer
texts using high-frequency
vocabulary, and predictable
patterns within messages,
narratives, and expository text.

INTEGRATION OF LANGUAGE
SKILLS
 Can read short stories to react to
content (reading to speak/write).
 Can get specific information from

CEFR STANDARDS
 Can interact by asking and
answering simple questions on
familiar topics.
 Can communicate about simple,
routine tasks, information on
familiar or everyday topics to
audiences.

INTEGRATION OF LANGUAGE
SKILLS

CEFR STANDARDS
 Can begin to independently
write single words and phrases
in English; relay short
messages supported by
drawing, use inventive spelling
within highly supported
structures such as patterned
sentences. Are starting to vary
their sentence.

INTEGRATION OF
LANGUAGE SKILLS

 Can produce words, short

41

 Can recognize pieces of
information to complete
sentences frames (listening to
write).
 Can recognize basic simple
information to support reading
comprehension (listening to
read).

simple reading pieces to respond
in oral exchanges (reading to
speak).
 Can follow simple model
sentence frames and
expressions in narratives,
reminders by taking notes to
write responses and reporting
(reading to write/speak).

phrases and simple sentences
with linguistic support such as
framed sentences with lists of
familiar words to choose from
(reading to speak/write).
 Can elaborate from modeled
sentence frames and familiar
dialogues to interact (writing to
speak).
 Can interact exchanging
information using sentence
frames to report to audiences
(listening to speak).

 Can write cards, simple
messages, brochures and
invitations for others to read
(writing to read).
 Can write simple directions for
others to follow (writing to
listen).
 Can plan; organize written
information to deliver an oral
presentation (writing to speak).

42

Eighth Grade Distribution of Domains and Scenarios by Term
Domain

Scenario

Unit

My High School…Our place.

1

Let the Good Times Roll!

2

Socio-Interpersonal and Transactional

Something to Celebrate!

3

Socio-Interpersonal and Transactional

Going Shopping!

4

Socio-Interpersonal and Transactional

Unforgettable Events

5

Socio-Interpersonal and Transactional

Amazing Costa Rica!

6

Term 1
Socio-Interpersonal
Socio-Interpersonal and Transactional
Term 2

Term 3

43

Sample Weekly Plans and Materials for
Units 1-6 for Eighth Grade

44

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

Level 8th

Unit 1
CEF level to be reached: A2
Scenario:

Enduring Understanding
Essential Question

My High School…Our place

School is a special place where learners have a sense of belonging, feel cared for, like to learn, and participate.
What makes our high school a special place?
Assessment and Goals

Week 1

Week 2

Week 3

Week 4

Assessment: L recognizes short,
clear and simple instructions and
explanations when delivered slowly.
L.2. understand short, clear and
simple instructions and
explanations when delivered
slowly.

Assessment: L recognizes the main
points in short, simple stories.
L.3. understand the main points in
short, simple stories, reports short
audio announcements and
messages when there is some
previous understanding of school
activities.

Assessment: L discriminates
important information in simple texts.
R.2. find important information in
simple text (e.g., schedules, times
and dates).

Assessment: L identifies others’
expressions of interests regarding school
activities (e.g. likes and dislikes, indicating
preferences about subjects and school
activities).
L.1. understand others’ expressions of
interests regarding school activities
(e.g., likes and dislikes, indicating
preferences about subjects and school
activities).

Assessment: L expresses
common interests about school life.
SI.1. express common interests
about school life such as, “My
favorite subject is English”, “I don’t
like math”.
Assessment: L writes simple
notices expressing interests, wants
and preferences, either by hand or
electronically.
W.1. write, either by hand or
electronically, simple notices of
interests, wants or preferences
(e.g. school activities subjects,
schedules, and English festivals).

Assessment: L extracts the gist of
short articles and ads in ageappropriate magazines (print and/or
electronic).
R.3. understand the gist of short
articles and ads in ageappropriate magazines (print
and/or electronic) provided the
subjects are familiar.
Assessment: L writes an
explanation of what they do every
day at school, with the help of
illustrations.
W.2. write, with the help of
illustrations, an explanation of
what they do every day at school,
checking written sentences to look
for mistakes (e.g. subject-verb

Assessment: L asks and answers
straightforward questions in familiar
situations.
SI.3. ask straightforward
questions in familiar situations
(e.g., asking for times, schedules,
favorite subjects, favorite
activities) and understand the
responses, using short dialogues
with some preparation in advance.
Assessment: L says what exactly
he/she does not understand and
asks simply for clarification.
SI.2. say what exactly he/she
does not understand and ask
simply for clarification.

Week 5/6

Assessment

Anecdotal reports / rubrics / instruments for
self and co-assessment
Suggested Integrated Mini project


Assessment: L explains high school
through his/her friends/ peers briefly.
SP.2 explain high school through
his/her friend/ peers briefly.





Achievable weekly/monthly study
schedule, including information about
school activities, study periods and
leisure activities.
Survey report on findings about a typical
school day in national / international
school, describing subjects, schedules,
and extra-curricular activities.
High school survey and report back
findings about favorite school subjects,
teachers, best things about high school,
lead into a class discussion to debrief
activity.

Assessment: L describes common
interests about school activities, the
subjects and schedule he /she has
at school.

45

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés
agreement, capitalization,
spelling, basic punctuation etc.

SP.1. describe common
interests about school activities,
the subjects and schedule
he/she has at school.

Phonology Goal for Each Week
Assessment: L identifies English language sounds using knowledge in phonics, syllabification and word parts.
R.1. identify and manipulate English language sounds using knowledge in phonics, syllabification and word parts.

-

Theme

Theme

Theme

Theme

High School -- Bring it on!

A Day in the Life of My High School

What is Your Next Class?

High School Through my Friend´s Eyes

Function
Naming school activities

-

Function
Describing a high school day

-

Function
Exchanging information about
my high school schedule

-

Function
Reporting information about
classmates´ school activities

my

Discourse Markers

Discourse Markers

Discourse Markers

Discourse Markers

Linkers: Sequential
First, we have a science lesson.
Then, we go to a language lab.

Linkers: Sequential
After that, we take a math test.

Linkers: Sequential
Finally, our last class ends at 4:00/
ended at 4:00.

Linkers: Sequential pastime
First, we have a science lesson. Then,
we go to a language lab.
After that, we take a math test.
Finally, our last class ends at 4:00/
ended at 4:00.

Grammar & Sentence Frames

Grammar &Sentence Frames

Grammar & Sentence Frames

Grammar & Sentence Frames

Subject Pronouns
- I study every day.
- They attend classes on Saturday.
Prepositions of time
- I study in the morning, afternoon,
evening.
- I attend science classes on
Monday
- I study at noon, night.
Phrasal Verbs:
-look for
-look forward to

- attend classes

Present Continuous
- What are you doing now?
- I´m studying for the math exam.
- Are you studying science?
Frequency Adverbs
- How often do you read?
- I usually read at night.

Information questions
- What classes do you have in the
morning?
- When do you have English
classes?
- What time does he study math?
Simple Present Tense
- I start classes at 7:00 am
- I don’t have classes on Friday
afternoon.
- She goes to French class at 8:40
am
Future Tense (using present
progressive)

Simple Present Tense
yes/no Questions
- Do you like math?
- Does she like English?
- Is he in your French class?
Possessive Pronouns
- My favorite subject is English.
- His favorite teacher is Juan.
- Her favorite class is math.
Possessives ´s / s´
- Daniel´s favorite subject is English.
- Ana´s favorite teacher is Luis.
- My classmates´ favorite subject is
Spanish.

46

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés
-go to high school
-do homework

Phonology


Long vowels (eat, oat)

Phonology


Vocabulary
High school. Bring it on!
 Hall, playground, gym, sports
field, corridor, lab, teacher’s
lounge, school, school
uniforms.








Psycho-social
Discovering my strengths and
areas for improvement.
Quotes
Tell me and I'll forget. Show me,
and I may not remember.
Involve me, and I'll understand.
--Unknown Author
Social Language
Pop quiz- an unannounced quiz
(very common in the US)
Straight A’s- perfect grades.

Long vowels (eat, oat)

- We are going to make a pizza this
evening.
- Are you going to study this
weekend?
Phonology


Reading
two-syllable
and
compound words, using lettersound knowledge. (fireball)

Vocabulary

Vocabulary

A day in the life of my high school.
 Teachers, Teaching staff,
parents, classmates, librarian,
principal, janitor, security guard,
games equipment, food,
audiovisual equipment,
blackboard, whiteboard,
computers, school bags

What is your next class?
 First, second, last, my first class
 What’s your schedule?
 What classes do you have?
 When do you have lunch? It
starts at...
 What time does it end?
(Timetable)
 What’s your favorite class?
 recess/break time
Psycho-social
 Willingness to cooperate in
teamwork.





Psycho-social
Making right decisions about
school responsibilities and
rights.
Idioms
Learn something by heart



Sociocultural
Respecting
his/her
school,
classmates and teachers.




Social Language
Cut class- to not attend class
Pull an all-nighter- to stay up
very late studying

Phonology


Reading two-syllable and compound
words, using letter-sound knowledge.
(fireball)
Vocabulary

High School Through my Friend´s Eyes
 Return to school, visits and
exchanges, parents’ day,
sports/dance competitions, English
day, matches, festivals, fairs,
parades, lessons, games, playtime,
school clubs and open house.

Sociocultural





Respecting his/her school, classmates
and teachers.
Idioms
To be a copycat
Teacher's pet

47

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

Didactic Planning
Week # 1
Level: 8th
Domain: Socio-Interpersonal

Unit: 1
Scenario: My High School…Our Place

Theme: High School- Bring it on!

Enduring Understanding: School is a special place where learners have a sense of belonging, feel cared for, like to learn, and participate.
Essential Question: What makes our high school a special place?
Learn to Know

Grammar & Sentence Frames
Subject Pronouns
- I study every day.
- They attend classes on Saturday.

Learn to Do

Function
Naming school activities

Learn to Be and Live in Community

Psychosocial
 Discovering my strengths and areas for
improvement.

Discourse Markers
Prepositions of time
- I study in the morning, afternoon, evening.
- I attend science classes on Monday
- I study at noon, night.

Linkers: Sequential
First, we have a science lesson.
Then, we go to a language lab.

Proverbs / Quotes
 Tell me and I'll forget. Show me, and I may not
remember. Involve me, and I'll understand. -Unknown Author

Phrasal Verbs:
-look for
-look forward to

Vocabulary
High school. Bring it on!
 Hall, playground, gym, sports field, corridor,
computer lab, teacher’s lounge, classroom,
school uniforms.
Phonology
 Long vowels (eat, oat)

48

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

Assessment
Strategies &
Evidences

Time
Learner can

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

Total:
120 min
(3
lessons)

5 min

Participating
Warm up: T asks Ls to brainstorm about school subjects. Ls will give examples of school subjects.
T will write the Ls’ examples on the board.
15min
Engaging
Activation of Prior Knowledge: Once finished with brainstorming, T will give Ls an image related 5 min
to the school subjects (see Resource Section). The Ls must go to the board and place the image
next to the appropriate school subject. Ls need to state the subject using appropriate sentence
structures, Ex. This is Math. This is English.

Introducing
- T will show a blank schedule template. The schedule has the five days of the week and it is
divided by lessons with specific times and breaks.
- Then, T asks Ls to give her /him their group schedule.
15min
- After that, he/she models the new vocabulary by filling out a schedule template with the subjects
Ls have in their own schedule.
- T shows images of different places in school on the board. As each word is introduced, T writes
the word next to the image. Words are: Hall/corridor, playground, gym, sports field, computer
lab, teacher’s lounge, and classroom. T uses the sentence frame: This is the____. You take
__________ classes there. (We suggest to work with ten words at the most).
- T asks Ls to work in pairs to describe the schedule from the board and say where they take
each subject. Then, T says a word and points to incorrect image indicating that Ls should say
yes, this is the____ or no, this is the______(insert word or image selected) if the word does not

49

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

identify the image. If the answer is no, Ls must point to the correct image and say This is
the_________.
- T shows pictures chosen at random and asks Ls to name either the subject or the place.
Pre-listening
What class do you attend? Where do you attend…?
T will write an example weekly schedule on the board. T writes the following sentence frames:
What class do you attend on _______? On ________, I attend__________ or I attend______
on ________. T will model the activity with Ls chosen earlier who understand the purpose of the
activity. T throws a ball or stuffed animal to different Ls. T will ask Ls the question about the
example prompting the Ls to respond giving the proper sentence structure. Ex. What class do
you attend on Wednesday? I attend Spanish on Wednesday. After practicing, T can ask about
classes in plural for specific days of the week.
T asks students where they attend certain classes. Ex. Where do you attend P.E.? I
attend P.E. in the gym. (see Resource Section for examples)

40min

Listening for the first time

- Teacher explains task #1 by giving specific instructions to Ls.
- Teacher describes the schedule and asks Ls to answer the following questions.
Mario’s Schedule

Morning

.

L.2. understand
short, clear and
simple
instructions and
explanations
when delivered
slowly.

Afternoon

L.2. recognizes
short, clear and
simple instructions
and explanations
when delivered
slowly.

Monday

Tuesday

Wednesday

Thursday

Friday

Math
Biology
P.E.

Math
Biology

Spanish
P.E.

Spanish

History
Computer (lab)

English
Spanish

History
Computer
Science

Geography
English

Geography
P.E. (Gym)

Science
Math

50

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

1. What is the teacher talking about?
a. Time and places at school
b. A student’s schedule
c. Teacher’s schedule
2. Does the teacher mention French Psychology classes?
Yes ________ No ________
Pair/group Feedback
T asks Ls to work in pairs and compare with their classmates’ answers. Ls follow teacher’s
instructions.
Listening for the second time
- Teacher explains task # 2 and asks Ls to answer questions related to the schedule he/she
will describe again.
1. What classes does Mario attend on Monday morning?
2. Where does Mario attend P.E.?
3. What time of the day does Mario attend Math on Tuesdays and Mondays?
Post – listening

- Ls use their own schedule to write 5 or 6 questions about it. They can use these frames:
1. What classes do you attend on__________?
2. Where do you attend __________?
3. What time of the day do you attend ________?
4. What is your favorite subject?
- Then, they mingle to interview other classmates about their schedule.

51

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

SI.1. expresses
common interests
about school life

W.1. L writes
simple notices
expressing
interests, wants
and preferences,
either by hand or
electronically.

SI.1. express
common interests
about school life
such as, “My
favorite subject is
English”, “I don’t
like math”.

W.1. write,
either by hand
or electronically,
simple notices
of interests,
wants or
preferences
(e.g. school
activities
subjects,
schedules, and
English
festivals).

1. Planning/Organizing
Ls are given paper and markers and create their own weekly schedule.
2. Rehearsal
After finishing illustrating their schedules they will do a walk and talk in pairs. T plays a
song/video and pauses the sound. When the sound stops, pairs ask about each other’s
schedules and show their schedules to their pair. After 30 seconds the music starts again
for the Ls to find a new partner.
3. Using: T asks three pairs to present the conversation they had during the previous activity.

1. Pre writing
T shows some examples of different notices. Teacher asks students to see the main parts
of a notice. heading (eye catcher), body (brief information with short sentences) contact
person (person name, phone and email) . T asks Ls to think of notice they would like to
write in class.
2. Drafting
L start to write their notice.
3. Revising
Learners help each other to read and revise the notices written in pairs.
4. Editing/ Publishing
After revising, Ls edit and publish their notices.

52

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

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

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

Phonology
Recognition: T shows video about long vowel sounds.
https://www.youtube.com/watch?v=Q75UboJujKo
Use only half of the video where long
vowels are presented.
T gives examples of long vowel sounds (eat, oat, island, acorn, etc.)
Articulation
T shows Ls how to articulate long vowel sounds
Production:
Ls do the ice cream cone activity (see Resource Section)
Exit ticket – Ls tell the T which class they will attend next and what their favorite class is as they
exit the classroom.
Ex. What is your next class? Next, I attend Math.
What is your favorite subject? My favorite subject is English

Integrated Mini-Project
Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to practice
English, not just those related to presentation.
Participating to negotiate: (5 or 10 minutes in week 1 or 2)

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

Reflective Teaching
What worked well

What didn’t work well

How to
improve

53

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

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

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

Learner Self-Assessment
I can…

Yes

In
progress

No

Identify places at my high school
Read a weekly schedule
Recognize short, clear and simple instructions and
explanations when delivered slowly.
Identify, pronounce, and indicate the meaning of all the
vocabulary (including social language) for the week.
Give information about my schedule
Show how I have worked with others this week.

54

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

School Subjects

Biology

Art

55

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

Chemistry

56

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

Computer Science
57

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

Math

English

58

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

P.E.

Music

59

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

History

Spanish
60

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

Places at School

Hall/Corridor

Computer Lab

Gym

Classroom

Sports field

61

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

Examples for: What class/classes do you attend on _______?
and Where is your _______class?
What class do you attend on Wednesday? I attend Spanish on Wednesday.
What classes do you attend on Tuesday? On Tuesday, I attend Math,
Biology, History and Computer Science.
Where is your P.E. class? My P.E. class is in the gym.
Where is your Math class? My Math class is in the math classroom.

62

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

Worksheet
1. Pair/Group feedback
Using a coin, students will ask each other questions about the weekly schedule.
Heads will be: What class/classes do you attend on__?

Tails will be: Where is your _____class?
2. Reading for the second time
Individually, Ls answer questions about the given schedule.

1. What classes do you attend on Tuesday?
_________________________________________________________________________________________
2. Where is your Biology class?
_________________________________________________________________________________________
3. When do you attend Math?
_________________________________________________________________________________________
4. Where is your Computer Science class?
_________________________________________________________________________________________
5. What classes do you attend on Friday?
_________________________________________________________________________________________

63

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

Phonology Task
T shows the video. T goes over the difference between short and long vowel sounds. T will review the
images for the Ice Cream task to make sure Ls understand all of the vocabulary. Ls will work in groups of
3-4. Each group will have the cones and the scoops with images. Ls will place long vowel sound scoops
on the correct cone. If the scoop has a short vowel sound, the Ls will leave that image on the side.
Ex.

Long vowel

64

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

Long vowel

Short vowel

65

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

66

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

Words in bold have long vowel sounds

Acorn Ape

Apple Alligator

67

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

Eagle Eel Elephant

Eggs

Ice Cream

Witch

Oval

Bike

Owl

Octopus

King

Orange

68

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

Didactic Planning
Week # 2
Level: 8th
Domain: Socio-Interpersonal

Unit: 1
Scenario: My High School…Our place

Theme: A Day in the Life of My High School

Enduring Understanding: School is a special place where learners have a sense of belonging, feel cared for, like to learn, and participate.
Essential Question: What makes our high school a special place?
Learn to Know
Grammar & Sentence Frames
Grammar &Sentence Frames
Present Continuous
- What are you doing now?
- I´m studying for the math exam.
- Are you studying science?

Learn to Do

Learn to Be and Live in Community

Function
- Describing a high school day

Psychosocial
 Making right decisions about school
responsibilities and rights.

Discourse Markers
Linkers: Sequential
After that, we take a math test.

Proverbs / Quotes
 Learn something by heart

Frequency Adverbs
- How often do you read?
- I usually read at night.
Vocabulary
A day in the life of my high school.
 Teachers. Teaching staff, parents,
classmates, librarian, principal, janitor,
security guard, games equipment, food,
audiovisual equipment, blackboard,
whiteboard, computers, school bags
Phonology
 Long vowels (eat, oat)

69

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

Assessment
Strategies &
Evidences

Learner can

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

Time
Total:
120 min
(3 lessons)

5min

Participating
Warm up Ls will brainstorm ideas to answer the EQ: What makes our high school a special
place? Ls should save to use later for Mini Project.
5min
Engaging
Activation of prior knowledge: T will ask or write the following question: “What do you know
about schools in other countries?” Ls will respond. T will follow up with a second question:
“Where did you see this on TV or in movies?” Ls will respond.
L recognizes the
main points in short,
simple stories.

L.3. understand
the main points in
short, simple
stories, reports
short audio
announcements
and messages
when there is
some previous
understanding of
school activities.

Pre-listening
T will list some key words before students listen to and read the short passages. T will go over
vocabulary that is in the passages by using some pictures.

25min

Listening for the first time
Ls will listen to a short passage from a movie or TV show. Ls will listen to the clip to see what
meaning they can get from it. If not access teachers can read the excerpt aloud.
Pair/group feedback
After listening to each clip from the teacher or the video (if possible), Ls work together to check
for understanding.
Listening for the second time

70

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

Ls will discuss what they think is happening, if this situation could apply to their high school,
and what would they do if it was them?
Then, they will write three main points from the excerpt after listening for a second time.

70min

If available, Ls can watch the clip that they listened to.
Feel free to change or add different passages
Breakfast club (stop at the 1:57 mark for language) –Theme: Social Circles
Post- listening
L extracts the gist of
short articles and ads
in age-appropriate
magazines (print
and/or electronic).

L writes an
explanation of what
they do every day at
school, with the help
of illustrations.

R.3. understand T asks Ls to work in pairs and gives them the excerpts from both movies. Ls read them
carefully. Then, they will write a three-sentence paragraph that shows what the text is about.
the gist of short
articles and ads in Finally, Ls switch pairs to report to others what they wrote about each excerpt.
age-appropriate
magazines (print
and/or electronic)
provided the
subjects are
familiar.
W.2. write, with
the help of
illustrations, an
explanation of
what they do
every day at
school, checking
written
sentences to
look for mistakes
(e.g. subjectverb

Pre-writing:
T shows Ls video (https://www.youtube.com/watch?v=dcIEUK85b4w) of someone’s day at
school. Ls say what the person is doing at school. Introduce Adverbs of frequency by
writing some sentences to describe the video. For example, she always goes to school.
She never practices sports. She usually reads books.
T then asks the Ls what else they do in a typical high school day. (ex: talking with friends,
studying for a class). T and Ls brainstorm ideas together. T asks Ls how often they do the
brainstorming activities. T writes some examples on the board.

Drafting
T will give the Ls a checklist (see Resource section) of typical activities in school and
they will be able to check off what activities they do to organize their thoughts and begin
writing about their school day.
Revising/Editing

71

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

In pairs, Ls will exchange papers and read their partner’s paper. Ls will provide
constructive feedback to their partner. Ls may use dictionaries or translators (words or
phrases only) T can be used as a reference after the partner.
Ls will make the changes suggested by Ls and T and be prepared to share.

Phonology
Practice/Production:
R.1 L identifies and
manipulates English
language sounds
using knowledge in
phonics,
syllabification and
word parts.

R.1 L identify
Practice
English language
sounds using
Circle each word in the row that has the same vowel sound.
knowledge in
phonics,
syllabification and Production
word parts.

Create a four-line rhyme by using some of the words from the chart. If Ls have cellphones
available, they can record the sentences as homework.
Instructions: Circle each word in the row that has the same vowel sound.

72

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

Long vowel practice

Exit ticket: What is your typical day at high school like?

Integrated Mini-Project
Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to practice
English, not just those related to presentation.
Participating to negotiate: (5 or 10 minutes in week 1 or 2)

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

73

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

Reflective Teaching
What didn’t work well

What worked well

How to
improve

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

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

Learner Self-Assessment
I can…

Yes

In
progress

No

Understand the in points of a listening excerpt.
Write about a typical day at school
Identify, pronounce, and indicate the meaning of all the
vocabulary (including social language) for the week.
Give information about my school activities.
Show how I have worked with others this week.

74

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

RESOURCES
Activity checklist
My school activities

Always
⁒ 100

Usually
⁒ 90

Often
⁒ 70

Seldom
⁒ 10

Never
⁒0

Band practice
Cheerleading at school games
Go to the Wood Shop
Participate in School Assemblies
Dances
Go to field Trips
Participate in the Choir
Talk to teachers
Talk to my parents while I’m at school
Spend time with my classmates
Talk to the librarian
Visit the principal’s office
Help the janitor to pick up my own garbage
Greet the security guard when I arrive to school
Play different games
Have some food in the school cafeteria
Help teacher to connect audiovisual equipment
Work with my own computer

75

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

Adverbs

A day at school
https://www.youtube.com/watch?v=dcIEUK85b4w

76

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

Movie Passage
Breakfast Club-1985
ANDREW: You know, Bender...you don't even
count. I mean if you disappeared
forever it wouldn't make any
difference. You may as well not
even exist at this school.
BENDER: Well...I'll just run right out and
join the wrestling team.

BENDER: Maybe the prep club too! Student
council...

ANDREW: No, they wouldn't take you.

BENDER: I'm hurt.

CLAIRE: You know why guys like you knock
everything?...

77

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

BENDER: Oh, this should be stunning...

CLAIRE: It's 'cause you're afraid.

BENDER: Oh, God! You richies are so smart,
that's exactly why I'm not heavy in
activities!
CLAIRE: You're a big coward!

BRIAN: I'm in the math club...
CLAIRE: See you're afraid that they won't
take you. You don't belong so you
just have to dump all over it...

78

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

Didactic Planning
Week #3
Level: 8th
Domain: Socio-Interpersonal

Unit: 1
Scenario: My High School…Our Place

Theme: What is your next
class?

Enduring Understanding: School is a special place where learners have a sense of belonging, feel cared for, like to learn, and participate.
Essential Question: What makes our high school a special place?
Learn to Be and Live in
Learn to Know
Learn to Do
Community
Grammar & Sentence Frames
Function
Psychosocial
Willingness to
Information questions
Exchanging information about my high school schedule
cooperate in teamwork.
- What classes do you have in the morning?
- When do you have English classes?
Discourse Markers
Proverbs / Quotes
- What time does he study math?
Linkers: Sequential
Cut class- to not attend
Finally, our last class ends at 4:00/
class
Simple Present Tense
ended at 4:00.
Pull an all-nighter- to
- I start classes at 7:00 am
stay up very late
- I don’t have classes on Friday afternoon.
studying
- She goes to French class at 8:40 am
Future Tense
- We are going to make a pizza this evening.
- Are you going to study this weekend?
Vocabulary
What is your next class?
 First, second, last, my first class
 What’s your schedule?
 What classes do you have?
 When do you have lunch? It starts at...

79

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

 What time does it end? (timetable)
 What’s your favorite class?
 recess/break time
Phonology
 Reading two-syllable and compound words,
using letter-sound knowledge. (fireball)

Assessment
Strategies &
Evidences

Learner can

Didactic Sequence Mediation

Time
Total:
120 min
(3 lessons)

Pre-teaching
Routine: Checking attendance, checking in with Ls, posting and reviewing Essential Question,
Can Do’s, and class agenda, etc.
Participating
Warm up: T explains and sets up the ¨And, then¨ warm up.

¨And Then¨ Warm Up
10’
T may want to reorganize classroom for this warm up. Ls stand in the middle of the
classroom. T has taped the different subjects around the room. T explains that they will
listen to sequencing word and will move to the different subjects around the room based
on their schedule. When Ls reach their subject, one L from each subject must use the
sequencing word in a sentence related to their subject. For each sequencing word, a new
L will form a sentence. If the class is large, have two or three Ls participate from each
subject.
SI.2 L says what
exactly he/she does

SI.2. say what T asks students to say what they didn’t understand before starting the activities. She models an
exactly he/she example to clarify Ls questions.

80

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

not understand and
asks simply for
clarification.
.

does not
understand
and ask simply
for clarification

Ex. First, I attend English. Then, I attend Biology. Next, I attend Math. Finally, I
attend P.E.
-First (Used at the beginning)
-Then, Next, After that (These can be used multiple times)
-Finally, (Used at the end)
(see Resource Section).

R.2 L discriminates
important
information in
simple texts.

Pre-reading
R.2. find
important
Ls look at a schedule provided by the teacher. (use one of the resource section) they have to use 15”
information in
simple text (e.g., typographical clues such as numbers, figures, pictures to start getting meaning across in the text.
schedules, times
Reading for the first time
and dates).
Ls read the schedule and answer the following questions:
What is the picture about?
What subjects do Ls take?
Pair/group feedback
Ls work in pairs to compare the answer they write for the previous questions.
Reading for the second time
Read the schedule again and answer the following questions

1. What classes do Ls attend on Tuesday?
2. What class do Ls attend on Friday after lunch?
3. On Wednesday, what time do Ls cut class?

81

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

4. On Friday, what classes do Ls have in the morning?
5. On Wednesday, what classes do Ls have in the afternoon?
6. What class do Ls have before Monday lunch?
Time
8:00am9:15am
9:30am10:45am
11:00am11:50am
12:00pm12:45pm
1:00pm2:20pm
2:30pm3:10pm
3:20pm4:00pm

Monday
Biology

Tuesday
P.E.

Wednesday
Art

Thursday
Chemistry

Friday
Spanish

Biology

Chemistry

Math

P.E

English

Free

Math

Compter
Science
Spanish

Lunch

Lunch

Lunch

Lunch

Lunch

Geography

English

Music

Geography

Music

Geography

Spanish

Spanish

English

Free

Art

Computer
Science

Free

English

Free

Free

Post reading
 Ls create a schedule on a piece of paper.
10[
 T asks the class: On ________what time do you have ________?, On_____ what
classes do you have in the morning/afternoon?, and When do you have______ class?
 By looking at their own schedule Ls answer the questions they heard from the teacher
while playing popcorn.

SI.3 L asks and
answers
straightforward

SI.3. ask
straightforward
questions in

Checking
T explains the task to Ls. T starts by saying this: On ______when is Billy´s______ class?
What classes does he have on _____ morning?

82

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

questions in familiar
situations.

familiar
situations
(e.g., asking
for times,
schedules,
favorite
subjects,
favorite
activities) and
understand the
responses,
using short
dialogues with
some
preparation in
advance.

T asks Ls questions related to the Schedule using third person singular. Subjects on the
schedule should be switched around.
Examples:
On Monday, what classes does Billy have in the morning?
Billy has Biology and English in the morning.
-When does Billy have English class?
Billy has English class on Monday, Tuesday and Thursday.

15[

After delivering the information, T will model the practice with Ls chosen earlier who understand
the purpose of the activity.
Planning/Elaborating
Once finished, Ls create a new weekly schedule including the times for each class. They can
refer to the example schedule.
Interacting
Ls get in groups of three and put their schedules on a table. Peers will ask questions about the
schedule by using the models the teacher gave.

Extra activity
T will introduce Double Sided Hot Potato (see Resource section)
After practice, T goes over the meaning of ¨cut class¨. T should use a personal story and then
ask Ls if they would like to share a time they cut class and why.
SP.1 L describes
common interests
about school
activities, the
subjects and

SP.1. describe
common
interests about
school
activities, the

15’
Planning/Organizing
In groups of six people, Ls interview each other using the prompts on the What´s your
schedule like? (see Resource Section)

83

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

schedule he /she
has at school.
.

subjects and
schedule
he/she has at
school

Rehearsal
After the interview, Ls exchange schedules to help with the presentation of their
partner’s schedule.
Describe
Ls deliver information about their partners schedule, likes and dislikes to the class.

Phonology

10’

Recognition/Articulation/Production:

 Ls will go over list of words with T to find the meaning using images
 T and Ls will count out the syllables for each word as well
 Then T will explain compound words
-Combine two one-syllable words to make a new word: a compound word.
 T will ask for examples of compound words Ls already know
 Example: Hotdog, popcorn, underwear, etc.
 T will create compound words with Ls on the board using images (see Resource
section)
Exit ticket: Answer two teacher questions about a schedule.
Phonology Goal for Each Week
Assessment: L identifies English language sounds using knowledge in phonics, syllabification and word parts.
R.1. identify and manipulate English language sounds using knowledge in phonics, syllabification and word parts.

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.
Thinking for planning: (5 or 10 minutes in week 3 or 4)

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

Acting out to complete the MP –oral & written (week 5)

84

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

Responding and sharing (week 6)

Reflective Teaching
What didn’t work well

What worked well

How to
improve

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

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

Learner Self-Assessment
I can…

Yes

In
progress

No

Find important information in a text
Describe common interest about school schedules
Describe other schedule
Ask appropriate questions to gain information

85

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

Resource Section

¨That´s the Way We Roll¨
In pairs, Ls will ask each other questions about the schedule. L will roll the die twice. First for the day of the week and then
second for the question to ask their peer. Questions are based on the number on the die.
Days of the week
1. Monday
2. Tuesday
3. Wednesday
4. Thursday
5. Friday
6. Players Choice
Questions
7. What class do you attend on _______?
8. What classes do you attend on________?
9. On _________, what time do you have ___________?
10. On ________, what classes do you have in the morning?
11. On ________, what classes do you have in the afternoon?
12. When do you have__________ class?

86

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

Create school schedule to go over on board using the images or words from Week 1
Time
8:00am-9:15am

Monday

Tuesday

Wednesday

Thursday

Friday

9:30am-10:45am
11:00am11:50am
12:00pm12:45pm
1:00pm-2:20pm

Free
Lunch

Lunch

Free
Lunch

Lunch

Lunch

2:30pm-3:10pm

Free

3:20pm-4:00pm

Free

Free

Example for Student Updated Weekly Schedule
Time
8:00am-9:15am
9:30am-10:45am
11:00am-11:50am
12:00pm-12:45pm
1:00pm-2:20pm
2:30pm-3:10pm

Monday
Biology
Biology
English
Lunch
Geography
Geography

Tuesday
P.E.
Chemistry
Free
Lunch
English
Spanish

Wednesday
Art
Math
Math
Lunch
Music
Spanish

Thursday
Chemistry
Compter Science
Spanish
Lunch
Geography
English

Friday
Spanish
P.E
Free
Lunch
Music
Free

87

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

3:20pm-4:00pm

Art

Computer Science

Free

English

Free

Double Sided Hot Potato
 Ls will be in two groups in a circle.
 While the music plays, two balls, stuffed animals, etc. will be passed around. One ball per group.
 When the music stops, the L from Group A will ask the L from Group B a question related to the
schedule. Once answered, it will begin again.
 When the music stops the roles will switch. Group B questions Group A and so on.
Example:
Group A: On Tuesday, what classes does Billy have in the afternoon?
Group B: He has Math, Chemistry and Music in the afternoon.

88

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

“What´s your schedule like” interview?
In pairs, use the following questions to interview your partner about their weekly schedule,
likes and dislikes. For each day of the week, you will choose two questions to ask your
partner. You can only use the same question twice. For instance, if you ask “On_____,
what classes do you have in the morning?” for Tuesday and Thursday, then you can´t ask it
again for Monday, Wednesday or Friday.
Information questions
 -What is your least favorite class?
 What’s your favorite class?
 What class do you attend on _______?
 What classes do you attend on________?
 On _________, what time do you have ___________?
 On ________, what classes do you have in the morning?
 On ________, what classes do you have in the afternoon?
 When do you have__________ class?
 Have you ever cut class? If so, why? If not, why not?

89

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

Phonology
A compound word is made up of two words that each have their own meaning (for example, rain + bow = rainbow).
The compound word has a whole new meaning from the two words that are used to create it. For example, a rainbow is
not the same thing as rain or a bow.
T will create compound words with the class using the equation: word + word = compound word

Example:

+

=

Ham + Burger = Hamburger
T will fill in the answer but will have Ls find the two words that create the compound word. Watch the video for a clearer
example. https://youtu.be/9AJfvvuyc9w
To start, use at least 8 compound words to practice with. You may add more once Ls are able.

+
Rain

+ Bow

=
= Rainbow

90

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

+

=

Cup + Cake

Hot

= Cupcake

+

=

+ Dog

= Hotdog

+
Tea

+ Cup = Teacup

+
Pop

=

+ Corn

=
= Popcorn

91

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

+
Milk

=

+ Shake

+
Pan

+

=
Cake

+
Book

= Milkshake

+ Bag

= Pancake

=
= Bookbag

List of additional compound words
http://www.sightwords.com/pdfs/phonemic/compoundwords/making_compound_words.pdf
92

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

Didactic Planning
Week # 4
Level: 8th
Domain: Sociocultural

Unit: 1
Scenario: My High School…Our place

Theme: High School Through my Friend’s eyes.

Enduring Understanding: School is a special place where learners have a sense of belonging, feel cared for, like to learn, and participate.
Essential Question: What makes our high school a special place?
Learn to Know
Grammar & Sentence Frames

Learn to Do

Learn to Be and Live in Community

Function

Sociocultural

- Reporting information about my classmates´
Simple Present Tense
yes/no Questions
- Do you like math?
- Does she like English?
- Is he in your French class?
Possessive Pronouns
- My favorite subject is English.
- His favorite teacher is Juan.
- Her favorite class is math.

school activities

 Respecting his/her school, classmates and
teachers.

Discourse Markers
Linkers: Sequential past time
First, we have a science lesson. Then, we go
to a language lab.
After that, we take a math test.
Finally, our last class ends at 4:00.

Proverbs / Quotes
 To be a copycat
 Teacher’s pet

Possessives ´s / s´
- Daniel´s favorite subject is English.
- Ana´s favorite teacher is Luis.
- My classmates´ favorite subject is Spanish.
Vocabulary
High School Through my Friend´s Eyes
 Return to school, visits and exchanges,
Parents’ Day, sports/dance competitions,

93

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

English day, matches, festivals, fairs,
parades, lessons, games, playtime, school
clubs and open house.
Phonology
 Reading two-syllable and compound words,
using letter-sound knowledge. (fireball)
ssessment
Strategies &
Evidences

Learner can

Didactic Sequence Mediation
Pre-teaching
Robert’s Schedule for Monday
Routine: Checking
attendance, checking in
Period
Time
Subject
with Ls, posting and
reviewing Essential
Band (ⱱ)
1
8:30-9:45
Question, Can Do’s, and
class agenda, etc.
Participating
Warm up: T will introduce flashcards (from week 1) to show different subjects and school
activities.
Engaging

Time
Total:
120 min
(3 lessons)

5’
5’

10’

Activation of prior knowledge: Ls are then told to respond with a thumb up or down to signal if they
like a subject or activity.
Introducing
T asks Ls ¨What is your favorite subject/activity¨ based on the vocabulary for the unit. T
30’
reviews how to use possessive pronouns and the possessive ´s´ to discuss what other Ls like
or dislike.
T models some examples by using the following schedule.

94

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

2
3

10:05 -11:00
11:00-12:00

4
5
6
7

12:00-12:55
1:00-1:55
2:00-3:00
4:00-5:00

History (☺)
Lunch ♥
French (ⱱ)
Biology (X)
Dance (☺)
Math (ⱱ)

Finally, T asks students to provide more examples based on the schedule.

15’

Pre-listening
https://www.youtube.com/watch?v=eR9HUMJKSwE
Create a chart to compare Japanese High Schools with Costa Rican High Schools What
differences and similarities can you write? After watching the video provide more ideas
Similarities between Costa Rican High Schools and Japanese High Schools

Differences between Costa Rican High Schools and Japanese High Schools

Listening for the first time
L identifies others’
expressions of interest
regarding school activities

L.1. understand
others’ expressions
of interest regarding
school activities (e.g.,

T plays a video about an exchange student in a Japanese High-school. Ls task is to identify the
student’s favorite activities.
https://www.youtube.com/watch?v=VwNhCjyfOTw

95

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

(e.g. likes and dislikes,
indicating preferences
about subjects and school
activities).

likes and dislikes,
indicating
preferences about
subjects and school
activities).

20’

Pair/group feedback
Ls share what they wrote and compare the information in groups of three.
Listening for the second time
Ls watch the video again. T explains the task. Ls have to write a check (ⱱ) next to each activity
if the student likes it/ If the student doesn’t like an activity, then write an (X)
Activity
Stay in the same classroom
Go from the 1st to the 4th floor in 5 minutes
Stay in the same club all the years
Archery
Baseball team
Soccer team
Cultural festivals
Convenience store at school
Hot fresh bread

(ⱱ)

(X)

https://www.youtube.com/watch?v=VwNhCjyfOTw
Post-listening
Ls write a short note to the principal in order to include the activities they like the most from
Japan and Costa Rica in their high school schedules.
Or T will give the following prompt: “If I could make my own schedule…” Ls will be given a
blank schedule (see Resource section) to organize their ideas. The Ls will create their ideal
schedule with vocabulary from the unit.
Ls will use the schedule they created as a guide to orally present using linkers (ex. first, then,

96

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

after that) to explain their schedule.

L explains high school
through his/her friends/
peers briefly.

SP.2 explain high
school through his/her
friend/ peers briefly.

Planning/organizing
Ls receive a blank template (see Resource section) and ask other Ls questions to fill out the
sheet.
Rehearsing
Ls will use the information they gathered to fill out sentences on the worksheet.
Interacting
T will give instructions on how to play “Guess Who”. T may assign Ls the person they are
describing to prevent repeats. Ls may describe their person using words related to the subject
only. (ex: This person likes math. /This person is in the band.) The Ls listening must guess who
they are.

Exit ticket: What school activities do my classmates like? Provide complete sentences.

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

Time
Group
presentations
can be week
5 or 6.

Acting out to complete the MP –oral & written (week 5)
Responding and sharing (week 6)

Reflective Teaching
What worked well

What didn’t work well

How to
improve

97

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

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

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

Learner Self-Assessment
I can…

Yes

In
progress

No

Ask others about preferences regarding subjects and
school activities.
Express preferences regarding subjects and school
activities.
Identify, pronounce, and indicate the meaning of all the
vocabulary for the week.
Use possessive pronouns and possessive ‘s’ to describe
what my classmates like.
Show how I have worked with others this week.

98

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

RESOURCE SECTION
Activity: Do you like…
Instructions:
Ask three (3) students about their likes and dislikes of the subjects listed (ex: What is your favorite subject?) and record their
answers in the chart below using the markings below. Then fill in the answers to the sentences below.
 Put a check  in the boxes of the subjects they like and put an ‘X’ in subjects they do not like.
 Draw a star
in the box of their favortie subject.
 Write yes/no in the box labeled teacher’s pet.

Name

Math

1.

Science

English

Spanish Favorite school
activity

Teacher’s
pet

has the same favorite subject as me.
(name)

is/is not a teacher’s pet.

2.
(name)

3.

favorite school activity is

.

(name)

99

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés

(subject)

Schedule Template
Period

Time

Subject

Period

1

1

2

2

3

3

4

4

5

5

6

6

Time

Subject

100

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Didactic Planning
Weeks 5 and 6
Review and Integrated Mini-Project
Unit 1: My High School…Our place.

Level: 8th

Enduring Understanding: School is a special place where learners have a sense of belonging, feel cared for, like to learn, and participate.
Essential Question: What makes our high school a special place?
Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frame
 Did Ls use all sentence frames?

Function
 Did Ls use all functions?

Vocabulary
 Did Ls say aloud and write all vocabulary?

Discourse Markers
Sociocultural
 Did Ls practice connecting words: and, but,

Respecting
his/her
school,
classmates and teachers
because?
 Did Ls practice idioms and quotes?

Phonology
 Did Ls recognize, articulate, practice and
produce phonological sounds?
Assessment
Strategies &
Evidences
 Did Ls achieve
all learning
outcomes?

Psychosocial
Did Ls show evidence of …


Willingness to cooperate in teamwork.

Didactic Sequence Mediation
Learner can
 Can Ls do all
tasks?

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

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

Time
Total:
120 min
(3 lessons)

All of week
5 or 6

101

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Options
 Personal lapbooking, mobile,
collage.
 Self-portrait presentation using
technology or cardboard.
 Storytelling using TPR in groups

Integrated Mini-Project

Time

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

102

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Level 8th

Unit 2
CEF level to be reached: A2
Scenario:

Enduring Understanding
Essential Question

Let the Good Times Roll!

Sports provide opportunities for personal enjoyment, challenge, self-expression and social interaction.
How can sports provide a wide range of lifelong benefits and enjoyment?
Assessment and Goals

Week 1

Week 2

Week 3

Week 4

Assessment: L discriminates some
key terminology from subject areas
(e.g., labels on sports equipment).
R.2. recognize some key
terminology from subject areas
(e.g., labels on sports equipment).

Assessment: L asks and answers
questions about favorite sports,
places to practice them, equipment
needed, outstanding players and
achievements.
SI.3. ask and answer questions
about favorite sports, places to
practice, equipment needed,
outstanding players and
achievements.

Assessment: L recognizes the main
idea and two or three specific
details.
R.3. understand the main idea
and two or three details in texts
written in simple language using
high frequency words and/or
words recognized from other
known languages.

Assessment: L recognizes most of what
occurs in a well-structured short story and
the story’s main characters
R.4. understand most of what occurs in
a well-structured short story and the
story’s main characters

Assessment: L recognizes
isolated, familiar words and phrases
when listening to clear, slow, and
basic text read aloud.
L.1. understand isolated, familiar
words and phrases when
listening to clear, slow, and basic
text read aloud.
Assessment: L exchanges
information about everyday matters
using simple vocabulary.
SI.2. exchange information about
everyday matters using simple
vocabulary (e.g., weekend
activities, sports, hobbies, interest
and entertainment).

Assessment: L invites others to
practice or attend different sports.
SI.1. invite others to practice or
attend different sports.
Assessment: L extracts the most
important points in a straightforward
conversation, story, account or
presentation accompanied by
drawings and/or diagrams.
L.3. understand the most
important points in a
straightforward conversation,
story, account or presentation

Assessment: L prepares simple
reminders or notes regarding sports
or videogames for personal use.
W.2. prepare simple reminders or
notes regarding sports or
videogames for personal use
(e.g., notes, agendas, calendars).
Assessment: L explains briefly a
sport, a sports team, or a videogame
he/she knows well.
SP.2. explain briefly a sport, a
sports team, a videogame he/she
knows well.

Week 5/6

Assessment

Anecdotal reports / rubrics / instruments for
self and co-assessment

Assessment: L recognizes important
information from audio texts (e.g., sports
announcements, sports scores) provided
the message is delivered clearly.
L.2. extract important information from
audio texts (e.g., sports
announcements, sports scores)
provided the message is delivered
clearly.

Suggested Integrated Mini project


Assessment: L writes an introduction or
conclusion to a story with the help of a
dictionary.
W.3. write an introduction or conclusion
to a story with the help of a dictionary,
checking written sentences to look for
mistakes (e.g., subject-verb agreement,
capitalization, spelling, basic




A glog (digital poster) on a favorite
sport/star
A podcast relating an event of a team or
game
A sport and game guide/note

103

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Assessment: uses simple
sentences and expressions to
describe sports, videogames and
leisure activities.
W.1. use simple sentences and
expressions to describe sports,
videogames and leisure activities.

accompanied by drawings and/or
diagrams provided, if it is told
slowly and clearly.

punctuation etc.).
Assessment: L describes a day he/she
will never forget in sports.
SP.1. describe a day in sports he/she
will never forget.

Assessment: L uses simple
sentences and expressions to
describe sports, videogames and
leisure activities.
W.1. use simple sentences and
expressions to describe sports,
videogames and leisure activities.

Phonology Goal for Each Week
Assessment: L identifies English language sounds using knowledge in phonics, syllabification and word parts.
R.1. identify and manipulate English language sounds using knowledge in phonics, syllabification and word parts.
Theme
Fun times: Inside and Out

Theme
What´s your favorite?

Function
Describing different sports,
their rules, indoor and outdoor
activities.

Function
Expressing likes and dislikes
regarding entertainment and
sports.

Discourse Markers
Linkers: Sequential past time
There are certain rules in soccer.
First, you cannot use your hands.
Then, you have to kick the ball with
your feet. After that, the player tries
to pass the ball to other player.
Finally, the winner team is the one
that scores a goal.
Grammar & Sentence Frames
yes/no Questions
 Do you like playing soccer?
 Does she like dancing?
 Would you like to___?

Theme
Ready to play: Tell me the rules
Function
Describing different sports, their
rules, indoor and outdoor
activities.

Discourse Markers
Linkers: Sequential past time
First, then, after that, finally

-

Theme
Up Close and Personal

-

Discourse Markers

-

Linkers: Sequential past time
First, then, after that, finally

Function
Describing sports unforgettable
experiences.
Discourse Markers

-

Linkers: Sequential past time
First, then, after that, finally

Grammar &Sentence Frames

Grammar & Sentence Frames

Grammar & Sentence Frames

Verb + ing / infinitive: like / want /
would like
 I (don’t) like going swimming.
 I (don’t) want to play soccer
 I would like to go to the match.

Gerunds
 Dancing is a great way to keep
in shape.
 Camping on the beach is a
wonderful experience.

Can/Could
 Can you play soccer with me on the
weekend?
 Could you play with me at 3:00 pm?
 Yes, I can.

Gerunds

104

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés



Dancing is a great way to keep
in shape.
Camping on the beach is a
wonderful experience.

Phonology


Two-syllable and compound
words including consonant
blends. (bl, st, and tr)

Information questions
 What does she like to do on
Sunday?
 When do you play soccer?
What videogame would you like
to play today?
Phonology

Can
 Can you play soccer?
 Yes, I can
 Can she swim?





Two-syllable and compound
words including consonant
blends. (bl, st, and tr)

Verb + ing / infinitive: like / want / would
like
 I (don’t) like going swimming.
 I (don’t) want to play soccer
 I would like to go to the match.

Phonology

Phonology
Review

Two-syllable and compound
words including consonant
blends. (bl, st, and tr)

Vocabulary

Vocabulary

Vocabulary

Vocabulary

Fun times: Inside and out./ What´s your
favorite?:

Fun times: Inside and out./ What´s your
favorite?:

Ready to play: Tell me the rules.
 Rules to play sports and videogames

Up close and personal: A day I´ll never forget
 Participating at national games and
competitions
 Winning a competition.
 Winning a game
 Participating at a championship
 Winning a medal

-






running, walking, cycling, skateboarding,
karate,
gymnastics,
boxing, work out, baseball, soccer,
basketball,
volleyball,
sports,
equipment, sailing, kayaking, white
water rafting, swimming, snorkeling,
scuba diving surfing, windsurfing,
fishing, hit, throw, catch, pass,
serve, shoot, hop, jump push,
exercise, games

Psycho-social
Communicating clearly
oneself.

about

Social Language Samples
Shoot some hoops (play
basketball)
Hang out (to join somebody to
spend time together)

-



running, walking, cycling, skateboarding,
karate,
gymnastics,
boxing, work out, baseball, soccer,
basketball,
volleyball,
sports,
equipment, sailing, kayaking, white
water rafting, swimming, snorkeling,
scuba diving surfing, windsurfing,
fishing, hit, throw, catch, pass,
serve, shoot, hop, jump push,
exercise, games

Psycho-social
Showing
interest
in
person’s life.

each

Proverbs / Quotes
True enjoyment comes from activity
of the mind and exercise of the
body; the two are united. -Alexander von Humboldt








Psycho-social
Being aware of one’s strengths
and weaknesses regarding
sports and activities.
Sociocultural
Recognizing
importance
of
sports to have a sense of
belonging within a group.



Psycho-social
Respecting everyone’s opinions.
Sociocultural



Identifying people´s behavior
different sports contexts.

in

Idioms
at this stage in the game
ball is in your court

105

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Didactic Planning
Week # 1
Level: 8th
Domain: Socio-Interpersonal

Unit: 2
Scenario: Let the Good Times Roll!

Theme: Fun times: Inside and Out

Enduring Understanding: Sports provide opportunities for personal enjoyment, challenge, self-expression and social interaction.
Essential Question: How can sports provide a wide range of lifelong benefits and enjoyment?
Learn to Know
Grammar & Sentence Frames
yes/no Questions
 Do you like playing soccer?
 Does she like dancing?
 Would you like to___?
Gerunds
 Dancing is a great way to keep in shape.
 Camping on the beach is a wonderful experience.

Learn to Do

Learn to Be and Live in Community

Function

Psychosocial

Describing different sports, their rules, indoor and outdoor 
activities.

Discourse Markers
Linkers: Sequential past time
There are certain rules in soccer. First, you cannot use your
hands. Then, you have to kick the ball with your feet. After that,
the player tries to pass the ball to other player. Finally, the winner
team is the one that scores a goal.




Communicating clearly about oneself.
Shoot some hoops (play basketball)
Hang out (to join somebody to spend time together)

Vocabulary
Fun times: Inside and out./ What´s your favorite?:


running, walking, cycling, skate-boarding, karate, gymnastics,
boxing, work out, baseball, soccer, basketball, volleyball,
sports, equipment, sailing, kayaking, white water rafting,
swimming, snorkeling, scuba diving surfing, windsurfing,
fishing, hit, throw, catch, pass, serve, shoot, hop, jump push,
exercise, games

Phonology


Two-syllable and compound words including consonant blends.
(bl, st, and tr)

106

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Assessment
Strategies &
Evidences

Time

Didactic Sequence Mediation

Learner can

Total:
120 min
(3 lessons)

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

5 minutes

Participating
Warm up: T asks Ls to get in groups of four. Each group has to create a brainstorm about the type
of sports or activities to enjoy that were assigned to them. Ls give examples of sports. T writes
the Ls´ examples on the board. Then, Ls write two or three types of equipment for the sports or
10 minutes
activities , for example: videogames: (joystick, screen), swimming (googles, cap), cycling(helmet ,
bike), running (tennis shoes, t-shirt)
Sport / Activities

Example

Equipment

Rule

Water sports
Indoor activities
Extreme sports
Outdoor activities
Group Sports
Individual sports
Winter sports

107

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Engaging
Activation of Prior Knowledge: Once finished brainstorming , T shows Ls an image related to a 5 minutes
sport that is practiced in Costa Rica. Ls look at the picture and answer T questions.

5 minutes
https://www.google.com/search?q=triathlon+in+costa+rica+triathlon+2017&tbm=isch&source=lnms&sa=X&ved=0ahUKEwj8t9fN5bLZAhXiqFkKHS_TAG0Q_AUICigB&biw=1600&bi
h=794&dpr=1#imgrc=mScJ9cilE8hKvM:

What sports do you see in the pictures?/ What sports do these people like? What sport
do they refer to? What equipment do you need to practice this sport? What are some of
the rules for practicing Triathlon?
Introducing
T asks Ls to see the chart and provide some sentences by reading the information from the

108

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
chart. T lets Ls say the sentences without correcting the incorrect ones. Then, T asks Ls to see
what the sentences have in common and finally T makes Ls see the differences and the correct
sentences.
People

Sport/Activity

Alfredo and Nella

Go to the movies

Hannia

Run and Swim

Angel

Play with drones

Marvin and Laura

Listen to music

Dennis

Walk the dog

Ruth

Play basketball

Gina and Natalia

Ride a bike

10 minutes

Like / dislike

After that, T corrects the sentences and T labels the parts of the sentences.
Examples: Ruth likes to play basketball. / Carlos doesn’t like to walk the dog.
Provide a handout to practice likes/don´t like /doesn´t like. If Ls make a mistake at this stage
correct it immediately.

20 minutes

Pre-reading
Assessment: L
discriminates some key
terminology from subject
areas (e.g., labels on
sports equipment).

R.2. recognize some
key terminology from
subject areas (e.g.,
labels on sports
equipment).

T shows some flashcards about sports and activities to review equipment and two rules per
sport.

Reading for the first time

109

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Ls recognize the sports by looking at the pictures and say equipment and rules to practice the
sports.

Pair/group feedback

10 minutes

T asks Ls for their help to complete the charts related to equipment and rules. T asks Ls to
work in pairs to discuss the chart and help each other.
Sport / Activities

Equipment

Rules

Swimming
white water rafting
Playing video games
Flying drones
Hiking
Cycling
walking
Running
Skate-boarding
Snorkeling

Post-reading

Assessment: uses simple
sentences and expressions
to describe sports,
videogames and leisure
activities.

W.1. use simple
sentences and
expressions to
describe sports,
videogames and

5 minutes

Ls work in pairs to write a short description of a sport or activity which includes sport/activity
name, where it is practiced, equipment required to practice it and two rules.

110

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
leisure activities.
Assessment: L
recognizes isolated,
familiar words and phrases
when listening to clear,
slow, and basic text read
aloud.

L.1. understand
isolated, familiar
words and phrases
when listening to
clear, slow, and
basic text read
aloud.

Pre-listening
T shows this picture and asks Ls the following question:

What do you need to prepare to participate in an
ironman competition?

Listening for the first time
T plays the video and asks Ls to answer the following questions after watching the
video. https://www.youtube.com/watch?v=mnFW2RI8GxI

What is the video about?
What is the athlete’s name?
Is he suggesting five types of equipment?

Pair/group feedback
T asks learners to work in pairs to compare their answers to the three questions.
Listening for the second time
Ls listen to and watch the video again. Then, Ls will check the ways to train for the
Ironman competition by using a checklist.(Check chart at the resource section)

111

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Post listening
Ls see the video https://www.youtube.com/watch?v=RJ-NBzp13m4. Then, they work in pairs
to describe the sports the athlete is practicing and the moral of the video.

Assessment: L exchanges
information about everyday
matters using simple
vocabulary.

SI.2. exchange
information about
everyday matters
using simple
vocabulary (e.g.,
weekend activities,
sports, hobbies,
interest and
entertainment).

Checking
T gives Ls a task to interview each other about the activities and sports they like to
practice. Ls will pretend they are reporters and have the chance to interview a famous
person.
Planning
Ls plan the interview and the topics they want to know about.
Elaborating
Ls write a set of questions to interview the famous person. Ls can use the following
questions:
What sports do you like?
What equipment do you need to practice this sport?
What are some of the rules for practicing your favorite sport?
When do you practice sports?
What sports do you love to practice more?
What activities do you do on your day off?

Ls are asked to write three more questions using Can, Where , Which
Using
Once the questions are ready, Ls interview each other using them.
Time

112

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Integrated Mini-Project
Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to practice
English, not just those related to presentation.
Participating to negotiate: (5 or 10 minutes in week 1 or 2)

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

Reflective Teaching
What didn’t work well

What worked well

How to
improve

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

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

Learner Self-Assessment
I can…

Yes

In
progress

No

discriminate some key terminology from subject on sports
equipment).
use simple sentences and expressions to describe sports,

113

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
videogames and leisure activities.
recognize isolated, familiar words and phrases when
listening to clear, slow, and basic text read aloud.
exchange information about everyday matters using simple
vocabulary.
show how I have worked with others this week.

114

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Didactic Planning
Week # 2
Level: 8th
Domain: Socio-Interpersonal

Unit: 2
Scenario: Let the Good Times Roll!

Theme: What´s your favorite?

Enduring Understanding: Sports provide opportunities for personal enjoyment, challenge, self-expression and social interaction.
Essential Question: How can sports provide a wide range of lifelong benefits and enjoyment?
Learn to Know

Learn to Do

Grammar & Sentence Frames

Learn to Be and Live in Community

Function

Verb + ing / infinitive: like / want / would like
 I (don’t) like going swimming.
 I (don’t) want to play soccer
 I would like to go to the match.

-

Information questions
 What does she like to do on Sunday?
 When do you play soccer?
 What videogame would you like to play today?

-

Expressing likes and dislikes regarding entertainment and
sports.

Psychosocial


Proverbs / Quotes

Discourse Markers
Linkers: Sequential past time
First, then, after that, finally

Showing interest in each person’s life.



True enjoyment comes from activity of the mind and exercise of
the body; the two are united. -- Alexander von Humboldt

Vocabulary

-

Fun times: Inside and out. / What´s your favorite?:
running, walking, cycling, skate-boarding, karate, gymnastics,
boxing, work out, baseball, soccer, basketball, volleyball,
sports, equipment, sailing, kayaking, white water rafting,
swimming, snorkeling, scuba diving surfing, windsurfing,
fishing, hit, throw, catch, pass, serve, shoot, hop, jump push,
exercise, games

Phonology


Two-syllable and compound words including consonant blends.
(bl, st, and tr)

115

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Assessment
Strategies &
Evidences

Learner can

Didactic Sequence Mediation
Pre-teaching
Routine: Checking attendance, checking in with Ls, posting and reviewing Essential Question,
Can Do’s, and class agenda, etc.
Warm -up

Time
Total:
120 min
(3 lessons)

5 minutes

5 minutes

What can you tell about these photos or drawings?

116

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

5 minutes

Activation of prior knowledge
Ls will answer the following questions teachers write on the board.
Do you practice sports?
What sport does your family practice?
Do you have a friend, a family member or a person you know who practices a sport?
15 minutes
Assessment: L asks and
answers questions about
favorite sports, places to
practice them, equipment
needed, outstanding
players and achievements.

SI.3. ask and
answer questions
about favorite
sports, places to
practice, equipment
needed, outstanding
players and
achievements.

Introducing
T reviews yes/no questions and information questions with do /does before doing the
activity.

20 minutes

Checking
T gives Ls a task to interview a classmate about a family member/ a friend / a person they
know. Ls have to ask about the activities and sports he/she likes to practice and the activities
he/she likes to do in his/her free time.

Planning
Ls plan the interview and the topics they want to know about.

Elaborating
Ls write a set of questions to interview a classmate.

117

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
What sports does he/she like?
Where does he/she practice the sport?
What equipment doe he/she need to practice this sport?
What are some of the rules for practicing his/her favorite sport?
When does he/she practice sports?
What sports/activities does he /she love to practice more?
What activities does she/he do on his/her day off?
Can you mention some players he/she admire the most?

Using
Assessment: L invites
others to practice or attend
different sports.

SI.1. invite others to
practice or attend
different sports.

Once, Ls have written the questions, they answer them in their notebook. Finally, Ls work in
pairs to interview each other. Ls can use the answers they wrote before.

20 minutes

Checking
T provides the following task to Ls “The World Physical Activity Day will be celebrated”. Invite
your classmates to celebrate it.”T and Ls can change the celebration or activity.

Planning
Ls design the invitation and the activities they want to include in the invitation. Ls need to make
sure their invitation has the following aspects: requesting for the company, name of the event,
date, hour, place, attire instructions, and directions.

Elaborating
Ls write the invitation with the aspects mentioned above.

Using/Interacting
Once, Ls have written the invitation, they invite each other orally to the activity mentioned
before by using the appropriate sentence frames.

25 minutes

118

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Assessment: L extracts
the most important points
in a straightforward
conversation, story,
account or presentation
accompanied by drawings
and/or diagrams.

L.3. understand the
most important
points in a
straightforward
conversation, story,
account or
presentation
accompanied by
drawings and/or
diagrams provided,
if it is told slowly and
clearly.

Pre-listening
Ls look at the picture .T asks Ls the following question: What do you think the conversation you
will listen will be about? Write some ideas on your notebook.

http://www.elllo.org/english/0701/T740-Keren-Healthy.htm
resource section)

(See

the

script

in

the

Listening for the first time
T plays the conversation for the first time but before sets the task presented below.
What is the conversation about?
What sport does she practice?
When is the best time to practice the sport?

119

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Pair/group feedback
T asks learners to work in pairs to compare their answers to the three questions.

Listening for the second time

20 minutes

Students listen to the conversation again and fill in the next graphic organizer.

120

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Assessment: L uses
simple sentences and
expressions to describe
sports, videogames and
leisure activities.

W.1. use simple
sentences and
expressions to
describe sports,
videogames and
leisure activities

Post- listening
After listening to the conversation for the second time, write four sentences about
Keren. Use the information from the graphic organizer.

121

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Pre-writing
T provides a guided writing for Ls to write about a sport or a leisure activity. Ls need to answer
to the questions.
Drafting
Before Ls answer the questions, T will discuss them orally with the whole group and write the
answers on the board. T makes sure he/she writes complete answers on the board. Then, T will
ask Ls to work individually.
Guided writing
What sports/ leisure activity do you like?
Where do you practice the sport/ leisure activity?
What equipment do you need to practice this sport/ leisure activity?
What are some of the rules for practicing your favorite sport/ leisure activity?
When do you practice this sport/ leisure activity?
What sports/ leisure activity do you love to practice more?
What activities do you do during your days off?
Can you mention some players he/she admire the most?
Revising
Ls work in pairs to revise the answers they wrote and hep each other to correct the answers if
necessary.
Editing and Publishing
Each learner makes the corrections suggested by the peers and publish the answers on the
bulletin board.
Exit ticket: T asks Ls two questions from the guided writing and tells them to provide complete
answers.

122

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Time

Integrated Mini-Project
Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to practice
English, not just those related to presentation.
Participating to negotiate: (5 or 10 minutes in week 1 or 2)

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

Reflective Teaching
What didn’t work well

What worked well

How to
improve

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

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

Learner Self-Assessment
I can…

Yes

In
progress

No

ask and answer questions about favorite sports, places to
practice them, equipment needed, outstanding players and
achievements.
invite others to practice or attend different sports.
extract the most important points in a straightforward

123

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
conversation, story, account or presentation accompanied
by drawings and/or diagrams.
use simple sentences and expressions to describe sports,
videogames and leisure activities.
use simple sentences and expressions to describe sports,
videogames and leisure activities
show how I have worked with others this week.

Resource Section
https://www.google.com/search?biw=1600&bih=794&tbm=isch&sa=1&ei=7TiLWpKVBqaE5wKFsre4BA&q=sports+pictures&oq=sports+pictures&gs_
l=psy- b.1.0.0j0i30k1l9.1805230.1811094.0.1816699.52.27.0.2.2.0.124.2482.1j22

http://www.elllo.org/english/0701/T740-Keren-Healthy.htm

124

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

125

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Didactic Planning
Week # 3
Level: 8th
Domain: Socio-Interpersonal

Unit: 2
Scenario: Let the Good Times Roll!

Theme: Ready to play: Tell me the rules

Enduring Understanding: Sports provide opportunities for personal enjoyment, challenge, self-expression and social interaction.
Essential Question: How can sports provide a wide range of lifelong benefits and enjoyment?
Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

Function
- Describing different sports, their rules, indoor
and outdoor activities.

Psychosocial

Gerunds
 Dancing is a great way to keep in shape.
 Camping on the beach is a wonderful experience.
Can
 Can you play soccer?
 Yes, I can
 Can she swim?

Vocabulary

Discourse Markers




Linkers: Sequential past time
First, then, after that, finally



Being aware of one’s strengths and weaknesses regarding sports
and activities.
Recognizing importance of sports to have a sense of belonging
within a group.

Proverbs / Quotes
at this stage in the game
ball is in your court

Ready to play: Tell me the rules.
 Rules to play sports and videogames

Phonology


Two-syllable and compound words including consonant blends.

126

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
(bl, st, and tr)

Assessment
Strategies &
Evidences

Time

Didactic Sequence Mediation

Learner can

Total:
120 min
(3 lessons)

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

5 minutes

Participating
Warm- up
T asks Ls to get in groups of three or four to complete a survey in the groups. Ls will ask each other
questions related to their likes and dislikes to complete a chart using questions such as: Who likes
dancing/playing video games? / Do you play X-Box 360 games/ any sports? / Do you like sports? / What
kind of sports /videogames do you like?. T will draw the chart on the board and will elicit some information
from the Ls in the groups to complete it.

Classmate´s name

Like(s) dancing

Like(s) videogames

Like(s) sports

10 minutes

Favorite
sports/
videogames

127

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Engaging
Activation of prior knowledge
10 minutes
In this activity, several Ls will be asked to sit in the "Hot Seat" and answer questions. T will paste some
sticky notes underneath studentchairs so that they are hidden from view. Then,T will tell Ls that several
of them are sitting on "Hot Seats" and will be asked to answer questions related to sports and leisure
activities . T will also tell sts to check their chairs for the strategically placed sticky notes. Sts who have
questions on sticky notes will then take turns reading the question and attempting to provide an answer.
Due to the nature of this motivational activity, these should be questions that students are able to answer.
Some sample questions are : Do you like playing soccer?/ Can you play soccer?/ Can you swim?/

Introducing
T introduces the new grammar and sentence frames related to the use of gerunds (same function as a
noun) as the subject of a sentence with some pictures and examples on the board :
Dancing is a great way to keep in shape.
Camping on the beach is a wonderful experience

15 minutes

128

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Besides, T introduces the use of
can to talk about abilily with some
pictures and examples on the
board:
Can you play soccer?
Yes, I can/ No , I can´t
Can she swim?
Yes, she can / No, she can´t

Vocabulary
Teacher introduces new vocabulary words related to rules to play sports and videogames using the
board and a video to illustrate. T writes the phrases on the board. See link below:

5 minutes

https://youtu.be/c1LrqpzEqO0







Follow the rules
It´s my turn
My turn is over.
To handle complaints
Fair play
Play by the rules

129

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Phonology
T introduces the two-syllable and compound words including consonant blends (bl, st, and tr).

10 minutes
Recognition
T writes the following sentences on the board and models their pronunciation putting special emphasis
on the initial sounds
blow, street, Travis , Tracy
Articulation
Students take turns saying sentences containing consonant blends.
Travis is playing ball on the market street.
Tracy likes blowing and flying balloons

Practice/ Production
Students look up words in an online dictionary (with their cellphones). Words are new two-syllable and
compound words including consonant blends (bl,st and tr). Then, repeat them in pairs.

.
Assessment: L
recognizes the main idea
and two or three specific
details.

R.3. understand the
main idea and two or
three details in texts
written in simple
language using high
frequency words
and/or words
recognized from other
known languages.

Reading for the first time
T passes out the reading about 2017 Pan American Slalom Championship. Ls read the passage in
groups of four.
Pair/Group feedback
Ls asks each other in the groups what they understood about the reading.

15 minutes

Reading for the second time
Ls re-read passage and answer comprehension questions such as: What is the main idea of the
passage?/ Where will be the competition held? / When will be the competition held?/ How many
countries will participate?/ What is the sport mentioned in the reading?

130

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Post-reading
T reviews and checks comprehension questions with students

Written production
Assessment: L prepares
simple reminders or notes
regarding sports
,videogames and leisure
activities

W.2. prepare simple
reminders or notes
regarding sports or
videogames for
personal use (e.g.,
notes, agendas,
calendars).

T introduces linkers: for sequential past time ( First, then, after that, finally).
Pre-writing
Sts interview some classmates asking questions about a video game they used to play when they
were little)

25 minutes

Drafting
Sts choose one video game they most have in common and then write an set of instructions to
play it using the linkers introduced by the teacher.
Revising
T monitors and checks to make sure that Ls' set instructions are correct and complete.

Editing
Ls exchange their papers with a classmate, and check each other's sets of instructions for
comprehension and correctness.
Publishing (Post -task)
Ls make up a drawing of the videogame and write the set of instructions to play it using linkers.

131

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Assessment: L explains
briefly a sport, a sports
team, or a videogame
he/she knows well.

SP.2. explain briefly a
sport, a sports team, a
videogame he/she
knows well.

Planning / Organizing
Ls briefly explain in groups a sport they know well . Ls must include information about:
Numbers of players, type of sport, outfit, and implements to play/practice it , place to play /practice it, etc

25 minutes
Rehearsing
Sts get in groups and present each other ´s work for group interaction and practice.
Producing
T asks two or three groups to present their work for the whole class.
Post- task
T reviews the pronunciation of some words and specific words to refer to sports

Integrated Mini-Project
Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to practice
English, not just those related to presentation.
Thinking for planning: (5 or 10 minutes in week 3 or 4

Time
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

132

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Enduring Understanding Reflection
How well did the learners progress in their understanding of the Enduring Understanding?

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

Learner Self-Assessment
I can…

Yes

In
progress

No

recognize the main idea and two or three specific details.
prepare simple reminders or notes regarding sports or
videogames for personal use (e.g., notes, agendas,
calendars).
explain briefly a sport, a sports team, or a videogame
he/she knows well.
Resource Section

2017 Pan American Slalom Championship
Place: Río Pejibaye, Jiménez de Cartago
Costa Rica will host the 2017 Pan American Slalom Championship. The Costa Rican Kayak and Canoe Federation (La Federación Costarricense de Kayak y
Canotaje, Fecokac in Spanish) announced that from October 16th to the 22nd, more than 15 countries will be represented in our country to compete in the
championship. This championship also marks the beginning of the 2020 Olympic Games.

133

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
The Pejibaye River in Jiménez, Cartago will be the setting of the event. Competitors will compete individually with departures every two minutes, and the
athlete with the best time, wins.
These types of activities promote the country as a sports and tourist destination in the region. At the moment, Canada, United States, Mexico, Guatemala,
Venezuela, Colombia, Peru, Chile, Argentina, Brazil, Paraguay, Bolivia, Uruguay, Ecuador, and Costa Rica are the countries confirmed for this Pan American
championship.
Source: https://www.visitcostarica.com/es/node/33662

134

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Didactic Planning
Week # 4
Level: 8th
Domain: Socio-Interpersonal

Unit: 2
Scenario: Let the Good Times Roll!

Theme: Up Close and Personal

Enduring Understanding: Sports provide opportunities for personal enjoyment, challenge, self-expression and social interaction.
Essential Question: How can sports provide a wide range of lifelong benefits and enjoyment?
Learn to Know
Grammar & Sentence Frames
Can/Could
 Can you play soccer with me on the weekend?
 Could you play with me at 3:00 pm?
 Yes, I can.
Verb + ing / infinitive: like / want / would like
 I (don’t) like going swimming.
 I (don’t) want to play soccer
 I would like to go to the match.

-

Learn to Do

Learn to Be and Live in Community

Function

Psychosocial

Describing sports´ unforgettable experiences.

.

Discourse Markers
Linkers: Sequential past time
There are certain rules in soccer. First, you cannot use your
hands. Then, you have to kick the ball with your feet. After that,
the player tries to pass the ball to other player. Finally, the winner
team is the one that scores a goal.



Respecting everyone’s opinions.



Identifying people´s behavior in different sports contexts.

Proverbs / Quotes

Vocabulary
Up close and personal: A day I´ll never forget
 Participating at national games and competitions
 Winning a competition.
 Winning a game
 Participating at a championship
 Winning a medal

Phonology


Review

135

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Assessment
Strategies &
Evidences

Didactic Sequence Mediation

Learner can

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

Time
Total:
120 min
(3 lessons)

5 minutes

Participating
Warm – up
T moves around the classroom asking questions to some Ls. For example, Can you play soccer
5 minutes
?/ Can you swim/ play volleyball? and completes a chart on the board as follows:
Student´s name

Can

Can´t

Then T asks some Ls to report on some of their classmates´ information orally
Engaging
Activation of prior knowledge

10 minutes

T asks Ls to think about an unforgettable experience related to sports. Then, Ls complete the
chart below with information of their own in their notebooks .

136

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Student´s name

Name of
sport

Year it
happened

Who was with
me ?

Why
unforgettable
?

T asks for some volunteer students to share their information by eliciting information from
them.

Introducing
T introduces the structure: Verb + ing / infinitive for like / want / would like to talk
about likes and dislikes and possibilities. T writes some examples on the board such as:

15 minutes

I (don’t) like going swimming.
I (don’t) want to play soccer
I would like to go to the match.
*T can also use images with the sample sentences. T also models the pronunciation of
the auxiliary “would”
Vocabulary
T introduces the following vocabulary words on the board:
- Win
- Lose
- Participate
- Compete
- Championship
- Medal

137

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
- Prize
- Game
- Competition
After that, T models the pronunciation of the words.
5 minutes
Phonology
Review
Ls take turns saying sentences with consonant blends. For example:
Travis is playing ball on the market street.
Tracy likes blowing and flying balloons

Assessment: L
recognizes most of what
occurs in a well-structured
short story and the story’s
main characters

R.4. understand
most of what occurs
in a well-structured
short story and the
story’s main
characters

20 minutes
Reading for the first time
T projects on the board or make copies of the story “the Big Match” by Pedro Pablo
Sacristán . https://freestoriesforkids.com/children/stories-and-tales/big-match. Ls read
the passage in groups of three.
Pair/Group feedback
Ls asks each other in the groups what they understood about short story and what the
liked the most about the story.
Reading for the second time
Ls re-read story and answer comprehension questions such as: What happened in the

138

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
beginning of the story?/ Who are the characters ? What happened in the end?
Post-reading
T and students talk about the main events of the short story and the characters.

Assessment: L
recognizes important
information from audio
texts (e.g., sports
announcements, sports
scores) provided the
message is delivered
clearly.

L.2. extract
important
information from
audio texts (e.g.,
sports
announcements,
sports scores)
provided the
message is
delivered clearly.

Pre –listening

15 minutes

T introduces words related to sports announcements for students enrolled in a high
school in the UK:
-sign- up
-upcoming
-limited spots
-postpone
-date set
-venue
-bring a change
-upcoming trials
-trial registration

139

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Listening for the first time
Ls listen to the sports announcements. See link below:
https://www.youtube.com/watch?v=frmT3QO6_cU
Pair/Group feedback
Ls asks each other what they understood from the announcement.
Listening for the second time
Ls listen for the second time and answer the following questions:
What sports are mentioned in the announcements?/ When do term 2 sport registration close?/
What event was cancelled? / Where can we get information of upcoming events?
Post-listening
T checks answers with students orally. Then T asks students about the sports they would like to
register for trials and why?

Assessment: L writes an
introduction or conclusion
to a story with the help of a
dictionary.

W.3. write an
introduction or
conclusion to a story
with the help of a
dictionary, checking
written sentences to
look for mistakes
(e.g., subject-verb
agreement,
capitalization,
spelling, basic
punctuation etc.).

Written production
T introduces linkers: for sequential past time ( First, then, after that, finally).

20 minutes

Pre-writing
Sts interview some classmates asking questions about a unforgettable sports story. Name of
sport / Year it happened / Who was with you ? Why unforgettable?
Drafting

140

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Sts in groups choose a sport unforgettable sports story they most have in common and
then write an introduction or conclusion with the help of a dictionary.
Revising
T monitors and checks to make sure that Ls' sentences are correct and complete ; e. g.,
subject-verb agreement, capitalization, spelling, basic punctuation etc.
Editing
Ls exchange their papers with other groups, and check each other's stories for completion
and correctness.
Publishing (Post -task)
Each group draws a picture sequence of the story and present it in front of the class.
Assessment: L describes
a day he/she will never
forget in sports.

SP.1. describe a
day in sports
he/she will never
forget.

Planning / Organizing
Ls describe in groups a day in sports they will never forget. Ls must include information
related to:

25 minutes

Name of sport, day/year it happened, participants, a sequence of events( beginning, middle and
end)

Rehearsing
Sts practice in the groups paying attention to the whole structure of the presentation.
Producing
T asks the groups to present their descriptions in front of the class.

141

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Post- task
T reviews the pronunciation of some verbs and the use of some phrases and structures
to refer to past events

Integrated Mini-Project
Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to practice
English, not just those related to presentation.
Thinking for planning: (5 or 10 minutes in week 3 or 4)

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

Reflective Teaching
What worked well

What didn’t work well

How to
improve

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

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.)

142

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Learner Self-Assessment
I can…

In
progress

Yes

No

recognize most of what occurs in a well-structured short
story and the story’s main characters
recognize important information from audio texts (e.g.,
sports announcements, sports scores) provided the
message is delivered clearly.
write an introduction or conclusion to a story with the help
of a dictionary.
describe a day I will never forget in sports.

Didactic Planning
Weeks 5 and 6
Review and Integrated Mini-Project
Level: 8th

Unit 2: Let the Good Times Roll!.

Enduring Understanding: School is a special place where learners have a sense of belonging, feel cared for, like to learn, and participate.
Essential Question: What makes our high school a special place?
Learn to Know
Grammar & Sentence Frame
 Did Ls use all sentence frames?
Vocabulary

Learn to Do
Function
 Did Ls use all functions?

Learn to Be and Live in Community



Psychosocial
Did Ls show evidence of …
Willingness to cooperate in teamwork.

Discourse Markers

143

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
 Did Ls say aloud and write all vocabulary?
Phonology
 Did Ls recognize, articulate, practice and
produce phonological sounds?
Assessment
Strategies &
Evidences
 Did Ls achieve
all learning
outcomes?

Sociocultural
 Did Ls practice connecting words: and, but,
because?
 Respecting his/her school, classmates and teachers
 Did Ls practice idioms and quotes?

Didactic Sequence Mediation
Learner can
 Can Ls do all
tasks?

Options
 Personal lapbooking, mobile,
collage.
 Self-portrait presentation using
technology or cardboard.
 Storytelling using TPR in groups

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

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

Integrated Mini-Project

Time
Total:
120 min
(3 lessons)

All of week
5 or 6

Time

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

144

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

145

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Level 8th

Unit 3
CEF level to be reached: A2
Scenario: Something to Celebrate!

Enduring Understanding
Essential Question

Celebrations, festivals and traditions reflect people’s cultural identity.
Why is it important to celebrate special dates?
Assessment and Goals

Week 1

Week 2

Week 3

Week 4

Weeks 5/6

Assessment: L recognizes main
information in short,
straightforward audio.
L.1. understand main
information in short,
straightforward audio messages
if these messages are delivered
slowly and clearly (e.g., holidays
and celebrations).

Assessment: L recognizes
main information in short,
straightforward audio.
L.1. understand main
information in short,
straightforward audio
messages if these messages
are delivered slowly and
clearly (e.g., holidays and
celebrations).

Assessment: L discriminates a set
of clear-cut instructions (e.g., what
to do if you attend a festival or
celebration), especially if there are
pictures.
R.2. follow a set of clear-cut
instructions (e.g., what to do if you
attend a festival or celebration),
especially if there are pictures.

Assessment: L distinguishes specific
details in an audio advertisement if it is
delivered clearly and concerns a
product and/or service of interest to the
student.
L.2. understand specific details in an
audio advertisement if it is delivered
clearly and related to his/her interest.

Assessment

Assessment: L asks and
answers about local holidays,
celebrations and festivals.
SI.1. ask and answer about local
holidays, celebrations and
festivals.
Assessment: L describes what
he/she did on his/her last holiday.
SP.2. describe what he/she did
on his/her last holiday,
individually.

Assessment: L asks and
answers about holidays and
festivals in Latin America and
around the World.
SI.2. ask and answer about
holidays and festivals in
Costa Rica, Latin America
and around the World.
Assessment: L accepts or
refuses invitations politely.
SI.3. accept or refuse
invitations politely.
Assessment: L …

Assessment: L distinguishes
chronological order within special
sentence structures.
R.3. understand chronological
order within special sentence
structures using linkers:
sequential past time.
Assessment: L asks and answers
about holidays and festivals in Latin
America and around the world.
SI.2. ask and answer about
holidays and festivals in Costa
Rica, Latin America and around
the World.

Anecdotal reports/rubrics/ instruments for self and coassessment

Assessment: L recognizes the gist of
overheard conversations generally.
L.3. understand the gist of
overheard conversations generally.
Assessment: L …
W.2. write a text message or a
postcard/e-postcard to friends to
give news about holidays, festivals
or celebrations, checking written
sentences to look for mistakes (e.g.
subject-verb agreement,
capitalization, spelling, basic
punctuation etc.).

Suggested Integrated Mini project
A holiday fair (a selected Costa Rica, Latin
America or the rest of the world
holiday/festival/celebration, including where it is
celebrated, when it is celebrated, history,
activities people do and traditions, food).
A storytelling of the most memorable holiday

Assessment: L describes holidays,

146

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
W.1. write short messages,
for example to make or
change an invitation or an
appointment to meet on a
holiday, a festival, or a
celebration.

Assessment: L describes holidays,
celebrations and festivals in
general.
SP.1. describe a holiday,
celebration and festival in a short
presentation, prepared in advance
but not read, in pair-share or
small group.

celebrations and festivals in general.
SP.1. describe a holiday, celebration
and festival in a short presentation,
prepared in advance but not read, in
pair-share or small group.

Phonology Goal for Each Week
Assessment: L identifies English language sounds using knowledge in phonics, syllabification and word parts.
R.1. identify and manipulate English language sounds using knowledge in phonics, syllabification, and word parts.
Theme
Let’s celebrate:
Holidays with My Family

-

Function
Describing different ways of
celebrating holidays in my
family.
Discourse Markers
Linkers: Sequential past time

Theme
Let’s celebrate:
Latin American Holidays and
Festivals
Function
- Describing what people do
in order to celebrate
different holidays in Latin
America.
Discourse Markers

Theme
Let’s celebrate:
Holidays and Festivals around the
World
Function
- Describing the most important
celebrations and festivals all
around the world.

Theme
A holiday to remember:
One of my favorites

Discourse Markers

Discourse Markers

Linkers: Sequential past time
First, Then, After, Finally

Linkers: Sequential past time
First, Then, After, Finally

Linkers: Sequential past time
First, Then, After, Finally

-

Function
Describing my favorite
celebration or festival.

holiday

Yesterday we celebrated
Independence Day. First, we
attended a school ceremony and
sang the national anthem. Then,
we went to see the parades. After
that, we went back home. Finally,
we went to bed.
Grammar & Sentence Frames

-

Grammar &Sentence Frames

Grammar & Sentence Frames

Grammar & Sentence Frames

Simple Present
Information-Yes/no questions
 People gather to celebrate.
 Do you like Easter week?
 How do people celebrate
Christmas?

Past Continuous
Yes/no and Information
Questions
 What were they doing at the
festival?
 People were drinking and

Simple Present
Information-Yes/no questions
 People gather to celebrate.
 Do you like Easter week?
 How do people celebrate
Christmas?

Simple Past Yes/No and Information
Questions
 What did you do on your last
holiday celebration?
 I gathered with my family.
 Did you enjoy it?

147

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Simple Past (was-were)
 Who was at the festival?
 Were you at the festival?
 Yes, I was.



Phonology


Practicing digraphs (th, sh, ph)

Phonology


Vocabulary

-

Let’s Celebrate:
Holiday with my family
Bullfights, live music, folk
dancing, carnival with rides,
games, parade, concerts,
fireworks,
ox-cart parade and
procession, hand carved
masks, traditional costumes
rodeo, street fairs, traditional
food, beauty contest, live
music and sporting events.

having fun.
What was she doing?

-

Practicing digraphs (th, sh,
ph)
Vocabulary
Let´s celebrate:
Latin American holidays.
party, flatbed trucks, bands,
parade of floats, the
crowning of Miss Carnival,
African-inspired dances,
music, dance, costumes,
masks, fireworks, concerts,
religious ceremonies,
barbecues, traditional
dances, and bonfires.



Psycho-social
Valuing own local cultural
identities.



Sociocultural
Respecting cultural
differences.



Social Language Samples
get-together



Idioms
carnival atmosphere


Zero Conditional
 If you go to a parade, bring
comfortable clothes.
 If you go to the festival, try new
food.
 If you go to the carnival, bring
your camera.
Phonology


Phonology
Review

Vocabulary

-






Simple Past (was-were)
 Who was at the festival?
 Were you at the festival?
 Yes, I was.

Practicing digraphs (th, sh, ph)

Let´s celebrate:
Holidays around the world
Carnival in Rio de Janeiro,
Brazil, parade, samba,
costumes, dance decorations,
Chinese New Year, China,
play, costumes, fireworks.Yi
Peng Lantern Festival,
Thailand. Buddhist merit,
floating lights, The Carnival of
Venice, Italy, Venetian masks,
carnival, theaters troupes. La
Tomatina, Throw tomatoes,
Christmas, New Year,
Thanksgiving, Easter,
Halloween.
Sociocultural
Respecting festivals, holidays
and traditions of my country
and others.
Social Language Samples
“Enjoy the holidays!”

Yes, I did.

Vocabulary






Recycle vocabulary from previous
weeks.

Quotes
The more you praise and celebrate
your life, the more there is in life to
celebrate. – Oprah Winfrey
Social Language Samples
“Let’s party tonight!”

Idioms
social butterfly

148

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Didactic Planning
Week # 1
Level: 8th

Unit: 3

Domain: Social- interpersonal
Scenario: Something to celebrate
Social- transactional
Enduring Understanding: Celebrations, festivals and traditions reflect people’s cultural identity.
Essential Question: Why is it important to celebrate special dates?
Learn to Know
Grammar & Sentence Frames
Simple Present
Information-Yes/no questions
 People gather to celebrate.
 Do you like Easter week?
 How do people celebrate Christmas?
Simple Past (was-were)
 Who was at the festival?
 Were you at the festival?
 Yes, I was
Vocabulary
Let’s Celebrate:
Holiday with my family
Bullfights, live music, folk dancing, carnival with
rides, games, parade, concerts, fireworks,
ox-cart parade and procession, hand carved

Learn to Do

Learn to Be and Live in Community

Function
Describing different
holidays in my family.

ways

Psychosocial
 Valuing own local cultural identities.
of

Discourse Markers
Linkers: Sequential past time

Theme: Let’s celebrate: Holidays with My
Family

celebrating

Proverbs/Quotes
Social Language Samples
 get-together

Yesterday we celebrated Independence Day.
First, we attended a school ceremony and
 social butterfly
sang the national anthem. Then, we went to
see the parades. After that, we went back
home. Finally, we went to bed.

Idioms

149

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
masks, traditional costumes rodeo, street fairs,
traditional food, beauty contest, live music and
sporting events.
Phonology
Practicing digraphs (th, sh, ph)
Assessment
Strategies &
Evidences

Learner can

Didactic Sequence Mediation
Pre-teaching
Routine: Checking attendance, checking in with Ls, posting and reviewing Essential
Question, Can Do’s, and class agenda, etc.
Participating
Warm upT says “My name is María and I like ____________ (celebration)”, then, she

Time
Total:
120 min
(3 lessons)

5 minutes

tosses the ball and Ls toss the ball using the same phrase with different celebration.
5 minutes
Engaging
Activation of prior knowledge: T divides the board in three columns (holidays, celebrations,
and festivals). T explains what a holiday is, what a celebration is, and what a festival is. T elicits
which Costa Rican holidays, celebrations, and festivals are being shown in the pictures
(flashcards).

5 minutes

Introducing
Using the pictures given, T introduces some information about some holidays, celebrations and
festivals. For example: There are bullfights in Zapote. People eat tamales on Christmas. On
Independence Day, we have parades.
L recognizes main
information in short,
straightforward audio.

L.1. understand
main
information in
short,
straightforward

Pre- listening
Ls are given a chart as follows.
Student’s name
Birthday

25
minutes

150

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
audio messages
if these
messages are
delivered slowly
and clearly
(e.g., holidays
and
celebrations).

T writes on board: What’s your name? /When is your birthday?
T encourages learners to walk around asking and answering the questions until the chart is
complete.
Listening for first time
Ls listen to the audio once http://www.esl-lab.com/birthday/birthdayrd1.htm; after that, T gives
the multiple-choice worksheet.
Pair/group feedback
Ls report the answers as a whole class activity.
Listen for the second time
T writes the following statements on the board.
_____ cut the cake
_____play freeze tag
_____ light the candles
_____ blow the candles
Ls listen to the audio and number the correct sequence.
Post listening
T makes random questions such as: Do you like cake? How old are you? Do make a wish
when you blow out the candle? Who do you celebrate your birthday with? Where do you go on
your birthday? Make sure all learners participate.
30

L asks and answers
about local holidays,
celebrations and
festivals.

SI.1. ask and
answer about
local holidays,
celebrations and
festivals.

Checking
T asks learners to mention celebrations they commemorate with their families.
Planning
T explains the students will listen to a description of how the teacher’s family and relatives
celebrate Mother’s Day.
On our last Mother’s Day, we had different activities. First, my son woke me up early to have

minutes

151

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
breakfast in bed. Later, he gave me a cookie jar he made at school. After that, we went to my
mother’s house to have lunch with other relatives and my grandma. We ate mashed potatoes,
vegetables, and meat. Next, we gathered together in the living room to see some photos on the
digital projector. Finally, we had a wonderful time and came back home at 9:00 pm.
Using
Ls list the verbs and the activities they hear.

Elaborating
Ls are given a handout. Ls answer the questions based on their last celebrations.
Questions
Your answers
Classmate’s answer
1. What did you do
on ___________?
2. What did you
eat?
3. Where did you
go?
4. Who did you go
with?
5. What did you
see?

152

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
6. What activities
did you do?
Interacting
Ls get in pairs to ask and answer questions with their classmates.

L describes what
he/she did on his/her
last holiday.

Planning
T gives the flashcards used in the warm up. Ls get in pairs to prepare a description of a
celebration/holiday/festival given.
Organizing
SP.2. describe Using the handout from the previous task and the following template, learners write about their
what he/she did last holiday/celebration/festival.
on his/her last
holiday,
individually.

HOLIDAY, CELEBRATION OR FESTIVAL

30
minutes

First,
Second,
After that,
Then,
Finally,
Rehearsing
Ls rehearse the presentation in pairs. T goes around the class helping them.
Description
Ls present their celebration/holiday/festival orally in front of the class.

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

Time
Adjust
previous
times listed
above to

153

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
allow 5 min
each week.

Participating to negotiate: (5 or 10 minutes in week 1 or 2)

Group
presentations
can be week
5 or 6.

Reflective Teaching
What didn’t work well

What worked well

How to
improve

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

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

Learner Self-Assessment
I can…

Yes

In
progress

No

recognize main information in audios.
ask and answer questions about local holidays, celebrations and
festivals.
describe what I did on my last holiday
show how I have worked with others this week.

Resource Section

154

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

155

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Didactic Planning
Week # 2
Level: 8th
Domain: Socio-transactional

Unit: 3
Scenario: Something to Celebrate!

Theme: Let’s celebrate: Latin American
Holidays and Festivals

Enduring Understanding: Celebrations, festivals, and traditions reflect people’s cultural identity.
Essential Question: Why is it important to celebrate special dates?
Learn to Know
Grammar & Sentence Frames
Past Continuous
Yes/no and Information Questions
 What were they doing at the festival?
 People were drinking and having fun.
 What was she doing?

Vocabulary
Let´s celebrate:
Latin American holidays.
party, flatbed trucks, bands, parade of floats,
the crowning of Miss Carnival, African-inspired
dances, music, dance, costumes, masks,
fireworks, concerts, religious ceremonies,
barbecues, traditional dances, and bonfires.
Phonology
Practicing digraphs (th, sh, ph)

Learn to Do

Learn to Be and Live in Community

Function

Psychosocial

Describing what people do in order to celebrate
different holidays in Latin America.

Discourse Markers
Linkers: Sequential past time
First, Then, After, Finally

Respecting cultural differences

Proverbs/Quotes
carnival atmosphere

156

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Assessment
Strategies &
Evidences

Learner can

Didactic Sequence Mediation
Pre-teaching
Routine: Checking attendance, checking in with Ls, posting and reviewing Essential Question,
Can Do’s, and class agenda, etc.
Participating
Warm upLs watch the video “Merry Melodies”
https://www.youtube.com/watch?v=nQbN8TFjW9I . Then, T writes the following questions on

Time
Total:
120 min
(3 lessons)

5 minutes

7 minutes

the board. What were they celebrating?
1. What were they drinking?
2. What were they eating?
3. What were they doing with the Christmas tree?
4. What were they wearing?
5. What other things were they doing?
Ls watch the video again to find the answers. T writes the vocabulary on the board.

L recognizes main
information in short,
straightforward
audio.

Engaging
T asks learner about what other celebrations they know besides Christmas and write them on
the board.

3 minutes

Introducing
T presents and reads aloud the video “Top 10 celebrations around the World 2015”.
https://www.youtube.com/watch?v=e-QhQRNkxBQ

5 minutes

L.1.
understand
main
Planning
information in
short,
Pre- listening
straightforward
Ls are given a puzzle. Ls should identify key words related to New Year’s Eve.

157

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
audio
messages if
these
messages are
delivered
slowly and
clearly (e.g.,
holidays and
celebrations).

Eve, New Year, count down, fireworks, resolutions, plans, dinner, music, welcome, celebrate
E
A
E
T
N
I
E
V
E
U
V
E
I
E
M
O
C
L
E
W
N
W
O
D
T
N
U
O
C
M
M
C
T
V
B
O
N
F
I
U
R
N
E
W
Y
E
A
R
U
S
E
Y
E
L
C
A
M
P
I
I
I
T
S
L
E
E
Y
I
P
C
S
T
S
A
S
B
T
M
I
N
F
I
R
E
W
O
R
K
S
Y
O
O
U
T
C
S
N
A
L
P
O
D
I
N
N
E
R
G
T
N
T
F
E
S
R
T
V
T
M
E
Listening for the first time
Ls listen to the audio http://www.dailyesl.com/new-years.htm and report how many words from
the puzzle they hear in the audio.
Pair/Group feedback
25
T writes down the following statements on the board. Ls complete the gaps in pairs
minutes
1. New Year's Day is the day when people _____________ the beginning of a new year.
2. On New Year's Eve, family and friends often get together for ________________ or have a
______________to welcome in the new year.
3. People often ____________the hours, minutes, and seconds before the new year arrives.
4. They set off ________________
5. People often make new year's _______________to accomplish.
Listening for the second time

158

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

L asks and answers
about holidays and
festivals in Latin
America and
around the World.

Ls listen to the audio again.
Post-listening
T writes down the following questions on the board. Ls get in pairs to answer them by writing
sentences.
How do people in your country celebrate New Year’s Eve?
What foods do people prepare?
What activities do people participate in?
What meaning does this day have for them?
SI.2. ask and Checking
answer about
Ls get in groups of five people (they can work on the floor or at their tables). Ls are given a
holidays and set of cards to play memory game.
festivals in
Planning
Costa Rica,
Ls watch the video “Top 10 celebrations around the World 2015.
Latin America https://www.youtube.com/watch?v=e-QhQRNkxBQ
and around the
Ls match the countries with their celebrations
World.
Matching
Country
Celebration
Brazil
(
)
Oktober Festival
Germany

(

)

La Tomatina

China

(

)

Halloween

Ireland

(

)

Burning Man Festival

Thailand

(

)

Rio de Jainero Carnival

Italy

(

)

Yi Peng Lantern Festival

United States

(

)

Chinese New Year

Spain

(

)

Saint Patrick’s Day

30
minutes

159

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Nevada, USA
India

(
(

)
)

Holi
Carnival in Venice

Using
Ls are given a handout to complete. It is based on the video about the 10
celebrations.
How is it celebrated?
Oktober Festival
La Tomatina
Halloween
Burning Man Festival
Rio de Jainero Carnival
Yi Peng Lantern Festival
Chinese New Year
Saint Patrick’s Day
Holi
Carnival in Venice
Elaborating
T places some pictures around the room and outside it. Ls walk around in pairs to ask and
answer the following questions. Learners have to write down the answers.
Questions:
What were people wearing?
What were people doing?
What were people eating?

160

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Interacting
T asks the questions orally for the learners to participate and report what they have written
about the celebrations.
L accepts or
refuses invitations
politely.

writes short
messages, for
example to make or
change an
invitation or an
appointment to
meet on a holiday,
a festival or a

SI.3. accept or
refuse
invitations
politely.

W.1. write short
messages, for
example to
make or change
an invitation or
an appointment
to meet on a
holiday, a

Checking
T asks learners which celebrations they have been invited to.
Planning
Ls sit down in pairs and the teacher gives a dialogue (there are four different situations)
Dialogue is taken from https://www.youtube.com/watch?v=vz5bJoVFJMA
In pairs, learners read the conversation given.
Using
Ls practice the conversation as a role play.
- Pool party
- Invitation to dinner
- Invitation to an office party
- Waiting for an invitation
Elaborating
If it’s necessary, learners can improve the dialogues by changing certain information and
using their own.
Interacting
Ls present the dialogues in front of the class.

20
minutes

Pre- writing
Ls complete the following chart by writing celebrations from Costa Rica and the world.
January

February

March

April

July

October

November

December

Drafting
Ls are given two empty post cards which should be completed with information about a
destination they went to.

161

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
celebration.

festival or a
celebration.

20
minutes
Destination: __________________________
Address: ____________________________
Body:
____________________________
Where you are? What you are doing? Where you are staying? What you already
did? Something interesting about the event.

Closing (Sincerely)

Revising
Ls get in groups of four to check their post cards
Editing
Ls correct the post cards and rewrite the information without mistakes.

Integrated Mini-Project
Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to practice
English, not just those related to presentation.
Participating to negotiate: (5 or 10 minutes in week 1 or 2)

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

162

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Reflective Teaching
What didn’t work well

What worked well

How to
improve

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

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

Learner Self-Assessment
I can…

Yes

In
progress

No

recognize main information in short audios.
ask and answer questions about holidays and festivals in
Latin America and around the World.
accept or refuse invitations
write short messages, for example to make or change an
invitation or an appointment to meet on a holiday, a festival
or a celebration.
show how I have worked with others this week.

163

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Resource Section
MEMORY
GERMANY

BRAZIL

YI PENG LANTERN
FESTIVAL

THAILAND

OKTOBERFEST

CHINESE NEW YEAR

CHINA

CARNIVAL RIO DE
JANEIRO

SAINT PATRICK’S DAY

IRELAND

HALLOWEEN

UNITED STATES

SPAIN

LA TOMATINA
ITALY
CARNIVAL IN VENICE

BURNING MAN
FESTIVAL

NEVADA, UNITED
STATES
HOLI

INDIA

164

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
PICTURES

165

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

166

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

167

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Didactic Planning
Week # 3
Level: 8th
Domain: socio-transactional

Unit: 3
Scenario: Something to Celebrate!

Theme: Let’s celebrate: Holidays and
Festivals around the World

Enduring Understanding: Celebrations, festivals, and traditions reflect people’s cultural identity.
Essential Question: Why is it important to celebrate special dates?
Learn to Know
Grammar & Sentence Frames

Learn to Do

Learn to Be and Live in Community

Function

Psychosocial

- Describing the most important celebrations
Simple Present
Information-Yes/no questions
 People gather to celebrate.
 Do you like Easter week?
 How do people celebrate Christmas?
Zero Conditional
 If you go to a parade, bring comfortable
clothes.
 If you go to the festival, try new food.
 If you go to the carnival, bring your camera

and festivals all around the world.

Discourse Markers
Linkers: Sequential past time
First, Then, After, Finally

 Respecting festivals, holidays and traditions of
my country and others.


Social Language Samples
“Enjoy the holidays!”
Proverbs/Quotes

Vocabulary
Let´s celebrate:
Holidays around the world
Carnival in Rio de Janeiro, Brazil, parade,
samba, costumes, dance decorations, Chinese

168

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
New Year, China, play, costumes, fireworks.Yi
Peng Lantern Festival, Thailand. Buddhist
merit, floating lights, The Carnival of Venice,
Italy, Venetian masks, carnival, theaters
troupes. La Tomatina, Throw tomatoes,
Christmas, New Year, Thanksgiving, Easter,
Halloween.
Phonology
Practicing digraphs (th, sh, ph)
Assessment
Strategies &
Learner can
Evidences

Didactic Sequence Mediation

Pre-teaching
Routine: Checking attendance, checking in with Ls, posting and reviewing Essential
Question, Can Do’s, and class agenda, etc.
Participating
Warm upLs complete a crossword puzzle related to different festivals around the world.
Engaging
T asks learners to complete a page named “celebrations”. Ls write down examples of
celebrations around the world.
Introducing
T reviews some celebrations gotten from the pages.
Planning
L discriminates a

R.2. follow a

Pre- reading
Ls are given a page named “pre – reading activity” to guess a country. After that, T asks

Time
Total:
120 min
(3 lessons)

5 minutes

7 minutes

6 minutes

3 minutes

4 minutes

169

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
set of clear-cut
instructions (e.g.,
what to do if you
attend a festival or
celebration),
especially if there
are pictures.

set of clear-cut learners to provide the name of a famous festival that country has annually.
instructions
Look at the pictures and write down the country they belong to.
(e.g., what to
Events
do if you attend
a festival or
celebration),
especially if
there are
pictures.

This country is

____________________________

People like to celebrate
______________

20
minutes

170

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Reading first time
T reads some facts about Rio de Janeiro. After that, learners are given some pictures
they must number according to the reading sequence.
If you are going to Rio de Janeiro, you can enjoy….

Sambadrome

5 days long

Carnival
Balls

Judges
choose the
best samba
group

Pair feedback
Ls work in pairs to check their answer.
Reading for second time
Ls are given some questions they have to answer.
1. When do people celebrate the carnival?
2. What are three activities you can enjoy if you go to Rio de Janeiro?
3. Where does the Carnival Ball take place?
4. How does the Sambadrome finish?
Post reading
Ls check their answers. After that, T asks learners to describe some words: samba,
parade, balls, costumes, week-long. Also, T asks learners to describe the Rio carnival
and a Costa Rica carnival.
Pre-reading

171

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

L distinguishes
chronological
order within
special sentence
structures.

R.3.
understand
chronological
order within
special
sentence
structures
using linkers:
sequential past
time

T projects an image about funny names based on Saint Patrick. Individually, Ls say
their new names. T asks learners to provide information about Saint Patrick’s Day.
Reading for first time
Ls are given a page about Saint Patrick’s Day. Based on that reading, learners should
match the following information by writing down the correct letter in each parenthesis.

30
minutes

Matching
On March 17th

_____________

The first Saint Patrick’s
parade was _____
The clover represents _____
Since 1962 ______
Then, in 2007 _______
People usually eat _______
Finally, leprechauns

(
)
(

)

(
(
(
(

)
)
)
)

(

)

a. People started to dye Chicago’s
river.
b. Residents from USA claimed
their Irish legacy.
c. in New York city
d. cabbage and corn beef
e. are symbols of this celebration.
f. People celebrate Saint Patrick’s
Day.
g. The Trinity (Father, Son, Holy
Spirit)

Pair feedback
Ls work in pairs to check their answer.
Reading for second time
Ls read the information again. After that, they have to complete the following gaps.
First, Saint Patrick began as a ____________________________.
Saint Patrick used to have a _________________________to explain the trinity.

172

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Then, in 1762 Americans started to celebrate with _____________________.
After that, in 1962, people dyed the river with a _______________color.
Later, in 2007 Americans claimed their____________________ ancestry.
Finally, people usually eat _________________________and ___________________.
Post reading
T asks learners to read aloud their answers. T asks learners about the importance of
celebrating Saint Patrick’s Day.

L asks and
answers about
holidays and
festivals in Latin
America and
around the World.

SI.2. ask and
answer about
holidays and
festivals in
Costa Rica,
Latin America
and around the
World.

Checking
T asks learners to mention celebrations, holidays or festivals around the world they
would like to participate in.
Planning
Ls are given a chart they have to complete based on their preferences.

30
minutes

Using
Ls choose one of the options from the chart to present the following conversation.
A. Hello ___________. Where are you going this time?
B. Hi. I am going to ____(country)__ to enjoy ____(festival/celebration).
A. Why do you like it?

173

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
B. It’s because ________(reason).
A. When is your travel?
B. It’s on ______(date).
A. Oh! What a nice experience.
B. Yes, I think it will be the best.
Elaborating
Ls should answer the following questions based on the previous answers.
1. Where/when does the celebration take place?
2. Why would you like to participate in it?
3. What would be your first activity?
4. What would you do after participating in the celebration/holiday/festival?
5. What would you like to do on your last day staying there?
Interacting
In pairs, learners share the answers gathered from the previous activity.

Task: Describing holidays/celebrations and festivals
Planning
: L describes
holidays,
celebrations and
festivals in general.

T lists some festivals around the world. In pairs, learners have to choose one to investigate.
SP.1. describe T is given a word document named “Festivals around the world” to get information about those
a holiday,
festivals.
celebration and
festival in a
short
Lists of festivals:
presentation,
 Wakakusa Yamayaki Festival
prepared in
 Sundance Film Festival
advance but
 Venice Carnival
not read, in
 Mardi Grass
pair-share or
 Holi
small group.

30
minutes

 SXSW
 King Day

174

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
 Snowbombing
 Songkran
 Stars of the White night
 Tomorrowland
 Edinburgh Fringe
 La Tomatina
 Oktoberfest
 Diwali
In pairs, learners are given the following chart. Ls have to complete it based on a
festival.
__________________________________ FESTIVAL

[Image]

When is it?

Where is it?

What do people
do?

Why is it
important?

Example:
WAKAKUSA YAMAYAKI FESTIVAL

175

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

When is it?

Where is it?

What do people
do?

Why is it
important?

Organizing
In pairs, learners prepare a presentation to expose the information they got.
Rehearsing
Ls practice their presentation.
Producing
Ls present the information in front of the class

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

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

Thinking for planning: (5 or 10 minutes in week 3 or 4)

Reflective Teaching
What worked well

What didn’t work well

How to

176

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
improve
Enduring Understanding Reflection
How well did the learners progress in their understanding of the Enduring Understanding?

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

Learner Self-Assessment
I can…

Yes

In
progress

No

discriminate instructions especially if there are pictures.
distinguish chronological order within special sentence
structures.
ask and answer questions about holidays and festivals in
Latin America and around the World.
describe holidays, celebrations and festivals.
show how I have worked with others this week.

177

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Didactic Planning
Week # 4
Level: 8th
Domain: socio-transactional

Unit: 3
Scenario: Something to Celebrate!

Theme: A holiday to remember: One of my
favorites

Enduring Understanding: Celebrations, festivals and traditions reflect people’s cultural identity.
Essential Question: Why is it important to celebrate special dates?
Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames
Function
Psychosocial
Simple Past Yes/No and Information Questions
 What did you do on your last holiday - Describing my favorite holiday celebration or
Proverbs/Quotes
festival.
celebration?

The
more
you
praise and celebrate your life,
 I gathered with my family.
Discourse Markers
the more there is in life to celebrate. – Oprah
 Did you enjoy it?
Linkers: Sequential past time
Winfrey
 Yes, I did.
First, Then, After, Finally
Simple Past (was-were)
Social Language Samples
 Who was at the festival?
 “Let’s party tonight!”
 Were you at the festival?
 Yes, I was.

Vocabulary
Recycle vocabulary from previous weeks.
Phonology
Review

178

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Assessment
Strategies &
Evidences

Didactic Sequence Mediation

Learner can

Time
Total:
120 min
(3 lessons)

Pre-teaching
Routine: Checking attendance, checking in with Ls, posting and reviewing Essential Question,
Can Do’s, and class agenda, etc.
Participating
Warm upT shows the pictures to ask the Ls if they know the product or the service. Tell some
extra information. Emphasize on pronunciation and repetition of the things they see in the pictures.
Engaging
T encourages students to tell orally where they can get those products or services. For
example: the TV, at appliance store , at supermarket , etc.
Introducing
T divides the board into two columns. Then shows the pictures of goods and services to clarify
the concept of both terms. Ls guess if the product shown is a good or a service.
GOODS

SERVICES

5 minutes

5 minutes

10
minutes

Planning
L distinguishes

L.2. understand

20
Pre- listening
Explain to the Ls many people like to rent DVDs or videos for entertainment. Others like to buy

179

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
specific details in
specific details
an audio
in an audio
advertisement if it is advertisement
delivered clearly
if it is delivered
and concerns a
clearly and
product and/or
related to
service of interest his/her interest
to the student.

DVDs either at a store or online. Ask Ls to write down as many types of movies that you can.
minutes
Discuss your preferences for each type of movie (e.g., love, like don't like, can't stand, hate)
Listening for the first time
T gives a set of red and green cards to each student. One of each color by student. And asks Ls
to pay attention if the woman likes or dislikes the types of movies.
Ls listen to the audio http://www.esl-lab.com/like1/like1.htm
Teacher will ask while Ls show the red card for dislike and the green card for like.
Action:
A. like
B. Dislike

2. Comedies:
A. like
B. dislike
3. Horror:
A. like
B. dislike
4. Love:
A. like
B. dislike
5. Foreign:

180

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
A. like
B. dislike
Pair/Group feedback
T writes down the following scramble statements on the board. Ls sit down in pairs and rewrite
them based on what they have heard.
1) kind/what/movies/like/you/of
2) like/comedies/you/do
3) violence/too/much
4) movies/she/about/action/is/crazy
5) foreign/like/films/I/really
Listening for the second time
Ls listen to the audio again to check.
Post-listening
T gives a copy of the script with blank to complete. Check it orally.
Man: Hey, Kathy. I'm (1)
to (2)

about renting a movie for tonight's party, and I want

what kind of movies you like.

Woman: Okay. What kind of movies do you have in mind?
Man: Well, what about (3)

movies?

181

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Woman: Ah, I don't really like action movies. Too much (4)

.

Man: Okay, do you like comedies?
Woman: Now, I do (5)

comedies.

Man: Fine. Well, what do you think of (6)
Woman: Uh . . . I'm not really (7)
are (8)

movies or love stories?
about horror movies, but love stories

fun to watch. Oh, and I really like (9)

Man: Okay. I'll go to the video store and see what I can (10)

L recognizes the
gist of overheard
conversations
generally.

films, too.
. Thanks

Pre- listening
L.3. understand
Using flashcards or a PP presentation the teacher recalls Costa Rican holidays and
the gist of
celebrations making the difference between what’s a holiday and what’s a celebration.
overheard
Listening for the first time
conversations
The teacher will play the following video and tell the students it’s a video about an American
generally
giving an opinion about Costa Rican Holidays.
https://www.youtube.com/watch?v=e4xlLXt6asQ
After the video was played, brainstorm some vocabulary they heard from the American.
Pair/Group feedback

30
minutes

182

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
T gives a sheet of paper with the following statements from the video. The statements must be
disorganized. Ask the Ls to sit in pairs and read aloud the options first and they will see the video
again to assign the correct order by using numbers from 1 to 8
Sentences (answer key):
1) At midnight they open gifts and there are fireworks.
2) For us, in the States, it’s a very quiet time.
3) Christmas Day everybody is just sleeping on or at the beaches.
4) My feeling of calm is destroyed with the noise.
5) There are many Christmas decorations.
6) New Year’s Day is like Christmas - lots of fire works.
7) On September 15, there are a lot of parades.
8) They don’t celebrate Halloween.
.
Listening for the second time
Ls watch the video again to correct the mistakes if they have made them
Post-listening
T checks the answers orally to let the Ls report and self-assess their answers and the order or
the opinions.
Written Production

Pre-writing
W.2. write a text
writes a text
T explains what a postcard is by showing a real post card or several of them with text on them.
message or a
message or a
T writes on the board the following questions:
postcard/e-postcard postcard/e- The place you stayed for that holiday, celebration or festival.
postcard to
to friends to give
- Food you ate
friends to give
news about

183

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
holidays, festivals
or celebrations,
checking written
sentences to look
for mistakes (e.g.
subject-verb
agreement,
capitalization,
spelling, basic
punctuation etc.).

news about
holidays,
festivals or
celebrations,
checking written
sentences to
look for mistakes
(e.g. subjectverb agreement,
capitalization,
spelling, basic
punctuation
etc.).

- Customs you experienced
- People you met
- Activities you did
30
- Best and worst moments
T explains by using an example of a holiday the Ls will not use. Can be by drawing a post card on minutes
the board and complete it with the ideas or with a previously made postcard you can project.
Drafting
Ask the Ls to write on a paper a draft of their postcard following the same order of ideas written
on the board/displayed.
Revising
T will be passing one by one trying to advise and guide Ls to self-correct the mistakes.
Editing
T will distribute the postcard template to the Ls. They were previously asked to choose a holiday,
celebration or festival and looked-for images related to it. So, they can customize their own
postcard
Publishing
Ls will write their postcards with no mistakes to deliver to the teacher.
Option: if possible find people who speak English to deliver the post cards to and ask them to
write them back.
Spoken Production
Planning

describes a holiday,

SP.1. describe T will distribute descriptions of different celebrations, holidays or festivals to each pair of students.
Organizing

184

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
celebration and
festival in a short
presentation,
prepared in
advance but not
read, in pair-share
or small group.

a holiday,
celebration
and festival in
a short
presentation,
prepared in
advance but
not read, in
pair-share or
small group.

Ask the Ls to prepare a presentation based on the main points they can take out from the information given.
They must go home and manage the information of those points.
Rehearsing
Ls will rehearse at home to be prepared to come to school with a set of 5 flashcards.
Producing
Each group will have a moment to present the information to the whole class using or pointing to the
flashcards previously made.

30
minutes

Integrated Mini-Project
Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to practice
English, not just those related to presentation.
Thinking for planning: (5 or 10 minutes in week 3 or 4)

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

Reflective Teaching
What worked well

What didn’t work well

How to
improve

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

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’

185

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
understanding.)

Learner Self-Assessment
I can…

Yes

In
progress

No

distinguish specific details in an audio advertisement if it is
delivered clearly
recognize the gist of overheard conversations generally.
write a text message or a postcard/e-postcard to friends to
give news about holidays, festivals or celebrations,
check written sentences to look for mistakes (e.g. subjectverb agreement, capitalization, spelling, basic punctuation
etc.).
describe a holiday, celebration and festival in a short
presentation, prepared in advance but not read, in pairshare or small group.
show how I have worked with others this week.

186

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Didactic Planning
Weeks 5 and 6
Review and Integrated Mini-Project
Level: 8th

Unit 3: Something to Celebrate!

Enduring Understanding: Celebrations, festivals and traditions reflect people’s cultural identity.
Essential Question: Why is it important to celebrate special dates?
Learn to Know

Learn to Do

Grammar & Sentence Frame
 Did Ls use all sentence frames?

Function
 Did Ls use all functions?

Vocabulary
 Did Ls say aloud and write all vocabulary?
Phonology
 Did Ls recognize, articulate and produce
phonological sounds?

Assessment
Strategies &
Evidences
 Did Ls achieve
all learning

Learn to Be and Live in Community

Psychosocial
Did Ls show evidence of …
 Being aware and committed to protecting the
Discourse Markers
environment
 Did Ls practice connecting words: and, but,  Appreciating natural wonders
because?
Sociocultural
 Did Ls practice idioms and quotes?

Didactic Sequence Mediation
Learner can
 Can Ls do all
tasks?

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

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

Time
Total:
120 min
(3 lessons)

All of week
5 or 6

187

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
outcomes?

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

 Personal lapbooking, mobile,
collage.
 Self-portrait presentation using
technology or cardboard.
 Storytelling using TPR in groups

Integrated Mini-Project

Time

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

188

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Resource Section
Listening 1

189

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

190

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Listening 2

191

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

192

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Postcard Templates

193

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Holidays/Festivals/Celebrations descriptions week 4

Mardi Gras
The feast before the fast
by Holly Hartman and Chris Frantz
"Mardi Gras" means "Fat Tuesday." Traditionally, it is the last day for Catholics to indulge—and often overindulge—
before Ash Wednesday starts the sober weeks of fasting that come with Lent. Formally known as Shrove Tuesday, Mardi
Gras has long been a time of extravagant fun for European Christians. In fact, some people think Mardi Gras celebrations
have their source in the wild springtime orgies of the ancient Romans.
In the United States, Mardi Gras draws millions of fun-seekers to New Orleans every year. Mardi Gras has been celebrated
in New Orleans on a grand scale, with masked balls and colorful parades, since French settlers arrived in the early 1700s.
Hidden behind masks, people behaved so raucously that for decades in the early 19th century masks were deemed illegal
in that party-loving city.
Masks, Music, and Mayhem
French royals, feather-covered showgirls, Energizer bunnies, painted clowns, masked lions—you can find them all (and
countless others) in the streets of New Orleans at Mardi Gras. By dawn on that most famous Tuesday, people have claimed
the best spots on the streets to watch fabulous floats, outrageous performers, and visiting celebrities go by. Many travel
hundreds of miles to be a part of the excitement.
Marching bands, some of them founded more than a century ago, also take to the streets with music and festive dress.
They open the day by spreading jazz music through the city before the more than 350 floats and 15,000 costumed paraders
take over the scene. Crazy costumes and wild make-up are the order of the day for paraders and parade-watchers alike.
The most lavish get-ups can be seen at the cross-dressing beauty pageants in the French Quarter, where bawdy
costuming may reach new heights (over seven feet, in heels).
Krewes: New Orleans Royalty

194

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Mardi Gras has long combined wild street activities open to everyone with events organized by private clubs known as krewes.
Today, thousands of people belong to about 60 krewes that plan the parades and balls of New Orleans' Mardi Gras. The oldest
krewe, the Krewe of Comus, was founded in 1857 by men who feared the outrageous antics of Mardi Gras would lead to the holiday
being outlawed. They hoped that secret societies could keep the celebrations alive. The Krewe of Comus withdrew from the parade
schedule in 1992 when it refused to sign an ordinance prohibiting racial discrimination.
In 1872 the Russian grand duke Alexis Romanoff visited New Orleans at Mardi Gras. A group of businessmen organized the Krewe
of Rex to host a parade for the occasion, and appointed a "king for the day" so that the grand duke could have a royal reception.
Naming kings and queens at Mardi Gras balls has been a tradition of the krewes ever since. Another tradition began with that royal
visit: the Romanoff house colors—purple for justice, green for faith, and gold for power—became the official colors of Mardi Gras.
Catch as Catch Can
The millions of colorful beaded necklaces thrown from floats are the most visible symbols and souvenirs of Mardi Gras. In addition,
millions of cups and toy coins known as "doubloons" are decorated with krewe logos and thrown to parade-watchers. Some
"throws" are especially prized: only the luckiest folks manage to take home the hand-decorated coconuts from the Krewe of Zulu.
People do outrageous things to catch the most throws. Some dress as priests, hoping the many Catholics on the floats will shower
them with goodies. Others dress their children in eye-catching costumes and seat them, holding baskets to catch the loot, on
ladders that tower over the crowds. Others give up on the costume ploy altogether, finding that taking clothes off can be the quickest
attention-getter.
After Katrina
Hurricane Katrina slammed into New Orleans at the end of August 2005, but within a few months the city decided that Mardi Gras
would go on. Many of the krewes had safely stored their parade floats before the hurricane. Some of the most popular parade
routes, including St. Charles and Magazine Streets, were spared in the storm. For after-parade decadence, the French Quarter also
emerged relatively unscathed.

195

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Zapote Festival
Posted on March 4, 2013By AnnaFestivals
Enduring the festive mood of Christmas and New Year’s celebrations, Zapote festival follows the Festival of Lights from the 25th of
December till the New Year’s Eve. When in a mood for a matchless celebratory and flamboyant festive break, the sultry Christmas
in the tropics of Costa Rica is the recommended destination.
Las Fiesta de Zapote, the festival of Zapote is a holiday that marks the end of the year in true Costa Rican fashion. Scarcity of pine
trees does not stop its locals from decorating their city. The Festival of Lights leaves behind all the Cyprus trees with attractive
décor, flashy luminosities and Christmas portals. These portals display the birth of Jesus Christ and they are artfully dangling from
the trees or garnishing the homes of the natives.
The festival opens on the 25th around 3pm in the afternoon, and soon enough over a million people swarm into the city. True to its
expectation, Zapote transforms itself into a magnificent fiesta within minutes. It makes way for the horse parades where the largest
of the herds march down the streets of the city. This exhibition of Topes is a tradition ongoing since the colonial times and still is
regarded as an awe inspiring performance. However, the major attraction that makes this carnival one of its kinds is its bull fights.
Unlike the ones in Spain, in these bullfights the bulls are not harmed and they actually stand a chance. It’s an amusing show of
people mostly gutsy men, and a few women who get into the circle and annoy the bull, a pull of tail here and a spank on the body
there just to get the bull’s attention and then a run to avoid his furious retort.
The fairground covers a large expanse and is scattered with joyous rides and a variety of snack stalls for the folks. The rides are fit
for the fittest and they include pirate ship, bumper cars, roller coasters and a terrifying spinning ride called the Tagada. When it
comes to food, the pupusas and churros are clear favorites. Pupusas are delicious corn pouches of meat with coleslaw and cheese
melted on top, trying them is sure to become one of your memorable moments of the holiday. When craving for sweet, make sure to

196

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
get your hands on churros, the deep fried pastry rolled in sugar and cream. And finally, the bars and the turned up sound of groovy
Latino music will create the perfect ambiance for the festival.
Other fascinating attractions include the snake shows where snakes like corals, pythons, anacondas and vipers are put for a show.
Also, the endless party rockers can go clubbing and dancing into the night.
Apart from all the festivity, the festival is monitored under an excellent security operation. Officers of public force are stationed at
entrances and exits, inspecting visitors in order to prevent any accidents. Medical aid is available during the bullfight and it
specializes in bandaging nasty cuts or broken bones that may happen during them.
A taxi ride from downtown San Jose, will take you to Zapote in a short amount of time. The festival centers itself in the main market
place and branches out into the city. So, this Christmas when you are fed up of a roasted dinner and cold environment pack your
bags and head for an exciting and unforgettable holiday in Costa Rica!
Halloween in the United States
Many Americans celebrate Halloween on October 31. Celebrations include costume parties and trick-or-treating.
What Do People Do?
Halloween is usually celebrated amongst family, friends and, sometimes, co-workers. However, some areas hold large community
events. Parties and other events may be planned on October 31 or in the weekends before and after this date. Adults may celebrate
by watching horror films, holding costume parties or creating haunted houses or graveyards.
Many children dress up in fancy costumes and visit other homes in the neighborhood. At each house, they demand sweets, snacks
or a small gift. If they do not get this, they threaten to do some harm to the inhabitants of the house. This is known as playing 'trickor-treat' and is supposed to happen in a friendly spirit, with no nasty or mean tricks being carried out. However, if your children take
part, it is important to accompany them and to check their 'treats' to make sure they are safe to eat or play with.

197

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Some families carve lanterns with 'scary' faces out of pumpkins or other vegetables or decorate their homes and gardens in
Halloween style. These were traditionally intended to ward off evil spirits. If you are at home on Halloween, it is a good idea to have
a bowl of small presents or sweets to offer to anyone who knocks on your door. This will help you to please the little spirits in your
neighborhood!
One cause that ties with Halloween is collecting donations for the United Nations International Children's Emergency Fund
(UNICEF). As children trick-or-treat on Halloween night, some of them might carry small cardboard boxes with the UNICEF logo on
them and collect coins instead of the usual candy. The money collected is then given to UNICEF and used to help needy children
worldwide.
Public Life
Halloween is not an official holiday. Government offices and businesses are open as usual and public transit services run
on regular schedules. If you drive around in late afternoon or evening, it is important to keep a careful lookout for children
who are unaccustomed to being out on the street after dark. If they are wearing dark costumes or masks, they may be less
easy to see than normal. They may also be excited and dart out unexpectedly from between vehicles or behind bushes.
Background
Halloween originated as a pagan festival in parts of Northern Europe, particularly around what is now the United Kingdom.
Many European cultural traditions hold that Halloween is a time when magic is most potent and spirits can make contact
with the physical world. In Christian times, it became a celebration of the evening before All Saints’ Day. Immigrants from
Scotland and Ireland brought the holiday to the United States.
The commercialization of Halloween started in the 1900s, when postcards and die-cut paper decorations were produced.
Halloween costumes started to appear in stores in the 1930s and the custom of 'trick-or-treat' appeared in the 1950s. The
types of products available in Halloween style increased with time. Now Halloween is a very profitable holiday for the
manufacturers of costumes, yard decorations and candy.
Symbols
There are various symbols associated with Halloween. These include the spooks, ghosts and walking skeletons that
represent the contact between the spiritual and physical world and between the living and the dead. Human figures that
are often represented on Halloween are witches and wizards, who are seen to have the power to contact the spirit world.

198

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Bats, black cats and spiders are often connected with this holiday. These animals are associated with the night and
darkness and often accompany witches and wizards.
There are also a range of objects associated with Halloween. These include blood, fire, gravestones, pumpkins, bones and
skulls. They all have connections with death, the spirit world or protecting property from evil spirits. Many of these objects
are now available in stores as decorations for the Halloween season.
Easter Day
Easter Sunday is one of the most festive events among Christians worldwide. It commemorates Jesus Christ’s
resurrection from death, as written in the Christian bible.
What Do People Do?
Many Christians worldwide celebrate Easter with special church services, music, candlelight, flowers and the ringing of
church bells. Easter processions are held in some countries such as the Philippines and Spain. Many Christians view
Easter as the greatest feast of the Church year. It is a day of joy and celebration to commemorate that Jesus Christ is
risen, according to Christian belief.
Many towns and villages in Italy have sacred dramas about the episodes of the Easter story – these are held in the piazzas
on Easter Day. Pastries called corona di nove are baked in the form of a crown. Other traditional foods
include capretto (lamb) and agnello (kid/goat). Easter in Poland is celebrated with family meals that include ham, sausages,
salads, babka (a Polish cake) and mazurka, or sweet cakes filled with nuts, fruit and honey.
Although Easter maintains great religious significance, many children in countries such as Australia, Canada, the United
States and the United Kingdom, think of it as a time to get new spring clothes, to decorate eggs and to participate in
Easter egg hunts where eggs are hidden by the Easter Bunny. Some children receive Easter baskets full of candy, snacks,
and presents around this time of the year.
Public Life
Easter Sunday falls on a Sunday, which is a non-working day in countries such as Australia, Canada, the United
Kingdom and the United States. Government offices and schools are closed in countries where Sunday is a non-working
day, and business activities are limited.

199

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
In countries where Sunday is a non-working day, transport schedules may be limited or operate on a different schedule to
that of the working week, so those intending on travelling via public transport may need to check their schedules ahead of
time.
Background
Many Christians celebrate Easter Sunday as the day of Jesus Christ’s resurrection, which is written in the New Testament
of the Christian bible. According to the Gospel of John in the New Testament, Mary Magdalene came to the tomb where
Jesus was buried and found it empty. An angel told her that Jesus had risen. Christians worldwide have celebrated Easter
for centuries.
However, the roots of the Easter holiday’s traditions and activities can be traced back to pagan celebrations. The name
Easter is believed to come from Eostara, the goddess of rebirth. In early times the Feast of Eostara celebrated earth’s
resurrection and rebirth. Strict Puritans would have nothing to do with Easter – it was merely a human institution – in the
past. Charles I, king of England, declared the day as scriptural as Sunday in 1647 but Parliament contradicted him in print
and abolished it with other church festivals.
The Easter date depends on the ecclesiastical approximation of the March equinox. In 325CE the Council of Nicaea
decided that the Easter date would be the first Sunday after the first full moon occurring on or after the March equinox.
Easter is therefore delayed one week if the full moon is on Sunday, which lessens the likelihood of it falling on the same
day as the Jewish Passover. Eastern Orthodox churches in many countries such as Greece still figure their Easter
date based on the Julian calendar.
Symbols
Easter eggs and the Easter Bunny are both fertility symbols, holdovers from the feast of Eostara. Other symbolic parallels
include the pagan joy in the rising sun of spring, which coincides with Christians’ joy in the rising Son of God, and the
lighting of candles in churches, which corresponds to the pagan bonfires. The symbol of the cross and images of Jesus
Christ, through paintings or statues, are remembered on Easter Day.
Thanksgiving
What is Thanksgiving Day?
Thanksgiving Day is a day set aside each year where people in the United States and Canada give thanks to God for all the
blessings they received during the year by feasting and prayer.

200

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
History of Thanksgiving
Thanksgiving Day first started in New England. It was for thanking God for the abundant harvest of crops. This is usually
somewhere in late fall when the crops have been harvested. People from many parts of the world have been holding some
kind of harvest festivals for thousands of years. They just called it by different names, for example :
U.K. - Harvest Festival UK
China - mid-autumn festival
Korea - Chu Suk, or also known as the Harvest Moon Festival.
India - Indian Harvest Festival (find out what it's called)
American Thanksgiving Day is probably a harvest festival at the beginning too. The first Thanksgiving Day in America was
on December 4, 1619. At that time, it was a fully religious thing. A group of 38 English settlers arrived at Berkeley
Plantation via the James river (near Charles City, Va) on December 4, 1619 and their charter required that the day of their
arrival be observed yearly as a day of thanksgiving to God.
In New England, the first Thanksgiving Day was celebrated in Plymouth in 1621 by the Pilgrims together with 91 Indians.
The Pilgrims first set foot at Plymouth Rock on December 11, 1620. The first winter in Massachusetts was really bad and
46 out of the original 102 Pilgrims died. It is believed that the Indians helped the Pilgrims through that difficult period and
without them, the Pilgrims would not have survived.
In the following Spring of 1621, Samoset of the Wampanoag Tribe and Squanto of the Patuxtet tribe, taught the survivors
how to plant corn or maize and how to catch alewives, a kind of fish to be used as a fertilizer for growing pumpkins,
beans, peas and other crops. These two braves also taught the Pilgrims the art of hunting and angling. Things got better in
1621 when the corn and pumpkin harvest was bountiful. Governor William Bradford made arrangements to celebrate the
bountiful harvest and to recognise the help given to the colonists by the indians with a feast. The feast was more of an
English Harvest festival celebration and it lasted for three days. Governmor William Bradford sent four men out "fowling"
after ducks and geese but it is not very sure if it included the turkey. The Pilgrims used to call any type of wild fowl, turkey.
Unfortunately, this celebration was not repeated for many years.
In June 20, 1676, the governing council or Charlestown and Massachusetts held a meeting and by a unanimous vote, they
instructed Edward Rawson, the clerk, to proclaim June 29 as a Thanksgiving Day. The Indians were not included this time
as the celebration was more about the Pilgrims' recent victory over the natives.

201

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
This custom soon spread from Plymouth to other New England colonies. In October 1777, all the 13 colonies joined in a
thanksgiving celebration. This thanksgiving celebration was to commemorate the victory over the British at the Battle of
Saratoga during the Revolutionary war. Eight days of thanksgiving was observed. This celebration was not repeated.
In 1789, President George Washington issued a general proclaimation naming November 26 a day of National
Thanksgiving. Some were opposed to it as many felt it was not right to celebrate when there were hardships among some
pilgrims.
At the same time that year, the Protestant Episcopal Church announced that the first Thursday in November would be set
aside yearly for giving thanks. However, it was only in 1830 when New York had an official state Thanksgiving Day that
other Northern states soon followed. Viginia, in 1855, became the first southern state to adopt this custom.
How did Thanksgiving Day became a holiday?
During the 1800s, a famous editor of the Ladies' Magazine and Godey's Lady's Book by the name of Sarah Josepha Hale
(author of "Mary had a little lamb") worked many years to promote the idea of a National Thanksgiving Day. She was
credited for persuading President Abraham Lincoln to declare Thanksgiving a national holiday. Abraham Lincoln
proclaimed the last Thursday in November 1863 as "A day of thanksgiving and praise to our beneficent Father." However,
in 1939, President Franklin D. Roosevelt changed it to one week earlier. This was to help businesses by lengthening the
shopping period before Christmas. There was an uproar and it was changed back to its original date two years later. Then,
Congress changed it again after 1941 to the fourth Thursday of November and it would be a legal federal holiday.
Today, Thanksgiving Day is usually a family reunion dinner celebration. Roast turkey is a favorite dish on this day. The
Christians also attend church services and pray, thanking God for all the blessings for the year.
Thanksgiving Dinner
Traditional thanksgiving dinners those days usually includes turkeys cranberries, fish, dried fruit, clams, venison, plums
and lobsters. Modern times thanksgiving dinners include the pumpkin pie.
TOMORROWLAND
Tomorrowland is an electronic music festival held annually during the penultimate weekend in July in Boom, Belgium.
The 180,000 capacity festival features a line up of electronic, EDM and dubstep acts across 15 stages.
The ticket price of the festival increases every year with an average price for a weekend ticket of 250 Euros.

202

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Vibe
Known for its intense energy and phantasmagorical decorations, Tomorrowland has a surreal quality that sets it apart
visually from its competition in the dance music field. In the years since the festival first started (in 2004) it has become
one of the largest electronic music festivalsin the world.
Every year the festival organisers invest a lot of effort and manpower in decorating the festival site, which greatly
contributes to the total experience for the festival-goer. For example, in 2011 Tomorrowland took on an "Alice In
Wonderland" theme for its main stage that included giant oak trees, mushrooms, lasers shooting out of characters eyes
and functioning waterfalls.
With so much time put into the decoration of the festival, attendees are asked not to tamper or harm decorations, and
anyone found doing so is escorted off-site.
Constructed decoration aside, Tomorrowland is also surrounded by many of Belgium's beautiful lakes, hills and fields.
The 2014 line-up included Above & Beyond, Afrojack, Armin van Buuren, Bassnectar, Benny Benassi, Carlo Cox, Diplo,
Dmitri Vegas & Like Mike, Eric Prydz, Hardwell, Knife Party, Loco Dice, New World Punx, Nicky Romero, Steve Angelo,
Steve Aoki, Tiesto, Yves V, and many more.
Stages
There are almost 20 stages at Tomorrowland, each with their own personality and style of artists. Some appear every day,
while some stage and arenas are present for different days. The sheer quantity of stages means that there are many artists
playing simultaneously, so festivalattendees will not be able to see every performer on the line-up.
Every stage is painstakingly decorated, and the artistry of the decor is as much of an event as the music itself.
On average Tomorrowland has around 14 stages, but this can decrease of increase with each event. Purchasing a
programme is highly recommended for festival-goers.
Tickets
Tomorrowland tickets are sent to purchasers with special computerized bracelets that allow the wearer into
the festival and past festival security. Passport details are collected when festival-goers originally purchase their tickets,
and security verifies at the gate that each person is who they say they are.
These bracelets can be activated before arriving at the festival site online, although once activated, you will not be able to
sell your bracelet to anyone else. Only the person for whom a bracelet has been activated can attend the event and get
past security.

203

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Tomorrowland organisers are not known to be very helpful with ticket or bracelet problems.
Prices
In 2014 a three day standard full madness ticket costed $280.
Packages
Global Journey
Tomorrowland offers a range of travel packages to festival-goers that they term Global Journey. These are well organised
packages that consist of a ticket for the festival and a return flight, train and/or a hotel. A few select flights are classified as
"party flights" and have entertainment and music on them. 2 flights last year had live DJ sets with Dmitri Vegas and Yves V.
Although Global Journey packages are more expensive than buying everything individually, they are becoming
increasingly popular as a sure way to get into Tomorrowland when normal tickets run out.
Further information is available on our blog post here. There is a price simulator on the Tomorrowland website to help you
calculate how much a Global Journey ticket will cost, that can be accessed
Children
This is an 18+ event, although if you turn 18 on the year of the festival you are hoping to attend, you will still be let in.
Weather
The average minimum temperature for July in Boom, Belgium is 13C; the average high is 23C.
What to wear
Bright colours are always welcome at Tomorrowland, matching the vibe of the event, it is always best to wear something
loose to help you move around and dance more easily. Wearing denim is not recommended, as this can become quite
heavy when wet from rain or sweat, and can cause skin irritation if the day is particularly humid.
Anyone wearing clothes that "express an explicit political, social movement or group" will be asked to remove said item,
or be denied entry.
Good footwear is important. It can take 15 to 30 mins to walk from the festival campsite to the arena depending on where
you are camped. Dancing tires out your feet; if you like to dance wearing comfortable shoes is crucial.
What to bring
The weather can be very sunny at Tomorrowland. If you are camping, and won't be indoors very often, bring sunglasses.
Sun screen is also essential. Keep some water on you throughout the day too, as dehydration can sneak up on you,
making you feel tired and irritable.

204

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Music festivals are notoriously loud places; just because you want to sleep doesn't mean your neighbours will feel the
same way. Bring earplugs so that you can be sure that you can recharge for another day of fun.
Food and drink
Tomorrowland has received universal praise for it's choice of festival cuisine.
Food ranges from hot dogs and pizza to oyster and Belgian chips (frites), with a wide choice for vegetarians and vegans.
Those eating and drinking in the VIP area are also eligible for free massages.
According to forum discussion, the festival operates on a token system, in 2012 the prices were apparently as follows:
7 coupons for $12
Beers and Ciders cost 2 coupons
Soda/Water cost 1.5 Tokens
Alcohol
You can bring your own food and drink into the camping site, but glass bottles are not allowed. Food and drink are banned
from the festival grounds.
Performing
Like much of the festival, the organizers source the artists themselves as opposed to people applying.
The festival also uses the same team of dancers every year.
Tomorrowland began as a relatively small festival in Belgium, originally catering for 10,000 party-goers.
Started in 2004, Tomorrowland was intended as Europe’s answer to the amusement park setting of America’s incredibly
popular Electric Daisy Carnival.
the festival has grown massively since then bringing together huge crowds from all across the world each year and is now
often described as one of the biggest festivals in Europe.
In 2012, the festival welcomed 180,000 revelers all safely returned to 75 different countries, with the live stream clocking
up 7,933,661 views.

205

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Holy Week in Costa Rica
For Costa Ricans, religious celebrations are very important, none more so than Semana Santa or Holy Week, that
celebrates the death and resurrection of Jesus Christ. Most locals either get together with their families to participate in
religious celebrations, or head out to the beaches for a vacation.
For many Costa Ricans, Semana Santa is a time for reflection and worship with family. The Catholic Church in each town
organizes traditional masses and processions which take place on Holy Wednesday, Holy Thursday, Good Friday and
Easter Sunday. Each procession is a dramatic reenactment of Jesus’ journey through Jerusalem to his crucifixion and
resurrection.
The participants dress up and act like armies of Roman soldiers and others who took part in Jesus’ journey toward death.
Some of the common characters seen in these parades are angels, Mary Magdalene, Saint Joseph and the Virgin Mary, the
apostles and, of course, Jesus. The actors perform as a promise that they have lived their last year free of sin, following
all of the church’s teachings. The procession is a very serious event, and spectators line the streets to mourn and pray.
At family gatherings special meals are prepared. During Holy Week, the tradition is to eat seafood, complying with the
Catholic practice of not eating meat on Fridays during Lent. Delicious dishes such as rice and shrimp, ceviche and fried
fish are prepared. Various desserts such as empanadas, pudding and jelly are all made from chiverre, a big squash that
looks like a watermelon and is in season during this time. The flesh is cooked with brown sugar blocks.
Most Costa Ricans that are not at home celebrating religious traditions pack up and drive to the beach. The beach towns
become overcrowded, and hotels are completely booked months in advance. Travelers on roads leading to the coast can
sit in traffic for hours. However, San Jose and other metropolitan areas become deserted as all government institutions,
schools and banks close down from Thursday to Sunday, or for the entire week in some cases.
During Holy Week, a Dry Law is in place, meaning that at midnight on Wednesday all bars and liquor stores close.
Catholics are not supposed to drink during the mourning of Jesus, not until he has resurrected on Sunday. While the
majority of the population is Catholic, many stock up on liquor and beer for the upcoming weekend. At the beach it is

206

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
possible to find a clandestine bar open, but no alcohol can be officially served anywhere in the city.
A stealthy drink or two aside, many locals hold strongly to religious traditions, and superstitions are alive and well. Many
don’t swim in the ocean on Holy Thursday or Friday. People say you can drown because God is angry. Some of the more
superstitious believe you will become a fish if you get in the water on Holy Friday. It is also thought that the earth gets
hot, causing more earthquakes during this time. On the positive side, it is widely agreed upon that the best sunsets of the
year happen during Holy Week.
Whether at home with family, or on vacation at the beach, Costa Ricans share a great respect and passion for the
celebration of Easter and Semana Santa.
Christmas in the United States
Christmas Day, on December 25, is one of the most festive Christian holidays in many countries around the world. It
celebrates Jesus' birth.
Celebrate Christmas Day
Christmas Day is a holiday in many, but not all, countries. Many homes have Christmas trees and other decorations in the
weeks leading to Christmas Day. Some workplaces hold Christmas parties prior to December 25. Festive activities include
exchanging presents, singing Christmas songs, going to parties.
It's a special time when children get presents from family, friends and Santa Claus, or Father Christmas. Christmas cards
are also given or sent out prior to Christmas Day.
For some, Christmas is an exclusive family affair, while others invite friends to a Christmas buffet or pot luck meal.
Churches have special services and may include a crèche or miniature Nativity scene.
What's Open or Closed?
Christmas Day is a public holiday in many countries worldwide, including Australia, Canada, the United Kingdom and the
United States. Government offices, educational institutions, many businesses and post offices are closed on this day. If
you plan to travel with public transport, check with the local transport authority on schedule changes.
About Christmas Day

207

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Christmas celebrates the birth of Jesus Christ, who Christians believe is the son of God. His birth date is unknown
because there is little information about his early life. There is disagreement among scholars on when Jesus was born.
Christians celebrate Jesus’ birthday on December 25. Orthodox Christians celebrate Christmas Day on or near January 7.
The word “Christmas” comes from the old English “Cristes maesse”, or the mass of Christ. It is likely that the Christmas
date of December 25 was chosen to offset the Pagan celebrations of Saturnalia and Natalis Invicti. It it also possible that
the celebration of the birth of the “true light of the world” was set at the time of the December solstice because this is
when the days in the northern hemisphere begin to grow longer. Christmas holiday customs derive from various cultures,
including Teutonic, Celtic, Roman, West Asian and Christian.
Symbols
The mistletoe is a commonly used Christmas decoration. By tradition, people who meet under a hanging mistletoe are
obliged to kiss. Mistletoe has pagan associations. For example, the druids of Gaul regarded mistletoe growing on oak
trees as sent from heaven.
Other common decorations associated with Christmas are holly and ivy – both are associated with Pagan festivals as it
was customary to decorate with greenery for these festivals.
Images of Santa Claus, also known as Father Christmas, snowmen, reindeer, and candy canes are seen in cards, posters,
signs and other printed or marketing material associated with the Christmas celebrations. Images of baby Jesus, the
Christmas star, and other symbols associated with the religious meaning of Christmas are also seen during Christmas
Eve and Christmas Day.
Christmas in Costa Rica

December marks the beginning of the Christmas traditions and holiday season in Costa Rica with its crispier air, cool
winds blowing during sunny cool days, clear and starry nights and the subtle cypress scent from street vendors.
During the holiday season almost all Costa Ricans:
crave for tamales with coffee or agua dulce, baked pork legs, and refreshing eggnog
get their deserved Christmas bonus to buy presents and Christmas decorations
bring their children to a Christmas tree lighting ceremony

208

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
go downtown San Jose to the Central Avenue boulevard for the “Avenidazo”
set a Christmas tree and a manger in their living room
share a big Christmas Eve dinner with friends and family then head to Christmas Eve Midnight Mass
tuck baby Jesus in the Manger and place gifts under the Christmas tree at midnight on Christmas Eve
look forward to the traditional holiday festivals: El Tope, Festival de la Luz and Fiestas de Zapote
Make end meet means to pay the annual vehicle registration renewal fees before the New Year.
Traveling in Costa Rica during December is a culture rich experience indulged with the most popular holiday traditions &
Festivals:
BLACK FRIDAY: THE LAST FRIDAY OF NOVEMBER
Started in 2011
Black Friday – adopted from the U.S. – is now part of the Holiday season in Costa Rica. Retailers discount their
merchandise up to 70%. Malls host raffles for cars, cash, vacation trips and other prices, and banks reward consumers
when making purchases with credit cards to kick off the holiday shopping season. Shoppers lure the stores in an attempt
to get the best deal on a product before supplies run out.
CHRISTMAS BONUS PAY DAY: NO LATER THAN DECEMBER 5TH.
A $1.1 billion dollar Christmas bonus was paid to the 1.5 million employees in the country to boost up the 2012 holiday
season. The bonus is equal to a person’s one month salary and generally it is used to pay debts, save for the next year,
and shop for manger scenes and decorations, toys for children, presents, imported apples and green or black grapes – a
special Christmas treat for many - at street vendors.
CHILDREN MUSEUM FAÇADE LIGHTING CEREMONY: FIRST WEDNESDAY OF DECEMBER
Started in 2000
This 90-minute event inspires children to have faith in their dreams and one day their rainbow will come smiling through
with live musical and theater performances, building lighting effects, and 7,200 fireworks from 7 different points. More than
10,000 Costa Ricans attend to watch the performances and how the 4,000 bulbs decorating the museum façade are lit.
CHILDREN HOSPITAL CHRISTMAS TREE LIGHTING CEREMONY: FIRST THURSDAY OF DECEMBER
Started in 1964
The Children Hospital Christmas tree lighting ceremony is a countrywide symbol of the holidays in Costa Rica and a
meaningful moment for its more than 200 hospitalized children. The tree is decorated with more than 25,000 – 2,000 LED

209

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
compliant – Christmas lights from 8 different colors and topped with a star. It makes San Jose brim with the Christmas
spirit. Parents bring their children to see the clowns, live theatrical and musical performance, and listen to the Children
Orchestra sing Christmas carols.
CHRISTMAS EVE
Most families have a late night dinner of pork leg and tamales on with eggnog, heavy with rum, while people visit friends
and family to give presents before midnight. Then, people head to the midnight mass. It’s a long service, and many are
often too tired to stay through the two hour mass. With the local traditions of food, family and fun, Christmas is definitely
the happiest time of the year in Costa Rica.
CHRISTMAS DAY
Christmas Day is a special day for children who receive and play with presents that they have been longing for. Children in
Costa RIca believe that baby Jesus is the one who brings Christmas presents to children. Some children write letters to
Baby Jesus “Cartas al Nino” a few weeks before Christmas Day, asking for a gift that they desire most.
Many people have the day off work and spend time with their families, friends, and loved ones. They also bring their
children to take rides and eat at Fiestas de Zapote in the morning. At night they gather with friends and share drinks
enjoying the night.
Many churches have special Christmas Day services, some of which include choirs, joyous singing, and meet-and-greet
opportunities after the church services.
NEW YEAR’S EVE (DECEMBER 31ST)
New Year’s Eve is a day of celebration. It is marked by fireworks and fire crackers. Some people invite friends and families
to share food and dance to the music until a few minutes before midnight. Some end the party an hour before midnight
and attend a public celebration at a beach, park, bar or disco.
Many people start counting down to New Year’s Day in the last minute before the last night of the year ends and the New
Year begins. Some people tune into watching televised or listening to radio broadcast countdowns. As the clock strikes
midnight into New Year’s Day, people celebrate hugging, kissing, zipping from a bottle of Champaign and wishing each
other a "Happy New Year".
NEW YEARS DAY

210

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
New Year Day is an official holiday so many people who stayed up on New Year’s Eve to welcome the New Year have a day
off work and get a chance to sleep in and spend the remainder of the day either visiting friends or relatives, or returning
home from the beach. Others watch the Pasadena California New Year’s broadcasted on local T.V. stations.
Costa Ricans do not mark New Year’s Day as the first day to start a New Year’s resolution for the year.
STREET FAIRS & PARADES
AVENIDAZOS: SECOND WEEK OF DECEMBER
The Central Avenue Blvd. appeals to Costa Rican for its stress-free walking in a traditional, festive environment. The
building and street decorations light up the night as locals stream down Central Avenue boulevard people watching,
window shopping, and enjoying free live concerts and Christmas ceremonies.
FESTIVAL DE LA LUZ : SATURDAY OF THE SECOND WEEK OF DECEMBER
Started in 1996
Festival of Lights encourages everyone to join in the spirit of the holiday season and enjoy a host of festive experiences
along the Paseo Colon, Avenida Segunda and Plaza de la Democracia. Hundred of thousands of spectators line the parade
route each year to see more than 11 lighted floats built by volunteers and sponsoring communities, 14 marching bands,
balloons, fireworks and performing artists under twinkling lights along Paseo Colon and Avenida Segunda. The parade is
free and open to the public. The event is broadcast on multiple television networks in Costa Rica.
HORSE PARADE : EL TOPE NACIONAL – DECEMBER 26TH
More than 3,000 horses trot down the Second Avenue year after year on December 26th to celebrate the long-standing
tradition of the horse parade. Cowboys and horse breeder showcase their bond with their horses inviting people from the
public to ride with them or simply smiling and people watching.
People lined up their chairs early or simply sit on the city sidewalks to make sure they got a premium viewing spot for the
best breed horses in the country. The parade is free and open to the public. The event is broadcast on multiple television
networks in Costa Rica.
FIESTAS DE ZAPOTE: FROM CHRISTMAS DAY TO THE FIRST SUNDAY OF THE NEW YEAR
Fiestas de Zapote marks the end of the holiday season and the beginning of the New Year. Set in Zapote Farmer’s market
grounds, the Fiestas hosts food stands cotton candy, churros, loi main –chop suey- , portable bars, carnival Thrill and

211

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
kiddieland rides and game, live musical performances, and the bloodless and dart free bullfights better known as Toros a
la Tica.
More than 100,000 Costa Ricans go to the Fiestas. Families take children during the day to the rides and bullfights.
Costa Rica’s Independence
The inhabitants of my home country love a good party, and love a good reason to have a party. One of those good reasons
is Costa Rica’s Independence Day, and I hop out to socialize with the locals and the visitors every year. It’s a great
celebration, and something that I look forward to every year. It takes me about 3 days to recover from all the celebrating,
but I eventually get back to hopping around Costa Rica, exploring the land and the people.
The History of Costa Rica’s Independence
I like to pride myself as an amateur Costa Rican historian, since I’ve been exploring and investigating the history of the
county for so long. This means that I know a few tidbits about the independence of Costa Rica that some people don’t
realize. The first fun fact is that technically, Costa Rica never really had to fight for its independence from Spain. Along
with Nicaragua, Costa Rica was declared an autonomous province according to the Spanish Constitution of 1812. This
doesn’t stop Costa Rican from celebrating the official Central American independence from Spain, though. That
independence from Spain came after a years-long war, called the Mexican War of Independence, that ended in 1821 when
Guatemala declared victory for Central America. Though the war was won in September of that year, it was a least a month
later before the official news even reached Costa Rica.
Another interesting fact is that after the war, Costa Rica didn’t actually become a sovereign state immediately. Instead, it
joined the First Mexican Empire, along with other Central American countries. This decision was one that caused a rift
between cities in Costa Rica. Some cities were in favor of joining the First Mexican Empire, including Cartago, the capital
at the time, while others were in support of full independence. There was even a civil battle fought at Ochomogo to decide
the fate of the country. The Republicans, who were not in favor of joining the First Mexican Empire, won the battle and
moved the capital of Costa Rica to San José. After that, Costa Rica became part of the Federation Republic of Central
America, and it wasn’t actually until 1838 that Costa Rica became truly independent, after the Federation Republic of
Central America disbanded and no longer existed.

212

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Costa Rica has a somewhat tense past with Guatemalan City, mostly due to distance between that area and Costa Rica.
The people of Costa Rica never really had a close connection to the people or government of Guatemala, so they also
didn’t feel an allegiance to that government. Costa Rica always hesitated to become politically tied to Guatemala, and this
has negatively impacted the integration of the two regions. Despite this history, Costa Rica and its people still recognize
the significance of that victory for all of Central America, and have declared September 15th as an official holiday called
Independence Day. And, boy, do we celebrate! But more on that later. After independence was declared, there was still
much to do; Costa Rica adapted the country’s first constitution, and held and celebrated elections. Those that were
elected in December of 1821 are an important part of the country’s history, and worked hard to make industrial and
commercial progress for Costa Rica and its people.
San José band in procession
Independence Day Celebrations
Like I said, Costa Rica knows how to hold a celebration, and I’m here to talk to you about some of my first-hand
experiences throughout the many years that I’ve traveled through Costa Rica. Before I talk about the celebrations, though,
I want to talk a little bit about what the day means to Costa Rica citizens. While it means dancing, drinking, and eating to
our heart's content, it also means something more. For me, and for all the living creatures in Costa Rica, Independence
Day is a time for us to reflect on our heritage, and to find patriotism in our history; this day is about our country deciding
that we had, and we were willing to explore and find, our own national identity.
That being said, if you are visiting Costa Rica at this time, you can expect to find Ticos even more jovial than usual! The
celebrations take place in all of the country’s regions, beginning on the 14th of September. There are a few great things
that happen on the 14th. The future of our great country, our children, celebrate in the most perfect way. Prior to the
celebration, they make homemade lanterns or "faroles". On the eve of the holiday, they light their lanterns and sing the
national anthem of Costa Rica through the streets as part of the Lantern Parade or "Desfile de Faroles" . This event is
reminiscent of how delegates in Guatemala celebrated their freedom so many years ago. Even before the children hold the
Lantern Parade, though, Central America begins celebrating their upcoming holiday with the Torch Run. The torch is light
on September 9th in Guatemala, then it travels through many Central American regions in celebration and reflection of the
original Independence Day. The final stop for the torch is Cartago, Costa Rica.

213

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Costa Rica Flag
One September 15th, Costa Rica continues to celebrate Independence Day with a number of events, including raising of
the national flag. You’ll hear me, and many other humans and creatures singing the national anthem, of course! And, there
are so many parades, so many awesome parades in the streets. Children wear costumes of traditional Costa Rica clothing,
and there are dancers, bands, and fireworks. The parades are so vibrant and colorful, that it is impossible for anyone not
to feel pride and patriotism. Of course, there is also a lot of food! There are food vendors on the streets, lining the roads to
serve all the amazing traditional Costa Rican foods like tamales, rice pudding, yucca, and fried plantains. There are also
many public places that are free to the public that welcome visitors on September 15th for celebration. There are often folk
shows, dancing, and of course, amazing music filling the streets and common areas.

Independence Day in the United States
Independence Day is annually celebrated on July 4 and is often known as "the Fourth of July". It is the anniversary of the
publication of the declaration of independence from Great Britain in 1776. Patriotic displays and family events are
organized throughout the United States.
Celebrate Independence Day
Independence Day is a day of family celebrations with picnics and barbecues, showing a great deal of emphasis on the
American tradition of political freedom. Activities associated with the day include watermelon or hotdog eating
competitions and sporting events, such as baseball games, three-legged races, swimming activities and tug-of-war
games.
Many people display the American flag outside their homes or buildings. Many communities arrange fireworks that are
often accompanied by patriotic music. The most impressive fireworks are shown on television. Some employees use one
or more of their vacation days to create a long weekend so that they can escape the heat at their favorite beach or
vacation spot.
Independence Day is a patriotic holiday for celebrating the positive aspects of the United States. Many politicians appear
at public events to show their support for the history, heritage and people of their country. Above all, people in the United
States express and give thanks for the freedom and liberties fought by the first generation of many of today's Americans.
The Statue of Liberty is a national monument that is associated with Independence Day.

214

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Public Life
Independence Day is a federal holiday. If July 4 is a Saturday, it is observed on Friday, July 3. If July 4 is a Sunday, it is
observed on Monday, July 5. Government offices and schools are closed. Some businesses may be closed as well. In
some years, many employees use a proportion of their vacation days to create a long weekend. This can cause
congestion in some places, particularly towards popular holiday destinations.
There are many public events, parades, shows and fireworks displays. This may cause local disruption to traffic. Public
transit systems do not usually operate on their regular timetables.
About Independence Day
In 1775, people in New England began fighting the British for their independence. On July 2, 1776, the Congress secretly
voted for independence from Great Britain. Two days later, on July 4, 1776, the final wording of the Declaration of
Independence was approved, and the document was published. The first public reading of the Declaration of
Independence was on July 8, 1776. Delegates began to sign the Declaration of Independence on August 2, 1776. In 1870,
Independence Day was made an unpaid holiday for federal employees. In 1941, it became a paid holiday for them.
The first description of how Independence Day would be celebrated was in a letter from John Adams to his wife Abigail on
July 3, 1776. He described "pomp and parade, with shows, games, sports, guns, bells, bonfires, and illuminations"
throughout the United States. However, the term "Independence Day" was not used until 1791.
Interestingly, Thomas Jefferson and John Adams, both signers of the Declaration of Independence and presidents of the
United States, died on July 4, 1826 - exactly 50 years after the adoption of the declaration. It is also important to note that
Native Americans lived in the country and each tribe had its own nation and government prior to the European settlers.

Valentine's Day
Valentine’s Day is a time when people show feelings of love, affection and friendship. It is celebrated in many ways
worldwide and falls on February 14 each year.
What Do People Do?
Many people around the world celebrate Valentine’s Day by showing appreciation for the people they love or adore. Some
people take their loved ones for a romantic dinner at a restaurant while others may choose this day to propose or get

215

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
married. Many people give greeting cards, chocolates, jewelry or flowers, particularly roses, to their partners or admirers
on Valentine’s Day.
It is also a time to appreciate friends in some social circles and cultures. For example, Valentine's Day in Finland refers to
“Friend's day”, which is more about remembering all friends rather than focusing solely on romance. Valentine's Day in
Guatemala is known as Day of Love and Friendship). It is similar to Valentine’s Day customs and traditions countries such
as the United States but it is also a time for many to show their appreciation for their friends.
Public Life
Valentine’s Day is not a public holiday in many countries, including Australia, Canada, the United Kingdom and the United
States. However, restaurants, hotels and shopping centers may be busy around this time of the year.
Background
The origins of Valentine's Day are not clear but many sources believe that it stems from the story of St Valentine, a Roman
priest who was martyred on or around February 14 in the year 270 CE. How he became the patron saint of lovers remains a
mystery but one theory is that the church used the day of St Valentine’s martyrdom to Christianize the old Roman
Lupercalia, a pagan festival held around the middle of February.
The ancient ceremony included putting girls’ names in a box and letting the boys draw them out. Couples would then be
paired off until the following year. The Christian church substituted saints’ names for girls’ names in hope that the
participant would model his life after the saint whose name he drew. However, it was once again girls’ names that ended
up in the box by the 16th century.
Eventually the custom of sending anonymous cards or messages to those whom one admired became the accepted way
of celebrating Valentine’s Day. There was an increase in interest in Valentine's Day, first in the United States and then in
Canada, in the mid-19th century. Early versions of Valentine cards fashioned of satin and lace and ornamented with
flowers, ribbons, and images of cupids or birds appeared in England in the 1880s.
Symbols
Hearts, the colors red and pink, roses, images and statues of cupids, and cupids’ bows and arrows symbolize the feeling
of romance and love on Valentine’s Day. Cupid is usually portrayed as a small winged figure with a bow and arrow. In
mythology, he uses his arrow to strike the hearts of people. People who fall in love are sometimes said to be “struck by
Cupid's arrow”. The day focuses on love, romance, appreciation and friendship.

216

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Costa Rica Celebrates Virgen de los Angeles Day
August 1, 2014 by Javi the Frog

There is nothing I love more than a holiday, especially a holiday that brings the people of my home together in
celebration. Not many celebrations in Costa Rica are bigger than the national holiday on August 2nd, which
celebrates my country's patron saint, Virgen de los Angeles. OK, maybe Christmas and Easter are the biggest
religious holidays in Costa Rica, but Virgen de los Angeles day is also regarded highly among locals. Let me tell
you the story of Virgen de los Angeles, which involves mystery, natural disasters, architecture and of course, a
feast.
The History of La Negrita
It all started when a woman happened upon a statue one August day while washing clothes in a spring or gathering
wood for a fire. That encounter ended up having a profound effect on the future of Costa Rica. That small statue
was carved into dark wood and represented the Virgin Mary. Curious and likely in awe, the woman tried to take the
statue from the place she had found it, but the statue miraculously kept showing up back in that same spot. Well,
that would be enough to convince me to hop around a build a shrine for this statue, and that is exactly what the
townspeople did. The Basilica Virgen de Los Angeles in Cartago was built in 1639, but this modest structure was
hit by an earthquake and partially destroyed. A restored structure was completed in 1722 and incorporates mixes of
architectural styles like colonial and Byzantine. The Virgin was officially declared to be the patron saint of Costa
Rica in 1824.
How Costa Rica Celebrates Virgen de Los Angeles
As the month of July winds down and August 2 quickly approaches, you really can't miss the buzz of celebration in

217

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Costa Rica. Pilgrims can often be seen traveling along the Pan American Highway and other roads, heading to the
city of Cartago to celebrate the Virgen de Los Angeles. These people travel to Cartago in a variety of ways, from
walking barefoot to riding horses, but they are all making their way towards the Basilica Virgen de Los Angeles in
order to honor the country's patron saint, which now sits on a gold platform.
This religious holiday is a remarkable experience for visitors to Costa Rica, as it exhibits the true culture of the
country and the unique beliefs of its people. There really is no better way to immerse oneself in the local culture
than to experience a tradition like the day celebrating the Virgen de Los Angeles in Cartago. Visitors will want to
venture to the Basilica in order to check out the statue of La Negrita, which was given that name because it means
"little dark one" in Spanish.
Additionally, local legend has it that a small stream with curing powers is situated in close proximity to the
Basilica. Pilgrams following traditional beliefs also drink from the stream, splash themselves with the water and
collect some to take with them.
Upon arriving at the Basilica, many pilgrims will climb the steps of the
church on their knees as a means of thanking La Negrita for favors or even praying for help to overcome sickness
or other obstacles. Visitors can also pray by the stone where the image was originally found.
In August 2003, 1.5 million people descended upon the city of Cartago. At the time, that number was close to 40
percent of Costa Rica's entire population.
For travelers visiting Costa Rica during the end of July and early August, it should be a priority to make the trip to
Cartago to observe one of the most fascinating religious events in the world. There are also celebrations
throughout Costa Rica that include dedications to the Virgen de los Angeles Day with music, feasting and fairs.

Labor Day
Nowadays, many think of the Labor Day holiday in the U.S., which falls on the first Monday in September, as a day for
cookouts or shopping deals. But its origins date back to two gatherings of another, more politically motivated sort.
One was a “monster labor festival” featuring of a parade of unions and accompanying picnic, which took place on Sept. 5,
1882, in a New York City park. That gathering is thought to have attracted as many as 10,000 marchers, according to Linda

218

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Stinson, a former Department of Labor historian. They listened to speeches in support of workers’ rights, and — in
lighthearted activities more in the spirit of what goes on today — people drank beer, danced and set off fireworks.
The other event was a darker one. On May 11, 1894, in a company town outside Chicago, employees of the railway
sleeping car mastermind George Pullman went on strike when their wages didn’t go up after the economy tanked. In a
show of solidarity, the American Railway Union — said to have boasted 150,000 members at the time and led by famous
socialist Eugene Debs — refused to operate Pullman train cars, snarling mail delivery and prompting President Grover
Cleveland to send in federal troops to break up the strike. Rioting and arson broke out, and it evolved into what’s now
considered one of the bloodiest episodes in American labor history.
A national Labor Day holiday was declared within months.
Get your history fix in one place: sign up for the weekly TIME History newsletter
Some experts say Cleveland supported the idea of such a holiday, which already existed in several states, in an effort to
make peace with the unions before he ran for re-election. (He would lose anyway.) But perhaps one of the most eloquent
explanations of why the federal government saw fit to declare the holiday can be found in a Congressional committee
report on the matter.
Sen. James Henderson Kyle of South Dakota introduced a bill, S. 730, to Congress shortly after the Pullman strike,
proposing Labor Day be the first Monday in September. Here’s how Rep. Lawrence McGann (D-IL), who sat on the
Committee on Labor, argued for the holiday in a report submitted on May 15, 1894:
The use of national holidays is to emphasize some great event or principle in the minds of the people by giving them a day
of rest and recreation, a day of enjoyment, in commemoration of it. By making one day in each year a public holiday for
the benefit of workingmen the equality and dignity of labor is emphasized. Nothing is more important to the public weal
than that the nobility of labor be maintained. So long as the laboring man can feel that he holds an honorable as well as
useful place in the body politic, so long will he be a loyal and faithful citizen.
The celebration of Labor Day as a national holiday will in time naturally lead to an honorable emulation among the
different crafts beneficial to them and to the whole public. It will tend to increase the feeling of common brotherhood
among men of all crafts and callings, and at the same time kindle an honorable desire in each craft to surpass the rest.
There can be no substantial objection to making one day in the year a national holiday for the benefit of labor. The labor
organizations of the whole country, representing the great body of our artisan population, request it. They are the ones
most interested. They desire it and should have it. If the farmers, manufacturers, and professional men are indifferent to

219

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
the measure, or even oppose it, which there is no reason to believe, that still would constitute no good objection, for their
work can be continued on holidays as well as on other days if they so desire it. Workingmen should have one day in the
year peculiarly their own. Nor will their employers lose anything by it. Workingmen are benefited by a reasonable amount
of rest and recreation. Whatever makes a workingman more of a man makes him more useful as a craftsman.
Cleveland signed the bill into law on June 28, 1894.
Now, more than a century later, Labor Day is firmly entrenched on the American calendar — but it does still come with at
least one, much smaller, controversy: the old fashion debate over whether it’s taboo to wear white after Labor Day.

220

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

221

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Level 8th

Unit 4
CEF level to be reached: A2
Scenario:

Enduring Understanding
Essential Question

Going Shopping!

The choices made when deciding what and where to shop may impact a family’s budget.
How does what and where we shop affect the country´s economy and context?
Assessment and Goals

Week 1

Week 2

Assessment: L discriminates short
instructions illustrated through stepby-step visuals (e.g., following
simple map´s directions).
R.2. understand short
instructions illustrated through
step-by-step visuals (e.g.,
following simple map´s
directions).

Assessment: L recognizes the main
idea of a presentation on a topic
when the subject is familiar to them
and it is delivered slowly.
L.1. understand the main idea of a
presentation on a topic when the
subject is familiar to them and it is
delivered slowly and clearly (e.g.,
another student’s report about
different services they can get in a
community).

Assessment: L writes a summary
sentence of a text’s main points,
giving one or two details.
W.3. write a summary sentence
of a text’s main points, giving one
or two details, checking written
sentences to look for mistakes
(e.g. subject-verb agreement,
capitalization, spelling, basic
punctuation).
Assessment: L gives
recommendations about convenient
places to buy something.

Assessment: L asks appropriate
questions during a conversation to
ensure that the other person
understands points being made or
information being given.
SI.1. ask appropriate questions
during a conversation to ensure
the other person understands
points being made or information
being given.
Assessment: L writes

Week 3
Assessment: L discriminates simple
technical explanations if given slowly
and clearly and opportunity is given
for clarification.
L.2. understand simple technical
explanations if given slowly and
clearly and opportunity is given for
clarification (e.g., how to get to
different places).

Week 4
Assessment: L discriminates directions
for getting to a place, using everyday
reference material (e.g., advertising
material and city maps, GPS gadgets).
R.3. understand directions for getting
to a place, using everyday reference
materials (e.g., advertising material,
city maps and GPS gadgets).

Assessment: L asks someone to
say something more clearly, to
explain something a different way, or
to repeat what has been said.
SI.2. ask someone to say
something more clearly, to explain
something a different way, or to
repeat what has been said.

Assessment: L discriminates simple
technical explanations if given slowly and
clearly and opportunity is given for
clarification.
L.2. understand simple technical
explanations if given slowly and
clearly and opportunity is given for
clarification (e.g., how to get to
different places).

Assessment: L writes
recommendations about going
shopping wisely.
W.1. write recommendations
about going shopping wisely.

Assessment: L tells a simple direction
(e.g., how to get to a location) as well as
offers simple explanations to others.
SP.2. tell a simple direction (e.g., how
to get to a location) as well as offer

Week 5/6

Assessment

Anecdotal reports/rubrics/instruments for self
and co-assessment

Suggested Integrated Mini project



Map design of own town (labeling the
names of buildings or stores) to give
locations and directions.
Telling how to get to selected locations in
Costa Rica using digital or physical
maps.

222

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
SP.1. make recommendations
about convenient places to buy
something.

straightforward text on topics familiar
to them.
W.2. write straightforward text on
topics familiar to them

simple explanations to others.

Phonology Goal for Each Week
Assessment: L identifies English language sounds using knowledge in phonics, syllabification, and word parts.
R.1. identify and manipulate English language sounds using knowledge in phonics, syllabification, and word parts.
Theme
Welcome to my town
-

Function
Identifying different retail shops
and services in my town.

Theme
Getting what I need at the right place
-

Function
Describing goods and services
you can you get in different
places.

Theme
Where is it?

-

Function
Exchanging
information
shopping wisely.

Theme
How can I get there?

for

-

Function
Giving directions to get to retail shops
and services in town.

Discourse Markers

Discourse Markers

Discourse Markers

Discourse Markers

Linkers: Sequential past time
Rules to go shopping.
First, you have to go to the mall.
Then, have some food. After that,
buy a pair of tennis shoes. Finally,
return home.

Linkers: Sequential past time
First, Then, After, Finally

Linkers: Sequential past time
First, Then, After, Finally

Linkers: Sequential past time
First, Then, After, Finally

Grammar & Sentence Frames

Grammar &Sentence Frames

Grammar & Sentence Frames

Grammar & Sentence Frames

Comparative and superlative
 Which store is cheaper ____
or______?
 The Outlet is cheaper than the
Shopping Mall.

Modals should/shouldn’t
 You shouldn’t shop at that store
because it is very expensive.
 You should compare prices.

Article a/an
 There is a bank in front of the
park. The Citi Bank is next to
the church.

Modals have to
 When you go shopping you have to
look for the best price.

How much/How many
 How much does it cost?
 How many cookies do you
need?

Imperatives +/ Request the warranty.
 Don’t forget to ask for a receipt.

There is/are
Is there/Are there
 There is a supermarket next to

Prepositions
 Turn to the right and then turn to the
left.
 The supermarket is in front of the
bank.

223

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés


the bank.
There are two stores in front of
the church.

Count/Uncountable Nouns
 Is there any milk?
 How much rice do you need?

Determiners (any-some)
 Yes, I have some.
 I don’t have any.
Phonology


Practicing words with the final e
(-ake, -ute, -ime)

Phonology


Vocabulary
-

Welcome to my town.
Appliance store, bakery, bank,
bus station, clinic, clothing
store, coffee shop,
convenience store, drugstore,
flower shop, etc.

Demonstratives (those/these, this,
that)
 How much are these/those
shoes?
 Those are fifteen thousand
colones.

Practicing words with the final e
(-ake, -ute, -ime)



Zero Conditional
 If you go shopping, you need to:

Phonology


Vocabulary

Phonology
Review

Practicing words with the final e
(-ake, -ute, -ime)
Vocabulary

Getting what I need at the right place
Goods
- Goods are things that you can
keep, eat, or use. food,
clothing, toys, furniture,
toothpaste, game, book, flower,
paint, toys, tools, books, pets,
plants, household goods

Where is it?
Right over there, nearby, around
the corner, down the street,
next to, about five minutes from
here, turn left/right, go across,
go down, go through, go out
of, in front of, opposite, on the
corner.

There is a bakery behind the mall

Vocabulary
-

How can I get there?
Go straight on, when you come to the
crossroads, go across the
roundabout, Take the first
turn/road/street on your left/right, Go
on for about (10 minutes/200 meters).

Service
- A service is something that
someone does for you.
-



Socio-cultural
Showing understanding of and
supporting local goods and
services and other towns.




fix cars, get a checkup, get
haircuts, mail delivery, clean a
messy house, transport people
and goods, cut grass and
plants flowers, trees, paint
buildings, help children learn,
keeps neighborhoods safe
Idiom
Burn a hole in my pocket
Window shopping



Psycho-social
Valuing making well thought out,
effective decisions (ex: where
to go in town for a certain item,



Psycho-social
Demonstrating interest to take part in
simple social interactions when
asked.

224

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés


Proverbs/Quotes
You are not what you have.



Psycho-social
Valuing making well thought out,
effective decisions (ex: where
to go in town for a certain item,
using a map to get to a
destination).



using a map to get to a
destination).
Demonstrating interest to take
part in simple social
interactions when asked.




Social Language
Shopping mall
I’m just looking.

225

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Didactic Planning
Week # 1
Level: 8th
Domain: Transactional

Unit: 4
Scenario: Going Shopping

Theme: Welcome to my town

Enduring Understanding: The choices made when deciding what and where to shop may impact a family’s budget.
Essential Question: How does what and where we shop affect the country´s economy and context?
Learn to Know
Grammar & Sentence Frames
Comparative and superlative
 Which store is cheaper ____ or______?
 The Outlet is cheaper than the Shopping Mall.

Learn to Do
Function
Identifying different retail shops and services in my
town

Learn to Be and Live in Community
Psychosocial
 Showing understanding of and supporting local
goods and services and other towns.

Discourse Markers

There is/are
Is there/Are there
 There is a supermarket next to the bank.
 There are two stores in front of the church.

Proverbs/Quotes
Linkers: Sequential
You are not what you have.
Rules to go shopping.
First, you have to go to the mall. Then, have some
food. After that, buy a pair of tennis shoes. Finally,
return home.

Determiners (any-some)
 Yes, I have some.
 I don’t have any.

Vocabulary
Welcome to my town.
- Appliance store, bakery, bank, bus station, clinic,
clothing store, coffee shop, convenience store,

226

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
drugstore, flower shop, etc.

Phonology
 Practicing words with the final e (-ake, -ute, -ime)

Assessment
Strategies &
Evidences

Learner can

Didactic Sequence Mediation

Time
Total:
120 min
(3 lessons)

Pre-teaching
5 minutes
Routine: Checking attendance, checking in with Ls, posting and reviewing Essential Question,
Can Do’s, and class agenda, etc.
Participating
Warm up T makes flashcards with pictures of items that can be purchased in an appliance store

(microwave, refrigerator), bakery (bread, cake), clothing store (blouse, pants, skirt), coffee shop
(coffee), convenience store (chips, soft drink), drugstore (medicine), flower shop (flowers), or 15
services that can be performed in a bank (financial transaction), bus station (catching a bus) post minutes
office (mail letter), movie theater (watch movie), school (attend class) or hospital (physical exam,
blood pressure check). T tapes pictures of the shops on the board. Each L is given a picture of an
item that can be purchased in each of these shops. Ls come to the board and place their item in
the right shop
Engaging
Activation of prior knowledge T reviews vocabulary for items placed in shops in warm-up. Ls
use their item cards to say, “This is a _____”, “These are_______”.
Introducing
T introduces comparatives and superlatives by calling individual Ls to the front of the room.
T says, “--___is tall, ____is taller, ____is tallest

227

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Assessment: L
discriminates short
instructions illustrated
through step-by-step
visuals (e.g., following
simple map´s directions).

R.2. understand short
instructions illustrated
through step-by-step
visuals (e.g., following
simple map´s
directions).

____is taller than _____
____´s hair is long, _____’s hair is longer, ____´s hair is longest”
T introduces rules for more and most (used with words that are 2 syllables or longer except 2 syllable
words which end in y) and illustrates use of –er and more with the following examples:
More beautiful, prettier, hungrier, more anxious

See reading activity page at end of unit
Pre-reading
T introduces comparative survey and sentences activity. Give each student a copy of the worksheet
T tells the Ls to answer the four questions in the worksheet and write their answers in the second
20
column of the table. T instructs the Ls to interview 5 classmates using the 4 questions on the
worksheet. When the L has all the answers, he/she should write 4 comparative sentences based on minutes
the chart

Reading for the first time
T passes out the reading about Maria and Luis
Look for a comparison in the reading
Write a comparative sentence based on the reading

Pair/Group feedback
Check a partner´s comparative sentence

Reading for the second time
Re-read passage and answer comprehension questions and some/any exercises
Write a summary sentence for the reading.

Post-reading
Review comprehension questions and some/any activities

228

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Pre-listening

Assessment: L writes a
summary sentence of a
text’s main points, giving
one or two details.
W.3. write a summary
sentence of a text’s
main points, giving one
or two details,
checking written
sentences to look for
mistakes (e.g. subjectverb agreement,
capitalization, spelling,
basic punctuation).

Assessment: L gives
recommendations about
convenient places to buy
something.

SP.1. make
recommendations
about convenient
places to buy
something

T asks Ls to come to the board and place store items relative to each other using
prepositions they know. For example, they can place one picture card on another and
say, “the coffee is on the flower”.
Listening for the first time
T plays preposition song https://www.youtube.com/watch?v=byszemY8Pl8 --Ls listen to
the song on the video and write each preposition they hear
Pair/group feedback
T lists prepositions that are new to Ls on the board and explains each
Listening for the second time
Ls place 2-3 objects from their backpacks in the positions mentioned in the song as they
listen. T encourages Ls to sing along!
Post-listening
With tape, T makes enough circles on the floor for groups of 4 Ls. Ls move themselves
in the position described by the preposition relative to the circle on the floor. T calls each
of the following “In, behind, in front of, outside, within, around and back, over”. Finally,
students write a summary sentence by providing three details from the activity they did
before. They can use the discourse markers First, . Then, After that, Finally

Spoken Production/Interaction
Planning
T makes copy of goods pictures and makes decks of cards with goods/services (1 deck
for each group of 4 students)
Organizing
T organizes students into groups of 4 and passes one deck of goods cards per group
Rehearsing
Students review vocabulary for goods/services and places

25
minutes

15
minutes

30
minutes

229

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Interacting
Ls draw a card from the deck and say, “I want to buy______. Where can I go?” Other Ls
name appropriate location where that item can be found.
Describing
T reviews names of goods and locations by giving recommedations about places to buy
something by using sentence frames.

Integrated Mini-Project
Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to practice
English, not just those related to presentation.
Participating to negotiate: (5 or 10 minutes in week 1 or 2)

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

Reflective Teaching
What worked well

What didn’t work well

How to
improve

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

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.)

230

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Learner Self-Assessment
I can…

Yes

In
progress

No

discriminate short instructions illustrated through step-bystep visuals (e.g., following simple map´s directions).
write a summary sentence of a text’s main points, giving
one or two details.
give recommendations about convenient places to buy
something.
show how I have worked with others this week.

231

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Didactic Planning
Week # 2
Level: 8th
Domain: Transactional

Unit: 4
Scenario: Going Shopping!

Theme: Getting what I need at the right place

Enduring Understanding: The choices made when deciding what and where to shop may impact a family’s budget.
Essential Question: How does what and where we shop affect the country´s economy and context?
Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

Function

Psychosocial

Modals should/shouldn’t
- Describing goods and services you can you  Valuing making well thought out, effective
 You shouldn’t shop at that store because it is very
decisions (ex: where to go in town for a certain
get in different places.
expensive.
item, using a map to get to a destination).
 You should compare prices.
How much/How many
 How much does it cost?
 How many cookies do you need?

Discourse Markers
Linkers: Sequential past time
First, Then, After, Finally

Proverbs/Quotes
 Burn a hole in my pocket
 Window shopping

Count/Uncountable Nouns
 Is there any milk?
 How much rice do you need?

Vocabulary
Getting what I need at the right place
Goods

232

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
- Goods are things that you can keep, eat, or use.
food, clothing, toys, furniture, toothpaste, game,
book, flower, paint, toys, tools, books, pets,
plants, household goods
Service
- A service is something that someone does for you.
fix cars, get a checkup, get haircuts, mail delivery,
clean a messy house, transport people and goods,
cut grass and plants flowers, trees, paint buildings,
help children learn, keeps neighborhoods safe
Phonology
 Practicing words with the final e (-ake, -ute, -ime)

Assessment
Strategies &
Evidences

Learner can

Didactic Sequence Mediation
Pre-teaching
Routine: Checking attendance, checking in with Ls, posting and reviewing Essential Question,
Can Do’s, and class agenda, etc.
Participating
Warm upT passes out goods cards from week 1 and tapes shops on board. Ls come to board
and say, “I can buy __________ at the ________”
Engaging
Activation of prior knowledge T asks Ls what they can buy at the bank, bus station,
and clinic. T describes the difference between a good and a service. T asks Ls, “What
services are provided in this town?”

Time
Total:
120 min
(3 lessons)

5 minutes

10
minutes

233

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Introducing
T uses PPT to explain the following concepts
T reviews new vocabulary (opposites) from the dialogue: More expensive/cheaper,
brighter/duller, higher/lower
T also reviews modal verbs ‘should’ and ‘shouldn´t’
10
T explains that we use should and shouldn't to give advice or to talk about what we think is right
or wrong.

minutes

“You should” means something like ‘I think it is a good idea for you to do it’.
“You shouldn't” means something like ‘I think it is a bad idea for you to do it’.
“Should” is used to express the opinion of a speaker and often follows I think or I don't think.
Examples
You look tired. I think you should rest.
Should you be working so much?
- I have an English test tomorrow.
- You shouldn´t worry about it. You have worked really hard.
- I never have enough money.
- I don't think you should go out so much.
T explains that modal verb goes before the verb. The modal begins a question.
Notice how the modal verb is used in the following dialogue.

234

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Assessment: L recognizes
the main idea of a
presentation on a topic
when the subject is familiar
to them and it is delivered
slowly.

Assessment: L asks
appropriate questions
during a conversation to
ensure that the other
person understands points
being made or information
being given.

L.1. understand the
main idea of a
presentation on a
topic when the
subject is familiar to
them and it is
delivered slowly and
clearly (e.g., another
student’s report
about different
services they can get
in a community).

Pre-listening
Show some pictures introduce the situation learners will listen.
Listening for the first time
Listen to the dialogue to understand the purpose of the interaction and roles of the two women.
Pair/Group feedback
1. Who are the two women in the dialogue?
2. What is the customer buying?
3. What are her concerns about the jacket?
4. What does the salesperson say to try to encourage her to buy the jacket?
5. How does she pay for the jacket?
Listening for the second time
Ls listen again and check their answers.
Post-listening
T passes out modal verb activity. Ls complete the activity and T reviews when they are finished.

SI.1. ask appropriate
questions during a
conversation to
ensure the other
person understands
points being made or
information being
give

Planning
T passes out dialogue handout with exercises. Ls are organized in pairs.
20
Organizing
minutes
Ls rewrite the dialogue substituting the first and second sets of words in the right places.
Rehearsing
Ls read the dialog alone, practicing pronunciation and ensuring they understand the vocabulary.
Interacting
Ls then practice the dialogues with a partner, substituting the new words. Ls switch roles for the
second dialogue.
Describing
T clarifies pronunciations and meanings that she has noticed have caused confusion for students
as she has walked around the room, listening to students recite dialogues. Volunteers come to
front of room to perform dialogue for class.

15
minutes

235

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Spoken Interaction
Planning
T directs Ls attention to survey activity on dialogue handout
Organizing
T explains that Ls will walk around the class and talk to other class members (quietly). Ls
compliment their classmates on something they are wearing and then ask questions about that
clothing item. Ls use the questions on the survey and create their own questions to clarify
answers. Ls complete the table on the worksheet, using answers from at least 6 classmates.
Rehearsing
T models activity, using one L from classroom. Practice questions and statements that will be
used in the interview.
“I love your ________” or “Your ________looks good on you!”
Where did you buy it?
When did you buy it?
How much did it cost?
How did you pay for it?
Were you satisfied with it?

25
minutes

10
Interacting
Ls perform activity with at least 6 classmates and complete table
Describing
T models debrief and writes the following questions on the board:
Name one student that you interviewed
What item did you discuss?
Where did he/she buy it?
When did he/she buy it?
How much did it cost?
How did he/she pay for it?

minutes

236

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Was he/she satisfied with the item?
Assessment: L writes
straightforward text on
topics familiar to them.

W.2. write
straightforward text
on topics familiar to
them

Written Production: Create an ad for a commercial product
25

Pre-writing:
T reviews ads (in this week’s PPT). What components do they all have?
Assignment: Create an ad for a product that you can buy in one of the stores
we’ve learned about. Include:
A picture
A description
Positive features
A comparison with another, similar product
Price
Where can your product be found?

minutes

Drafting
Create your ad
Revising
Have a partner review your ad and make recommendations for improvement
Editing
Ls edit ads.

Integrated Mini-Project
Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to practice
English, not just those related to presentation.
Participating to negotiate: (5 or 10 minutes in week 1 or 2)

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

237

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Group
presentations
can be week
5 or 6.

Reflective Teaching
What didn’t work well

What worked well

How to
improve

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

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

Learner Self-Assessment
I can…

Yes

In
progress

No

recognize the main idea of a presentation on a topic when
the subject is familiar to them and it is delivered slowl
ask appropriate questions during a conversation to ensure
that the other person understands points being made or
information being given.
write straightforward text on topics familiar to them.

238

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
show how I have worked with others this week.

Didactic Planning
Week # 3
Level: 8th
Domain: Transactional

Unit: 4
Scenario: Going Shopping!

Theme: Where is It?

Enduring Understanding: The choices made when deciding what and where to shop may impact a family’s budget
Essential Question: How does what and where we shop affect the country´s economy and context?
Learn to Know
Grammar & Sentence Frames
Article a/an
 There is a bank in front of the park. The
Citi Bank is next to the church.
Imperatives +/ Request the warranty.
 Don’t forget to ask for a receipt.
Demonstratives (those/these, this, that)
 How much are these/those shoes?
 Those are fifteen thousand colones.
Vocabulary
Where is it?

Learn to Do
Function
- Exchanging information for shopping wisely.
Discourse Markers
Linkers: Sequential past time
First, Then, After, Finally

Learn to Be and Live in Community
Psychosocial
 Valuing making well thought out, effective
decisions (ex: where to go in town for a
certain item, using a map to get to a
destination).
 Demonstrating interest to take part in simple
social interactions when asked.

Proverbs/Quotes
Social Language
 Shopping mall
 I’m just looking.

- Right over there, nearby, around the corner,
down the street, next to, about five minutes
from here, turn left/right, go across, go down,

239

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
go through, go out of, in front of, opposite, on
the corner.
Phonology
 Practicing words with the final e (-ake, ute, -ime)
Assessment
Strategies &
Evidences

Learner can

Didactic Sequence Mediation
Pre-teaching
Routine: Checking attendance, checking in with Ls, posting and reviewing Essential Question,
Can Do’s, and class agenda, etc. T instructs students to bring colored pencils to the next
class.
Participating
Warm upT plays preposition game with mouse (this week’s PPT). Ls supply correct preposition
Engaging
Activation of prior knowledge T replays preposition video from week 1. Students manipulate
2-3 items on their desks to mimic prepositions in song.

Time
Total:
120 min
(3 lessons)

5 minutes

15
minutes

Introducing
T review vocabulary from dialogue using PPT:
Right, left, straight, block, intersection, far, close, traffic light, middle, corner

240

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Assessment: L
discriminates simple
technical explanations if
given slowly and clearly
and opportunity is given
for clarification..

Assessment: L asks
someone to say
something more clearly,
to explain something a
different way, or to repeat
what has been said.

L.2. understand
simple technical
explanations if given
slowly and clearly
and opportunity is
given for clarification
(e.g., how to get to
different

SI.2. ask someone
to say something
more clearly, to
explain something a
different way, or to
repeat what has been
said.
places

Pre-listening
Show pictures to guide students about the conversation they are going to listen.
Listening for the first time
T plays dialog once, then passes out gap fill activity. Ls listen again and fill in the gaps
Pair/Group feedback
Review gap fill activity
Listening for the second time
Ls listen again and check all their gap fills as they listen
Post-listening
Ls practice dialogue substituting words and phrases as found on their worksheets. They write a
new dialogue by mixing and matching alternative phrases.
Spoken Interaction/Production
Planning
T makes signs for floor saying: bank, library, school, church, florist, hardware store.
Organizing
T tapes signs to represent community buildings on the floor around the classroom and moves all
student desks to the sides of the room. T asks for 3 volunteer Ls.
Rehearsing
2 Ls are called to the front of the room to model direction giving. One L volunteers to be
blindfolded.
Two other Ls give directions to the store—“Go straight two steps, turn right…” Blindfolded
student follows directions to get to destination.
Interacting/Describing
Ls mix locations of signs that represent buildings in the town and repeat the activity with 3 more
students until every group of 3 has had a chance.

10
minutes

25
minutes

30
minutes

Activity 2 Spoken Interaction/Production
Planning

241

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
T uses same goods and services cards and community cards used during week one.
Also has cards saying: next to, behind, in front of, in, between
Organizing
T teaches rule for use of a and an with nouns. Example: an apple, a banana
Teacher explains the use of this/that, these/those using this week’s PPT
T will use goods, services and preposition cards to review vocabulary, this, that, these
and those and prepositions on the board . T models speech— T pulls a card from each
of 3 decks—the preposition, the item (goods and services) card and the community
cards and says, “This is an apple. This is a bank. (or these are bananas) “the apple is
next to the bank”. She says the final sentence as she places the apple next to the bank
on the board. Finally, teacher asks class (when standing away from the board) “What is
that?” (pointing at the apple, then at the bank) or “What are those?” (for plural items)
Rehearsing
Volunteer L is called to the front and draws one card from each of the 3 decks and
repeats teachers actions from the organizing section. This is repeated with each student
or with pairs of students.
Interacting/Describing
Ls summarize rules for a/an, this/that, these/those

Assessment: L writes
recommendations about
going shopping wisely.

W.1. write
recommendations
about going shopping
wisely.

25
minutes

Pre-writing:
Discuss with classmate five good recommendations when going shopping.
Search in internet for recommedations for good shoppers. If necessary, provide a
guided writing with some sentence frames.
Drafting
Write some recommendations to your mom when going shopping to the
supermarket. Make sure you ues the sequentials first, next, then, finally.
Revising

242

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
In pairs read the recommendations and revise them by using teachers
instrument.
Editing
Ls edit the recommendations and publish them on the bulletin board.

Phonology
10
identifies and
manipulates English
language sounds using
knowledge in phonics,
syllabification, and word
parts.

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

Recognition
Students find examples of silent e words from dialogue and exercises: Excuse, office, sure,
here, come, side, welcome

minutes

Articulation
T slowly pronounces each of the words
Production:
Ls repeat pronunciation of each word and determine if the word has a long vowel sound.
The silent e should cause the earlier vowel to be pronounced with its long sound but
there are exceptions. Which of the words doesn´t follow the long vowel with silent e
rule?
(answer: office, come, welcome)

Integrated Mini-Project
Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to practice
English, not just those related to presentation.
Thinking for planning: (5 or 10 minutes in week 3 or 4)

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

243

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
5 or 6.

Reflective Teaching
What didn’t work well

What worked well

How to
improve

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

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

Learner Self-Assessment
I can…

Yes

In
progress

No

discriminate simple technical explanations if given slowly
and clearly and opportunity is given for clarification..
asks someone to say something more clearly, to explain
something a different way, or to repeat what has been said.
write recommendations about going shopping wisely.
identify and manipulate English language sounds using
knowledge in phonics, syllabification, and word parts.
show how I have worked with others this week.

244

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Didactic Planning
Week # 4
Level: 8th
Domain: Transactional

Unit: 4
Scenario: Going Shopping!

Theme: How can I get there?

Enduring Understanding:
Essential Question:
Learn to Know

Learn to Do

Grammar & Sentence Frames
Modals have to
 When you go shopping you have to look
for the best price.

Function
- Giving directions to get to retail shops and
services in town.

Psychosocial
Demonstrating interest to take part in simple
social interactions when asked.

Discourse Markers
Linkers: Sequential past time
First, Then, After, Finally

Proverbs/Quotes

Prepositions
 Turn to the right and then turn to the left.
 The supermarket is in front of the bank.
 There is a bakery behind the mall

Learn to Be and Live in Community

Zero Conditional
 If you go shopping, you need to:
Vocabulary
How can I get there?
Go straight on, when you come to the crossroads, go across the
roundabout, Take the first turn/road/street on your left/right, Go on
for about (10 minutes/200 meters).

Phonology

245

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Review
Assessment
Strategies &
Evidences

Learner can

Didactic Sequence Mediation
Pre-teaching
Routine: Checking attendance, checking in with Ls, posting and reviewing Essential Question,
Can Do’s, and class agenda, etc.
Participating
Warm up: Class forms a line. T gives directions: Go straight 2 steps. Turn right. Go one step.
Turn left. Go 3 steps. Turn around. Sit down.
Engaging
Activation of prior knowledge: T pastes places in the community (from week 1 plus additional
from this week) across white board. T reviews this vocabulary and introduces zoo, park, library,
police station and supermarket. T forms 2 teams of Ls in back of class. Reads descriptions of
buildings:

Time
Total:
120 min
(3 lessons)

10
minutes

5 minutes

15
Place to go when you get sick
Place to go to learn math and science
Place to buy bread
Place to see exotic animals
Place to report a crime
Place to buy many types of food
Place to watch a movie
Place to catch a bus
Place where children play
Place to save money
Place where you can borrow a book
Place to buy a refrigerator

minutes

246

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Place to drink coffee
Place to buy a shirt
Place to buy gas for your car
Place where you can mail a letter
Place to buy plants and flowers
Place to buy prescription drugs
One person on each team is given a fly swatter and runs to swat the place described.
Before the team gets a point, that L must name the place.
Introducing
different text types (oral/written) using visual aids, technology, key vocabulary, graphic organizers,
sounds, grammar and sentence frames.

Assessment: L
discriminates directions for
getting to a place, using
everyday reference
material (e.g., advertising
material and city maps,
GPS gadgets).

R.3. understand
directions for
getting to a place,
using everyday
reference
materials (e.g.,
advertising
material, city maps
and GPS
gadgets).

Pre-reading
T passes out reading activity and explains that Ls should use Map 2 to answer the questions on
the reading activity. This activity is done individually.
Reading for the first time
Ls review questions and clarify any vocabulary that is unclear with T. Ls complete activity sheet.
Pair/Group feedback
Ls compare answers with a partner.
Reading for the second time
T reviews answers with whole group.

25
minutes

247

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Post-reading
T clarifies any questions that have arisen during the activity.

Assessment: L
discriminates simple
technical explanations if
given slowly and clearly
and opportunity is given for
clarification.

L.2. understand
simple technical
explanations if
given slowly and
clearly and
opportunity is
given for
clarification (e.g.,
how to get to
different places).

Pre-listening
T previously instructed Ls to bring colored pencils to class. Ls are given Map 1 on this
week´s activity page.
Listening for the first time
T describes activity by explaining that verbal instructions will be given and students must do what
they are asked on the maps. They must work efficiently to finish each instruction before the next.
Pair /group feedback
Learners clarify or repeat instructions by working in pairs.
Listening for the second time
T provides the following verbal instructions:
1. Color the map as follows: Blue-water, Red-fire station, Orange-library, Yellow-schools,
Green-parks, Pink-city hall, Purple-hospital, Brown-community center.
2. Draw a green "X" at the intersection of Oak Street and 2nd Avenue.
3. Draw a black "X" where River Street meets Cat Bridge.
4. How many blocks are in 1 mile?

30
minutes

Post-listening
T asks Ls to come to board to complete tasks using colored white board markers to review
activity
Assessment: L tells a
simple direction (e.g., how
to get to a location) as well
as offers simple

SP.2. tell a simple
direction (e.g.,
how to get to a
location) as well

Planning
T gives Ls Map 2 on this week’s activity page.

248

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
explanations to others.

as offer simple
explanations to
others.

Organizing
T explains that Ls will work in pairs, one is student A, the other is student B. Student A
begins by giving directions from the place indicated on the activity sheet and student B
traces these directions on his/her map. Then student B gives directions to the location
indicated on the activity sheet.
Rehearsing
T demonstrates by projecting map on PPT and having a Learner come and follow
directions and repeat them. T is acting as student A and volunteer L as Student B. T
directs students as follows: We will go from city hall to the library. Stand in front of city
hall and face Green River. Turn right. You are on A street. Go straight on A street 4
blocks until you arrive at 1st street. Turn left. Go across State bridge and cross River
Street and Main Street. The library is in front of you.

5 minutes

30
minutes

Interacting/Describing
Ls complete activity in pairs. T circulates to check understanding.
T models answers on PPT to review answers.

Integrated Mini-Project
Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to practice
English, not just those related to presentation.
Ideas: Shopping role play, Ls create a community map and navigate, in teams, following directions provided on audiotape by T

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

249

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Thinking for planning: (5 or 10 minutes in week 3 or 4)

Reflective Teaching
What didn’t work well

What worked well

How to
improve

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

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

Learner Self-Assessment
I can…

Yes

In
progress

No

discriminate directions for getting to a place, using
everyday reference material (e.g., advertising material and
city maps, GPS gadgets).
discriminate simple technical explanations if given slowly
and clearly and opportunity is given for clarification.
tell a simple direction (e.g., how to get to a location) as well
as offers simple explanations to others.
show how I have worked with others this week.

250

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Didactic Planning
Weeks 5 and 6
Review and Integrated Mini-Project
Level: 8th

Unit 4: Going Shopping!

Enduring Understanding: The choices made when deciding what and where to shop may impact a family’s budget.
Essential Question: How does what and where we shop affect the country´s economy and context?
Learn to Know

Learn to Do

Grammar & Sentence Frame
 Did Ls use all sentence frames?

Function
 Did Ls use all functions?

Vocabulary
 Did Ls say aloud and write all vocabulary?
Phonology
 Did Ls recognize, articulate and produce
phonological sounds?

Assessment
Strategies &
Evidences
 Did Ls achieve
all learning

Learn to Be and Live in Community

Psychosocial
Did Ls show evidence of …
 Being aware and committed to protecting the
Discourse Markers
environment
 Did Ls practice connecting words: and, but,  Appreciating natural wonders
because?
Sociocultural
 Did Ls practice idioms and quotes?

Didactic Sequence Mediation
Learner can
 Can Ls do all
tasks?

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

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

Time
Total:
120 min
(3 lessons)

All of week
5 or 6

251

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
outcomes?

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

 Personal lapbooking, mobile,
collage.
 Self-portrait presentation using
technology or cardboard.
 Storytelling using TPR in groups

Integrated Mini-Project

Time

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

252

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Name________________________________________
Student survey and chart:
1. Give each student a copy of the worksheet
2. Tell the students to answer the four questions in the worksheet and write their answers in the second column of the table.
3. Instruct the students to interview 5 classmates using the 4 questions
4. When the student has all the answers, he/ she should write 4 comparative sentences based on the chart
How old are you?
How expensive is your cell phone, do you think?
What size shoe do you wear?
How far is your home from the high school?
You

_______

_______

______

_______

________

Age

Phone cost

Shoe size

Distance
from school

When you have finished your chart, use the information to write 4 comparative and superlative sentences about your classmates.

253

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Example: I am the oldest student in the group.
1. ______________________________________________________
2. ______________________________________________________
3. ______________________________________________________
4. ______________________________________________________

Reading
Maria and Luis like to shop carefully in order to save some money by buying ítems on sale. First, they look in the newspaper and on the internet
before they go shopping. Then, they find the best place to buy specific ítems. After that, they decide where Marie will go and where Luis will
go. Finally, they leave their house and go shopping. Today, Marie will go to Pali to buy canned and packaged goods and Luis will go to the
farmer´s market to buy some fruits and vegetables. They like to buy local fruits and vegetable to support local farmers and because these
products are fresher and healthier. Sometimes, Marie buys canned and packaged goods at Maxi Pali but today, they are cheaper at Pali. Marie
and Luis are careful to not buy more than they need. They often remind each other that, “You are not what you have”.
What are Marie and Luis doing today?
What is the first thing Marie and Luis do when they prepare for shopping?
What will Luis buy?
What kind of fruits and vegetables does Luis buy? Why?
Why is Marie going to Maxi Pali instead of Pali?
What is the significance of Marie and Luis’ statement, “You are not what you have?”

254

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Fill in the blank with some or any.
1. Marie wants to find __________cheap rice.
2. Does Maxi Pali have __________ coffee on sale?
3. Does the farmer´s market have ________strawberries?
4. You need to buy _________ new shoes. These are too small.
5. I saw ________shoes on sale downtown yesterday.
6. Are you going shopping? No, I don’t need ________food today.
7. Do you have _________sugar I can borrow?
8. Sorry you can´t buy the rice that is on sale. There isn’t _______more.

Goods Cards

255

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

256

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

257

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

258

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

259

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Places in a Community

260

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

261

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

262

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

263

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

264

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Modal Verbs: Should and Shouldn´t

Complete the following sentences using should and shouldn’t

You _____________ be so selfish.
I don't think you _________ smoke so much.
You ____________ exercise more.
I think you _________ try to speak to her.
You are overweight. You _________ go on a diet.
Where __________ we park our car?

265

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

You______________ never speak to your mother like this.
The kids ______________ spend so much time in front of the TV.
______________ I tell her the truth or _______________ I say nothing?
I think we _______________ reserve our hotel in advance.

266

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Clerk:
Customer:

Clerk:

Customer:

I really like that jacket!
It looks good on you. You should get it.
I don’t know.
It’s more expensive than the one at the other store.
Do you have any that are cheaper?
But this one is much higher quality and it looks really
good on you.
I’ll tell you what: I’ll give you a 10% discount.
How much is it then?

(1)

(2)
(3)
(4)

267

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Clerk:
Customer:

(1)

(4)

With tax, the total comes to $48.50.
How would you like to pay?
I’ll put it on my credit card.

(5)
(6)

Rewrite the dialogue substituting the following phrases. Practice these new dialogues with your partner.
sweater
it goes well with your pants
(2)
not as stylish as
(3)
shirt
it matches your shoes
much brighter than
25%
15%

(5)

$38.62
$28.87

(5)

write a check
pay with cash

268

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Walk around the class and talk to other class members. Compliment them on something they are wearing.

And then ask them questions about that clothes
item. Use the questions below and create your own questions to clarify answers. For example: “Where did you get it?” “In San Jose.” “Where in San Jose?”
Complete the following table, using answers from at least 6 classmates.

Name

Item

Shop

Date of
Purchase

Price

Payment
Method

Satisfied?

269

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

270

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

271

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Week 3, Unit 4 Dialogue
Listen to the following dialogue.
Person on the Street: Excuse me. Can you tell me how to get to the post office?
2nd person: I’m sorry. I don’t know. I’m from out of town.
Person on the Street: Excuse me. Do you know where the post office is?
Third Person: Sure. It´s not far from here. First, walk straight ahead until you get to Main Street then…
Person on the Street: Sorry to interrupt you. How many blocks is that?
Third Person: It´s about two or three blocks. It´s the first traffic light you´ll come to. After you get to Main Street, turn right and walk one
block to Broadway. Finally, you will turn left and go half a block.
Person on the Street: What side of the Street is it on?
Third Person: Coming from this direction, it will be on your right side. It´s in the middle of the block, next to Sweet´s Ice Cream Shop. You
can´t miss it. Do you want me to repeat any of that?
Person on the Street: No, that´s okay. I´ve got it. Thanks a lot.
Third Person: You´re welcome!

272

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Listen to the dialogue again and fill in the gaps

Person on the Street: __________ me. Can you tell me how to get to the _______________?
2nd person: I’m sorry. I don’t know. ________ from out of town.
Person on the Street: Excuse me. Do you know where the post office is?
Third Person: Sure. It´s not ______ from here. First, walk ___________ ahead until you get to Main Street then…
Person on the Street: Sorry to interrupt you. How ___________ blocks is that?
Third Person: It´s about two or three ___________. It´s the first traffic light you´ll come to. After you get to Main Street,
turn __________ and walk one block to Broadway. Finally, you will turn __________ and go half a block.
Person on the Street: What ________ of the street is it on?
Third Person: Coming from this direction, it will be on your _________ ____________. It´s in the
___________________ of the block, next to Sweet´s Ice Cream Shop. You can´t miss it. Do you want me to repeat any of
that?
273

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Person on the Street: No, that´s okay. I´ve ______it. Thanks a lot.
Third Person: You´re welcome!
Read the following dialogue with your partners three times. Take turns playing each of the characters.
Person on the Street: Excuse me. Can you tell me how to get to the post office? (1)
2nd person: I’m sorry. I don’t know. I’m from out of town. (2) (3)
Person on the Street: Excuse me. Do you know where the post office is?
Third Person: Sure. It´s not far from here. First, walk straight ahead until you get to Main Street then… (4)
Person on the Street: Sorry to interrupt you. How many blocks is that? (5)
Third Person: It´s about two or three blocks. It´s the first traffic light you´ll come to. After you get to Main Street, turn right and walk one
block to Broadway. Finally, you will turn left and go half a block. (6)
Person on the Street: What side of the Street is it on?
Third Person: Coming from this direction, it will be on your right side. It´s in the middle of the block, next to Sweet´s Ice Cream Shop. You
can´t miss it. Do you want me to repeat any of that? (7) (8)(9)
Person on the Street: No, that´s okay. I´ve got it. Thanks a lot. (10)
Third Person: You´re welcome!
Practice the dialogue again, substituting the following words at the correct places.
1. The museum, …the zoo, …the school, …the train station, …the movie theater
2. I’m afraid not.
3. I don´t live here/ I´m just visiting.
4. It´s really close to here/ It´s only about a 10 minute walk from here.
5. How far is that?
6. It´s the second intersection.
7. It´s on the corner
8. Between the pharmacy and the church/ across the Street from the park

274

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
9. Did you catch all of that?
10. I understand

Preposition Cards

IN

ON

275

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

ABOVE

UNDER

276

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

BEHIND

NEXT TO

277

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

BETWEEN

IN FRONT OF

278

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Unit 4, Week 4 Activities

279

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Places in the community

280

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

281

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Map 1
282

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Map 2

283

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Reading Activity
1. Color the map as follows: Blue-water, Red-fire station, Orange-museums, Yellow-stadium, Green-parks, Pink-city hall,
Purple-hospital, Brown-cemetery.
2. Draw a green "X" at the intersection of C Street and 6th Avenue. Draw a black "X" where River Street meets State Bridge.
3. In red, draw a short street route from the library to city hall. Write instructions for the route you drew.
4. Which bridge is closest to the Art Museum? _____________________
5. Which is farther north, River Park or City Park? _____________________
6. How far (in miles) is it from the bus station to the hospital? _____________________
7. If you cross Denny Bridge going north, turn right at River St., turn left at Grove Ave., turn right at Oak St. and walk half a
block, what building do you see on your right? _____________________
8. What park is located in A2? _____________________
9. When you look north, you see the river. When you look east, you see the High School. Where are you?
_____________________

284

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Spoken Production Activity
Student A
Student B
Give your partner directions from the
cemetery to the library.
Use a pencil to follow your partner’s
directions on your map. Repeat the
directions back to him/her.

Use a pencil to follow your partner’s
directions on the map. Repeat the
directions back to him/her.
Give your partner directions from the
zoo to Jones Lake.

285

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Level 8th

Unit 5
CEF level to be reached: A2
Scenario: Unforgettable Events

Enduring Understanding
Essential Question

People´s personal experiences shape their lives and connect them to the world.
How do our life experiences shape who we are now?
Assessment and Goals

Week 1

Week 2

Week 3

Week 4

Week 5/6

Assessment: L extracts main
ideas from diagrams, with
accompanying text.
R.2. extract main ideas from
diagrams, with accompanying
text, and use information to
answer questions if given lead-in
phrases.

Assessment: L recognizes the gist
of a short text.
L.3. understand the gist of a
short text when read aloud
clearly and slowly.

Assessment: L distinguishes the
main points of an age-appropriate
audio-visual presentation.
L.2. identify the main points of an
age-appropriate audio-visual
presentation (news items
reporting events, accidents).

Assessment: L recognizes the main
information and a few details in short
articles and reports.
R.3. understand the main information
and a few details in short articles and
reports (e.g., a national or world event)
if they deal with familiar subjects.

Assessment

Assessment: L gives personal
reactions to a piece of ageappropriate literature.
W.2. give personal reactions to a
piece of age-appropriate literature
related to personal, family,
national or worldwide event,
checking written sentences to look
for mistakes (e.g. subject-verb
agreement, capitalization,
spelling, basic punctuation etc.).

Assessment: L recognizes the gist of a
short text.
L.3. understand the gist of a short text
when read aloud clearly and slowly.

Assessment: L asks for assistance
(e.g., understanding textbook
problems, asking for clarification of
vocabulary, terminology).
SI.1. ask for assistance (e.g.,
understanding textbook
problems, asking for
clarification of vocabulary,
terminology).
Assessment: L writes short
dialogues about personal events.
W.1. use text as a stimulus to
write short dialogue about a
personal event.

Assessment: L asks and answers
questions about a personal, family,
national or worldwide event.
SI.2. ask and answer questions
about a personal, family, national
or worldwide event.
Assessment: L identifies learners’
contributions in class, and uses
these responses as models for their
own.
L.1. listen to other students’
contributions in class, and use
these responses as models for
their own.
Assessment: L describes events
using simple words or sentences

Assessment: L explains reasons for
an event briefly.
SP.3. explain reasons for an event
briefly (electronic device, pet, new

Anecdotal reports/rubrics/ instruments for self
and co-assessment

Assessment: L asks for assistance (e.g.,
understanding textbook problems, asking
for clarification of vocabulary, terminology). 
SI.1. ask for assistance (e.g.,
understanding textbook problems,

asking for clarification of vocabulary,
terminology).

Suggested Integrated Mini project
A newscast including reports about
national or worldwide events.
An oral description of photomontage (or
painted/drawn mural) about national or
worldwide events.

Assessment: L gives personal reactions
to a piece of age-appropriate literature.
W.2. give personal reactions to a

286

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Assessment: L uses simple words
to give his/her opinion.
SP.1. use simple words to give
his/her opinion about a personal,
family, national or worldwide
event.

frames.
SP.2. describe events using simple
words or sentence frames about a
personal, family, national or
worldwide event.

bridge in the town, a flood, airport,
human rights).

piece of age-appropriate literature
related to personal, family, national or
worldwide event, checking written
sentences to look for mistakes (e.g.
subject-verb agreement,
capitalization, spelling, basic
punctuation etc.).

Phonology Goal for Each Week:
Assessment: L …
R.1. identify and manipulate English language sounds using knowledge in phonics, syllabification and word parts.

Theme
A Day I’ll Never Forget: in My
Personal Life

-

Function
Identifying a personal, family,
national or worldwide event.

Theme
An Event I’ll Never Forget: with My
Family

-

Function
Describing a personal, family,
national or worldwide event.

Theme
An Event I’ll Never Forget: in Costa
Rica

-

Function
Asking and giving information
about a personal, family,
national or worldwide event.

Theme
An Event I’ll Never Forget: in the World

-

Function
Sharing information about a personal,
family, national or worldwide event.

Discourse Markers

Discourse Markers

Discourse Markers

Discourse Markers

Linkers: Sequential past time.
An event I cannot forget is when the
national soccer team came back
from the World Cup in 2014. First,
people from all over the country
came to Paseo Colon wearing red
shirts. Then, the main streets from
the airport to the Sabana were
closed. After that, people were on
each side of the streets waiting to
see the soccer players. Finally, the
players celebrated with Costa
Ricans for many hours.

Linkers: Sequential past time
- First, Then, After, Finally

Linkers: Sequential past time
- First, Then, After, Finally

Linkers: Sequential past time
- First, Then, After, Finally

287

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Grammar & Sentence Frames

Grammar &Sentence Frames

Grammar & Sentence Frames

Grammar & Sentence Frames

Contractions/Future Tense (will) with
past continuous tense clause
 A day I’ll never forget in my
personal life was when I was
___ing …

Contractions/Future Tense (will) with
past continuous tense clause
 A day I’ll never forget with my
family was when I was ___ing
…
Phrasal Verbs
 When my family’s car broke
down on the highway, we had
a lot of fun waiting for help.

Contractions/Future Tense (will) with
past continuous tense clause
 A day I’ll never forget in Costa
Rica was when we were
___ing

Contractions/Future Tense (will) with past
continuous tense clause
 An event I’ll never forget in the world
was when I was _____

Phrasal Verbs
 The day I first asked my
girlfriend out was
unforgettable.
Adverbial phrases
 My trip last summer was really
memorable.

Adverbial phrases
 My family was very happy to
spend time together when I
was young.

Indications of time
(Now, then, when, soon, ago, the
year before last, last year, by the
time I was)
 By the time I was 12, I had
seen all the provinces of Costa
Rica.

Indications of time
(Now, then, when, soon, ago, the
year before last, last year, by the
time I was)
 The year before last we spent
the summer on the beach.

Comparatives and superlatives
forms of adverbs
 That was the day I enjoyed the
most.
Wh- questions in the past
 Why was the event
unforgettable?
Phonology
minimal pair sounds:
æ/ʌ
cat/cut
ankle/uncle

Phrasal Verbs
 When the Turrialba Volcano
erupted, the highway was shut
down.
Adverbial phrases
 Costa Ricans are extremely
proud of their World Cup
experience.
Comparatives
and
superlatives
forms of adverbs
 That was the moment I
remember best.
Wh- questions in the past
 What other places did you visit?

Phrasal Verbs
 With the picture of the Syrian child on
the beach, many people broke out
crying about receiving immigrants.
Adverbial phrases
 Immigration is a highly sensitive
matter for some people.
Comparatives and superlatives forms of
adverbs
 The news that day was filled with the
worst pictures.
Wh- questions in the past
 When did that world event happen?

Comparatives
and
superlatives
forms of adverbs
 We enjoyed this vacation to the
fullest.
Wh- questions in the past
 How did you decide to do that?

Phonology

Phonology

minimal pair sounds:
æ/ʌ
cat/cut
ankle/uncle

minimal pair sounds:
æ/ʌ
cat/cut
ankle/uncle

Phonology
Review

288

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
ran/run
drank/drunk
match/much

ran/run
drank/drunk
match/much

ran/run
drank/drunk
match/much

Vocabulary

Vocabulary

Vocabulary

Personal life
 Birthday, wedding, my first
kiss/boyfriend/girlfriend, my
best cellphone, my
unforgettable Christmas
present








Socio-cultural
Allowing others to express
themselves and to decode their
emotions.
Showing interest in each
person’s life and feelings.
Social Language
A day I’ll never forget
Remember when

Events with my Family
 New Year`s Eve/Day, Family
meeting/reunion
 Easter vacation/Holy week
 Soccer game match







Psycho-social
Demonstrating openness
towards others experiences.
Listening assertively to one’s
own and other people’s feelings
and emotions.
Social Language
A blast
We rocked it

Events in Costa Rica
 A new road/bridge/highway
 Arts Festival
 Festival of the Light
 National teams and athletes’
participation in worldwide
competitions.



Psycho-social
Showing empathy: put oneself in
the shoes of others’ and listen
to their needs.

Vocabulary
Events in the World
 FIFA World Cup, Music Awards, Nobel
prize
winner/nominee,
world`s
wonders, high tech invention
– unforgettable, memorable, impact,
influence, effect, bring to mind, take
into account, event, occasion,
incident, result


Sociocultural
Respecting human rights principles
and inclusiveness.
Idioms




Sociocultural
Quotes
Two heads are better than one.
It’s never over till it’s over.






Move up in the world
Count your blessings
To tie the knot
Look the other way

289

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Didactic Planning
Week # 1
Level: 8th

Unit: 5

Theme: A Day I’ll Never Forget: in My
Personal Life
Enduring Understanding: People´s personal experiences shape their lives and connect them to the world.
Essential Question: How do our life experiences shape who we are now?
Domain: Interpersonal

Learn to Know

Scenario: Unforgettable Events

Learn to Do

Grammar & Sentence Frames
Function
Contractions/Future Tense (will) with past
Identifying a personal, family, national or
continuous tense clause
worldwide event.
 A day I’ll never forget in my personal life was
Discourse Markers
when I was ___ing …
Linkers: Sequential past time.
Phrasal Verbs
 The day I first asked my girlfriend out was
unforgettable.
Adverbial phrases
 My trip last summer was really memorable.
Indications of time
(Now, then, when, soon, ago, the year before last,
last year, by the time I was)
 By the time I was 12, I had seen all the
provinces of Costa Rica.
Comparatives and superlatives forms of adverbs
 That was the day I enjoyed the most.

Learn to Be and Live in Community
Psychosocial
 Allowing others to express themselves and
to decode their emotions.
 Showing interest in each person’s life and
feelings.
Social Language
 A day I’ll never forget
 Remember when

290

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Wh- questions in the past
Why was the event unforgettable?

Vocabulary
Personal life
 Birthday, wedding, my first
kiss/boyfriend/girlfriend, my best cellphone,
my unforgettable Christmas present
Phonology
Minimal pair sounds:
æ/ʌ
cat/cut
ankle/uncle
ran/run
drank/drunk
match/much
Assessment
Strategies &
Learner can
Evidences

Didactic Sequence Mediation

Time
Total:
120 min
(3 lessons)

Pre-teaching
Routine: Checking attendance, checking in with Ls, posting and reviewing Essential Question,
Can Do’s, and class agenda, etc.
Participating
Warm up:T shows some pictures about different birthday gifts (see Resources Section) and sts
raise their Yes or NO cards if they have them or not. Then, sts classify them into two categories,

291

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
LIKE and DISLIKE by completing a chart.
LIKE

SI.1. L asks for
assistance (e.g.,
understanding
textbook problems,
asking for
clarification of
vocabulary,
terminology).

SI.1. ask for
assistance (e.g.,
understanding
textbook
problems,
asking for
clarification of
vocabulary,
terminology).

DISLIKE

Engaging
Activation of prior knowledge: As a class sts and T brainstorm different vocabulary related to
important events in their lives.
IMPORTANT
EVENTS IN
MY LIFE

T asks the sts if their birthdays are important for them.
T asks Ls to work with partners and discuss the following questions:
 Which gifts have you gotten?
 Which one did you like the most?
 Which one did you dislike, and why?
Introducing
Sts participate in a charade activity. T divides the group in two teams. The slips of paper with

292

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
vocabulary about important events are distributed between the two teams. Pick a member for
each team to take turns acting out each phrase. Then, each team tries to guess.
T shows some flashcards to sts and asks them to repeat the phrases out loud. (See resources
section)

R.2. L extracts main
ideas from
diagrams, with
accompanying text.

R.2. extract
main ideas
from diagrams,
with
accompanying
text, and use
information to
answer
questions if
given lead-in
phrases.

Pre-reading
Group discussion. T asks the given question to sts and elicits different answers.
 What activities did you do on your last birthday?
 What traditional foods do people prepare and eat at such events?
T asks sts to work in pairs, gives them two envelopes one with words and another with
sentences. Then, sts match them appropriately. (see Resources Section)
1. Reading for the first time
T and a partner read the following dialogue for sts.
Father: Hi Michael. Happy Birthday! How old are you today?
Son: Seven.
Father: Alright. Well, let's sing Happy Birthday:
Happy Birthday to you,
Happy Birthday to you,
Happy Birthday dear Michael,
Happy Birthday to you.
Father: Alright. So what should we do first?
Son: How about cake and ice cream?
Father: Okay. Well, uh let . . . let's light the candles. Okay, and make a wish! Don't . . . don't tell me.
Son: Don't tell you?
Father: Yeah, don't tell me. Okay, and go ahead and blow out the candles. Okay, let's cut the cake, and then we can have cake and ice
cream. And what do you want to do after the cake and ice cream?
Son: Play freeze tag.
Father: Now, how do you play tag?
Son: Um . . . one person is it, and the person who is it tries to tag everyone [Alright. And then . . . ] before I tag someone and then,
another person tags me.
Father: Oh, wow. And whose coming over later today for your birthday?
Son: Well, everyone. Uh, my cousins, all my aunts and grandmas, grandpas.
Father: Alright. Well, Happy Birthday, Michael.

293

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
2. Pair/Group feedback
Pairs solve a matching about birthday vocabulary. Then, sts write a short dialogue about a
personal event (my first kiss/boyfriend/girlfriend, my best cellphone, my unforgettable
Christmas present, family´s wedding). T asks two or three couples to present their work.
3. Reading for the second time
Sts read the dialogue by themselves paying attention to the new vocabulary presented.
Father: Hi Michael. Happy Birthday! How old are you today?
Son: Seven.
Father: Alright. Well, let's sing Happy Birthday:
Happy Birthday to you,
Happy Birthday to you,
Happy Birthday dear Michael,
Happy Birthday to you.
Father: Alright. So what should we do first?
Son: How about cake and ice cream?
Father: Okay. Well, uh let . . . let's light the candles. Okay, and make a wish! Don't . . . don't tell me.
Son: Don't tell you?
Father: Yeah, don't tell me. Okay, and go ahead and blow out the candles. Okay, let's cut the cake, and then we can have cake and ice
cream. And what do you want to do after the cake and ice cream?
Son: Play freeze tag.
Father: Now, how do you play tag?
Son: Um . . . one person is it, and the person who is it tries to tag everyone [Alright. And then . . . ] before I tag someone and then,
another person tags me.
Father: Oh, wow. And whose coming over later today for your birthday?
Son: Well, everyone. Uh, my cousins, all my aunts and grandmas, grandpas.
Father: Alright. Well, Happy Birthday, Michael.

Sts complete the multiple choice exercise based on the dialogue
http://www.esl-lab.com/birthday/birthdayrd1.htm
4. Post-reading
Sts share a story about one of their favorite birthdays. How did they celebrate the day,
and what made it special? Did they eat any special foods? What presents did they
receive? Are there any unique birthday traditions and customs in their family or culture?

294

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Pre-writing
T introduces indications of time.(Now, then, when, soon, ago, the year before last, last
year, by the time I was). Sts interview some classmates about a day they will never forget
in their lives by using the given words in a sentence.
Name

Now

then

when

Ago

Me
Classmate A
Classmate B
W.1. L writes short
dialogues about
personal events.

W.1. use text
as a stimulus
to write short
dialogue about
a personal
event.

Classmate C

Sts complete a mind map about a day they will never forget in their lives.
Drafting
Sts choose one event and complete the following diagram with sentences about
that important event and make a drawing for it.

295

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

and then Ls write a dialogue about the event they will never forget.
Revising
T monitors and checks to make sure that Ls' dialogues are correct and complete.
Editing
Ls exchange dialogues with a classmate and check each other's for comprehension and
correctness.
Publishing
Ls publish their dialogues on the classroom board for other Ls to read them.

296

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Planning/
Ls think and list happy events from their lives.
L uses simple
words to give
his/her opinion.

SP.1. use simple
Organizing
words to give
his/her opinion
Ls describe a happy event in their lives. Sts should include information about:
about a
 When it happened.
personal, family,
 Where it happened.
national or
 What it was.
worldwide event.
Sts explain why it was a happy event in their lives.
Rehearsing
Sts get in pairs and present each other their work for peer interaction and practise.
Producing
T asks two or three students to present their work for the whole class.
T reviews the language for the unit by asking why the event was unforgettable.

Integrated Mini-Project
Participating, thinking, acting out, responding, and sharing:

Allow time for the Mini-Project each week. NOTE: All phases of the
Integrated Mini-Project should be opportunities for Ls to practice
 A newscast including reports about national or worldwide English, not just those related to presentation.
events.
 An oral description of photomontage (or painted/drawn mural) Participating to negotiate: (5 or 10 minutes in week 1 or 2)
about national or worldwide events.

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

Reflective Teaching

297

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
What didn’t work well

What worked well

How to
improve

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

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

Learner Self-Assessment
I can…

Yes

In
progress

No

ask for assistance (e.g., understanding textbook problems,
asking for clarification of vocabulary, terminology).
extract main ideas from diagrams, with accompanying text.
write short dialogues about personal events.
uses simple words to give his/her opinion.
show how I have worked with others this week.

298

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Didactic Planning
Week # 2
Level: 8th

Unit: 5

Theme: An Event I’ll Never Forget: with My
Family
Enduring Understanding: People´s personal experiences shape their lives and connect them to the world.
Essential Question: How do our life experiences shape who we are now?
Domain: Interpersonal

Learn to Know
Grammar & Sentence Frames
Contractions/Future Tense (will) with past
continuous tense clause


Scenario: Unforgettable Events

Learn to Do
Function
Identifying a personal, family, national, or
worldwide event.

Discourse Markers
A day I’ll never forget with my family was
Linkers:
Sequential
past time
when I was ___ing …
First,
Then,
After,
Finally
Phrasal Verbs
 When my family’s car broke down on the
highway, we had a lot of fun waiting for help.
Adverbial phrases
 My family was very happy to spend time
together when I was young.

Learn to Be and Live in Community
Psychosocial
 Demonstrating openness towards others
experiences.
 Listening assertively to one’s own and other
people’s feelings and emotions.

Social Language
 A blast
 We rocked it

Indications of time
(Now, then, when, soon, ago, the year before
last, last year, by the time I was)

299

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
 The year before last, we spent the summer
on the beach.
Comparatives and superlatives forms of adverbs
 We enjoyed this vacation to the fullest.
Wh- questions in the past
 How did you decide to do that?
Vocabulary
Events with my Family
 New Year`s Eve/Day, Family meeting/reunion
 Vacation/Holy week
 Soccer game/match
Phonology
Minimal pair sounds:
æ/ʌ
cat/cut
ankle/uncle
ran/run
drank/drunk
match/much

300

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Assessment
Strategies &
Evidences

Learner can

Didactic Sequence Mediation

Time
Total:
120 min
(3 lessons)

Pre-teaching
Routine: Checking attendance, checking in with Ls, posting and reviewing Essential Question, Can
Do’s, and class agenda, etc.
Participating
Warm up: Sts watch a video about events in a family. Sts pay attention to verbs they hear. Then,
sts answer some wh-word questions based on the information from the video.
https://www.youtube.com/watch?v=fkWOqalw6pQ
Questions
 What celebration was described in the video?
 How old was the girl when her brother came?
 How did she feel?
 How was her brother described?
Engaging
Activation of prior knowledge: T says some important dates for family celebrations
and sts try to guess.
New Year`s Eve/Day: December 31st and January 1st
Family meeting/reunión: (Christmas – December 25th)
Vacation: From middle December to the beginning of February

301

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Holy week: First week in April
Soccer game match: national teams/each four years (World Cup)
Introduction
T pastes different pictures about family celebrations on the classrooms’ walls (New Year`s
Eve/Day, Family meeting/reunión -Easter vacation/Holy week - Soccer game match) for sts
to identify what celebration is related to each picture.
Sts walk around the class and see if they can identify the celebrations. Then, teacher asks
some questions about the celebrations to check sts understanding.
 What celebrations did you identify?
 Have you participated in any of them, which one?
 Which one did you enjoy the most?
 What did you do on it?

L.3. L recognizes
the gist of a short
text.

L.3. understand
the gist of a
short text when
read aloud
clearly and
slowly.

Pre –listening
T asks sts some questions about weddings.
 Have you ever gone to a wedding celebration?
 What do people usually do?
 Who are the most important people?
Listening for the first time
T reads the text out loud “The Wedding”, sts try to catch as much information as they can
about it. (See resources section)

302

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Pair/Group feedback
Sts complete a chart with the information requested based on the previous text.
Listening for the second time
Sts read the text by themselves scanning for the gist.
Post-listening
Sts share their ideas with the class orally
SI.2 L asks and
answers questions
about a personal,
family, national or
worldwide event.

SI.2. ask and
answer
questions about
a personal,
family, national
or worldwide
event.

Planning
Sts think about the last family celebration they had. Then, sts write them down.
Organizing
Sts put their ideas in order so that they make sense.
Rehearsing
Sts work in pairs. St A reads his/her description out loud while st B tries to guess the event.
Interacting
T asks students to switch pairs and share their descriptions.

L.1. L identifies
learners’
contributions in
class, and uses

L.1. listen to
other students’
contributions in
class, and use

Pre –listening
T explains to sts that Christmas, Thanksgiving, and New Year's Day are some of the major
holidays in the United States. Sts make groups of four and discuss the following question:

303

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
these responses as these responses
models for their
as models for
own.
their own.

From what sts understand, how are these holidays celebrated (New Year`s Eve/Day,
Family meeting/reunión - Vacation/Holy week - Soccer game match, regarding: food, family
activities, local celebrations, games and recreation, etc.)?
Sts create a poster about one of the celebrations or a combination of them, and then, they
present it to the class orally. (Previously find and select some pictures related to the
celebrations for sts to use them).
Listening for the first time
Sts listen to the conversation “Thanksgiving and Christmas: Holiday Traditions”
http://www.esl-lab.com/tradition/traditionrd1.htm.
T asks some questions about the conversation:
 What was the conversation about?
 What caught your attention?
Pair/Group feedback
Sts solve a matching based on the dialogue. (See resources section)
Listening for the second time
Sts listen to the conversation again and complete the multiple choice exercise individually.
Post-listening
Ls imagine an international exchange student is coming to live with them for a year. Ask this
student about an important event in his/her family, how this event is celebrated, its meaning and
significance, and what activities are held on that day.

304

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

SP.2. L describes
events using simple
words or sentences
frames.

SP.2. describe
events using
simple words or
sentence
frames about a
personal, family,
national or
worldwide
event.

Planning
Sts work in groups to invent a festival for a specific calendar event.
Organizing
Sts should write a short description of their festival describing what happens on it such as;
processions, fireworks, music, musicians, bands, dancers, decorations, costumes…
Rehearsing
T goes around the groups providing support.
Producing
T displays the descriptions around the classroom and asks sts which festival they would
like to attend the most and why.

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

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

Phonology (Recognition – articulation – practice – production)
Number dictation
T writes the minimal pairs on the board in a table, as in the example below. Drill the
pronunciation around the class. Then, dictate four of the words, but tell the students
they only need to write the number, not the word. So, if you say "cut, but, ankle, fun"
the students should write "1,1,2,1". Then sts work in pairs - one dictates the
words, the other says which number.

305

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
parts.
1
cut
but
uncle
fun

2
cat
bat
ankle
fan

Integrated Mini-Project
Participating, thinking, acting out, responding and sharing:

Allow time for the Mini-Project each week. NOTE: All phases of the
Integrated Mini-Project should be opportunities for Ls to practice
 A newscast including reports about national or worldwide English, not just those related to presentation.
events.
 An oral description of photomontage (or painted/drawn mural) Participating to negotiate: (5 or 10 minutes in week 1 or 2)
about national or worldwide events.

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

Reflective Teaching
What worked well

What didn’t work well

How to
improve

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

306

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

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

Learner Self-Assessment
I can…

Yes

In
progress

No

recognize the gist of a short text.
ask and answer questions about a personal, family,
national or worldwide event.
identify learners’ contributions in class and uses these
responses as models for their own.
describe events using simple words or sentences frames.
identify and manipulate English language sounds using
knowledge in phonics, syllabification and word parts.
show how I have worked with others this week.

307

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Didactic Planning
Week # 3
Level: 8th
Domain: Interpersonal

Unit: 5
Scenario: Unforgettable Events

Theme: An Event I’ll Never Forget: in Costa Rica

Enduring Understanding: People´s personal experiences shape their lives and connect them to the world.
Essential Question: How do our life experiences shape who we are now?
Learn to Know
Grammar & Sentence Frames
Contractions/Future Tense (will) with past
continuous tense clause
 A day I’ll never forget in Costa Rica was
when we were ___ing
Phrasal Verbs
 When the Turrialba Volcano erupted, the
highway was shut down.
Adverbial phrases
 Costa Ricans are extremely proud of their
World Cup experience.

Learn to Do

Learn to Be and Live in Community

Function
Psychosocial
- Asking and giving information about a  Allowing others to express themselves and to
personal, family, national or worldwide event.
decode their emotions.
 Showing interest in each person’s life and
Discourse Markers
feelings.
Linkers: Sequential past time
- First, Then, After, Finally
Proverbs/Quotes
 Two heads are better than one.
It’s never over till it’s over.

Comparatives and superlatives forms of adverbs
 That was the moment I remember best.

308

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Wh- questions in the past
 What other places did you visit?

Vocabulary
P Events in Costa Rica
 A new road/bridge/highway
 Arts Festival
 Lights Festival
 National teams and athletes’ participation in
worldwide competitions.
Phonology
Minimal pair sounds:
æ/ʌ
cat/cut
ankle/uncle
ran/run
drank/drunk
match/much

Assessment
Strategies &
Evidences

Didactic Sequence Mediation
Learner can

Time
Total:
120 min
(3
lessons)

309

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Pre-teaching
Routine: Checking attendance, checking in with Ls, posting and reviewing Essential
Question, Can Do’s, and class agenda, etc.
Participating

Engaging
Activation of prior knowledge: Sts play a memory game. T asks sts to work in pairs. Sts
have to match different celebrations with their corresponding dates. (See resources section)
Introducing
Sts watch a video related to five events in Costa Rica. Sts try to identify them. T
gives a short description for each event.

L.2 L distinguishes
the main points of
an age-appropriate
audio-visual
presentation.

L.2. identify the
main points of an
age-appropriate
audio-visual
presentation (news
items reporting
events, accidents).

Pre –listening
T asks the following question to sts; what information would you expect to hear in a
radio traffic report?
Listening for the first time
Sts listen to a traffic report http://www.esl-lab.com/traffic/trafficrd1.htm.
Pair/Group feedback
T pastes the vocabulary and the descriptions on the wall. Sts go around the class and
try to match the words and descriptions using some color papers given by the T with
the words on it. (See resources section) Sts work in pairs trying to match the words
and descriptions, then they check out their answers in small groups. Finally T and sts
check answers as a group.

310

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Listening for the second time
Sts listen to the audio http://www.esl-lab.com/traffic/trafficrd1.htm
and complete a multiple choice exercise.
Post-listening
Then, sts complete a gap fill with vocabulary from the previous listening. (See
resources section)
Sts describe the traffic conditions they faced in the morning while coming to
highschool. Sts share the information with a classmate, thenT chooses some sts to
share it with the whole group.
Was- Were
Took
Ran
Waited
Started
Arrived
Left

Pre-writing

W.2. L gives
personal reactions
to a piece of ageappropriate

W.2. give personal
reactions to a piece
of age-appropriate
literature related to

T and sts brainstorm some vocabulary used when describing past events.
Went
Did
Ate
Drank

311

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
literature.

personal, family,
national or
worldwide event,
checking written
sentences to look
for mistakes (e.g.
subject-verb
agreement,
capitalization,
spelling, basic
punctuation etc.)

Danced
Saw
Wore
Drafting
Sts create simple past sentences using three of the verbs brainstormed previously.
(Comparatives and superlatives forms of adverbs)
Contractions/Future Tense (will) with past continuous tense clause
Sts play a game called “Story Telling”. T delivers some papers with pieces of
information at the beginning and at the end related to events carried out in Costa
Rica (Public Festival of Palmares – Carnival of Puntarenas – Saints Day of Santa
Cruz – Oxcarts Parade – Dia de la Virgen del Mar – Carnival of Limon and others).
(See resources section). Sts are asked to write activities done in each event. T claps
to let sts know they have to pass papers to their right and continue filling them with
descriptions.
Revising
T goes around the class checking for spelling and grammar mistakes.
Editing - Publishing
Sts correct the sentences they wrote and publish them on the bulletin board.

Planning
Sts get in pairs and create a role play situation about a traffic problem, a trip to a
specific event or a report about a special celebration.
S.P.3 L explains
reasons for an

SP.3. explain
reasons for an event

 Wh- questions in the past
What other places did you visit?

312

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
event briefly.

briefly (electronic
device, pet, new
bridge in the town, a
flood, airport, human
rights).

 Phrasal Verbs
When the Turrialba Volcano erupted, the highway was shut down.
Organizing
T asks sts to present their work for revising of spelling and grammar mistakes.
Rehearsing
Sts practice the role play orally.
Interacting
Sts present the role play to the rest of the class.

Assessment: L
identifies English
language sounds
using knowledge
in phonics,
syllabification and
word parts.

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

Sts play an activity called “Flyswatter”, using minimal pair sounds:
æ/ʌ
cat/cut
ankle/uncle
ran/run
drank/drunk
match/much
T pastes pictures for each word in a poster and then hangs it on the wall. Sts make
pairs in order to play. Then, teacher says the words out loud and sts use the fly
flatters, the one who hits the picture first wins points. This could be done as many
times as needed.
Sts complete a matching about the vocabulary used in the previous activity. (See
resources section)
Integrated Mini-Project

Participating, thinking, acting out, responding and sharing:
 A newscast including reports about national or worldwide

Allow time for the Mini-Project each week. NOTE: All phases of the
Integrated Mini-Project should be opportunities for Ls to practice

Time
Adjust
previous
times

313

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
events.
English, not just those related to presentation.
 An oral description of photomontage (or painted/drawn mural) Thinking for planning: (5 or 10 minutes in week 3 or 4)
about national or worldwide events.

listed
above to
allow 5
min each
week.
Group
presentati
ons can
be week 5
or 6.

Reflective Teaching
What worked well

What didn’t work well

How to
improve

Enduring Understanding Reflection
How well did the learners progress in their understanding of the Enduring Understanding?
Week Plan Self-Assessment
At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure
Ls’ understanding.)
Learner Self-Assessment
I can…

Yes

In
progress

No

distinguish the main points of an age-appropriate audiovisual presentation.

314

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
give personal reactions to a piece of age-appropriate
literature.
explain reasons for an event briefly.
identify and manipulate English language sounds using
knowledge in phonics, syllabification and word parts.
show how I have worked with others this week.

315

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Didactic Planning
Week # 4
Level: 8th
Domain: Interpersonal

Unit: 5
Scenario: Unforgettable Events

Theme: An Event I’ll Never Forget: in the World

Enduring Understanding: People´s personal experiences shape their lives and connect them to the world.
Essential Question: How do our life experiences shape who we are now?
Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames
Function
Sociocultural
Contractions/Future Tense (will) with past
- Sharing information about a personal, family,
continuous tense clause
national or worldwide event.
 Respecting human rights, principles, and
 An event I’ll never forget in the world was
inclusiveness.
when I was _____
Discourse Markers
Linkers: Sequential past time
Proverbs/Quotes
Phrasal Verbs
- First, Then, After, Finally
Idioms
 With the picture of the Syrian child on the
beach, many people broke out crying about
 Move up in the world
receiving immigrants.
 Count your blessings
 To tie the knot
Adverbial phrases
Look the other way
 Immigration is a highly sensitive matter for
some people.
Comparatives and superlatives forms of adverbs
 The news that day was filled with the worst

316

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
pictures.
Wh- questions in the past
 When did that world event happen?
Vocabulary
Events in the World
 FIFA World Cup, Music Awards, Nobel prize
winner/nominee, world`s wonders, high tech
invention
unforgettable, memorable, impact, influence,
effect, bring to mind, take into account, event,
occasion, incident, result
Phonology
Review

Assessment
Strategies &
Evidences

Didactic Sequence Mediation
Learner can

Time
Total:
120 min
(3
lessons)

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

317

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Warm up: Sts complete a word search about celebrations around the world. After that, T elicits
group discussion regarding the celebrations, which ones are known for the sts. (See resources
section)
Engaging
Activation of prior knowledge: T shows some pictures related to the celebrations and sts try
to guess the name of the celebration and where it takes place. (See resources section)
T and sts brainstorm more celebrations around the world. T suggests categories such as
sports, arts, and religious events.
Introducing
T asks sts to number celebrations around the world from 1 to 10 according to popularity. (See
resources section)

R.3. L recognizes
the main
information and a
few details in short
articles and reports.

R.3. understand
the main
information and
a few details in
short articles
and reports
(e.g., a national
or world event) if
they deal with
familiar subjects.

Pre-reading
T asks sts what they know about each celebration. Sts come up with related information.
Reading for the first time
T reads a paragraph about New Year´s Celebration around the world.
http://learnenglishteens.britishcouncil.org/magazine/life-around-world/new-years-celebrationsaround-world
T asks sts which countries where described in the reading.
Pair/Group feedback
Sts work in pairs writing down some activities and traditions mentioned in the reading.
Reading for the second time
Sts read the paragraph individually and highlight important details per each country described.

318

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Post-reading
Sts complete a chart with information related to the previous reading. (See resources
section)

L.3 L recognizes
the gist of a short
text.

Pre –listening
Sts complete a matching about a celebration carried out in the UK called “Reading
Festival”.http://learnenglishteens.britishcouncil.org/sites/teens/files/live_music_L.3. understand
the gist of a
_exercises.pdf
short text when
read aloud
Listening for the first time
clearly and
Sts listen to the audio and pay attention to important information.
slowly.
http://learnenglishteens.britishcouncil.org/uk-now/video-uk/live-music
Pair/Group feedback
Sts complete a gap fill activity in pairs. T checks answers as a group.
http://learnenglishteens.britishcouncil.org/sites/teens/files/live_music_-_exercises.pdf
Listening for the second time
Sts listen to the audio and complete the multiple-choice exercise. T checks answers as a
group. http://learnenglishteens.britishcouncil.org/sites/teens/files/live_music__exercises.pdf
Post-listening
Sts listen the audio for a third time while reading the script.
http://learnenglishteens.britishcouncil.org/uk-now/video-uk/live-music

319

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

SI.1. L asks for
assistance (e.g.,
understanding
textbook problems,
asking for
clarification of
vocabulary,
terminology).

SI.1. ask for
assistance (e.g.,
understanding
textbook
problems,
asking for
clarification of
vocabulary,
terminology).

Planning
T asks sts if they would like to participate in a music festival abroad. Why or why not?
Organizing
Sts work in pairs and plan a role play in which they have to talk about a music festival or
concert that they would like to attend. (Use of grammar structures such as
Contractions/Future Tense (will) with past continuous tense clause).
Rehearsing
Sts practise the role play in pairs.
Interacting
Sts role play it in front of the class. T gives feedback.

Post task
W.2. L gives
personal reactions
to a piece of ageappropriate
literature.

W.2. give
personal
reactions to a
piece of ageappropriate
literature related
to personal,
family, national
or worldwide

Pre-writing
Sts think about two world celebrations they will never forget and write down their names.
Drafting
Sts choose one of the celebrations that they will never forget and brainstorm about it
writing down as many words as they can.
Revising
They pick the most relevant details (date, place, season, activities…) and develop them in

320

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
event, checking
written
sentences to
look for mistakes
(e.g. subjectverb agreement,
capitalization,
spelling, basic
punctuation
etc.).

a written way.
Editing
Ls check their peers work for spelling mistakes and feedback.
Publishing (Exit ticket)
While sts go out they deliver their written production to the T and he/she pastes them on
an information board for other sts to read. Finally, teacher asks Ls opinion about the
celebration they will never forget and why.
Integrated Mini-Project

Time

Participating, thinking, acting out, responding and sharing:

Allow time for the Mini-Project each week. NOTE: All phases of the
Adjust
previous
Integrated Mini-Project should be opportunities for Ls to practice
 A newscast including reports about national or worldwide English, not just those related to presentation.
times
events.
listed
 An oral description of photomontage (or painted/drawn mural) Participating to Thinking for planning: (5 or 10 minutes in week 3 above to
about national or worldwide events.
allow 5
or 4)
min each
week.
Group
presentati
ons can
be week 5
or 6.
Reflective Teaching
What worked well

What didn’t work well

How to
improve

321

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Enduring Understanding Reflection
How well did the learners progress in their understanding of the Enduring Understanding?
Week Plan Self-Assessment
At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure
Ls’ understanding.)
Learner Self-Assessment
I can…

Yes

In
progress

No

recognize the main information and a few details in short
articles and reports.
recognize the gist of a short text.
ask for assistance (e.g., understanding textbook problems,
asking for clarification of vocabulary, terminology).
give personal reactions/ opinion to a piece of ageappropriate literature.
Show how I have worked with others this week.

322

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Didactic Planning
Weeks 5 and 6
Review and Integrated Mini-Project
Level: 8th

Unit 5: Unforgettable Events

Enduring Understanding: People´s personal experiences shape their lives and connect them to the world.
Essential Question: How do our life experiences shape who we are now?
Learn to Know

Learn to Do

Grammar & Sentence Frame
 Did Ls use all sentence frames?

Function
 Did Ls use all functions?

Vocabulary
 Did Ls say aloud and write all vocabulary?
Phonology
 Did Ls recognize, articulate and produce
phonological sounds?

Assessment
Strategies &
Evidences
 Did Ls achieve
all learning

Learn to Be and Live in Community

Psychosocial
Did Ls show evidence of …
 Being aware and committed to protecting the
Discourse Markers
environment
 Did Ls practice connecting words: and, but,  Appreciating natural wonders
because?
Sociocultural
 Did Ls practice idioms and quotes?

Didactic Sequence Mediation
Learner can
 Can Ls do all
tasks?

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

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

Time
Total:
120 min
(3 lessons)

All of week
5 or 6

323

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
outcomes?

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

 Personal lapbooking, mobile,
collage.
 Self-portrait presentation using
technology or cardboard.
 Storytelling using TPR in groups

Integrated Mini-Project

Time

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

324

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Resource Section
Task: Introducing Language about personal life.

1. Pre-listening

Yesterday we ________ Happy Birthday!
We _________ cake and ice cream at the party.
People in my family use to make a __________ before eating the cake.
It's time to light the _________ on the cake.
How _________ were you last year?

Old
Wish
Ate
Sang
candles

325

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
1. Pair/Group feedback
COLUMN A

COLUMN B

1. How ______________ are you today?

(

)

OLD

2. Do you want to ___________ the cake for the kids? Here's a

(

)

CUT

(

)

MAKE

(

)

TURNING

(

)

LIGHT

knife.

3. Before you blow out the candles, be sure to ___________ a
wish, but don't tell anyone what you wished for.

4. My sister is having a birthday today, and she is
_________________ 16.

5. Let's ______________ the candles and then turn out the lights.

326

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

327

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Events with my Family

New Year`s Eve

328

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

New Year`s Day,

329

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Family meeting/reunion

330

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Vacation

331

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Holy week

332

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Soccer game match

333

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

334

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
MATCHING
Column A

1- Where should we ___________ the gifts so the

Column B

(

)

a- Hide

(

)

b- Celebrate

3- Our family loves to go _________ down snowy hills.

(

)

c- Particular

4- We _____________ birthdays by eating cake and

(

)

d- Mean

(

)

e- Sledding

children don't find them?
2- Is there anything special or ___________ that you do
for the holidays?

icecream.
5- What does this celebration _________ to you?

335

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

The Wedding
On Saturday we went to my big brother´s wedding.
We got dressed on our best clothes and went to the church for the ceremony.
The bride wore a beautiful white dress and a veil. My brother wore a suit and a tie.
We listened to music and watched while their bride and groom said the vows. The bride and groom gave each other gold rings and
then they kissed.
After that we went to a big party called a reception and we ate a lovely meal. The bride and groom cut the fancy wedding cake.
Daddy made a speech and mummy cried, because she was so happy. Everybody danced and had a great celebration together.
It was a beautiful day. I loved going to my brother´s wedding.
Complete the chart
At the church we……

At the reception we…

336

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

337

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

338

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Post -Listening
Traffic Report Vocabulary
1. Black Ice
2. Head
3. Shift
4. Fender-Bender
5. Cattle

6. Bottleneck
7. Commute
8. Interchange
9. Sporadic
10. Frigid

1. Let's ___________________ east to avoid the traffic.
2. The _______________________ to work this morning was really slow due to bad weather.

339

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
3. The downtown ______________________ is closed due to construction.
4. We ought to __________________ to the center lane to pass these slow-moving cars
5. There is a huge ___________________ in traffic at the intersection of Center and State Street.
6. I got in a small _____________________ with a truck on my way home from work.
7. I hit a patch of __________________ and slid off the road into a ditch.
8. Buses usually are on time, but they are quite _________________ today because of the bad weather.
9. Waiting for the bus in the _________________ weather is very unpleasant.
10. A herd of ________________crossed in front of my car.

340

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

WORKSHEET
HEADING

FRIGID

COMMUTE

HERD

INTERCHANGE

SPORADIC

SHIFT

BLACK ICE

BOTTLENECK

FENDER-BENDER

341

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Public Festival of Palmares

Last year my family and I went to Palmares´ Public Festival,
there
we___________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

342

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_______________________ we really enjoyed it

Carnival of Puntarenas

Last year my family and I went to carnival of Puntarenas , there
we___________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

343

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_______________________ we really enjoyed it

344

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Carnival of Limon

Last year my family and I went to carnival of Limon , there
we___________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

345

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_______________________ we really enjoyed it

346

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

San Jose-Zapote Fair
Last year my family and I went to Zapote Fair, there
we___________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

347

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_______________________ we really enjoyed it

348

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Light Festival - Festival de la Luz
Last year my family and I went to Light Festival, there
we___________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

349

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_______________________ we really enjoyed it

350

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

CHART
New Year's celebrations around the world
COUNTRY
ENGLAND

ACTIVITIES

TRADITIONS

SPAIN

GREECE

DENMAK

351

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Top 10 Celebrations Around the World
Number the following celebrations from 1 to 10, 1 being the most popular.
____ Oktoberfest, Munich, Germany.
____Chinese New Year, China.
____ Saint Patrick’s Day, Ireland.
____ Yi Peng Lantern Festival, Thailand.
____ The Carnival of Venice, Italy.
____ Halloween, USA.
____ La Tomatina, Buñol, Spain.
____ Burning Man Festival, Blackrock Desert, Nevada, USA
____ Carnival in Rio de Janeiro, Brazil
____ Holi, India.

352

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Level 8th

Unit 6
CEF level to be reached: A2
Scenario: Amazing Costa Rica!

Enduring Understanding
Essential Question

Costa Rican people and places make traveling the country amazing.
What makes traveling in Costa Rica amazing?
Assessment and Goals

Week 1

Week 2

Week 3

Assessment: L distinguishes the
most important information in short
narratives with some illustrations as
support.
R.2. understand the most
important information in short
narratives with some illustrations
as support.

Assessment: L retells the main idea
of media presentations on familiar
events or places.
L.3. understand the main idea of
media presentations on familiar
events or places.

Assessment: L recognizes verbal
instructions related to the topic.
L.1. recognize verbal instructions
related to the topic.

Assessment: L discriminates key
words related to the topic when a
text is being read aloud.
L.2. discriminate key words
related to the topic when a text is
being read aloud.
Assessment: L suggests different
things to do, places to go in his/her
country.
SI.1. suggest different things to
do, places to go in his/her
country.
Assessment: L describes familiar

Assessment: L asks and answers
simple questions about different
tourist attractions.
SI.2. ask and answer simple
questions about different tourist
attractions.
Assessment: L summarizes a short
story expressed in a simple
sequence of events.
SP.1. summarize a short story
expressed in a simple sequence
of events.

Assessment: L asks and answers
simple questions about different
tourist attractions.
SI.2. ask and answer simple
questions about different tourist
attractions.
Assessment: L describes simple
steps to enjoy a touristic activity.
SP.2. describe simple steps to
enjoy a touristic activity (e.g.,
“Then wear a life jacket and a pair
of comfortable shoes.”, “take a cold
shower after enjoying the hot
springs”).

Week 4

Week 5/6

Assessment: L recognizes links and
Assessment
connections between events related to
traveling in e-mails, web chats, postcards,
or short letters.
R.3. finds links and connections
Anecdotal reports/rubrics/ instruments for self
between events related to traveling in eand co-assessment
mails, web chats, postcards, or short
letters.
Assessment: L asks and answers simple
questions about vacation plans and
provides some brief indication of reasons
for their opinions.
SI.3. ask and answer simple questions
about vacation plans.
Assessment: L writes a timeline of a
dream vacation.
W.1. write a timeline of a dream
vacation.

Suggested Integrated Mini project



Brochures about rural tourism
A dream vacation plan, making the
itinerary, where to go, what to do, why to
go there, where to stay

Assessment: L writes a brochure
with the aid of a writing frame.
W.2. write a brochure with the

353

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
places and tourist attractions using
aid of a writing frame, checking
simple vocabulary and language
written sentences to look for
constructions.
mistakes (e.g. subject-verb
SP.3. describe familiar places and
agreement, capitalization,
tourist attractions using simple
spelling, basic punctuation etc.).
vocabulary and language
constructions.
Phonology Goal for Each Week
Assessment: L identifies English language sounds using knowledge in phonics, syllabification and word parts.
R.1. identify and manipulate English language sounds using knowledge in phonics, syllabification and word parts.
Theme
Beautiful Costa Rica

-

Function
Identifying tourist attractions in
my country.
Discourse Markers
Linkers: Sequential past time.

Theme
Hiking, Biking and Walking Around
Costa Rica

-

Function
Suggesting places and tourist
attractions in Costa Rica.
Discourse Markers

Theme
Traveling Necessities

-

Function
Asking and giving information to
describe
different
tourist
attractions in Costa Rica.
Discourse Markers

Theme
Planning My Perfect Vacation

-

Function
Sequencing a short story expressed in
simple sequential events.
Discourse Markers

If you want to travel to Costa Rica
keep in mind the following things:
First, choose comfortable shoes
and clothes. Then, find some maps
and water. After that, check all the
documents you need. Finally, get
ready to chill out.
Grammar & Sentence Frames

Linkers: Sequential past time
- First, Then, After, Finally

Linkers: Sequential past time
- First, Then, After, Finally

Linkers: Sequential past time
- First, Then, After, Finally

Grammar &Sentence Frames

Grammar & Sentence Frames

Grammar & Sentence Frames

There is/are
There are beautiful
attractions in Costa Rica.
There are rivers, volcanoes,
etc.
The beaches are beautiful.

Present Perfect: Yes/no and Information
Questions.
Have you been to
Sarapiquí?
Where have you been?
I’ve been to…..

Future Time: Will/going to
What will you need to hike in
the park?
How are you going to get to
_________?

Future Time: Will/going to
What are you going to do on your
next vacation?
I am going to visit my relatives.
What will you do on the first day of
vacation?

First Conditional
If I visit Guanacaste, I will
go to the beach.

Prepositional Phrases (time)
I´m going visit my friends in
Limon next week, next month,

First Conditional
If you go to the beach, take
sunscreen.

Prepositional Phrases (time)
next week, next month, next year

354

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
If I visit Cartago I am going
to visit the Irazú Volcano.

Phonology

next year

Phonology
minimal pair sounds:
 æ/ ʌ
 cat / cut
 ankle / uncle
 ran / run
 drank / drunk
 match / much

minimal pair sounds:
 æ/ ʌ
 cat / cut
 ankle / uncle
 ran / run
 drank / drunk
 match / much
Vocabulary
Beautiful Costa Rica
waterfalls, sea jungles, volcanoes,
wildlife, cloud forests, beaches,
volcanoes, country side, places of
worship





Psycho-social
Appreciating
Costa
natural
treasures
attractions.

Rica´s
and

Socio-cultural
Promoting the enjoyment of
tourist attractions within an
inclusive vision.

If you go to the mountains,
take a jacket.

Phonology

Vocabulary

Hiking, Biking and Walking Around
Costa Rica
Visiting national parks, seeing
volcanoes, surfing, watching large
crocodiles, getting a tan on beautiful
beaches, hiking, camping, bird
watching, rafting on rivers, canopy
tours, hot springs, scuba diving,
sport fishing, kayaking, golfing

Traveling necessities: What to wear,
what to take, what to do
amphibian hikers, hiking or walking
shoes, beach sandals, flip-flops, Tshirts, long sleeved T-shirts (for
sunburn protection, hiking, and
fishing), pairs of shorts, swimsuits,
sarong, long pants, pairs of
underwear, pairs of socks, light
weight jacket, baseball cap, map,
guidebook, money belt and passport
Idioms
 Tourist trap
 Off the beaten path



Psycho-social
Demonstrating
responsible
actions towards Costa Rica´s
natural
treasures
and
attractions.
Social Language
Ecotourism

Review

minimal pair sounds:
 æ/ ʌ
 cat / cut
 ankle / uncle
 ran / run
 drank / drunk
 match / much

Vocabulary



Phonology

Vocabulary
Planning my perfect vacation
shoes, clothes, books, maps, documents,
health, first aid kit, what not to bring



Sociocultural
Respecting other’s opinions when
giving information about their own
tourist attractions.

Quotes
It is good to have an end to a journey; but
it is the journey that matters, in the end. -Unknown Author

355

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés

Didactic Planning
Week # 1
Level: 8th
Domain: Psychosocial and socio-cultural

Unit: 6
Scenario: Amazing Costa Rica!

Theme: Beautiful Costa Rica

Enduring Understanding: Costa Rican people and places make traveling the country amazing.
Essential Question: What makes traveling in Costa Rica amazing?
Learn to Know
Grammar & Sentence Frames
There is/are
- There are beautiful attractions in Costa Rica.
- There are rivers, volcanoes, etc.
- The beaches are beautiful.
First Conditional
- If I visit Guanacaste, I will go to the beach.
- If I visit Cartago I am going to visit the Irazú
Volcano
Vocabulary
Beautiful Costa Rica
waterfalls, sea jungles, volcanoes, wildlife, cloud
forests, beaches, volcanoes, country side, places of
worship
Phonology
Minimal pair sounds:





Learn to Do

Learn to Be and Live in Community

Function

Psychosocial
 Appreciating Costa Rica´s natural treasures and
attractions.

- Identifying tourist attractions in my country.
Discourse Markers
First, Then, After, Finally

Proverbs/Quotes

- It is good to have an end to a journey; but it is
the journey that matters, in the end.
~Unknown Author

æ/ ʌ
cat / cut
ankle / uncle
ran / run

356

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés



drank / drunk
match / much

Assessment
Strategies &
Evidences

Learner can

Didactic Sequence Mediation

Time
Total:
120 min
(3 lessons)

Pre-teaching
Routine: Checking attendance, checking in with learners, posting and reviewing Essential Question, Can Do’s, and
5’
class agenda, etc.
Participating
Warm up: Students will watch a short video about CR local marvels that tourists can visit while staying in the country. 5’
Before watching the video, learners are asked to pay attention to specific details. After watching, they are asked to name
3 specific things about CR that caught their attention.
- Teacher can write the students’ ideas on the board.
Video link: https://www.youtube.com/watch?v=1WGltGszJBQ
Engaging
Activation of prior knowledge: The teacher asks students to mention the tourist places they have been to or the
tourist places they would like to visit in the future.

5’

Introducing

Different text types (oral/written) using visual aids, technology, key vocabulary, graphic organizers,
sounds, grammar and sentence frames.

L distinguishes the most
important information in
short narratives with
some illustrations as
support.

R.2. understand the
most
important
information in short
narratives with some
illustrations
as

20’

Pre-reading
- Teacher writes the title of the reading on the board, and asks students to mention what tourist attractions
people can visit in Costa Rica.
Video link: https://www.youtube.com/watch?v=_-mQ-H7nJHM

357

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
support.

L discriminates key
words related to the
topic when a text is
being read aloud.

Reading for the first time:
- Students follow the short passage individually along with the audio. They read about the three first places. Then
they are asked to mention what attraction is their favorite from the ones described in the passage.
Pair/Group feedback:
- Students take some minutes to read the passage again in pairs.
Reading for the second time;
- The teacher reads the questions, and ask students to answer the questions about the passage by using the
hand out provided by the teacher.
20’
Post-reading
- The teacher divides the passage into shorter sections or sentences, and asks some students to volunteer for
reading a short part of the passage, and answer each question.

L.2. discriminate key Pre-listening:
words related to the
Before students listen to the track, the teacher gives a short introduction in regards to what the video is about.
topic when a text is Listening for the first time:
being read aloud.
- Students listen for the first time and they will write the words they were able to understand.
Video link: https://www.youtube.com/watch?v=ZvXNWz6qhfM
Pair/Group feedback
- Teacher asks students to read the words out loud and T will write them on the board for Ss to repeat and learn
the words.
20’
- Teacher will clarify unknown words, and students will repeat afterwards.
Listening for the second time:
- Students will listen to specific information about different places.
Post-listening:
- Students will complete a matching about the information specific to different places in Costa Rica

L suggests different things SI.1. suggest different Planning
- Students brainstorm about the video they just watched.
to do, places to go in things to do, places to
Organizing
his/her country.
go in his/her country.

- Students organize their ideas and the most relevant ones. Teacher explains different vocabulary words and
grammatical structures they have to use to express ideas about the tourist places.

20’

358

DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Asesoría Nacional de Inglés
Rehearsing
- Students repeat out loud what they are going to share with their partner
Interacting/Describing
- In pairs, students will share with their partners about which places from the video they have been to. They can
use structures such as: “I have visited….”. “I have been to….”, “In (place)…..I visited…..” , “ you should visit
…”
SP.3. describes familiar
places
and
tourist
attractions using simple
vocabulary
and
language constructions.

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

Planning
SP.3.
describe
- Students prepare a 30 second speech about one place they have already been in Costa Rica.
familiar places and Organizing
tourist
attractions
- Students write their four ideas to describe this tourist destination using the structures previously presented by
using
simple
their teacher.
vocabulary
and Rehearsing
10’
language
- Students take some time to practice these sentences before giving their speech to the class.
constructions.
Interacting/describing
- Students present their speech to the class, and get feedback from their teacher.
Phonology:
identify and
manipulate English
language sounds
using knowledge in
phonics,
syllabification and
word parts.

æ/ʌ
Recognition:
- Teacher writes a series of words that share the same sound from the one they are supposed to study. Then,
she/he reads the words out loud in order to make students aware of the correct pronunciation of these
words.
Articulation:
- The teacher shows students the right way to articulate these sounds.
Production:
- Students follow their teacher as they pronounce these words all together. Then, they create some sentences
with the words. After that, Ls work in pairs and read the sentneces to each other.

Integrated Mini-Project

Time

Adjust
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
previous
those related to presentation.
times listed

- Participating to negotiate: (5 or 10 minutes in week 1 or 2) For this unit, the mini project will be the construction and final presentation of a
brochure that they are going to use to convince people to visit Costa Rica. In this first step, ss are going to collect important information about

above to
allow 5 min
each week.

359

Group
different places people can visit and they will look for some visual aids to support that. The sentences they build during this week will be some
presentations
of the sentences to include in the brochure.
can be week
5 or 6.

Reflective Teaching
What worked well

What didn’t work well

How to
improve

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

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

Learner Self-Assessment
I can…

Yes

In
progress

No

distinguish the most important information in short narratives with some illustrations as
support
discriminate key words related to the topic when a text is being read aloud.
suggest different things to do, places to go in his/her country.
describe familiar places and tourist attractions using simple vocabulary and language
constructions.
identify and manipulate English language sounds using knowledge in phonics,
syllabification and word parts.
Show how I have worked with others this week.

360

361

Didactic Planning
Week # 2
Level: 8th

Unit: 6

Domain: Psycho-social


Demonstrating responsible actions towards Costa Rica´s
natural treasures and attractions.

Social Language


Theme: Hiking, Biking and Walking Around Costa

Scenario:
Amazing Costa Rica!

Rica

Eco-tourism

Enduring Understanding: Costa Rican people and places make traveling the country amazing.
Essential Question: What makes traveling in Costa Rica amazing?
Learn to Know
Grammar & Sentence Frames
Present Perfect: Yes/no and Information Questions.
-Have you been to Sarapiquí?
-Where have you been?
-I’ve been to…..
Prepositional Phrases (time)
-I´m going visit my friends in Limon next week, next
month, next year
Vocabulary
Hiking, Biking and Walking Around Costa Rica
Visiting national parks, seeing volcanoes, surfing, watching
large crocodiles, getting a tan on beautiful beaches, hiking,
camping, bird watching, rafting on rivers, canopy tours, hot
springs, scuba diving, sport fishing, kayaking, golfing

Learn to Do

-

Function
Suggesting places and tourist attractions in Costa Rica.

-

Discourse Markers
Linkers: Sequential past time
First, Then, After, Finally

Learn to Be and Live in Community
Psychosocial
-Appreciating Costa Rica´s natural treasures and attractions.
-Demonstrating responsible actions towards Costa Rica´s
natural treasures and attractions
Proverbs/Quotes
-It is good to have an end to a journey; but it is the journey
that matters, in the end. ~Unknown Author

Phonology
minimal pair sounds:
 æ/ ʌ
 cat / cut
 ankle / uncle
 ran / run

362

Assessment
Strategies &
Evidences

Learner can

Didactic Sequence Mediation

Time
Total:
120 min
(3 lessons)

Pre-teaching
Routine: Checking attendance, checking in with Ls, posting and reviewing Essential Question, Can Do’s, and class
agenda, etc.
Participating
Warm upThe teacher plays the first 18 seconds of the video about “Downhill”
https://www.youtube.com/watch?v=JZ3u6_PB2f0 and stops it, then the teacher will ask the students if they
have an idea of what the video is about. (It is about an extreme cycling called Downhill Mountain Biking). Then the
teacher will play the rest of the video. The teacher will explain to the students that also biking, walking and hiking are
tourist attractions in Costa Rica
Engaging
Activation of prior knowledge: The teacher will ask the students which one of those 3 sports they have
practiced and they will give their opinions.
Introducing
Different text types (oral/written) using visual aids, technology, key vocabulary, graphic organizers, sounds, grammar
and sentence frames
L retells the main idea
of media presentations
on familiar events or
places.
.

Pre-listening
L.3.
understand
- The teacher asks students what volcanoes they know. The teacher writes all the possible volcanoes students
the main idea of
can come up with. After that, students classify these volcanoes into active and inactive with the help of their
media
teacher.
presentations on
Listening for the first time
familiar events or
- Students
listen
to
a
video
about
hiking
a
volcano
in
Costa
Rica.
places
https://www.youtube.com/watch?v=JhVjM96Q0TA
After watching the video, students come up with ideas to describe what the place looks like by giving details
of the volcano presented in the video.
Pair/Group feedback
- The teacher provides feedback by asking the students to compare their answers with a partner from the
previous activity and add the new vocabulary words that are missing in their own brainstorming.
Listening for the second time
- Students listen to the video one more time and answer the questions provided by their teacher to elicit specific
details about the hiker’s personal experience while hiking in Costa Rica.
Post-listening

363

- After listening to the video, the students check their answers with their teacher, and get feedback on grammar
and syntactic structure to construct complete answers.

L asks and answers
simple questions about
different
tourist
attractions.

L summarizes a short
story expressed in a
simple sequence of
events.

SI.2.
ask
and Planning
answer
simple
- The students look at 4 different pictures about walking and hiking in Costa Rica, they will orally describe what
questions
about
kind of tour they are practicing.
different
tourist Organizing
attractions.
- The students will follow a guide on questions about the different walking and hiking tours.
Rehearsing
- The students will practice out loud their answers, and they will ask for clarification.
Interacting
- The students will ask each other, in pairs, the questions in the guide, then they will take some notes from their
partners. The teacher will make a round table to discuss their answers.
Planning
SP.1. summarize a
- Then teacher shows the students some pictures (3) about different tourist activities people can do while
short
story
visiting the Poas Volcano.
expressed
in
a
simple sequence of Organizing
events.
- The teacher asks students to think about activities they can do in the Poas Volcano.
- As students look at the pictures, they write some common words that relate to the pictures shown.
Rehearsing
- Students write a simple sentence to describe each picture they saw.
Interacting
- Students come to the front of the classroom, and share their ideas with the rest of their classmates.

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

Phonology
identify
and
manipulate English Minimal pair sounds:
language
sounds  æ / ʌ
using knowledge in Recognition:
phonics,
- Teacher writes a series of words that share the same sound from the one they are supposed to study. Then,
syllabification
and
she/he reads the words out loud in order to make students aware of the correct pronunciation of these
word parts.
words.
Articulation:
- The teacher shows students the right way to articulate these sounds.

364

Production:
- Students follow their teacher as they pronounce these words all together.

Time

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

5’

Participating to negotiate: (5 or 10 minutes in week 1 or 2)
- Students keep developing the mini project.

Group
presentations
can be week
5 or 6.

Reflective Teaching
What didn’t work well

What worked well

How to
improve

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

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

Learner Self-Assessment
I can…

Yes

In
progress

No

retell the main idea of media presentations on familiar
events or places.
ask and answer simple questions about different tourist
attractions
summarize a short story expressed in a simple sequence

365

of events.
identify and manipulate English language sounds using
knowledge in phonics, syllabification and word parts.
show how I have worked with others this week.

Didactic Planning
Week # 3
Level: 8th
Domain: Psychosocial and socio-cultural

Unit: 6
Scenario: Amazing Costa Rica!

Theme:
Traveling necessities

Enduring Understanding: Costa Rican people and places make traveling the country amazing.
Essential Question: What makes traveling in Costa Rica amazing?
Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames
Grammar & Sentence Frames

Function
Asking and giving information to describe
different tourist attractions in Costa Rica

Psychosocial
Idioms

Future Time: Will/going to
-What will you need to hike in the park?
-How are you going to get to _________?

Discourse Markers
Linkers: Sequential past time
First, Then, After, Finally

First Conditional
-If you go to the beach, take sunscreen.
-If you go to the mountains, take a jacket.
Phonology
Vocabulary
minimal pair sounds:
Traveling necessities: What to wear, what to  æ / ʌ
take, what to do
 cat / cut
amphibian hikers, hiking or walking shoes,  ankle / uncle
beach sandals, flip-flops, T-shirts, long sleeved  ran / run
T-shirts (for sunburn protection, hiking, and

-Appreciating Costa Rica´s natural treasures and
attractions.
-Demonstrating responsible actions towards
Costa Rica´s natural treasures and attractions.

Proverbs/Quotes
-It is good to have an end to a journey; but it is
the journey that matters, in the end.
~Unknown Author

366

fishing), pairs of shorts, swimsuits, sarong, long  drank / drunk
pants, pairs of underwear, pairs of socks, light  match / much
weight jacket, baseball cap, map, guidebook,
money belt and passport
Assessment
Didactic
Strategies &
Learner can
Evidences

Time

Sequence Mediation

Total:
120 min
(3 lessons)

Pre-teaching
Routine: Checking attendance, checking in with Ls, posting and reviewing Essential
5’
Question, Can Do’s, and class agenda, etc.
Participating
Warm up: Students will watch the video “Tips to discover Costa Rica cities”. They will 8’

answer a true/false exercise that the teacher will read out loud. Teacher will clarify for
doubts.
- Video link: https://www.youtube.com/watch?v=zZMId6le4vA

3’

Engaging
Activation of prior knowledge: The students will mention 4 steps to consider when

using the bicycle, in order to review some previous vocabulary and activate some
verbs. For example: First, put on a helmet, Second, put on some sneakers, Third,
do not ride at night…etc

L
recognizes
verbal instructions
related
to
the
topic.

Introducing
Pre-listening
- The teacher explains the students that when a person visits a tourist place, in order to 15’
L.1. recognize
be safe, they need to follow certain recommendations, most of the time in an oral
verbal
way. They will review some verbs that can be used when giving recommendations.
instructions
Examples: choose, put, review, give, leave, confirm, save, look for, ask, sit, lock,
related to the
bring, and dress.
topic.

367

Listening for the first time
- Students will listen to important details in order to understand, the teacher can repeat
some of the verbs from the video, and the students will repeat them chorally. Some
verbs: put on, dress, bring, make sure, choose, and carry.
Video link: https://www.youtube.com/watch?v=yeCmOlwhyFY
Pair/Group feedback
- In pairs, the students will ask their partner about 2 safety recommendations they
heard in the video.
Listening for the second time
- The students will complete the missing verbs from a list of recommendations from the
video.
Post-listening
- The teacher will write on the board the answer of the students, and additionally the
students will tell the teacher some other important recommendations that were not
mentioned in the video.
L
asks
and
answers
simple
questions
about
different
tourist
attractions.

SI.2. ask and
15’
answer simple Planning
- The students choose four different tourist destinations in Costa Rica, they will orally
questions about
describe what kind of clothes are more appropriate for every destination and their
different tourist
corresponding activities.
attractions.
Organizing
- The students will follow a vocabulary guide that displays appropriate clothing for
different tourist destinations in Costa Rica.
Rehearsing
- The students work on their answers by classifying the vocabulary words based on the
pictures shown by their teacher.
Interacting
- The students share their answers with a partner, and compare the vocabulary words 20’
they used to talk about appropriate clothing items in every tourist destination.

SP.2. describe
L describes simple simple steps to

368

steps to enjoy a enjoy a touristic Planning
touristic activity.
activity
(e.g.,
- The students will be assigned one tourist attraction that they are going to visit.
“Then wear a
Those can be from the previous exercise (pictures).
life jacket and a Organizing
pair
of
- The students are going to write 10 basic recommendations or tips that they can give
comfortable
a tourist who is going to visit that place. Remind the students to use the verbs
shoes.”, “take a
learned in class, plus some other verbs they already know.
cold
shower Rehearsing
after enjoying
- The students will rehearse their presentation out loud, and the teacher will walk
the
hot
around helping them with correct pronunciation and structure.
Interacting
springs”).
- The students are going to present the basic steps to the whole class.

W.2. write a
L writes a brochure brochure with
with the aid of a the aid of a
writing frame,
writing frame.
checking
written
sentences
to
look
for
mistakes (e.g.
subject-verb
agreement,
capitalization,
spelling, basic
punctuation
etc.).

15’

Pre-writing
- Students will check that the verbs and vocabulary used in the last activity are
correct.
Drafting
- Students will rewrite all the previous sentences from the spoken activity, plus new
ones they heard from their peers.
Revising
- Students re-read what they wrote and correct for mistakes. Students ask the
Teacher for clarification
Editing
- Students will write on the brochure, a short guide to visit a tourist place, and they
will illustrate the steps.

369

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

Thinking for planning: (5 or 10 minutes in week 3 or 4)
They will include some tips and recommendations in the brochure to follow when traveling to Costa Rica.

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

Reflective Teaching
What worked well

What didn’t work well

How to improve

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

Week Plan Self-Assessment

370

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

Learner Self-Assessment
I can…

Yes

In
progress

No

recognize verbal instructions related to the topic.
ask and answer simple questions about different tourist
attractions.
describe simple steps to enjoy a touristic activity.
write a brochure with the aid of a writing frame.
show how I have worked with others this week.

Didactic Planning
Week # 4
Level: 8th
Domain: Psycho-social
 Demonstrating responsible actions towards Costa
Rica´s natural treasures and attractions.
Social Language

Unit: 6

Scenario:
Amazing Costa Rica!

Theme: Planning My Perfect Vacation

 Eco-tourism

371

Enduring Understanding: Costa Rican people and places make traveling the country amazing.
Essential Question: What makes traveling in Costa Rica amazing?
Learn to Know
Grammar & Sentence Frames
Future Time: Will/going to
What are you going to do on your next
vacation?
I am going to visit my relatives.
What will you do on first day of vacation?
Prepositional Phrases (time)
month

Learn to Do

Learn to Be and Live in Community

Function

Psychosocial

- Sequencing a short story expressed in simple
sequential events.

Discourse Markers
Linkers: Sequential past time
- First, Then, After, Finally

 Respecting
other’s
opinions
when
giving
information about their own tourist attractions.
Proverbs/Quotes
- “It is good to have an end to a journey; but it is the
journey that matters, in the end.”
-- Unknown Author

Vocabulary
Planning my perfect vacation
shoes, clothes, books, maps, documents, health,
first aid kit, what not to bring
Phonology
Review

Assessment
Strategies &
Evidences

Time
Learner can

Didactic Sequence Mediation

Total:
120 min
(3 lessons)

Pre-teaching
Routine: Checking attendance, checking in with Ls, posting and reviewing Essential Question, Can Do’s, and class
10’
agenda, etc.
Participating
10’
Warm up: Students are given a simple chart where people describe their next vacations. In the chart, they can see the
places these people are going to go, the activities they are going to do, the time they are going to spend there and the
things they are going to take during their personal traveling experience.
- Students listen to their teacher’s questions, and answer them based on the chart they see on the board.

372

L recognizes links and
connections
between
events
related
to
traveling in e-mails, web
chats, postcards, or
short letters.

L asks and answers
simple questions about
vacation
plans
and
provides some brief
indication of reasons for
their opinions.

Pre-reading
20’
- Before reading the passage, the teacher asks students where they would like to go on their next vacations.
R.3. find links and
Reading for the first time
connections
- Students read a brief e – mail written by a traveler where he describes his travelling plans for his next vacations
between
events
in Costa Rica to one of his closest friends.
related to traveling
in
e-mails,
web Pair/Group feedback
- Students are asked if it was easy or difficult to understand the travel plans being described in the e-mail.
chats, postcards, or
Reading for the second time
short letters.
- Students are asked to pay attention to some specific details of the reading; for example, the places the traveler
wants to visit, the number of days he wants to stay, the things he is going to take, etc.
Post-reading
- The teacher asks students to answer some easy questions about the e–mail they have just read.

Planning
25’
- Teacher asks students to think about their perfect vacation plan by answering simple questions about the
things they would like to do during this time away.
Sample questions:
 Where are you going to go on your next vacation?
SI.3.
ask
and
 What do you plan to do there?
answer
simple
 Where are you going to stay?
questions
about
 What things are you going to carry for your trip?
vacation plans.
Organizing
- Students write their own ideas about the place they would like to go, the thing they would like to do there, and
the time they would like to stay.
Rehearsing
- Students rehearse their own sentences before interacting with a partner.
Interacting
- Students work with a partner and ask each other questions about their perfect vacation plan.

20’

Pre-writing
- The teacher shows students some pictures about a common tourist destination people visit in Costa Rica.
Drafting
- Then teacher shows the students a short passage about his/her dream vacation and reads it to them
L writes a timeline of a
- Students write four simple sentences describing a dream vacation using the pictures previously shown by their
W.1. write a timeline
dream vacation.
teacher. They describe the places they see, the activities people can do there, and the things people can
of a dream vacation.

373

take during the time they plan to stay in this place.
Revising
- Students read their sentences for their teacher and classmates, and get feedback for possible grammatical or
syntactical mistakes made.
Editing and Publishing –
–Sts correct the sentences after feedback and share them with other classmates after publishing on the bulletin board.

Phonology
(Review)
Recognition
- Teacher does a general review of the sounds studied during the whole week.
- The teacher writes a series of words that share the same sound from the one they are supposed to study.
Then, she/he reads the words out loud in order to make students aware of the correct pronunciation of
these words.

identifies
and
identify and
manipulates
English language manipulate
sounds
using English
Articulation
- The teacher shows students the right way to articulate these sounds.
knowledge
in language
sounds using
phonics,
Production
syllabification and knowledge in
- Students follow their teacher as they pronounce these words all together.
phonics,
word parts.
syllabification
and word parts.

Integrated Mini-Project
INSTRUCTIONS: In teams of three participants, students will include two possible itineraries for a long weekend in Costa Rica (3 days). Students will share
information about what locals and tourists can go, what they can do, why they need to go there, where they can stay. These itineraries can be included as a
component of the brochure.

Thinking for planning: (5 or 10 minutes in week 3 or 4)
- Students get together in small team and brainstorm the ideas for their coming presentation of the mini – project.
)

Time

10’
Group
presentations
can be week
5 or 6.

Reflective Teaching
What worked well

What didn’t work well

How to
improve

374

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

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

Learner Self-Assessment
I can…

Yes

In
progress

No

recognize links and connections between events related to
traveling in e-mails, web chats, postcards, or short letters.
ask and answer simple questions about vacation plans and
provides some brief indication of reasons for their opinions.
write a timeline of a dream vacation.
identify and manipulate English language sounds using
knowledge in phonics, syllabification and word parts.
show how I have worked with others this week.

375

376

Didactic Planning
Weeks 5 and 6
Review and Integrated Mini-Project
Level: 8th

Unit 6: Amazing Costa Rica!

Enduring Understanding: Costa Rican people and places make traveling the country amazing.
Essential Question: What makes traveling in Costa Rica amazing?
Learn to Know

Learn to Do

Grammar & Sentence Frame
 Did Ls use all sentence frames?

Function
 Did Ls use all functions?

Vocabulary
 Did Ls say aloud and write all vocabulary?
Phonology
 Did Ls recognize, articulate and produce
phonological sounds?

Assessment
Strategies &
Evidences
 Did Ls achieve
all learning
outcomes?

Learn to Be and Live in Community

Psychosocial
Did Ls show evidence of …
 Being aware and committed to protecting the
Discourse Markers
environment
 Did Ls practice connecting words: and, but,  Appreciating natural wonders
because?
Sociocultural
 Did Ls practice idioms and quotes?

Didactic Sequence Mediation
Learner can
 Can Ls do all
tasks?

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

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

Time
Total:
120 min
(3 lessons)

All of week
5 or 6

377

Options
 Personal lapbooking, mobile,
collage.
 Self-portrait presentation using
technology or cardboard.
 Storytelling using TPR in groups

Integrated Mini-Project

Time

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

378

Resource Section
ORAL COMPREHENSION WORKSHEET
INSTRUCTIONS: Match the Costa Rican locations on Column A with their corresponding descriptions on Column B.
Column A

Column B

1. San Jose

(

) A forest in the clouds

2. Near the capital city

(

) National parks and volcanoes such as
Irazú

3. South Pacific

(

) Victorial arts and museums

4. North Pacific

(

) Far from the territory, stories of pirates

5. Isla del Coco

(

) Gandoca, banana plantations, Tortuguero

6. North Land

(

) Corcovado and mangroves, sports fishing

7. Monteverde

(

) Lagoons and volcanoes, thermal waters

8. Caribbean

(

) Dry tropical forests and beaches, Quepos

ANSWERS
Discover Costa Rica
Matching
San Jose:
Victorial arts and museums
Near the capital: National parks and volcanoes such as Irazu

379

South Pacific:
North Pacific:
Isla del Coco:
North land:
Monteverde:
Caribbean:

Corcovado and mangroves, sport fishing
Dry tropical forests and beaches, Quepos.
Far from the territory, stories of Pirates
Lagoons and volcanoes, thermal waters
A forest in the clouds
Gandoca, banana plantations, Tortuguero

WRITTEN COMPREHENSION
WORKSHEET
INSTRUCTIONS: Read The following text and answer the questions below.
TOURIST DESTINATIONS IN COSTA RICA
TAMARINDO
Year – round sunshine, breathtaking views, laid – back atmosphere and close proximity to national parks all make Tamarindo a
popular destination for family vacations and eco – adventures. Located on Costa Rica’s Pacific coast, Tamarindo is one of the
most developed and accessible beach towns in the region with paved roads and planty of tourist facilities.
SAN JOSE
Surrounded by lush green valleys and mountains, Costa Rica’s capital and largest city, San José, is a modern city, complete with
accommodations, shopping, dining, nightlife, and arts and culture. The city occupies a plateau in the country’s geographical
center, making it a great base for exploring other destinations in Costa Rica.
CHIRRIPÓ NATIONAL PARK
Spanning over the three provinces of Limón, Cartago and San José in southern Costa Rica, the Chirripó National Park protects a
diversity of habits and wildlife species. Named after the country’s highest mountain, Cerro Chirripó, the National Park features a
combination of treeless mountain plateaus, fern groves, marshlands, lush rainforest and glacial lakes.
READING COMPREHENSION QUESTIONS
1. What makes Tamarindo a popular destination to visit in Costa Rica?
_____________________________________________________________
2. Where is Tamarindo located?
_____________________________________________________________

380

3. What is San José surrounded by?
_____________________________________________________________
4. What tourist activities can people do in San José?
_____________________________________________________________
5. What provinces share the Chirripó National Park?
_____________________________________________________________
6. What is vegetation like in Chirripó?
_____________________________________________________________

381

VIDEO LINKS
Week 1
Warm up
Name
Link
Costa Rica Vacation - https://www.youtube.com/watch?v=1WGltGszJBQ
The Best of Costa Rica
Travel
Written Comprehension
NAME
List of the top ten
places to visit in Costa
Rica

Link
https://www.youtube.com/watch?v=_-mQ-H7nJHM

Oral Comprehension
Name
Discover Costa Rica

Link
https://www.youtube.com/watch?v=ZvXNWz6qhfM

382

Warm up
VIDEO LINK: https://www.youtube.com/watch?v=JZ3u6_PB2f0
“Downhill Mountain Biking - Giant Glory - Costa Rica”
Oral Comprehension
INSTRUCTIONS: Students listen to the video one more time and answer the questions provided by their teacher to elicit specific
details about the hiker’s personal experience while hiking in Costa Rica.

1. He believes Costa Rica is a passionately _________________ country.
2. What volcano did he visit? __________________________________
3. He wants to ____________________ what’s going on in the volcano.
4. He visited the ___________________ flow
5. He said he had a close encounter with __________________
6. He said he could stay _________________

Answers:
1. enchanted
2. He visited Arenal Volcano
3. see
4. old lava
5. nature
6. forever
VIDEO LINK: https://www.youtube.com/watch?v=JhVjM96Q0TA

383

Spoken Interaction
INSTRUCTIONS: Watch 4 different pictures about walking and hiking in Costa Rica, then describe what kind of tour they are
practicing. Follow a guide on questions about the different walking and hiking tours.
Hiking and Walking in Costa Rica
1. Have you ever been on a walking or hiking tour?
2. If so, what places have you been to?
3. What did you see?
4. What do you think people do on those tours:
-City walking, -beach walking, -mountain hiking, -river walking?
5. What can you recommend people should bring to those tours?
6. What are some tourist places they could visit?

384

Spoken Production
INSTRUCTIONS: Describe each picture with a simple sentence.

385

Additional Resources
Written Comprehension
AN UNFORGETTABLE EXPERIENCE
Poas Volcano National Park is located in Alajuela Province and was established in 1971. The park protects 16,000
acres and contains one of the active volcanoes in Costa Rica. This area is fun to explore as the main crater is 290 meters
deep and there are two other smaller craters.
The main one has the most activity and a beautiful green-blue lagoon in the middle which is created from rainwater
mixed with volcanic minerals. The hiking trails around the craters are well defined and sometimes wind through flora typical of
this area. Local birds and small animals can be observed. The main crater is not known for having frequent lava flows. The
last major eruption was during the 1950s when it erupted several times over a two year period. Poas Volcano has a misty feel
to it as the clouds nearly always hover over it. The two other craters are known as Botos and Von Frantzuis. Botos has not
experienced an eruption in the last 7,000 years. It has a beautiful bright green colored lake in the middle. Von Frantzuis is an
extinct crater that provides for beautiful scenery. Unlike many other Costa Rica parks, Poas Volcano National Park does not
have a large variety of plants and wildlife but there are definitely some present.
Located in a mixture of rainforest and cloud forest, the weather in Poas Volcano National Park is fairly predictable
because of its stability. Expect warm early afternoons and cool and damp conditions in the morning and late afternoons.
Daytime temperatures average around 24 ºC with night time lows averaging 14 ºC. The most consistent rain is experienced
between the months of May through November, with the heaviest rains September through November.
Note:
Teachers can use this reading for further practice in reading comprehension exercises.

386

Warm up
Tips to discover Costa Rica
Recommendations
If parking, look for places under surveillance
Do not leave the doors open
Do not leave things inside the vehicle
Put your backpack in front of you
Never leave your belongings alone
Use Recognized currency sites
If you’re going to use a taxi, use a red one
True/ False exercise
____If parking, do not look for places under surveillance
____Leave the doors of the car open
____Do not leave things inside the vehicle
____Put your backpack behind you
____Leave your belongings alone
____Used recognized currency sites
____If you’re going to use a taxi, use a yellow one.
Video link: https://www.youtube.com/watch?v=zZMId6le4vA

Oral Comprehension
Hiking for beginners

Video: https://www.youtube.com/watch?v=yeCmOlwhyFY
INSTRUCTIONS: Complete the blank spaces with the missing verbs
1. __________ sure you have appropriate hiking shoes
2. __________ lightly

387

3. __________ a day pack
4. __________ plenty of water
5. __________ some snacks
6. __________ an extra jacket
7. __________ sunblock
8. __________ a short trail
ANSWERS
1. Make sure you have appropriate hiking shoes
2. Dress lightly
3. Carry a day pack
4. Bring plenty of water
5. Bring some snacks
6. Bring an extra jacket
7. Bring sunblock
8. Choose a short trail

388

Spoken Interaction

389

Warm up

Written Comprehension
INSTRUCTIONS: Students read a brief e – mail written by a traveler where he describes his travelling plans for his next vacations
in Costa Rica to one of his closest friends.
TOURISTS

Ana
John

PLACES TO GO

ACTIVITIES TO DO

and La Fortuna, Arenal Sightseeing of the volcano
Volcano
Take a walk around La Fortuna
Tabacon Hot springs downtown
Relax at the hot springs
Massages
Gretchen
Manuel Antonio
Bird & Sloth watching in the National
Beach
Park
Quepos Downtown
Swimming at the beach
Do souvenir shopping at the downtown
Get a tan
Pablo
Tortuguero National Boat ride in the rivers
Park
Mangrove visit
Turtle watching night tour
Dancing night
Caribbean food tasting

TIME TO
STAY

6 days
5 nights

4 days
3 nights

3 days
2 nights

THINGS TO CARRY

Binoculars
Sleeping bag
Sweater
Hiking boots
Money
Swimming suit
Money
Cap or hat
Binoculars
Sandals
Sandals
Life vest
Night vision glasses
Light clothes

390

To: Martha mcastros@gmail.com
From: Christian ccorrales@hotmail.com

Hello, Martha!
I am writing to you to tell you about my vacations in Costa Rica. I have been to Costa Rica for two weeks. I came here
on January 22nd, and I am leaving on February 6th. I am really excited about being here! Costa Rica is a very exotic country. I
can tell you that landscapes are just beautiful. This tourist destination has amazing beaches, rainforests, national parks,
mountain ranges and so much more to show people. Also, there are a lot of different activities tourists can do. For example,
doing rafting is a really popular activity in the Pacuare and Reventazón. Besides, Guanacaste has the best beaches in all
Costa Rica to do surfing. Actually, there have been international surfing tournaments in here. I want to do some hiking and
biking too if I have enough time. A friend told me I can do these activities in the Northern part of the country. I just love
all the different food I have tried during my stay.
I will tell you more about my experience when I come back to the U.S.
Sincerely yours,
Christian

391

Questions about the email:
1. How long has Christian been in Costa Rica?
2 What does Christian consider about Costa Rica?
3. What activity is considered as popular in Costa Rica?
4. Which province has the best beaches?

Written Production
INSTRUCTIONS: Write four simple sentences describing a dream vacation using the pictures below. Describe the places they see,
the activities people can do there and the things people can carry during the time they plan to stay in this place.

392

Sample passage

My dream Vacation
In the summer of 2010, five of my family members and I visited Costa Rica, and I’m so glad we did. This is a beautiful country
between the Pacific and the Caribbean. Costa Rica means “Rich Coast”, and it ranks first on the Happy Planet’s Index as the
"greenest” country in the world. They abolished their Army in 1949. Since they have no defense budget, they devote their money to
their people in the form of good education and health benefits. Costa Rica boasts a literacy rate of 94.9%. Bananas and coffee are
their main exports.
The climate of Costa Rica is tropical year-round. Tourism makes it the most visited nation in Central America. Medical
tourism is attractive to Americans because of Costa Rica's proximity (a short flight), the quality of its medical service, and lower

393

costs. The country has gained a good reputation in plastic surgery for these reasons, and now you see resorts devoted to the
privacy of patients, affording them luxury while getting their procedure done.
Early the next morning we began driving to the Poas Volcano area and what they call a cloud forest. The diameter of this
volcano is one of the widest in the world. After that, we drove to the La Paz Waterfall Gardens, a Nature Park. We walked
spectacular trails that led us to Magia Blanca Falls

We got up early and headed for the Manuel Antonio National Park. An experienced guide took us through the park. He
pointed out things of interest along the way. We hiked for 3 hours.
This park is considered to be Costa Rica’s most beautiful park, with white-sand beaches ideal for swimming, and tropical
rainforest alive with wildlife. There were monkeys and iguanas everywhere.

394



Source Exif Data:
File Type                       : PDF
File Type Extension             : pdf
MIME Type                       : application/pdf
PDF Version                     : 1.5
Linearized                      : No
Page Count                      : 394
Language                        : es-ES
Tagged PDF                      : Yes
Author                          : Marianella Granados Sirias
Creator                         : Microsoft® Word 2013
Create Date                     : 2018:05:16 08:41:11-06:00
Modify Date                     : 2018:05:16 08:41:11-06:00
Producer                        : Microsoft® Word 2013
EXIF Metadata provided by EXIF.tools

Navigation menu