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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
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