año.docx · web viewel asesor nacional con base al trabajo que realizó en la planificación...

MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico

Dirección de Desarrollo Curricular

Plantilla priorizada de aprendizajes esperados Curso lectivo 2020

Indicaciones para completar la plantilla priorizada: El asesor nacional con base al trabajo que realizó en la

planificación inicial para guía de priorización y el diagnóstico efectuado con docentes del país, completa la

matriz de priorización, donde específica cómo se desarrollarán los aprendizajes esperados resaltando el

aprendizaje esperado base, medular de cada asignatura según las nuevas condiciones de ciclo lectivo 2020 y

acordes con la complejidad, secuencialidad y características específicas de cada asignatura.

a. Aspectos administrativos:

Asignatura: Inglés Ciclo: Segundo Año escolar: Sexto

b. Presentación: (No mayor a una página, incluir las cuatro aspectos a destacar y los aspectos

principales del diagnóstico realizado en la priorización: consulta a docentes, análisis de las

características del programa, aprendizajes esperados base que son fundamentales en cada asignatura

Año 2020: Transformación curricular, una apuesta por la calidad educativa.



Para elaborar esta priorización se realizó un diagnóstico con 35 docentes de 18 regiones educativas del país

que imparten este año escolar, donde se les consultó el nivel de alcance hasta el cual el grupo de estudiantes

logró trabajar durante el periodo presencial antes de la interrupción del curso lectivo por la emergencia de

COVID19. Una vez realizado este proceso, se procedió a determinar cuáles aprendizajes esperados no fueron

cubiertos, para a partir de esto, establecer una priorización de aprendizaje esperado base, medular para

continuar el ciclo lectivo, ante el contexto en el que estamos.

El Programa de estudios desarrolla las cuatro habilidades lingüísticas de escucha, habla, lectura y escritura.

El programa sigue una estructura de organización cíclica. Usa un enfoque metodológico ecléctico, aunque

privilegia el enfoque comunicativo en el proceso de mediación pedagógica.

De ahí la importancia de establecer priorización de contenidos curriculares que potencien las áreas antes

descritas así como los propósitos que persigue cada unidad.




Al redactar tome en cuenta y destaque los siguientes cuatros aspectos.

1- Estamos en el contexto de la Pandemia de covid-19 nuestro país toma medidas claves como activar

y ampliar los mecanismos de respuesta a emergencias, comunicarse con las personas sobre los riesgos,

que las personas sepan cómo pueden protegerse, además de encontrar, aislar, probar y tratar cada caso

de Covid-19, rastrear a las personas con las que haya estado en contacto y una serie de medidas de

aislamiento social que incluye el cierre de centros educativos de todo el país y según las indicaciones del

Ministerio de Salud un posible reingreso (con diferentes escenarios) a partir del 13 de julio del 2020.

En el contexto descrito, el Ministerio de Educación Pública (MEP) inicia el desarrollo de una estrategia para la

mediación pedagógica denominada Aprendo en casa, la cual se fundamenta en las disposiciones de la

Política Educativa y la Política Curricular vigentes, dando relevancia a la habilidad de aprender a aprender,

mediante una herramienta didáctica denominada Guía de Trabajo Autónomo (GTA) y potenciando el uso de

recursos tecnológicos, así como a la generación de acciones específicas y contextualizadas para el

aprendizaje a distancia.

Aprendo en casa tiene como propósito promover la continuidad del proceso de aprendizaje educativo a

distancia, guiándose por las siguientes premisas:




2-La premisa principal es mantener la vida y la salud.

3-El objetivo principal es mantener el vínculo de la persona estudiante con el aprendizaje.

4- Teniendo mucha claridad de los puntos anteriores.

El docente valora si es posible desarrollar aprendizajes esperados nuevos, pero debe hacerlo a través de

estrategias pedagógicas que proponen actividades sencillas, cortas y en las que la persona estudiante

tenga posibilidades de lograr el éxito.

c. Plantilla priorizada de aprendizajes esperados, curso lectivo 2020.

Aprendizaje esperado base

Aprendizaje esperado

(Componente del

programa de estudio)

Indicador del aprendizaje esperado

Algunas actividades sugeridas




(Fundamental)

Unit 1

SOCIALIZING

Listening Understanding explicit

and implicit information.

identifies

specific

information in an

aural text by

answering

simple

questions or

filling in charts

Teacher activates students´ prior knowledge

about forms of greetings, leave takings and

personal introductions with a song, a crossword

puzzle, or matching of greetings, leave-takings

and introductions with their responses.

Using a video or PowerPoint with audio and

pictures, teacher introduces ways of using the

phone and ways for leaving and receiving

messages.

Students listen to models of vocabulary,

language forms and their pronunciation.

Before first listening to phone conversations,

the teacher reviews key vocabulary and

expressions by a matching of situations and




types of messages.

Students listen to three phone conversations

where people have to leave a message.

Students answer questions about specific

details.

Students fill in a chart or complete the

conversations to get the main ideas and details

from the conversations. A word or phrases

bank can be provided.

Students listen one more time to check their

answers and self-assess their performance.

Students practice the conversations in pairs.

ReadingApplying basic reading

skills such as skimming,

scanning, anticipating,

and reviewing a text.

makes predictions

about a reading

gets the gist of a

reading passage

Identifies main

points in a text.

Infers ideas about a

Students listen to teacher’s introduction of the

new vocabulary and phrases related with ways

for giving and denying permission in English

using a video, a PowerPoint with pictures or the

board.

Teacher models pronunciation of new terms.

Students respond to several questions for




simple text. predicting and anticipating to the main ideas of

the reading.

Students in pairs make predictions about the

content of the text.

Teacher clarifies vocabulary if needed.

Students apply background knowledge to get

the gist of text during first reading by answering

specific questions.

Students locate specific information in the

reading by completing a chart.

Students construct a chart, a mind map or a

graphic organizer to show their comprehension

of the text.

Students predict the meanings of key

vocabulary and phrases in a short text about

ways of denying or accepting permission by

solving a multiple choice exercise or filling in a

cloze activity.

Students participate in self-assessment with an




instrument provided by the teacher.

SpeakingCarrying on a

conversation.

Responding with single

words or short phrases

to what is seen or

heard.

exchanges information

in a conversation

responds with single

words or short phrases

to what is seen or

heard.

Students brainstorm expressions used for

asking and denying permission.

Teacher models pronunciation of key

vocabulary.

Students practice role-playing of conversations

where they have to ask for permission to a peer

that makes the role of the teacher, mother,

principal. The one role-playing this person has

to grant or deny the permission. Then, they

switch roles.

Students brainstorm expressions used for

leaving and receiving messages in a telephone

conversation.

Students role-play telephone conversations

where they have to leave a message.

They also role-play ways to reply to a phone

message.






Writing Producing short pieces

of writing.

produces correct

sentences in oral and

written form

Students apply background knowledge to

identify simple sentences in a conversation as

examples for asking for permission or granting

permission.

They classify them in a chart.

Students based on the patterns given create

three small conversations where they have to

ask someone for permission and the other

person grants or denies the permission.

Students participate in self-assessment using

an instrument provided by the teacher.

Rúbrica de desempeño de logro de aprendizajes para lenguas extranjeras en primaria: Unit 1 6th GradeImportante:

1. Recordar que esta rúbrica es para valorar el logro de los descriptores de competencia al finalizar cada una de las

unidades. El desarrollo de las competencias lingüísticas es un proceso y es dinámico, por lo que el docente elaborará




instrumentos con indicadores de aprendizaje más específicos acordes con los escenarios, características y necesidades

de los estudiantes.

2. Cuando se valora que el estudiante tiene un nivel de logro que está en proceso o no lo ha logrado, significa que no ha

logrado el aprendizaje requerido o que puede realizar algunas de los aspectos que describe el indicador de aprendizaje y

que aún requiere tiempo y acompañamiento por parte del docente para alcanzarlo a un nivel aceptable.

Assessment Strategy Indicators of learning:

Performance level

1. Not achieved

(Learner cannot

achieve the

task.)

2. In progress(Learner can

achieve the task

with some

difficulty and

needs

improvement)

3. Achieved(Learner can

achieve the

task without

any difficulty).

identifies specific

information in an aural text

by answering simple

questions or filling in charts

identifies specific details of

conversations heard from videos or

audios by filling in blanks with

words or phrases provided.




makes predictions about a

reading

responds to several questions for

predicting and anticipating to the

main ideas of the text.

gets the gist of a reading

passage

answers questions about a

conversation based on background

knowledge and general information

in the text.

Identifies main points in a

text.

locates specific information in a

text by completing a chart, a mind

map or a graphic organizer.

Infers ideas about a simple

text.

solves a multiple choice exercise

by guessing the meanings of key

vocabulary and phrases in a short

text about ways of denying or

accepting permission.

exchanges information in a asks for permission or grants and

denies the permission in a




conversation conversation exchange.

responds with single words

or short phrases to what is

seen or heard.

uses single words or short phrases

to leave and receive messages in

a telephone conversation.

produces correct sentences

in oral and written form

writes grammatically correct

sentences to create conversations

for asking someone for permission.

Unit 2 MY PHYSICAL CHANGES

Listening Understanding

familiar language

and simple

sentences spoken at

identifies main

ideas in a

conversation.

matches words with

Students listen to teacher’s introduction of new

vocabulary and phrases related with diseases

and epidemics in the world using a video or a

Power Point presentation.




near normal speed. pictures. Teacher models pronunciation of new terms.

Before first listening about the topic, the teacher

activates students ‘prior knowledge of

vocabulary and expressions that will be

encountered in the audio with a crossword

puzzle or matching of pictures with key

vocabulary.

Students listen to descriptions of common

diseases and epidemics around the world.

Students respond to questions about the

descriptions to show understanding of general

meanings.

After second listening, students identify the

main details by matching pictures with

descriptions.


instrument.

Reading Extracting the main

ideas and important

Identifies main

ideas and important


vocabulary and phrases related with growing




details from written

texts like songs,

poems, riddles,

stories, folk tales,

etc.

details in different

types of reading

passages.

Infers information

from a reading

selection.

up and becoming a teenager. Teacher

emphasizes the use of the comparative form in

English.


Students identify the main characteristics of

males and females when you grow up and

complete a venn diagram.

Students predict the meanings of some words

and phrases from context by solving a multiple

choice exercise.


instrument.

Speaking Planning and

organizing

information in

expository language

such as an oral

presentation.

Participating in pair

Makes an outline of

the main ideas of

an oral

presentation.

Exchanges

information with

peers about

Students activate prior knowledge about

common diseases and epidemics in the world.

Teacher reviews pronunciation of new terms.

Students are given the activity of preparing a

short talk about one common disease in the

world, its symptoms and treatment to discuss it

in a group.




and group

discussions.

Formulating and

asking questions

about different

topics.

different topics.

Produces structures

and vocabulary with

comprehensible

pronunciation and

intonation.

Responds and asks

different types of

questions properly.

Teacher provides a model of outline and its

uses for organizing the ideas in an oral talk.

Students choose a topic and develop a simple

outline to organize their ideas following the

pattern provided by the teacher.

Students rehearse their presentations and get

ready for a class discussion.

After each presentation, each student is

expected to write a question and asks it to one

of the presenters.

The presenters have to be ready to answer

questions.


instrument.

Writing







instrumentos con indicadores de aprendizaje más específicos acordes con los escenarios, características y

necesidades de los estudiantes.





Performance level

1. Not achieved

(Learner cannot

achieve the

task.)


achieve the task

with some

difficulty and

needs

improvement)


achieve the

task without

any difficulty).




identifies main ideas in a

conversation.

responds to questions about

descriptions of common world

diseases that are heard to locate

main ideas.

matches words with

pictures. identifies the main details of a text

heard by matching pictures with

descriptions.

Identifies main ideas and

important details in different

types of reading passages.

identifies the main characteristics

that differentiate males from

females in a text by completing a

chart or a venn diagram.

Infers information from a

reading selection.

solves a multiple choice exercise

to show deep comprehension of a

reading passage about science.

Makes an outline of the

main ideas of an oral

presentation.

develops a simple outline to

organize ideas about becoming a

teenager following a pattern

provided by the teacher.




Exchanges information with

peers about different topics.

exchanges information about

common diseases in the world and

treatments with peers and family

supported with pictures.

Produces structures and

vocabulary with

comprehensible

pronunciation and

intonation.

uses basic structures and

vocabulary related with diseases

and treatments with

comprehensible pronunciation and

intonation.

Responds and asks

different types of questions

properly.

asks and answer questions related

with diseases and treatments

properly.




Unit 3 TYPES OF

FAMILIES IN THE

WORLD

Oral comprehension

Listening

Identifying the main

point or important

information in the

text.

Understanding

familiar language.

Identifies main

points and of

specific details in

information heard.

Discriminates

sounds, words or

expressions in

familiar language.

Teacher introduces key vocabulary and language

forms to compare people (families) and objects

(computers). https://www.youtube.com/watch?

v=GEfcpQa9_es

Students listen to models of new vocabulary,


Before first listening of a description about how

technology influences family life like the cellphone,

Internet and computers, as a warm-up activity the

teacher reviews key vocabulary and expressions

with a crossword puzzle or matching of pictures

with forms.




Students listen to descriptions of different types of

families in the world. Teacher can read it aloud or

use a video.

Students circle from a set of sentences the ones

that are connected with the information heard.

Students identify the main ideas in the description

heard by deciding if a set of sentences is true or it

is false.

Students listen to a second video about how

technology influences family life.

https://www.youtube.com/watch?v=37OLJPjoews

Students listen and identify key vocabulary and

expressions by circling it.

Students show comprehension by responding to

teacher´s questions.



Reading Extracting the main

ideas and important

Identifies main

ideas and

Students listen to teacher’s introduction of the new

vocabulary and phrases related with the families


https://www.youtube.com/watch?v=37OLJPjoews



details from written

texts like songs,

poems, riddles,

stories, etc.

important details in

different types of

reading passages.

Infers information

from a reading

selection.

around the world.


Students apply background knowledge to get the

gist of text during first reading by answering

specific questions about family and technology.

See(https://www.bartleby.com/essay/Impact-of-

Technology-on-Family-Life-PKWAPAYVC)

Students locate main ideas in the reading to

complete a chart.


graphic organizer to show understanding of the

main ideas of the text.

Students predict the meanings of key vocabulary

and phrases in the text by solving a multiple choice

exercise or filling in a cloze activity.

Students read the text one more time to check

their answers and self-assess their performance.

Speaking Talking about concrete Produces simple Students listen to teacher’s introduction of the new




situations, events, and

facts using familiar

language.

dialogues and

short

conversations.

Produces

structures and

vocabulary with

comprehensible

pronunciation and

intonation.

vocabulary and phrases related with comparing

families in Costa Rica and in English speaking

countries.

Teacher models pronunciation of new terms

emphasizing comparative forms.

Students practice role-playing of conversations

where they meet people from different countries in

the world and they talk and ask questions about

how are families in those countries. They make

some comparisons.

Students make a list of three ways in which

technology is affecting family life. They think about

how different families were when they did not have

access to technology and what families do now

that they have more technology at home.

Teacher helps with the pronunciation of unknown

words. They also search in online dictionaries.

Students share their ideas in small groups and

then report orally to the class.






Writing

Rúbrica de desempeño de logro de aprendizajes para lenguas extranjeras en primaria: Unit 3 6th grade Importante:








Assessment Strategy Indicators of learning: Performance level

1. Not achieved






(Learner cannot

achieve the

task.)

achieve the task

with some

difficulty and

needs

improvement)

achieve the

task without

any difficulty).

Identifies main points and

specific details in

information heard.

identifies from a set of sentences

the ones that are connected with

the information heard by circling

them.

Discriminates sounds,

words or expressions in

familiar language.

recognizes sounds, words or

expressions in familiar language

related with types of families that

are heard in a description or

conversation.


important details in different

types of reading passages.

locates main ideas in a reading by

completing a chart, a mind map or

a graphic organizer.




Infers information from a

reading selection.

solves a cloze activity by inferring

the meanings of key vocabulary

and phrases in a reading

selection.

Produces simple dialogues

and short conversations.

participates in role-playings of

short conversations about types of

families in the world.

Produces structures and

vocabulary with

comprehensible

pronunciation and

intonation.

produces structures and

vocabulary to describe family life in

another culture with

comprehensible pronunciation and

intonation.




Unit 4 COSTA RICA AND THE ENGLISH SPEAKING COUNTRIES: CUSTOMS AND TRADITIONS

Listening Understanding short

passages made up

of familiar language.

Identifies key

vocabulary, main

points and ideas in

a text heard.


new vocabulary and phrases related with

typical dishes from Costa Rica and English

speaking countries

Teacher models pronunciation of new terms

emphasizing information question and

expressions of likes and dislikes regarding

food.


reviews key vocabulary and expressions that

will be encountered in the audio using pictures

or definitions of words.




Students listen to a video with descriptions of

types of food around the world.

https://www.youtube.com/watch?

v=pWUzkxtoJ2I

Teacher asks questions about the description

to get general meanings.

Students listen to the descriptions a second

time and complete a chart to identify its main

characteristics.

Students listen for a third time to check their

responses and also get feedback from peers

and teacher.


instrument.

Reading Understanding short

phrases presented

in a familiar context.

Understanding the

Recognizes the

main ideas of a

reading passage.


new vocabulary and phrases related with forms

of entertainment in Costa Rica and English

speaking countries and review comparative

forms.


https://www.youtube.com/watch?v=pWUzkxtoJ2I

https://www.youtube.com/watch?v=pWUzkxtoJ2I



gist of short

sentences. Gest the gist of a

reading.


Teacher explains some new expressions that

appear in the text.

Students read a modified version of a text

about forms of entertainments in the world.

http://theepictri.com/different-types-

entertainment/

Students identify the main forms of

entertainments and one or two characteristics

by circling them and inserting them in a

conceptual map to get the main ideas and

details from the text.

Students get the general meanings of short

texts about customs and traditions in different

countries in the world.


instrument.

Speaking Expressing plans for

the future based on

Talks about future

plans in a

Students activate prior knowledge about how to

make invitations to people and how to make

x




personal

experiences.

Taking part in brief

prepared tasks of at

least two or three

exchanges.

conversation.

Answers different

types of questions

correctly.

future plans.

Teacher reviews pronunciation of new terms.

Students write three places or activities they

would like to do during the weekend.

Students participate in an information exchange

about activities they want to do or places they

want to go. They ask and answer questions.

Students activate prior knowledge about eating

out.

They make future plans and extend invitations

to friends to participate as well.

Following a pattern given by the teacher, they

role- play a conversation asking for food at a

local restaurant.


instrument.

Writing Making short

substitutions in a

Makes short

replacements of

Students apply prior knowledge to review

vocabulary and expressions related with old




short, familiar written

task.

language in a

written text.

stories and legends.

Students receive a short version of a Costa

Rican folk tale.

Some of the words in the text are underlined.

Students have to substitute them to create a

new story.

Student share their new stories with a partner.


instrument.

Rúbrica de desempeño de logro de aprendizajes para lenguas extranjeras en primaria: Unit 4: 6th gradeImportante:












Performance level

1. Not achieved

(Learner cannot

achieve the

task.)


achieve the task

with some

difficulty and

needs

improvement)


achieve the

task without

any difficulty).

Identifies key vocabulary,

main points and ideas in a

text heard.

identifies main characteristics of

Costa Rica in a description heard

by answering questions or by

completing a chart.

Recognizes the main ideas identifies main characteristics of




of a reading passage.forms of entertainments in the

world in a reading passage by

underlining them.

Gest the gist of a reading.

identifies the general ideas of short

texts about customs and traditions

in different countries in the world

by answering questions.

Talks about future plans in a

conversation.

describes in a simple way future

travel plans in an information

exchange with peers.

Answers different types of

questions correctly.

answers questions about personal

food and drink preferences at a

restaurant.

Makes short replacements

of language in a written text. substitutes words in a story or

description to create a new text.




Unit 5 HOLIDAYS AND CELEBRATIONS IN ENGLISH SPEAKING COUNTRIES

Listening Gathering

information in oral

form.

Identifies main

points and general

information from

auditory and visual

devices.


vocabulary and phrases related with holidays

and celebrations in other countries of the world

using a video or a PowerPoint with `pictures.



reviews key vocabulary and expressions that

will be encountered in the audio with a

crossword puzzle or matching of pictures with

key vocabulary.

Students listen to descriptions of ways people

celebrate special occasions in different parts of




the world and the type of food and beverages

they eat and drink. See

https://www.youtube.com/watch?v=3Sv0ac-

W8Vc

Students respond to questions about what they

hear to show understanding of general

meanings.

After second listening, students identify the

main details of the descriptions by completing a

chart or by deciding which statements are true

or false based on the information heard.


instrument.

Reading Reading passages

about different

topics to fill in charts,

complete texts,

make associations.

Identifies main

points and general

information from

reading passages.


vocabulary and phrases related with music,

dances and folk tales around the world.

Teacher models pronunciation of new terms,

especially present tense verbs and action

verbs.


https://www.youtube.com/watch?v=3Sv0ac-W8Vc

https://www.youtube.com/watch?v=3Sv0ac-W8Vc



Students identify the main characteristics of the

most attractive types of music and dances in

the word by completing a chart.

See

https://www.starquestdance.com/%E2%80%A8

ten-dance-around-the-world/

Students answer questions to get specific

information about each of the dances.


instrument.

Speaking Responding with

single words or short

phrases to what it is

seen or heard.

Exchanging basic

information.

Sharing points of

view.

Responds to simple

questions with a

single word or

phrases.

Exchanges basic

information with

people.

Expresses

opinions, ideas and

Students activate prior knowledge about

recipes and beverages in different parts of the

world

Students review vocabulary and expressions to

express likes and dislikes and practice

pronunciation of words and phrases with the

teachers’ support.

Students search and identify a recipe and

beverage from other country in the world that


https://www.starquestdance.com/%E2%80%A8ten-dance-around-the-world/

https://www.starquestdance.com/%E2%80%A8ten-dance-around-the-world/



feelings. they like very much.

Students using pictures describe the recipe and

the drink and its preparation.

Teacher reviews vocabulary and key

expressions to describe some holidays and

celebrations around the world.

Students select one celebration in the world

they like very much.

Following a pattern given by the teacher they

describe this celebration and how it is

celebrated.

Students in groups or pairs, share the

information with peers.


instrument.

Writing Producing pieces of

writing.

Produces short

pieces of writing.

Students apply prior knowledge to compare one

celebration in Costa Rica and one in an English

speaking country.

Students with the help of the teacher review




comparative sentences using examples from

celebrations and traditions.

Students based on an example, create a short

paragraph comparing one celebration in Costa

Rica and one celebration in an English

speaking country.

Students share their paragraphs with their

peers.



Rúbrica de desempeño de logro de aprendizajes para lenguas extranjeras en primaria: Unit 5 6th Grade Importante:












Performance level

1. Not achieved

(Learner cannot

achieve the

task.)


achieve the task

with some

difficulty and

needs

improvement)


achieve the

task without

any difficulty).


general information from

auditory and visual devices.

identifies main details and general

information in descriptions heard in

videos about holidays and

celebrations in the world by

completing a chart or by deciding if

a set of statements are true or

false.





general information from

reading passages.

identifies the main characteristics

of the most attractive types of

music and dances in the world in

reading passages by completing a

chart.

Responds to simple

questions with a single word

or phrases.

answers questions with a single

word or phrases about holidays

and celebrations in the world.

Exchanges basic

information with people.

describes favorite holiday and

celebration in an information

exchanges with people.

Expresses opinions, ideas

and feelings. expresses likes and dislikes about

holidays and celebrations in the

world in an informal exchange.

Produces short pieces of

writing.

writes a short paragraph

comparing one celebration in

Costa Rica and one celebration in

an English speaking country.




Unit 6 COSTA RICA: A GREEN PARADISE

FOR THE REST OF THE WORLD

Listening Listening carefully to

the teacher’s

pronunciation and

use of terms.

Understanding

familiar language

and simple

sentences spoken at

Discriminates

sounds and

expressions as they

are heard.

Identifies main

ideas and details

from a text heard.

Teacher introduces key vocabulary and

language forms to describe the flora and fauna

of Costa Rica.

Students listen to models of new vocabulary,


Before first listening of a description of some of

Costa Rica’s most beautiful flora and fauna, the

teacher reviews key vocabulary and

expressions with a crossword puzzle or




near normal speed. matching of pictures with forms.

Students listen to descriptions of costa Rica´s

amazing flora and fauna, and make a list of

words and expressions they identified. (see

https://www.youtube.com/watch?

v=3wfmFHERgWI

https://www.youtube.com/watch?v=zaFq3iamIxo

Students fill in a chart to get the main ideas and

details from the descriptions after second

listening.

Students unscramble the descriptions as they

listen to them for a third time to get the main

points.



Reading Demonstrating

knowledge through

applications in a

variety of contents.

Uses background

knowledge of

vocabulary and

expressions to get


new vocabulary and phrases related with Costa

Rica and its democratic system. (see,

https://www.costaricantrails.com/cr/cr02.html)


https://www.youtube.com/watch?v=zaFq3iamIxo

https://www.youtube.com/watch?v=3wfmFHERgWI

https://www.youtube.com/watch?v=3wfmFHERgWI



the gist of a text. Teacher models pronunciation of new terms.

Teacher asks questions about the reading to get

general meanings.

Students apply background knowledge to get

the gist of text during first reading by answering

specific questions.

Students locate specific information in the

reading to complete a chart.


graphic organizer to show their comprehension

of the text.


assessment instrument.

Speaking Sharing points of

view.

Asking questions

about different

topics.

Expresses

opinions, ideas and

feelings.

Asks questions

appropriately.

Students activate prior knowledge with the

support of the teacher about vocabulary and

phrases useful to describe Costa Rica´s flora

and fauna.

Students practice role-playing of situations like




being a park ranger and explaining a group of

tourist all the natural beauty of Costa Rica.

Students make a list of five personal information

questions that a tourist would ask to park

ranger. Students get ready to use them as they

play roles as tourists.

During the role-playing students switch roles.

Students participate in a class discussion about

what they like the most of Costa Rica and what

they like the least.

They write two sentences for each side.

They share the information in oral form.



Writing Transferring visual

or oral information

into written forms

through completing

charts, tables

Relocates

information from a

reading to fill in a

text or table

Students apply background knowledge to

review vocabulary and expressions to write

about Costa Rica using present tense.

Students based on a pattern given by the

respond and e-mail from a friend who wants to




among others. visit Costa Rica.

They explain all the attractions of Costa Rica,

natural beauty, democratic system, peaceful

country.

Students edit and correct their e-mails with

teacher´s and peers ‘feedback.






instrumentos con indicadores de aprendizaje más específicos acordes con los escenarios, características y necesidades de

los estudiantes.








Performance level

1. Not achieved

(Learner cannot

achieve the

task.)


achieve the task

with some

difficulty and

needs

improvement)


achieve the

task without

any difficulty).

Discriminates sounds and

expressions as they are

heard.

lists words and expressions related

with costa Rica´s amazing flora

and fauna as they are heard from a

video.


details from a text heard.

identifies main ideas and details

from the descriptions heard in an

audio or video.




Uses background

knowledge of vocabulary

and expressions to get the

gist of a text.

applies background knowledge of

vocabulary and expressions to

answer general questions about a

text related with Costa Rica´s

natural beauty.

Expresses opinions, ideas

and feelings.

expresses opinions and ideas to

people from abroad about Costa

Rica using simple sentences.

Asks questions

appropriately.

asks questions to people who are

visiting Costa Rica in a role-play

situation in an accurate form.

Relocates information from

a reading to fill in a text or

table

transfers information from a text

model to complete an e-mail to be

send to a friend who wants to visit

Costa Rica.




Nombre de la persona asesora nacional que elaboro: Ana Isabel Campos Centeno, Asesora Nacional de Inglés

Nombre del Jefe del Departamento de Primero y Segundo Ciclos. Anabelle Venegas Fernández


año.docx · web viewel asesor nacional con base al trabajo que realizó en la planificación...

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