· web viewen caso de que la persona docente no haya concluido la unidad 2, entre julio y agosto...

Viceministerio AcadémicoDirección de Desarrollo Curricular

Transformación Curricular, una apuesta por la calidad educativa.

Plantilla de Aprendizajes Base Curso lectivo 2020-2021

a. Aspectos administrativos:Nivel: Sexto grado Ciclo: Segundo

Modalidades: I y II Ciclos de la Educación General Básica

b. Presentación: El Ministerio de Educación Pública ante la emergencia ocasionada por la pandemia COVID- 19 y con la finalidad de

garantizar el derecho a la educación, por medio de la educación a distancia en el 2020 y la educación combinada en el

2021; ha solicitado a los diferentes niveles, ciclos y modalidades del sistema educativo, la priorización de aprendizajes

base.

Por esta razón, el Departamento de Dirección Curricular realizó una consulta a personas docentes y personas asesoras

regionales de las distintas regiones educativas del país que imparten la asignatura de Inglés del nivel Primero, donde se

les preguntó cuáles aprendizajes esperados lograron desarrollar hasta el 24 de mayo, fecha en que se suspendió el

presente curso lectivo por la emergencia de COVID19; así como los nuevos aprendizajes esperados seleccionados para

el trabajo del segundo periodo en la educación combinada.

El contexto actual en el que la educación combinada es la respuesta para continuar con el proceso educativo ante el

aumento de casos positivos por COVID- 19, amerita retomar las Plantilla de Aprendizaje Base 2020, para el segundo

período del presente curso lectivo.



Aspectos importantes por considerar

a) Las metas de aprendizaje u objetivos lingüísticos seleccionados en las PAB, se consideran fundamentales y están

vinculados a competencias/habilidades. Los escenarios y bloques de estudio por articular son los saberes

fundamentales que se deben retomar para fortalecer el logro de la competencia o habilidad lingüística.

b) Posterior a la realización de una consulta, se han priorizado los aprendizajes correspondientes a las unidades 1, 2,

3, 4 y 5, de primero a quinto año, y las unidades 1, 2, 3, 4, 5, 6 y 7 en sexto año, del programa de estudio, para

cada nivel. La unidad 6 del programa de estudios 2016, se articulará con la primera unidad en cada uno de los

niveles en el 2022, para lo cual se facilitará, posteriormente, los aprendizajes base de esas unidades.

c) La persona docente iniciará su trabajo del segundo periodo con los aprendizajes base que se le brindan en la PAB,

y dándole continuidad al trabajo del primer periodo. Por ejemplo, si finalizó en la unidad 2 en el primer periodo,

inicia con los assessment strategies/ linguistic objectives de la unidad 3 priorizados en este documento.

d) En caso de que la persona docente no haya concluido la unidad 2, entre julio y agosto podrá retomarla y

terminarla

e) La persona docente debe tomar en cuenta el informe descriptivo de logro del primer periodo, para identificar áreas

de mejora en cada una de las cuatro competencias lingüísticas, que puedan ser retomadas en los procesos de

mediación pedagógica del segundo periodo. Así mismo, debe tomar en cuenta la realidad de la comunidad del

centro educativo, las necesidades y características de la persona estudiante, para contextualizar y dar pertinencia

a los procesos de construcción del conocimiento.

f) En el segundo periodo, no se elaborará el mini proyecto integrador, con el fin de dar más atención al desarrollo de

las competencias lingüísticas consignadas en las PAB, lo que a la vez le permite a la persona docente avanzar

más en la implementación del planeamiento didáctico.



g) Se recomienda consultar la matriz de ruta de nivelación académica para el segundo periodo en el proceso de

implementación de la PAB en lo referente a articulación, recursos y distribución mensual.

h) La matriz de ruta de nivelación académica se debe cubrir en el segundo periodo del 2021, tomando en cuenta la

distribución mensual presentada.

i) Al final de cada unidad, se incluye la rúbrica de nivel de logro. La persona docente la llenará con base en los

assessment strategies/ linguistic objectives e indicadores de aprendizaje desarrollados durante la mediación

pedagógica.

j) En el mes de enero, se recomienda realizar un repaso de los assessment strategies/ linguistic objectives sugeridos

por cuanto focalizan elementos importantes de articulación con el nivel siguiente.

LevelSixth

Study Block 1: Socializing

Linguistic Objectives

Prioritized linguisitc objectives 2020/2021

Indicators of Learning Suggested Didactic Strategies

Listening Listening 1.Understanding explicit and implicit information.

L.1.1.gets the gist of a conversation heard about asking or denying permission.

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 phone conversations where people ask for or deny permission

Students answer general



information questions about the conversations heard


L.1.2.recognizes specific details about requesting and asking for permission, from an aural/oral stimulus

Students fill in a chart or complete the conversations to get the main ideas and specific 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.


L.1.3. infers information heard that is not explicitly stated in a conversation.

Students listen to conversations and predict the meanings of some words and phrases from context by solving a multiple choice exercise.

Speaking Speaking 1.Responding with single words or short phrases to what is seen or heard

S.1.1.uses single words or short phrases to respond to short telephone messages.

Students role-play telephone conversations where they have to respond to short telephone messages.

They also role-play ways to reply to a phone message.



Speaking Speaking 2.Carrying on a conversation.

S.2.1. asks for permission using simple phrases.

Students brainstorm expressions used for asking and denying permission.

Students participate in self-assessment with an instrument

Speaking Speaking 2.Carrying on a conversation.

S.2.2. uses expressions for denying permission in a conversation.

Students brainstorm expressions used for leaving and receiving messages in a telephone conversation.

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.

Reading Reading 1.Applying basic reading skills such as skimming, scanning, anticipating, and reviewing a text.

R.1.1.makes predictions about the content of a reading passage about the importance of English in the global world.

Students listen to teacher’s introduction of the new vocabulary and phrases related to the importance of English in the global world.

Teacher models pronunciation of new terms.

Students respond to several questions for predicting and anticipating to the main ideas of the reading.

Students in pairs make predictions about the content



of the text.Students participate in self-assessment with an instrument


R.1.2.gets the gist of a reading passage about the importance of English in the global world.

Teacher clarifies vocabulary if needed.

Students apply background knowledge to get the gist of text during first reading by answering general questions.


R.1.3.identifies main points in a text about the importance of English in the global world.

Students locate specific information in the reading by completing a chart.


R.1.4.Infers ideas about a simple text about

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 the importance of English in the global world. by solving a multiple choice exercise or filling in a cloze activity.

Writing Writing 1.Producing short pieces of writing.

W.1.1. brainstorms ideas to create a short conversation for asking and denying permission.

Students apply background knowledge to brainstorm simple sentences as examples for asking for permission or granting permission in a conversation.




W.1.2. organizes the main ideas of conversation using phrases and simple sentences.

Students classify them in a chart.


W.1.3. writes simple sentences to form a conversation for asking someone permission and/or denying permission.

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.


W.1.4. edits the conversation checking punctuation, capitalization, spelling and grammar.

Students in pairs and using a rubric participate in self-assessment to check their conversation and make final improvements.

Rúbrica de nivel de logro para InglésImportante:

1. Recordar que la rúbrica permite valorar el logro de la persona estudiante en relación con los descriptores de las

competencias lingüísticas al finalizar cada una de las guías de trabajo autónomo.

2. Valorar el nivel de logro de la persona estudiante, representa evidenciar su proceso de adquisición, descrito en el

estrategia de evaluación y el indicador de aprendizaje, y permite a la persona docente la toma de decisiones en



relación con el acompañamiento y los apoyos pedagógicos para que alcance el nivel propuesto.

3. El nivel de logro se define tomando en cuenta el assessment strategy, el indicator of learning y el criterio

correspondiente para cada uno de los niveles de logro (Not yet achieved, In progress, Achieved).

Prioritized linguistic objectives

Indicator of Learning

Achievement level 1. Not yet achieved Learner cannot

achieve the task

correctly.

2. In progressLearner can achieve

the task with some

difficulty and needs

improvement.

3. Achieved Learner can fully

achieve the task

without any

difficulty



LevelSixth

Unit 2 Study Block: My Physical Changes


Prioritized Linguisitc Objectives 2020/2021


Listening Listening 2.Understanding familiar language and simple sentences spoken at near normal speed.

L.2.1.identifies familiar vocabulary about symptoms of common diseases in the world in a conversation.

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 and identify familiar vocabulary.



Listening Listening 2.Understanding familiar language and simple sentences spoken at near normal speed.

L.2.2. identifies main ideas in a conversation about diseases and symptoms.

After second listening, students identify the main details by matching pictures with descriptions.

Speaking Speaking 1.Planning and organizing information in expository language such as presentations, oral and written reports.

S.1.1. brainstorms ideas about oral presentation about coping with growing up.

Students activate prior knowledge and brainstorm ideas about physical and emotional changes teenagers go through.

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.

Students participate in self-assessment with an instrument.

Speaking Speaking 1.Planning and organizing information in expository language such as presentations, oral and written reports.

S.1.2. makes an outline of the main ideas of an oral presentation about coping with growing up.

Students are given the activity of preparing a short talk about how to adapt to the changes of becoming an adult.

Teacher provides a model of outline and its uses for organizing the ideas in an oral talk.

Students rehearse their presentations and get ready



for a class presentation.

Speaking Speaking 2.Participating in pair and group discussions.

S.2.1.uses basic structures and vocabulary related with diseases and treatments with comprehensible pronunciation and intonation.

Students practice the use of basic structures and vocabulary related with diseases and treatments with comprehensible pronunciation and intonation by practicing short conversations


S.2.2.exchanges information about common diseases in the world and treatments with peers and family supported with pictures.

Students ask and answer questions about common diseases and treatments in an oral interview supported with videos or pictures.

Speaking Speaking 3. Formulating and asking questions about different topics.

S.3.1.asks and answer yes/no questions related with different types of topics of growing up.

Students participate in a guessing game where they ask and answer yes/no questions related with different types of topics of growing up.

Speaking Speaking 3. Formulating and asking questions about different topics.

S.3.1.asks and answers information questions related with different types of topics of growing up.

Students participate in a survey where they ask and answer information questions related with different types of topics of growing up.

Reading Reading 1.Extracting the main ideas and important details from written texts like songs, poems, riddles, stories, folk tales, etc.

R.1.1. gets the gist of a reading passage about differences between males and females in a text.

Before first reading, teacher clarifies vocabulary if needed.

Students apply background knowledge to get the gist of text during first reading by



answering general questions.


R.1.2.identifies specific details of a text about differences between males and females.

Students identify the main characteristics of males and females when you grow up and complete a Venn diagram.


R.1.3.identifies the main characteristics that differentiate males from females in a text.

Students identify the main characteristics that differentiate males from females by solving a multiple choice exercise.

Students participate in self-assessment with an instrument.











Prioritized linguistic objectives 2020/2021



achieve the task

correctly.


the task with some


improvement.


achieve the task

without any

difficulty



LevelSixth

Unit 4 Study Block: Types of Families in the World


Prioritized linguisitc Objectives 2020/2021


Listening Listening 1.Identifying the main point or important information in the text.

L.1.1.identifies the main point or important information in the text about families in the world.

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.

Listening Listening 2.Understanding

familiar language.L.2.1.recognizes sounds, words or expressions in familiar language related with types of families heard.

Students listen and identify key vocabulary and expressions by circling it.

Students show comprehension by responding to teacher´s questions.



Speaking Speaking 2.Talking about concrete situations, events, and facts using familiar language.

S.2.1. brainstorms ideas about types of families in the world in oral form.

Students make a list about differences between families around the world in oral form with a partner.


S.2.2. uses structures and vocabulary with comprehensible pronunciation and intonation for describing types of families in the world.

Students share their ideas in small groups and then report orally to the class using familiar structures and vocabulary with comprehensible pronunciation and intonation.


S.2.3.produces simple dialogues and short conversations to describe families in the world.

Students create and practice role-playing of conversations where they meet people from different countries in the world and they talk and ask questions about family life in those countries. They make some comparisons.

Reading Reading 2.Extracting the main

ideas and important details from written texts like songs, poems, riddles, stories, a etc.

R.2.1. gets the gist of a reading passage about differences and similarities of families in a text.

Students apply background knowledge to get the gist of text during first reading by answering general questions about characteristics of families around the world.



Reading Reading 2.Extracting the main ideas and important details from written texts like songs, poems, riddles, stories, a etc.

R.2.2.identifies specific details of a text about differences and similarities of families.

Students identify specific information by answering specific questions about families in the world after second reading.

Reading Reading 2.Extracting the main ideas and important details from written texts like songs, poems, riddles, stories, a etc.

R.2.3.identifies the main characteristics about differences and similarities of families in a text.

Students locate main ideas in the reading to complete a chart.

Students construct a chart, a mind map or a graphic organizer to show understanding of the main ideas of the text.











Prioritized Linguistic Objectives



achieve the task

correctly.


the task with some


improvement.


achieve the task

without any

difficulty

LevelSixth

Unit 4 Study Block: Costa Rican and the English Speaking Country


Prioritized Linguistic Objectives 2020/2021




Listening Listening 1. Understanding short passages made up of familiar language.

L.1.1.gets the gist of a text about Costa Rica in a description heard.

Students listen to a video about Costa Rica.

Teacher asks general questions about the description after first listening.

Listening Listening 1. Understanding short passages made up of familiar language.

L.1.2.identifies main characteristics of Costa Rica´s customs and traditions in a description heard.

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.

Speaking Speaking 1. Expressing plans for the future based on personal experiences.

S.1.1. brainstorms ideas about eating habits with phrases and simple sentences.

Students make a list of Costa Rican main eating habits and then share the information with other group members.



Speaking Speaking 1. Expressing plans for the future based on personal experiences.

S.1.2. describes in a simple way eating habits in an information exchange with peers.

Students participate in an information exchange where they describe personal eating habits.

Speaking Speaking 2.Taking part in brief prepared tasks of at least two or three exchanges.

S.2.1.asks different types of questions about Costa Rica´s customs and traditions in an oral exchange.

Students participle in an international tourist fair where they have to ask and answer different types of questions about Costa Rica´s customs and traditions

Speaking Speaking 2.Taking part in brief prepared tasks of at least two or three exchanges.

S.2.1.asks different types of questions about Costa Rica´s customs and traditions in an oral exchange.

Students participle in an international tourist fair where they have to ask and answer different types of questions about Costa Rica´s customs and traditions

Reading Reading 1.Understanding the gist of short sentences.

R.1.1. gests the gist of short sentences about forms of entertainment in Costa Rica and other countries.

Students get the general meanings of short texts about customs and traditions in Costa Rica and different countries in the world.

Reading Reading 2. Understanding short phrases presented in a familiar context.

R.2.1.Recognizes the main ideas of a reading passage about forms of entertainment in Costa Rica and other countries.

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.



Writing Writing 1.Making short substitutions in a short, familiar written task.

W.1.1.substitutes words in a story or description about Costa Rica´s customs and traditions or a foreign country to create a new text

Students apply prior knowledge to review vocabulary and expressions related with description about Costa Rica´s customs and traditions or a foreign country

Some of the words in the text are underlined.

Students have to substitute them to create a new story.









Prioritized Linguistic Indicator of Achievement level



Objectives Learning1. Not yet achieved Learner cannot

achieve the task

correctly.


the task with some


improvement.


achieve the task

without any

difficulty

LevelSixth

Unit 5 Study Block: Holidays and Celebrations in English Speaking Countries

Linguistic objectives



Listening Listening 1. Gathering information in oral form.

L.1.1. gets the gist of descriptions about holidays and celebrations in the

Before first listening about the topic, the teacher reviews key



world. 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 general questions about what they hear to show understanding of general meanings.

Listening Listening 1. Gathering

information in oral form. L.1.2.identifies main details of descriptions about holidays and celebrations in the world.

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.

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

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



Speaking Speaking 1.Sharing points of view.

S.1.1. brainstorms phrases and vocabulary used to express ideas and feelings.

Students activate prior knowledge about recipes and beverages in different parts of the world by brainstorming types of food and beverages they know.


S.1.2.expresses opinions and ideas to people from abroad about Costa Rica´s celebrations using simple sentences.

Students role play situations where they have to give friends or tourist information about Costa Rica’s celebrations using simple sentences.


S.1.3.expresses opinions, ideas and feelings about Costa Rica´s holidays and celebrations.

Students express their opinions and feelings about the holidays and celebrations they like the most and why in an group discussion.

Speaking Speaking 2.Responding with single words or short phrases to what it is seen or heard.

S.2.1. answers questions with a single word or phrases about holidays and celebrations in the world.

Students play a game where they have to guess the name of the holiday or the type of food people eat using a word or simple phrases.

Speaking Speaking 3.Exchanging basic information.

S.I.3.1 asks information questions related with holidays and celebrations in the world in an exchange

Students search and identify a recipe and beverage from other country in the world that they like very much and



with a partner or group. become experts on the topic. Students ask for information to

other partners a country they are interested in visiting in the future related with holidays and celebrations.

Speaking Speaking 3.Exchanging basic information.

S.I.3.2. responds to questions related with holidays and celebrations in the world in an exchange with a partner or group.

Students respond to questions related with holidays and celebrations in an exchange with a partner or group.

Reading Reading 2. Reading passages about different topics to fill in charts, complete texts, make associations.

R.2.1.identifies the main characteristics of the most attractive types of music and dances in the world.

Students identify the main characteristics of the most attractive types of music and dances in the word by completing a chart.

Writing Writing 2.Producing pieces of writing.

W.2.1. brainstorms ideas to create a short text for describing holidays and celebrations in Costa Rica.

Students apply background knowledge to brainstorm simple sentences as examples for describing holidays and celebrations in Costa Rica.



Students make an outline to organize the main ideas using phrases and simple sentences


W.2.3. writes simple sentences for describing holidays and celebrations in Costa Rica.

Students based on a pattern or model provided by the teacher, create a short description about holidays and celebrations in Costa



Rica.Writing Writing 2.Producing pieces of

writing. W.2.4. edits the text checking punctuation, capitalization, spelling and grammar.

Students in pairs and using a rubric edit the text and make final improvements in punctuation, capitalization, spelling and grammar.












achieve the task

correctly.


the task with some



achieve the task

without any



improvement. difficulty

LevelSixth

Unit 6 Study Block: Costa Rica a Green Paradise for the Rest of the World

Linguistic Objective



Listening Listening 1: Listening carefully to the teacher’s pronunciation

L.1.1. lists words and expressions related with

Students listen to descriptions of costa Rica´s amazing flora



and use of terms. costa Rica´s amazing flora and fauna as they are heard from a video.

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

Listening Listening 2. Understanding familiar language and simple sentences spoken at near normal speed.

L.2.1.identifies main ideas and details related with costa Rica´s amazing flora and fauna from the descriptions heard in an audio or video.

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.


S.1.1. brainstorms phrases and vocabulary used to express ideas and feelings about outstanding landmarks in the world.

Students activate prior knowledge with the support of the teacher by brainstorming vocabulary used to express ideas and feelings about outstanding landmarks in the world.


S.1.2.expresses opinions and ideas to people from abroad about outstanding landmarks in the world.

Students role play situations where they have to give friends or family members information about outstanding landmarks in the world.



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

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




S.1.3.expresses opinions, ideas and feelings about outstanding landmarks in the world.

Students express their opinions and feelings about outstanding landmarks in the world they like the most and why in an group discussion.

Speaking Speaking 2: Asking questions about different topics.

S.2.1.asks questions to people who are visiting Costa Rica in a role-play situation in an accurate form.

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.

Reading Reading 1. Demonstrating knowledge through applications in a variety of contents.

R.1.1.applies background knowledge of vocabulary and expressions to solve tasks of a text related with Costa Rica´s natural beauty.

Students locate specific information in the reading related with Costa Rica´s natural beauty to complete a chart.

Students construct a chart, a mind map or a graphic organizer to show their comprehension of the text.

Reading Reading 2. Getting the gist of short statements.

R.2.1.gets the gist of simple sentences about Costa Rica´s natural beauties.

Teacher asks questions about the reading to get general meanings about Costa Rica´s natural beauties..

Students apply background knowledge to get the gist of text about Costa Rica´s natural beauties during first reading by answering specific questions.



Writing Writing 1. Manipulating the script of a language.

W.1.1. substitutes words in a text using knowledge of vocabulary and phrases related with Costa Rica´s natural beauties.

Students apply prior knowledge to review vocabulary and expressions related with Costa Rica´s natural beauties.

Some of the words in the text are underlined.

Students have to substitute them to create a new text.

Writing Writing 2.Transferring visual or oral information into written forms through completing charts, tables among others.

W.2.1. transfers information from a text model to answer a request from a friend who wants to visit Costa Rica.

Students based on a pattern given by the teacher respond an e-mail from a friend who wants to visit Costa Rica.














achieve the task

correctly.


the task with some


improvement.


achieve the task

without any

difficulty

LevelSixth

Study Block 7: Environmental Education






Listening Listening 1. Showing listening comprehension when exchanging information.

L.1.1.identifies specific details related with causes of pollution from a video or audio text.

Teacher brainstorms and introduces key language needed for the listening activity.

Students listen to a video about pollution and its causes. https://www.youtube.com/watch?v=STnKAI5kWQ0

Students identify specific information about the causes of pollution by answering questions.

Listening Listening 1. Showing listening comprehension when exchanging information.

L.1.2.identifies main ideas related with causes of pollution from a video or audio text.

Students listen to the video a second time and identify the main ideas of the video by completing a graphic organizer with the main forms of pollution and its causes.

Listening Listening 2. Drawing meanings from oral sources.

L.2.1. infers the meaning of unknown words in a text heard about pollution based on contextual clues.

Students listen to the video a third time and have to guess the meaning of key words related with pollution based on contextual clues.

Speaking Speaking 1. Imitating correctly the S.1.1.pronounces new words Teacher introduces key



pronunciation of words. correctly related with pollution and technology.

vocabulary and language forms to describe the different forms of pollution and model pronunciation of words.

Students in pairs practice the pronunciation of words and phrases by listening and recording their pronunciation in their telephones, then, they check the pronunciation with an online dictionary or with peers and teacher.


S.2.1.uses basic structures and vocabulary related with pollution and technology with comprehensible pronunciation and intonation.

Students in pairs or groups make a collage or drawings showing the main forms of pollution in their city or community and describe them using comprehensible pronunciation and intonation


S.2.2.exchanges information about pollution and the environment with peers and family supported with pictures.

Students in pairs or groups exhibit their collage and/or posters in a class poster’s session and exchange information about pollution in their communities.



Reading Reading 1. Extracting details and main points from stories and other texts.

R.1.1. gets the gist of a reading passage about advantages and disadvantages of technology

Students get the general meanings of short texts about advantages and disadvantages of technology by answering questions after first reading.


R.1.2.identifies specific details of a text related with advantages and disadvantages of technology.

Students after second reading identify specific details about advantages and disadvantages of technology by completing a conceptual map.


R.1.3.identifies the main points of a text about advantages and disadvantages technology.

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.

Reading Reading 2.Drawing meanings from oral and written sources.

R.2.1. infers the meaning of unknown words in a text read about pollution based on contextual clues.

Students guess the meanings of key vocabulary and phrases in a short text about pollution by solving a multiple choice exercise or filling in a cloze activity.

Reading Reading 3. Extracting the main ideas and important details from written texts like songs, poems, riddles, stories, etc.

R.3.1. gets the gist of a reading passage about differences and similarities in technologies.

Students get the general meanings of short texts about differences and similarities in types of technological



gadgets by answering questions after first reading.


R.3.2.identifies specific details of a text about pollution and technology.

Students after second reading, identify specific details about impact of technology in pollution by filling in a chart.


R.3.3.identifies the main characteristics of a text about pollution and technology.

Students identify the main ideas of text after third reading by creating a graphic organizer or mind map.

Writing Writing 1.Summarizing short texts, events, and personal experiences in a written form.

W.1.1. identifies the main points of a text about technology in the world using an outline or mind map.

Students identify the main ideas of text about technology in the world by circling them.

Writing Writing 1.Summarizing short texts, events, and personal experiences in a written form.

W.1.2. summarizes main ideas of a short text about technology in the world.

Students summary the main ideas of text about technology in the world by completing and outline provided by the teacher.

Writing Writing 2.Writing letters, messages, postcards, and simple stories.

W.2. 1. brainstorms ideas to create a short message for describing advantages and disadvantages of technology.

Students apply background knowledge to brainstorm simple sentences as examples for describing advantages and disadvantages of technology.



Students make an outline to organize the main ideas using phrases and simple sentences.




W.2.3. writes simple sentences for describing advantages and disadvantages of technology.

Students create a short sentences for describing advantages and disadvantages of technology.


W.2.4. edits the text checking punctuation, capitalization, spelling and grammar.

Students in pairs and using a rubric edit the sentences and make final improvements in punctuation, capitalization, spelling and grammar.












achieve the task


the task with some


achieve the task



correctly. difficulty and needs

improvement.

without any

difficulty

Nombre de participantes

Asesores nacionales: Ana Campos Centeno y Randall Centeno Hernández

Asesores regionales: Sandra Araya Acuña y Shirley Rojas Leiva

Docentes de inglés de Primero y Segundo Ciclos: Viridiana Alvarado Bejarano, Carol Caballero Rojas y Marianela Marín Ramírez

Jefe del Departamento de Primero y Segundo Ciclos. Richard Navarro Garro

· web viewen caso de que la persona docente no haya concluido la unidad 2, entre julio y agosto...

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