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Dirección de Desarrollo Curricular
DEPARTAMENTO PRIMERO Y SEGUNDO CICLOS
Organización de objetivos y contenidos de los programas de estudio de Inglés de Primero y Segundo Ciclos, en el contexto del Programa de Aula Edad, Acuerdo 08-06-2013 del Consejo Superior de Educación.
I Nivel Primero y Segundo Grados Asignatura: INGLÉS
Organización de Objetivos Organización de Contenidos Priorización de aprendizajes por
evaluar STUDY BLOCK: SOCIALIZING
COGNITIVE TARGETS: Expressing
Formal and informal greetings, introductions, and leave-takings
The date and weather conditions
Basic classroom language
The importance of learning English LISTENING
Imitating sounds.
Identifying basic information on different topics.
Following directions and simple commands. SPEAKING
Exchanging information on different topics.
Responding with single words, and phrases to what is heard.
FUNCTIONS
Exchanging greetings, introductions and leave takings.
Talking about the weather.
Using basic classroom language.
Using days of the week.
Asking for and giving information.
Responding physically to commands. LANGUAGE
Greetings.
Introductions.
Leave-takings.
Days of the week, months of the year, weather conditions
Classroom language.
Commands
EXPRESSIONS
The students:
Imitate sounds, words, phrases and sentences through repetition.
Recognize greetings, introductions leave takings, types of weather conditions and classroom commands orally and aurally.
Demonstrate understanding of specific and general information by using expressions and role plays on the topic being studied.
Perform commands given by models.
Share information with their classmates on the topic being studied.
Answer questions on different topics.
Produce simple short statements.
El presente documento constituye una guía flexible para que el docente oriente los procesos de mediación pedagógica. 2
Hello, hi, good morning, good afternoon, etc.
What day is today?
Bye, good-bye, so long, see you later.
Stand up, sit down, short prayer, open, close, etc.
What day is today?
Today is …
What’s the weather like?
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STUDY BLOCK: MY BODY COGNITIVE TARGETS: Identifying and talking about
Parts of the body
Body communication: Verbal and non-verbal
Numbers
Physical appearance
Myself as a unique person LISTENING
Imitating sounds.
Identifying basic information on different topics.
Understanding familiar language and simple sentences.
SPEAKING
Describing a variety of human and inanimate things.
Responding with single words, and phrases to what is heard.
Asking and responding to questions.
FUNCTIONS
Recognizing parts of the body.
Describing people, actions and different types of items.
Using numbers in daily actions.
Using basic classroom language.
Asking for and giving information.
LANGUAGE
Parts of the body: face, hands, head, etc.
Numbers from 1-25
Actions: walking, running, jumping, etc.
Shapes: oval, round.
Sizes: long, short, among others.
Colors blond, black, auburn, blue, among others.
Actions.
EXPRESSIONS
What is this?
This is my hand.
What is she doing?
She is walking.
How many fingers do you have?
I have ten fingers.
See you tomorrow.
I don’t understand.
Can I go to the bathroom?
I’m hungry.
What color is your hair?
How does she/he look like?
She is tall/short
I walk with...
I touch with my...
The students:
Imitate words phrases or sentences through repetition.
Recognize parts of the body, numbers and actions by using visual material and realia.
Demonstrate understanding of specific and general information by using expressions and role plays on the topic being studied.
Perform commands from oral stimuli.
Describe parts of the body using numbers, colors, etc.
Describe visual materials and realia of their surroundings.
Participate in oral tasks such as role playing and information exchanges.
Ask and respond to questions in different situations.
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STUDY BLOCK: MY FAMILY COGNITIVE TARGETS: Asking for and giving information about
Nuclear and extended family members
Feelings related to extended family ties
Family activities LISTENING
Getting the gist of short statements.
Identifying the main point or important information from oral stimulus.
Understanding familiar language in simple sentences spoken at near normal speed.
SPEAKING
Responding with single words and short phrases to what is seen or heard.
Producing statements and conversations from audio/visual devices.
Using expressions that show emotions in different social settings
FUNCTIONS
Distinguishing among family members.
Describing family relationships.
Expressing feelings.
Reporting events and activities. LANGUAGE
Nuclear family and extended family.
Feelings: happiness, enjoyment, tenderness.
Size: short, tall, fat , thin. EXPRESSIONS
Who is this?
This is my father.
He is a boy/girl.
Color the rectangle.
What color is the rectangle?
How many brothers do you have?
My father is tall.
I feel happy.
My father cooks lunch.
My mom goes to work.
I help at home.
How do you feel today?
I’m …
My mother is a …
The students:
Imitate words, phrases and sentences through repetition .
Demonstrate understanding of specific and general information by using expressions and role plays on the topics being studied.
Identify a variety of items in oral form.
Perform guided oral tasks.
Describe family members, feelings and activities by using visual materials and realia.
Produce simple short dialogues.
Apply familiar language in different contexts.
STUDY BLOCK: LIKES AND DISLIKES
COGNITIVE TARGETS: Describing and exchanging information about
Different kinds of food and beverages, using the five senses
Domestic animals
Storybooks
Hobbies, leisure activities
Traditional games
Kinds of clothing
FUNCTIONS
Describing domestic animals
Understanding information from different stories.
Recognizing foods and beverages.
Describing different types of items.
Expressing likes and dislikes
Identifying traditional games
Performing fairly tales.
The students:
Recognize food, beverages, clothing and pet animals orally and aurally.
Imitate words, phrases and sentences through repetition.
Demonstrate understanding of specific and general information by using expressions and role plays on the topic being studied.
Produce simple short dialogues about the topics being studied.
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LISTENING
Imitating sounds in context.
Following directions.
Understanding familiar language spoken at a normal speed.
Guessing global meaning from audio/visual devices
SPEAKING
Describing animated and inanimate items.
Responding orally using familiar vocabulary.
Expressing likes and dislikes on different topics.
LANGUAGE
Food: Fruits: orange, banana, lemon, and apple.
Vegetables: tomato, corn, and carrot.
Dessert: cookies, ice cream.
Meat: chicken, fish.
Beverages: water, milk, juice, and soda.
Pet animals: dog, cat, and rabbit.
Storybooks: The Ugly Duckling.
Hobbies: I like to play soccer, I like to watch T.V and Nintendo.
Clothing:
Review: colors, size, shapes and numbers.
Traditional games.
EXPRESSIONS
This is an apple.
It’s red.
This is a lemon.
A lemon is sour.
How many lemons do you see? I see lemons.
This is/ These are…
The dog is…
That apple is sweet.
I like cats. I don’t like dogs.
Apply familiar language to express preferences, likes and dislikes.
Describe different types of items by using visual material, realia and role plays.
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STUDY BLOCK: MY SCHOOL COGNITIVE TARGETS: Describing and sharing information about
Parts of the school
School supplies
Shapes, sizes, colors, and numbers
How to tell time LISTENING
Showing comprehension of short phrases and expressions.
Understanding conceptual meaning specially quantity and amount, and location.
Deducing information. SPEAKING
Describing items
Responding orally using simple vocabulary.
Describing animated and inanimate items.
Asking and responding to questions.
FUNCTIONS
Describing different types of items.
Describing school activities.
Identifying duties.
Asking and answering questions.
Locating different objects
LANGUAGE
School objects.
School activities.
Shapes, colors, sizes.
Duties.
Numbers 25-30.
EXPRESSIONS
The school is big.
This is the principal’s office.
What is this?
What color is this? It’s brown.
How many pens do you have?
The shape of the … is …
Every Monday we practice…
Where is the car? It’s between the doll and the truck.
The students:
Recognize school objects, personal belongings and toys orally and aurally.
Locate people and objects through directions or commands
Produce simple questions and answer them in a context.
Describe different types of items by using visual material or realia.
Express preferences on the topic being studied.
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STUDY BLOCK: MY COMMUNITY COGNITIVE TARGETS: Exchanging information about
Goods and services
Community services
Means of transportation
Traffic signs LISTENING
Identifying basic information on different topics.
Getting the gist of short statement.
Reacting to directions and commands.
Understanding familiar language and simple sentences.
SPEAKING
Describing animated and inanimate items.
Responding to oral, visual and corporal stimuli.
Participating in short conversations.
FUNCTIONS
Identifying occupations objects, goods and services.
Understanding information from different sources.
Locating community services.
Describing means of transportation.
Describing basic traffic signs
LANGUAGE
Occupations: doctor, teacher, engineer and nurse.
Means of transportation: car, bus, bike, plane, truck
Traffic signs: light, stop.
Community Services: school, hospital, church, bank.
Goods and services.
Basic traffic signs.
EXPRESSIONS
Who is s/he? S/he is a doctor.
What is she doing? She is teaching.
Where is s/he? S/he is at school.
What is this? It’s a plane.
I like to travel by bus.
Walk, the light is red.
Stop, the light is green.
Slow down, the light is changing to yellow.
The students:
Discriminate sounds, word and expressions by checking different sentences.
Make short descriptions of the topics being studied by using visual material and realia
Produce simple questions and answer them in a context.
Perform commands given by models.
Give opinions comments and points of view on the topic focused on.
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STUDY BLOCK: MY
ENVIRONMENTAL EDUCATION COGNITIVE TARGETS: Expressing and talking about
Ways to take care of plants and animals
Ways to take care of natural resources
Ecological activities in and out of the school LISTENING
Identifying basic information on different topics.
Understanding familiar language spoken at near normal speed..
Gathering information in oral form.
Showing comprehension in oral tasks. SPEAKING
Describing animated and inanimate items.
Exchanging information.
Taking part in simple structured conversations at least three or four exchanges.
FUNCTIONS
Identifying objects and different types of animals.
Understanding information from different sources.
Recognizing the importance of nature.
LANGUAGE
Natural resources: river, lake, beach, volcano, rock, tree, plants, water.
Animals: monkey, lizard, tiger, dolphin. EXPRESSIONS:
This is a tree.
The lake is clean.
Water the plants.
Let’s plant a tree.
Use the trash can.
Put garbage in the trashcan.
Protect the animals, plants and rivers.
Save energy.
Don’t pollute the rivers.
Feed the animals.
Don’t burn trash.
Protect the animals, plants and rivers.
The students:
Recognize ways of taking care of plants and animals orally and aurally.
Produce short sentences in the target language.
Perform commands given by models.
Discriminate sounds and expressions by checking sentences.
Apply language to give opinions, comments and points of view.
Describe a variety of situations
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II Nivel: Tercero y Cuarto Grados Asignatura: Inglés
Organización de objetivos Organización de contenidos Priorización de aprendizajes por evaluar
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STUDY BLOCK: SOCIALIZING COGNITIVE TARGETS: Exchanging information about and using the language to express
Personal data
Ways of meeting new people
Importance of speaking English in my community
Forms of interaction using classroom language
Ways to exchange formal and informal greetings, introductions and leave-takings
Ways of extending and accepting invitations
The importance of speaking English in my community
LISTENING
Identifying basic language in clear defined
situations.
Showing comprehension in oral tasks.
Getting the gist of short statements.
Responding to audio, visual, and body stimuli.
Brainstorming different items.
Identifying basic traits in oral form.
SPEAKING
Participating in dialogues, conversations, and
others.
Substituting words for equivalent meaningful
items.
Contrasting information.
Pronouncing correctly (songs, poems, and
riddles) familiar language
FUNCTIONS
Identifying the date and weather conditions.
Describing the importance of speaking
English.
Exchanging formal and informal greetings,
introductions and leave-takings.
Expressing ways of meeting people.
Extending and accepting invitations.
Interacting appropriately in the classroom
setting.
Expressing the importance of different topics.
LANGUAGE CONTENT
Days of the week: Sunday, Monday,
Tuesday,...
Months of the year: February, April, June…
Numbers from 1 to 30.
Weather conditions: sunny, cloudy, rainy.
Greetings: formal/informal
Introductions
Leave-takings.
Extending and accepting invitations. (Would
you like… / I would like….)
EXPRESSIONS
What’s the weather like?
It’s a sunny day.
Hi, what’s up?
Pretty good.
Nice to meet you.
Good bye.
May I go to the restroom?
Good afternoon.
The students: Recognize greetings, introductions, weather
conditions, and classroom language orally and
aurally.
Produce simple questions and answering them
in a context.
Participate in oral tasks using the target
language individually and in pairs.
Produce short sentences in the target
language.
Extract ideas, main points and general
information from auditory and visual devices.
Express opinions, ideas through completion of
charts and tables among others.
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How old are you?
I am ten years old.
Can you lend me…?
Would you please help me with…?
English in my community.
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STUDY BLOCK: KEEPING HEALTHY
COGNITIVE TARGETS: Exchanging information about
Personal hygiene Exercising to keep healthy
Healthy and junk food
Numbers, sizes and shapes
Internal body organs
Common diseases in Costa Rica
Symptoms and treatment of common diseases
Forms to maintain a healthy way of living
Health centers
LISTENING
Identifying basic information on different
topics.
Getting the gist of short statements and
simple familiar phrases.
Reacting to directions, commands and
requests.
Understanding explicit information.
Identifying global meaning from oral
messages.
SPEAKING
Expressing ideas and opinions.
Naming and describing items.
Participating in conversations, dialogues and,
others.
Applying familiar language to improve
pronunciation.
Asking and giving information using familiar
and concrete language.
FUNCTIONS Describing parts of the body.
Identifying personal hygiene habits.
Describing exercises.
Identifying healthy and junk food.
Saying numbers.
Showing understanding of explicit information
Asking for and giving information
Identifying main points
Filling in charts.
Discussing health problems.
LANGUAGE
Parts of the body: lips, wrist, back, etc.
Actions: brush your teeth; wash your hands,
etc.
Numbers to 60.
Food: fish, chicken, milk, hamburger, hot dog,
French fries, etc.
Diseases such as:
Flu, dengue, hepatitis, cholera among
others.
Symptoms: Headache, backache, pain in the
legs among others
EXPRESSIONS
What are these? These are my lips.
What are some good habits that you have to
practice?
I have to brush my teeth three times a day.
Do you like to exercise?
You’d better take a…
The students: Show comprehension in oral tasks.
Produce simple questions and answers in the
target language.
Imitate words, phrases and sentences through
repetition.
Recognize parts of the body, numbers and
healthy and junk food by using visual material
and realia.
Describe items about the topic being studied.
Perform guided tasks given by models.
Ask for information.
React to new vocabulary or material.
Express ideas and information in oral form on
the topics being studied.
.
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My body hurts.
I’m not feeling so well.
Internal body organs such as: heart, liver, and
stomach among others.
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STUDY BLOCK: HOME AND FAMILY
COGNITIVE TARGETS: Exchanging basic information about
Identification and description of parts of the house
Identification and location of furniture
Preferences related to family activities
My own nuclear and extended family
Rights and duties in my family
My favorite part of the house and its furniture
LISTENING Showing comprehension in oral tasks.
Getting the gist of short statements.
Identifying basic language in clear defined
situations. Responding to audio, visual and body stimuli.
Actively connecting new information to
information. previously learned.
Listening to and imitating sounds.
SPEAKING
Expressing preferences about different
activities.
Describing items.
Comparing people and things.
Participating in conversations, dialogues, and
others.
Responding with single words or short
phrases to what is seen or heard.
FUNCTIONS Identifying parts of the house.
Describing parts of the house.
Identifying and locating furniture.
Expressing likes and dislikes related to family
activities.
Identifying and describing nuclear and
extended family.
Identifying and describing rights and duties in
the family.
LANGUAGE
Family members:
Father, mother, uncle, grandfather, step
mother, etc.
Parts of the house:
Kitchen, living room, bedroom, garage, etc.
Furniture:
Stove, refrigerator, microwave oven, sofa, etc.
Actions: watch T.V., go on a picnic, etc.
Extended family ( cousin, mother in law,
godmother).
I like to wash dishes but I don’t like to clean
the house.
I love to watch T.V. and listen to music.
I love the living room.
Furniture (bed, rug, closet, chair, sofa).
My bed is big
EXPRESSIONS
Who is this?
He is my grandfather.
Where is the refrigerator?
The students: Identify different elements by pointing, naming,
and checking them.
Imitate words, phrases and sentences through
repetition.
Participate in oral tasks by using the target
language individually and in pairs.
Perform guided oral tasks.
Establish similarities and differences on the
topic being studied.
Apply vocabulary in different situations.
React to new
vocabulary or material.
Describing items about the topic being studied
correctly.
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It is next to the stove.
Where do you sleep?
What’s your favorite part of the house?
What do you like to do with your family? I like
to go camping.
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STUDY BLOCK: MY PREFERENCES
AND SOCIAL LIFE
COGNITIVE TARGETS: Expressing personal opinions about
Tableware and manners
Farm animals
Identification and description of different articles of clothing,
Different kinds of food and beverages in my community.
Ways to express preferences about different kinds of food, beverages, hobbies, storybooks and leisure time activities.
Costa Rican folk tales, legends, and songs
LISTENING
Getting the gist of short statements.
Responding to audio, visual, and body stimuli.
Imitating sounds.
Gathering information in oral form.
SPEAKING
Expressing preferences about different
activities.
Contrasting information.
Organizing information in expository
language.
READING
Identifying the main point or important
information in the text.
FUNCTIONS
Recognizing foods and beverages.
Identifying domestic and farm animals.
Understanding information from different
stories.
Describing different types of items.
Showing understanding of explicit information.
Imitating sounds.
Presenting information in oral form.
Finding out information.
Filling in charts.
LANGUAGE
Food: Fruits: pineapples, grapes, peaches,
strawberries...
Vegetables: cabbage, corn, lettuce...
Dessert: cake, lollipop.
Meat: chicken, fish...
Beverages: coffee, milk, juice...
Animals: dog, cat, cow sheep...
Fairy tales.
Review: colors, size, shapes and numbers.
Clothing: blouse, dress, skirt…
Tableware. (Spoon, knife, fork, plate, napkin,
cup).
Leisure time activities (play football,
basketball, read, watch T.V., swim).
EXPRESSIONS
What’s your favorite fruit? It’s …
This is a cow. It’s big.
This is a lollipop. It is sweet.
I like to play soccer. I don’t like to swim.
The students: Show comprehension in oral tasks.
Recognize food, beverages, clothing and
domestic and farm animals by using visual
material and realia.
Imitate words, phrases and sentences by
repeating.
Participate in oral tasks using the target
language individually and in pairs.
Perform in guided oral tasks.
Produce short statements orally about the
topic being studied.
Extract ideas, main points, and general
information from auditory and visual devices.
Express opinions, ideas and feelings in oral
and written form about the topic being studied.
Us the new language properly on different
tasks.
Fill in charts properly.
Produce short pieces of writing about the topic
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Skimming to obtain the gist of the text.
WRITING
Transferring oral information.
Expressing feelings ideas interests and
concerns in written form.
What color is the dress? It is red.
I like to play soccer. I like to read.
Cinderella is my favorite fairy tale.
(That sounds good. / Can you give me the…/
I like…/
I prefer… I would like to go to the…/
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STUDY BLOCK: HOLIDAYS AND
CELEBRATIONS IN MY REGION
COGNITIVE TARGETS: Using the language to refer to
Holidays and celebrations in my region
Food and beverages for holidays and celebrations
Music and dances
LISTENING
Brainstorming different items.
Identifying global meaning from oral
messages.
SPEAKING
Participating in conversations and dialogues.
Applying familiar language to improve
pronunciation.
READING
Indicating the main point or important
information in the text.
Skimming to obtain the gist of the text.
WRITING
Manipulating the script of a language.
Writing short compositions.
FUNCTIONS Asking for and giving information about
different topics.
Interacting appropriately in the classroom
setting.
Identifying main points.
Describing and explaining a topic.
LANGUAGE
Holidays in my community
Typical food in my community.
Typical beverages.
Regional recipes.
Regional music and dances.
EXPRESSIONS
We celebrate Virgen del Mar, Día de San
Rafael, etc
I like chorreadas, pozol, rice and beans, etc
Let’s prepare tamal mudo, pan de elote, etc.
The students: React to new vocabulary or material.
Express opinions, ideas and feelings in oral
and written form on the topic being studied.
Understand reading comprehension by
performing different tasks.
Read new vocabulary or material about the
topic being studied.
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STUDY BLOCK: MY COMMUNITY
AND COSTA RICAN IDENTITY
COGNITIVE TARGETS: Talking about
Community helpers
Jobs occupations and community helpers
Duties and responsibilities within the community, pedestrian, riding a bike, at the park
General information about Costa Rica
Costa Rica’s democratic manifestations
My province
The most visited places in my province
LISTENING
Showing comprehension in oral tasks.
Identifying basic language in clear defined
situations.
Responding to audio, visual, and body stimuli.
Identifying the main point or important
information from an oral context.
SPEAKING
Expressing preferences about different
activities.
Participating in conversations, dialogues, and
others.
Responding with single words or short
phrases to what is seen or heard.
Exchanging information about different topics.
READING
FUNCTIONS
Understanding information from different
sources.
Locating community helpers.
Asking for and giving information about Costa
Rica.
Expressing opinions about different topics.
LANGUAGE
Occupations: doctor, teacher, carpenter,
baker.
Community services: school, hospital,
church, bank.
Duties and responsibilities:
Pedestrian, riding a bike at the park.
information about Costa Rica
Places: park, museum, hotel, mall, bookstore,
library, etc.
EXPRESSIONS
Where does s/he work? S/he works in the
bakery. What is she doing? She is teaching.
Where is s/he he? He /she is at school.
Ride your bike at the park.
Don’t play soccer in the street.
My country is …
There are … in my …
My province is …
People like to visit…
The students:
Show comprehension in oral tasks about the
topic being studied.
Recognize occupations and community
services using visual materials and realia.
Produce simple questions and answer them in
a context.
Participate in oral tasks by using the target
language individually and in pairs.
Produce short sentences in the target
language.
React to new vocabulary or material.
Understand reading comprehension by
performing different tasks.
Express opinions, ideas and feelings in oral
and written form about the topic being studied.
Fill in charts properly.
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Drawing information from short written
passages.
Skimming to obtain the gist of the text.
WRITING
Transferring into drawings, tables, graphs,
and others oral information.
Expressing ideas feelings and concerns in a
written form.
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STUDY BLOCK: MY
ENVIRONMENTAL EDUCATION
COGNITIVE TARGETS: Expressing personal opinions about
Ways to take care of plants and animals
Ways to protect the environment and nature
Natural resources in my province
Pollution in my province
Ways of preventing pollution
LISTENING
Understanding familiar language spoken at
near normal speed.
Identifying basic information on different
topics.
Reacting to directions, commands and
requests.
Brainstorming on different items.
SPEAKING
Expressing preferences about different
activities.
Describing animals and objects.
Analyzing the consequences of actions.
Describing situations and events.
READING
Identifying the main point of important
information in the text.
Recognizing the script of a language.
FUNCTIONS
Describing different ways to take care of
animals, plants, natural resources and
environment.
Understanding information from different
sources.
Asking for and giving information about the
importance of natural resources.
Talking about pollution.
Discussing issues on the prevention of
pollution.
LANGUAGE
Ways to take care of plants and animals.
Ways to take care of natural resources.
Ecological activities in- and- out of school.
Natural resources (rivers, volcanoes, flora,
fauna).
Types of pollution (water, air, land, sound).
EXPRESSIONS
Don’t pollute the rivers.
Have you ever visited a volcano? Yes, I have.
Let’s appreciate our natural resources.
The beach is polluted.
Let’s save the dolphins.
What can we do to stop pollution?
Let’s recycle.
Let’s plant a tree.
Protect the animals.
Dispose the garbage properly.
Water pollution is a big problem in…
Let’s clean the river.
The students:
Show comprehension in oral tasks about the
topic being studied.
Recognize ways of protecting nature by using
visual material and realia.
Produce short sentences in the target
language individually and in pairs.
Apply the target language in a variety of
situations.
Describe pictures, events or experiences in
oral and written form about the topic being
studied.
Perform reading exercises based on readings
and dialogues.
Complete diagrams, crossword puzzles,
stories, etc.
Exchange information, feelings and ideas in
oral and written form.
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WRITING
Producing short pieces of writing.
Selecting appropriate words to complete a
short conversation or a text.
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III Nivel: Quinto y Sexto Grados Asignatura: Inglés
Organización de objetivos Organización de contenidos Priorización de aprendizajes por evaluar
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STUDY BLOCK: SOCIALIZING
COGNITIVE TARGETS: Expressing
Forms of interaction using classroom language
Ways of meeting new people (formal and informal greetings, introductions, and leave-takings
Ways of extending, accepting, and refusing invitations
Pen-pals, a means to make new friends
Ways of asking for and denying permission
Ways of using the telephone
Ways of asking for and giving information on the phone
Ways of receiving and leaving messages
The importance of English as a global language
Information about exchange programs LISTENING
Understanding explicit information.
Identifying the main points of an oral stimulus. SPEAKING
Maintaining a conversation stating acceptance and denial.
Responding with single words or short phrases to what is seen or heard.
Knowing when and how to interrupt a conversation.
READING
FUNCTIONS
Greeting, introducing and saying good bye.
Extending invitations.
Accepting and rejecting invitations.
Asking for and giving information.
Recognizing the importance of English.
Asking for and denying permission.
Using a telephone.
Receiving and leaving messages.
Interacting with others.
LANGUAGE
Formal and informal greetings (review)
Extending, accepting and refusing invitations
Telephone conversations.
Personal Information
EXPRESSIONS
Would you like to come to my party?
Yes, I would like to... I’d like to
I’m sorry, I need to study tonight.
What do you do on weekends?
Would you like to exchange mail with me?
My interests are ...
Why is English so important in the world
Can I go to...
May I go to...
Yes, you may.
May I speak to...?
Hold on.
One minute please.
This is...
The number is...
Is...at home?
Yes, but he/she is today? Because...
Would you mind passing me the glue?
Please, lend me your notebook?
The students:
Write invitations letters and post cards
Complete diagrams, crossword puzzles, stories, etc.
Check pronunciation and listening comprehension.
Generate questions and answers about different topics.
Apply vocabulary in different situations.
Participate in different activities.
Understand reading comprehension.
Infer from a reading selection.
Produce correct sentences in oral and written form.
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Extracting the main idea from supporting details.
Guessing details and general meanings from short passages.
Applying basic reading skills such as skimming, scanning, anticipating, and reviewing a text.
Taking notes to record important information.
WRITING
Substituting words for meaningful items in written form.
Producing short pieces of writing.
Transferring oral/aural and visual information into written form.
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STUDY BLOCK: TAKING CARE OF
MY BODY
COGNITIVE TARGETS: Having the ability to express information about
Internal body organs
Diseases and epidemics in Costa Rica and the World
Symptoms and treatment of uncommon diseases
Ways of fighting common diseases in Costa Rica
Health centers
Diseases and internal organs
Teen-tips, How to cope with myself?
Challenges and joys of growing up LISTENING
Following directions.
Understanding information in the class.
Understanding familiar language and simple sentences spoken at near normal speed.
SPEAKING
Describing items, situations and events.
Expressing opinions, feelings and ideas.
Planning and organizing information in expository language such as presentations, oral and written reports.
Participating in pair and group discussions.
Formulating and asking questions about different topics
READING
Representing information read in visual form.
FUNCTIONS
Describing situations and places.
Discussing diseases and health problems.
Following directions.
Describing diseases and epidemics in the world.
Comparing physical and emotional differences between boys and girls during teen years.
Discussing health and diseases.
Expressing ideas, opinions, likes and dislikes. LANGUAGE
Internal organs: brain, heart, liver, stomach, lungs, kidneys, spinal cord, intestines, etc.
Common Diseases: Flu, Dengue, mumps, chickenpox, measles, cold, cholera, cancer, AIDS, etc.
Symptoms: diarrhea, headache, backache, rash, cough, sore throat runny nose, chest pain, cramps, vomit, etc.
Treatment: prescription, medicine, pills, injection/shot, rest in bed, exercise, blood test, X-rays, diet, etc.
Do you know what AIDS is?
AIDS is ...
Some of the symptoms are ...
Girls develop faster than boys.
Boys are… than girls.
I think that eating junk food is detrimental to our health.
I like to do exercise.
I dislike… EXPRESSIONS:
Ouch! That hurts!
What happened? What’s the problem?
What’s wrong with you?
The students:
Follow different instructions.
Complete diagrams, crossword puzzles, stories, etc.
Express ideas, feelings, and opinions on different topics.
Show comprehension of texts, conversations and passages.
Describe pictures orally.
Respond to different questions in oral or written form.
Write short passages.
Identify and apply vocabulary in different situations.
Understand main ideas.
Match words with pictures.
Produce structures, vocabulary, pronunciation and intonation.
Improve reading vocabulary.
Infer from a reading selection.
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Guessing details and general meanings from short passages
Extracting the main ideas and important details from written texts like songs, poems, riddles, stories, folk tales, etc.
WRITING
Selecting appropriate words to complete a short conversation or text.
Writing short compositions.
How do you feel today? I am sick.
I have an upset stomach. I have an allergy, the mumps, the measles, fever, a cold.
Would you like some ointment, an aspiring, some alcohol, a piece of cotton, some gauze, a pill, a bandage aid, etc.
Get well, soon.
You should take some medicine.
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STUDY BLOCK: FAMILY
RELATIONSHIPS
COGNITIVE TARGETS: Defending my point of view about
Family and family relationships
Types of families in Costa Rica
Likes and dislikes about the duties in my family
Furniture according to parts of the house
Information about types of families all over the world
Differences and similarities between Costa Rican families and those from English speaking countries
High-tech helping families in the world LISTENING
Guessing the general meaning of short conversations and passages.
Identifying the main point or important information in the text.
Understanding familiar language. SPEAKING
Expressing likes, dislikes and needs.
Sharing and requesting information.
Describing objects and places. Imitating correctly the pronunciation of words.
Talking about concrete situations, events, and facts using familiar language.
READING
Understanding simple vocabulary and expressions presented in familiar contexts
FUNCTIONS
Asking for and giving information on family issues.
Talking about family ties, roles and activities.
Identifying and describing parts of the house.
Describing and comparing objects.
Expressing ideas, opinions, likes and dislikes.
Expressing the importance of different topics. LANGUAGE
Extended family (aunt, uncle, niece, cousin, father in law, godfather, daughter-in law).
Family types ( single parent family, adopted child).
Computers
High tech
Appliances: oven, microwave oven, refrigerator, stove, TV.
Furniture: couch, dining room table, china cabinet, wall unit, bed, closet, cabinet.
Responsibilities.
EXPRESSIONS
Who washes the dishes, makes dinner, does the laundry?
Who takes care of (looks after) the children?
Don’t be shy, aggressive, noisy
Furniture:
Where is the chair? It is in your bedroom.
Where is the couch? It is in the living room.
What’s your favorite place in the house?
I like my bedroom very much.
My bedroom is small, it has ... They are used to...
A computer includes a monitor, a mouse and a large keyboard.
.... is cheaper than...
The students:
Identify vocabulary in different situations.
Complete diagrams, crossword puzzles, stories, etc.
Match pictures with meanings.
Express ideas, feelings, and opinions on different topics.
Show comprehension of texts, conversations and passages.
Describe pictures or experiences orally.
Respond to different questions in oral or written form..
Write short passages.
Discriminate sounds, words or expressions.
Identification of specific details.
Produce simple dialogues and short conversations both verbally and in writing.
Understand sentences and short paragraphs
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Drawing meanings from oral and written sources.
Extracting the main ideas and important details from written texts like songs, poems, riddles, stories, etc.
Identifying the main ideas of a text. WRITING
Writing letters, messages, post cards and simple stories.
Substituting words for meaningful items in written form.
Summarizing short texts, events, and personal experiences in a written form.
Do you have a ... in your home?
Which is your favorite modern invention? Why?
Appliances: oven, microwave oven, refrigerator, stove, TV.
Furniture: couch, dining room table, china cabinet, wall unit, bed, closet, cabinet.
Responsibilities.
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STUDY BLOCK: COSTA RICA AND
THE ENGLISH SPEAKING
COUNTRIES: CUSTOMS AND
TRADITIONS
COGNITIVE TARGETS: Exchanging information about
Typical dishes and beverages from Costa Rica and English speaking countries
Formal and informal invitations to go out
Different forms of entertainment in Costa Rica and English speaking countries
English speaking countries folk tales, legends, and songs
LISTENING
Understanding a range of familiar statements and questions.
Responding to language spoken at near normal speed in everyday circumstances.
SPEAKING
Sharing social and cultural traditions and values.
Retelling information.
Expressing plans for the future based on personal experiences.
Taking part in brief prepared tasks of at least two or three exchanges.
READING
Scanning information from texts.
Identifying the main ideas of a text.
FUNCTIONS
Identifying Costa Rican typical food.
Describing food and traditions.
Describing places.
Giving opinions about different topics.
Expressing opinions, ideas, likes and dislikes.
Asking for and giving information.
Talking about eating habits.
LANGUAGE
Typical food and beverages: gallo pinto, picadillos, tortillas, tamales etc.
Recipes.
Shopping places of the community: supermarket, department store, mall, shoe store.
Table manners when dining out: Menu, appetizers, salads, main course, side dishes, desserts
Forms of entertainment.
Formal and informal invitations.
EXPRESSIONS
May I take your order
please?
Yes, please. For main course I’d like the …
I like to go shopping.
I like to play basketball
My favorite hobby is…
La Llorona is a popular folk tale.
Cut up, peel, chop, stir, pour, boil the …
My favorite typical dish is...
What about you?
I like...but I dislike...
What are the ingredients for pumpkin pie...?
Wash your hands before eating.
The students:
Check reading exercises based on readings and dialogues.
Complete diagrams, crossword puzzles, stories, etc.
Rearrange scrambled information, stories, comic strips and sentences correctly.
Exchange information, feelings and ideas.
Respond to different questions in oral or written form.
Produce short dialogues and conversations in oral and written form.
Write short passages.
React to new vocabulary or material.
Answer different questions correctly.
Describe events.
Produce oral and written statements.
Use the new language properly.
Infer from a reading selection.
Understand main ideas.
Write sentences correctly.
Check written exercises based on readings and dialogues
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Understanding short phrases presented in a familiar context.
WRITING
Writing short passages and conversations.
Composing and adapting simple written material.
Making short substitutions in a short, familiar written task.
Reproducing in written forms concepts, ideas, and opinions on different topics.
Don’t talk while eating.
Costa Rican and British people like to watch football games on T.V.
Would you like to come?
I love to…
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STUDY BLOCK: HOLIDAYS AND
CELEBRATIONS IN COSTA RICA AND
AROUND THE WORLD
COGNITIVE TARGETS: Exchanging information about
Holidays and celebrations in Costa Rica and around the World
Food and beverages for holidays and celebrations
Music and dances, and folk tales
Comparison of holidays and celebrations within Costa Rica and English speaking countries
LISTENING
Understanding explicit information.
Identifying main points from oral stimulus.
Gathering information in oral form.
Sharing points of view. SPEAKING
Describing situations and events.
Comparing and contrasting information.
Expressing likes and dislikes.
Responding with single words or short phrases to what it is seen or heard.
Exchanging basic information. READING
Extracting relevant information on different topics
Applying basic reading skills such as skimming, scanning, anticipating, and reviewing a text.
FUNCTIONS
Expressing likes and dislikes.
Comparing and contrasting events.
Describing Costa Rican holidays and celebrations.
Commenting on holidays and celebrations.
Explaining what celebrations represent and mean.
Describing items, events and experiences.
Expressing likes and dislikes.
Describing recipes.
Describing music , dances, and folk tales.
LANGUAGE
Holidays and Celebrations in Costa Rica and around the world
types of food, music, clothing, etc.
Food and beverages
Folk tales.
EXPRESSIONS
Who was ...? (Juan Santamaria, Christopher Columbus,etc.)
When is it celebrated?
How is it celebrated? How do you celebrate …?
What is your favorite holiday? Why?
Do you prepare special dishes?
Do you wear a special type of outfit?
Happy birthday
Happy Valentine’s Day
Merry Christmas/ I wish you a Merry Christmas
Happy New Year.
People in Costa Rica celebrate Christmas with...
The students:
Respond to questions properly.
Describe events, situations or pictures in written and oral form.
Draw pictures according to teachers instructions.
Produce questions and answers in oral and written form.
Complete paragraphs or conversations correctly.
Produce pieces of writing.
Identify or extract ideas, main points and general information from auditory and visual devices.
Express opinions, ideas and feelings.
Use the new language properly.
Understand reading comprehension.
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Reading passages about different topics to fill in charts, complete texts, make associations.
WRITING
Writing letters, messages, post cards and simple stories.
Comparing and contrasting information in written form.
Selecting words to complete meanings, sentences and paragraphs.
People in other English speaking countries celebrate New Year’s...
On Independence I like to...
Turkey is prepared in the United States with...
Tamales are prepared in Costa Rica with...
Some typical dances in Costa Rica are...
La Segua is a popular folk tale in Costa Rica.
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STUDY BLOCK: COSTA RICAN
BEAUTIES
COGNITIVE TARGETS: Communicating about
Costa Rica natural beauty, its resources, and its weather conditions
The seven provinces of Costa Rica
The most visited places in my country
Cultural diversity
Human rights in my country
English speaking countries
Identification and description of outstanding landmarks in the world
Ways to preserve and improve democracy
Cultural diversity in the world
The most visited places in the world LISTENING
Transferring information heard in written or oral form.
Guessing the general meaning of short conversations and passages.
Identifying the main points of short conversations or passages.
Understanding familiar language and simple sentences spoken at near normal speed.
SPEAKING
Describing places and people.
Expressing ideas and opinion using clear pronunciation.
Sharing and requesting information.
Asking questions about different topics.
FUNCTIONS
Describing Costa Rican natural resources.
Describing places and events.
Describing weather conditions.
Asking for and giving information on Costa Rica’s tourist sites.
Expressing opinions and ideas on different topics.
Describing the flora and fauna of Costa Rica.
Expressing opinions about different topics and situations.
LANGUAGE
Costa Rican natural beauties.
Provinces: Include most important traits in terms or people, products, economical activities, natural beauties, etc.)
Beaches: white sand, quiet, clean, etc.
Climate: spring like, hot, cool, rainy, dry, etc.
Trees: Guanacaste, Chicle, etc.
Fauna: Bat, reptile, bug, tepezquintle, white tail deer
National Parks.
Biological reserves.
Flora
Democracy.
EXPRESSIONS:
How do you get to ...?
What’s your favorite national park?
What kind of national parks are there in your province?
Have you ever seen a quetzal, a jaguar, etc.?
Why do you like ... National Park?
How would you protect ... National Park?
What’s your favorite place to visit in your community?
The students:
Respond to questions properly.
Describe events, situations or pictures in written and oral form.
Draw pictures according to teachers instructions.
Match words with pictures or maps.
Participate in different activities ( role-plays, etc.
Produce questions and answers.
Complete paragraphs or conversations correctly.
Produce pieces of writing.
Read and React to new vocabulary or material.
Express opinions, ideas and feelings.
Understand reading comprehension.
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READING
Representing information read in visual form.
Scanning information from texts.
Demonstrating knowledge through applications in a variety of contents.
Getting the gist of short statements WRITING
Producing short pieces of writing.
Selecting appropriate words to complete a short conversation or text.
Manipulating the script of a language.
Transferring visual or oral information into written forms through completing charts, tables among others.
What are some human rights? Right to education, health services, have a family.
Why are human rights important?
How can human rights be promoted? Being tolerant. Respecting private life. biological reserves in our country.
In a biological reserve you can find...
Flora and fauna are varied.
In Costa Rica there are many different types of birds, snakes, butterflies, etc.
There are many species of orchids, roses, trees, medicine plants, etc.
Democracy is…
Treats to a democratic state.
Lack of participation.
Disobeying rules
Taking care of public institutions.
Lack of information about Human Rights.
Factors that preserve democracy.
Respecting the opinion of the majority.
I wish...
I consider...
I think...
We should...
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STUDY BLOCK: MY
ENVIRONMENTAL EDUCATION
COGNITIVE TARGETS: Communicating about
Use and misuse of natural resources in my country
Influence of technology on the environment
Natural disasters
Ways of preventing natural disasters
Pollution around the world
Advantages and disadvantages related to the use of technology and the environment
LISTENING
Guessing details and general meanings from short passages.
Following oral and written directions.
Showing listening comprehension when exchanging information.
SPEAKING
Sharing information.
Making suggestions.
Discussing alternatives and consequences.
Imitating the pronunciation of words correctly.
Participating in pair and group discussions READING
Identifying details in familiar material.
Skimming information
Extracting details and main points from stories and other texts.
Drawing meanings from oral and written sources.
FUNCTIONS
Talking about environmental problems and their effects.
Discussing issues on the prevention of natural disasters.
Asking for and giving information about the importance of taking care of the environment
Expressing opinions about different topics.
Identifying uses of different inventions. .
LANGUAGE
Environmental language: Factories, industries, chemicals, oil, pollution, fertilizer, etc.
Types of pollution.
Technology. EXPRESSIONS
Let’s plant a tree.
Don’t burn trash.
Let’s save energy, electricity, water, etc.
Let’s fight deforestation.
Don’t destroy trees.
What kind of pollution do you know of in your community?
Can we prevent/ control …?
Don’t pollute, poison the rivers, etc.
We must recycle.
We must take of our environment.
Erosion is caused by cutting down trees, polluting, burning soil, etc.
Chemicals factories cause a lot of problems in the environment.
High tech machines cause noise pollution
The students:
Describe events, situations in written and oral form.
Draw pictures according to teachers instructions.
Match words with pictures or maps.
Participate in different activities ( role-plays, etc.
Produce questions and answers in oral and written form.
Complete paragraphs or conversations correctly
Express ideas and opinions.
Follow instructions.
Produce pieces of writing. Check pronunciation and listening
comprehension.
Produce structures, vocabulary, pronunciation and intonation.
Produce correct sentences.
Understand reading comprehension.
Infer from a reading.
Write sentences correctly.
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WRITING
Substituting individual words and sets of phrases.
Producing short pieces of writing.
Summarizing short texts, events, and personal experiences in a written form.
Writing letters, messages, postcards, and simple stories.
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