Colegio Nacional de Educación a Distancia

Universidad Estatal a Distancia

Coordinación de

INGLÉS
Orientaciones Académicas

Código: 80001

SETIMO Nivel

I semestre 2019
Elaborado por: Argery Gómez Retana
Correo electrónico: argomez20@gmail.com
Coordinación de Inglés Erika Prendas Teléf. 8831 5629

Visite la página web ingresando a: www.coned.ac.cr

Orientación General
Para orientar su proceso de estudio, leer lo siguiente:
La Educación a distancia se debe asumir con una actitud autónoma en el proceso de
estudio; leer los temas que correspondan a cada semana, establecer un horario de estudio
a partir de las orientaciones, se recomienda asistir a las tutorías habilitadas en cada sede
para fortalecer el proceso de aprendizaje.
Materiales y recursos didácticos:

Tutoría presencial:
Proceso de interacción y comunicación con el tutor, le permite aclarar dudas, en
CONED la asistencia a la tutoría no es obligatoria sin embargo es un recurso de
apoyo educativo. Para que la tutoría sea provechosa el estudiante debe llegar
con los temas leídos y plantear dudas.

Tutoría Telefónica o por correo electrónico:

En caso de que no pueda asistir a tutorías, o por alguna razón la misma no
pueda impartirse; usted puede comunicarse con el coordinador de la materia en caso de
tener dudas sobre las tareas o temas puntuales de la materia.

Blog de la asignatura:
Ingresando a la página de CONED www.coned.ac.cr, puede acceder al
blog de cada materia, donde encontrara materiales que le permiten
prepararse para la tutoría.

Video tutoriales:
Cada materia cuenta con grabaciones sobre diferentes temas de interés
según nivel y materia, puede acceder al espacio de video tutorías
ubicado en la página web de CONED.

Cursos virtuales híbridos:

Permiten flexibilidad y acompañamiento en el proceso de estudio desde
una computadora portátil o un teléfono inteligente. La apertura de los
cursos depende de la proyección establecida.
 Antología del curso:
Material base para las pruebas y tareas.

Facebook: Mi Coned

Sedes de CONED
El Programa CONED está en la mejor disposición de atender a sus consultas en los teléfonos
y correo electrónico correspondientes a cada una de las sedes.

Sede Teléfono Correo electrónico Sede Teléfono Correo electrónico

Ciudad Neilly 2783-33-33 anmontero@uned.ac.cr Heredia 2262 7115 casalazar@uned.ac.cr
Cartago 2591-4117 dacuna@uned.ac.cr Nicoya 2685-4738 druiza@uned.ac.cr
Liberia 26664296 / 26661641 lemadrigal@uned.ac.cr Palmares 2453-3045 mzuniga@uned.ac.cr
Turrialba 2556-3010 lariasm@uned.ac.cr San José 2221-3803 enavarro@uned.ac.cr
Esparza 2636-0000 Ext. 127 jesuana3@hotmail.com Acosta 24103159 nvalverde@uned.ac.cr
Limón 2758-00-16 masanchezs@uned.ac.cr Puntarenas 2661 33 00 sscafidi@uned.ac.cr
Quepos 27770372 lochaves@uned.ac.cr

Sede Encargado
San José Elieth Navarro Quirós
Heredia Cristian Adolfo Salazar Gutiérrez
CN Ana Isabel Montero Gómez
Edwin Araya Arias
Turrialba Mirla Sánchez Barboza
Lissette Arias Madriz
Palmares Maritza Isabel Zúñiga Naranjo
Limón Marilyn Sánchez Sotela
Daisy Madrigal Sánchez
Nicoya Daniel Hamilton Ruiz Arauz
Cinthya Godínez Céspedes
Liberia Yerlins Miranda Solís
Luis Esteban Madrigal Vanegas
Cartago Dianna Acuña Serrano
Esparza Jesuana Araya Angulo
Puntarenas SindyScafidiAmpié
Acosta Norlen Enrique Valverde
Quepos Lourdes Chaves Avilés
 Evaluación

Esta asignatura se aprueba con un promedio mínimo de 65, una vez sumados
los porcentajes de las notas de las tareas y pruebas

I Prueba escrita 20 I Tarea 10%

II Prueba escrita 20 II Tarea 15%
III Prueba escrita 20 III Tarea 15%

Atención a continuación términos que dentro de su proceso educativo son de

interés:

 Prueba de En caso de que el promedio final sea inferior al mínimo requerido para aprobar
ampliación la materia, tiene derecho a realizar las pruebas de ampliación, que comprenden
toda la materia del semestre.
Tendrá derecho a realizar prueba de ampliación, el estudiante que haya
cumplido con el 80% de las acciones evaluativas asignadas. ( Pruebas y tareas)
Art. 48 del REA.
 Prueba de Constituye una única prueba que se aplica al final del semestre, con los mismos
suficiencia contenidos de los cursos ordinarios. Para llevar un curso por suficiencia no tiene
que haber sido cursado ni reprobado.
 Estrategia de Cuando de debo una única materia para aprobar se valora esta opción, para ello
promoción se tiene que tomar en cuenta haber cumplido con todas las pruebas y 80% de las
tareas.
Haber presentado las pruebas de ampliación en las dos convocatorias.
 Condiciones Tiene derecho a eximirse el estudiante que haya obtenido una calificación de 90
para eximirse o más en cada uno de los componentes de la calificación
 Extra clases o Para la entrega de los extra clases, debe seguir los procedimientos de cada sede,
Tareas ya sea entregarlas al tutor de cada materia en las tutorías respectivas, en la
fecha indicada en las orientaciones del curso, en caso de ausencia del docente o
porque tenga un horario limitado, se entregará en la oficina de cada sede de
acuerdo con el horario establecido.
En el caso de recibirse trabajos iguales, se les aplicará el artículo 33 del
Reglamento de Evaluación de los Aprendizajes y, en consecuencia, los
estudiantes obtendrán la nota mínima de un uno.
 Calendarización de las pruebas I semestre 2019

Consulte la hora de aplicación en la sede respectiva, este atento a

la siguiente distribución de días según sedes versión A y Versión B

VERSIÓN A VERSIÓN B
San José, Nicoya, Turrialba, Heredia, ALUNASA, Palmares, Ciudad Neilly, Liberia, Limón, Puntarenas
Cartago, Acosta, Quepos
PROGRAMACIÓN I PRUEBA ESCRITA
VERSIÓN A VERSIÓN B
Lunes 11 de Martes 12 Miércoles Jueves 14 de Viernes 15 Sábado 16 Domingo 17 de
marzo de marzo 13 de marzo de marzo de marzo marzo
marzo
Matemática Estudios Español Ciencias/ Inglés Inglés Matemática
Sociales Biología Estudios Ciencias/ Biología
Edc. Cívica Sociales Educación Cívica
Español
PROGRAMACIÓN DE II PRUEBA ESCRITA
VERSIÓN A VERSIÓN B
Lunes 29 de abril Martes 30 Miércoles Jueves 2 Viernes 3 de Sábado 4 Domingo 5 de
de abril 1 de mayo de mayo mayo de mayo mayo
Matemática Estudios Día del Ciencias/ Español Inglés Matemática
Sociales trabajador Biología Inglés Estudios
Sociales Ciencias/biología
Español
PROGRAMACIÓN III PRUEBA ESCRITA

VERSIÓN A VERSIÓN B
Lunes 27 de mayo Martes 28 Miércoles Jueves 30 Viernes 31 Sábado 1 Domingo 2 de junio
de mayo 29 de mayo de mayo de mayo de junio
Matemática Estudios Español Ciencias/ Inglés Inglés Matemática
Sociales Biología Estudios Ciencias/biología
Edc. Cívica Sociales Educación Cívica
Español
Orientaciones del I semestre 2019
Semana Tema Fecha Actividades
Lectiva

1. 4– 10 Inicio de
Chapter # 1 Here I febrero Tutorías
Am!
Pages 5 – 19
Hello, Hi there, He, Bye
Inicio cursos
virtuales
Building CommChaptery

2. 11 - 17 Matrícula
Chapter # 1 Here I Am! febrero Estudiantes
Pages 20 - 35 Estrategia del 13 al
Let´s Get Personal 17

Meet My Family

3. 18 - 24
Chapter # 2 Enjoying febrero
Simulacro para
Life
pruebas nacionales
My Daily Routine sedes.

Eating Habits
Pages 36 – 49

4. 25 febrero -
Chapter # 2 Enjoying Life 3 marzo
Entrega I Tarea
Hanging out

Things I like to do
Pages 50 – 58

5. Repasos 4– 10 marzo 8 de marzo Día

Internacional de las
mujeres.

6. I PRUEBA ESCRITA 11- 17 de I PRUEBA

marzo ESCRITA

Horario según
corresponda a
cada sede
7. 18 - 24 20 de marzo:
Chapter # 3 Getting Back to marzo Aniversario de la
Nature Batalla de Santa Rosa

Natural Wonders in My Backyard

Marvels in Costa Rica

 Pages 59 - 73

8. Chapter # 3 Getting Back to Nature 25 – 31 de

marzo
A World of Wonders
Where can I go next?
Pages 74 - 85

9. ENTREGA II TAREA ORAL 1 – 7 abril Entrega II Tarea

Es una evaluación Oral por lo tanto

debe ser presencial.

Para conocer el horario de cada

grupo, debe contactar al tutor a
cargo.
10. Chapter # 4 Checking things off a 8 - 14 abril 11 de abril :
shopping list. Celebración de la
My Family´s Grocery List. Going Shopping Batalla de Rivas y acto
heroico de Juan
Pages 86 - 102
Santamaría

11. Semana santa 15 - 21 abril Semana santa

12. 22 - 28 de 23 de abril: Día del
Chapter # 4 Checking things off a abril Libro
shopping list.
Does This Fit Me?
How Much Does It Cost?
Pages 103 -113
13. II PRUEBA ESCRITA 29 abril - 5 II PRUEBA
mayo ESCRITA
Horario según
corresponda a cada
sede

1 de mayo: Día
Internacional de la
Clase Trabajadora.
Feriado

14. 6 – 12 mayo
Chapter # 5 Let’s Celebrate Costa Rican
Culture!
How my family and I celebrate “Tico” culture
How my commChaptery celebrates “Tico”
culture?
Pages 114 - 131

Chapter # 5 Let’s Celebrate Costa Rican

Culture!
How other Costa Rican commChapteries
celebrate “Tico” culture How Costa Ricans
 celebrate national “Tico” culture

Pages 132 - 144

15. 13 - 19 Entrega III
mayo Tarea
Chapter # 6 Getting from Here to
There

Knowing where I want to go

Knowing where It is
Pages 145 -155

16. 20 – 26 22 de mayo: Día

mayo internacional de la
Chapter # 6 Getting from Here to Biodiversidad
There

Knowing how to get there

Knowing what I need and when
Pages 156 - 169

17. III PRUEBA ESCRITA 27 mayo – 2 III PRUEBA

junio ESCRITA
Horario según
corresponda a cada
sede

18. Entrega de resultados 3 - 9 junio Entrega de

resultados

19. Pruebas de ampliación I convocatoria 10 - 16 de Pruebas de

junio ampliación I
Pruebas de suficiencia convocatoria

Pruebas de
suficiencia

20. Resultados finales a los estudiantes 17– 23 junio Resultados finales a

los estudiantes

21. Pruebas de ampliación II convocatoria 24 junio – Pruebas de

30 junio ampliación II
convocatoria

Lista de
estudiantes
para la
estrategia de
promoción.
Entregar
 información a
estudiantes.

APLICACIÓN
ESTRATEGIAS DE
PROMOCIÓN: SEDES
A/ SEDES B (15 al
21 de Julio) al
entrar al II
semestre 2019

GRADUACIONES
CONED
22. Matrícula II semestre 2019 1 - 7 julio Matrícula II
semestre 2019

VACACIONES

23. 8 – 14 julio VACACIONES

de medio periodo para

docentes y estudiantes

Chapter # 1 Here I am!

Linguistic Competences Indicadores

Oral and Written Comprehension

 L.1. understand basic greetings, farewells,
and common expressions of politeness (e.g.,
hello, goodbye, sorry).
 L.2. understand classroom language (e.g.,
teacher, classmate, schedule, principal, May
I come in? Raise your hand, May I borrow
your pencil?).
 L.3. understand simple personal questions.
(e.g., name, age, address, father, mother,
sister).
 R.1. understand brief, simple instructions if
encountered previously in the same or
similar form.
 R.2. manipulate English language sounds
using knowledge in phonics, syllabification
 Identifies basic Greetings, farewells and
common expression of politeness.
 Discriminates classroom language within
oral utterances.
 Recognizes simple personal questions
when they hear them.
 Identifies brief, simple instructions if the
encountered in similar form.
 Discriminates English language sounds.
 Recognizes some expressions and the main
information about a text.
 Matches vocabulary according to some
images.
 and word parts.
 R.3. recognize some expressions and the
main information (e.g., name, date, time,
address, date of birth,) on posters,
brochures, signs, and invitations and in
simple texts if allowed to use a dictionary.

Oral and Written Production

 SI.1. spell words including names, surnames,  Spells out words.

country of citizenship and other.  Uses basic greeting and leave taking
 SI.2. use basic greeting and leave-taking expressions, farewell and politeness and
expressions, farewell, and politeness (e.g., basic language.
hello, goodbye, please and thank you) and  Introduces providing personal information.
basic classroom language.  Describes his – her family simply.
 SI.3. ask others for personal information  Identifies demonstrative adjectives in
(address, telephone, number, nationality, sentences or written texts.
country of citizenship, birthdate, age, family  Writes labels on familiar objects in a
and hobbies). picture or diagram.
 SP.1. introduce him/herself, for example say  Writes straightforward information in
his/her name, where s/he comes from and short sentences.
what s/he does (address, telephone,  Identifies the verb to be forms in
number, nationality, age, family and statements or written texts.
hobbies).  Names months of the year, cardinal and
 SP.2. describe simply his/her family, for ordinal numbers, seasons, day of the week.
example who the members are, how old
they are, where s/he lives.
 W.1. write labels on familiar objects in a
picture or diagram (e.g., door, desk, chair,
and eraser).
 W.2. write straightforward information
about him/herself in short sentences or fill
out that information in a form
(questionnaire, card) with assistance such as
using a dictionary or book, checking written
sentences to look for mistakes (e.g. subject-
verb agreement, capitalization, spelling,
basic punctuation etc.) checking written
sentences

Chapter #2 Enjoying Life

Linguistic Competences Indicadores
Oral and Written Comprehension

 L1. Recognize the sound of most words heard  Identifies the sound of words heard in
 in context.
 L2. Understand simple information and
phrases about routines, eating habits,
hobbies and hanging out activities.
 R.1. identify English language sounds using
knowledge in phonics, syllabification and
word parts.
 R.2. recognize the main information on
posters, brochures, signs, and invitations.
 R.3. understand brief, simple instructions and
some expressions in simple texts if allowed
to use a dictionary.
Oral and Written Production

SI.1. ask and answer in a predictable
pattern simple questions about daily
routines, eating habits, hobbies and
hanging out activities. (e.g., what do you
like to do in your free time?) if the other
person speaks slowly and clearly.
 SI.2. say when he/she does not
understand.
 SP.1 Describe how they enjoy life by using
simple, standard expressions.
 W1. Write labels on familiar objects in a
picture or diagram.
 W2. Write straightforward information about
themselves in short simple sentences or
provide that information in a questionnaire,
checking written sentences to look for
mistakes (e.g., subject-verb agreement,
capitalization, spelling, basic punctuation
etc.).
context.
 Distinguishes simple phrases about daily
routines, eating habits, hobbies and
hanging out activities.
 Recognizes sounds, simple phrases and
information.
 Recognizes by manipulating English
language sounds using knowledge in
phonics, syllabification and word parts.
 Recognizes the main information on
posters, brochures, signs, and invitations.
 Distinguishes brief, simple instructions
and some expressions if encountered
previously in the same or similar form.
 Identifies vocabulary about daily routines,
eating habits, hang out and things I like to
do.
 Asks and answers in a predictable pattern
simple questions about daily routines,
eating habits, hobbies and hanging out
activities if the other person speaks slowly
and clearly.
 Expresses when he /she does not
understand.
 Applies adverbs of frequency.
 Describes ways of hanging out.
 Applies connecting words in statements.
 Identifies Wh questions in readings,
statements.
 Describes how he/she enjoys life by using
simple standard expressions.
 Applies present tense forms.
 Identifies present tense forms in
statements.
 Writes labels on familiar objects in a
picture or diagram.
 Writes straightforward information about
themselves in short simple sentences or
provides that information on a
questionnaire.
Chapter #3 Getting Back to Nature
Linguistic Competences
Oral and Written Comprehension
 L.1. identify instructions for games and
follow teacher’s or students’ modeling of
the activity.
 L.2. recognize some isolated vocabulary
terms and main idea in written, oral
advertisements or conversations.
 L.3. recognize specific information on
natural beauties and wonders.
 R.1. identify English language sounds using
knowledge in phonics, syllabification and
word parts.
 R.2. identify key words related to nature in
texts.
 R.3. understand main ideas in familiar
texts about natural beauties and wonders
accompanied by illustrations.
 R.4. understand specific details in texts
accompanied by illustrations.
Oral and Written Production
 SI.1. talk briefly about tours and plans.
 SI.2. ask somebody to repeat what they said
more slowly.
 SI.3. ask people for information related to
places, tours and plans.
 SP.1. provide basic information about
familiar things (e.g. favorite natural beauties
in the country and wonders all over the
world).
 SP.2. describe what he/she likes about places
and tours.
 W.1. complete gapped sentences using a
word list of familiar words.
 W.2. write simple descriptions on traveling
places and making plans, checking written
sentences to look for mistakes (e.g., subject-
verb agreement, capitalization, spelling, basic
Indicadores
 Identifies instructions for games and
follows teacher’s or students’ modeling of
the activity.
 Recognizes some isolated vocabulary,
terms, and main ideas from specific
subject areas.
 Recognizes specific information about
natural beauties and wonders.
 Identifies English language sounds using
knowledge in phonics, syllabification and
word parts.
 Identifies key words related to nature in
texts.
 Recognizes main ideas in texts.
 Recognizes specific details in texts
accompanied by illustrations.
 Identifies natural elements in the
commChaptery.
 Identifies vocabulary about natural
wonders, marvels in Costa Rica and
traveling attractions.
 Talks about tours and plans briefly.
 Asks somebody to repeat what they said
more slowly.
 Asks people for information related to
places, tours and plans.
 Provides basic information about favorite
natural beauties in the country and
wonders all over the world.
 Describes what he/she likes about places
and traveling plans.
 Completes gapped sentences using a word
list of familiar words.
 Writes simple descriptions of traveling
places and plans.
 Describes where I can go to enjoy natural
beauties.
 punctuation etc.).
Chapter #4 Checking things of a shopping list
Linguistic Competences
Oral and Written Comprehension
 L.1. extract specific information when
communicated to directly, provided
something is already known about the
subject, and when the speech is
accompanied by pictures or drawings.
 L.2. understand what is being said about
shopping for groceries and clothing.
 L.3. understand most of a story when read
slowly and accompanied by pictures.
 R.1. identify English-language sounds using
knowledge in phonics, syllabification, and
word parts.
 R.2. recognize previously encountered parts
of words, prefixes, and suffixes.
 R.3. understand information related to
groceries and clothing in posters, ads,
catalogues and everyday signs and short
texts.
Oral and Written Production
 Recognizes vocabulary and terms, main
idea and specific information.
 Identifies the uses of there is – there are
in statements.
 Uses wh questions to give information
about marvel in Costa Rican natural
beauty.
 Applies connecting words in statements.
 Identifies future tense grammar structure
Indicadores
 Describes products needed.
 Lists products needed at homme in oral or
written way.
 Identifies products at a grocery and
clothing stores.
 Identifies specific information when
communicated to directly, provide
something is already known about the
subject, and when the speech is
accompanied.
 Recognizes what is being said about
shopping for groceries and clothing.
 Recognizes most of a story when read
slowly and accompanied by pictures.
 Identifies English-language sounds using
knowledge in phonics, syllabification, and
word parts.
 Identifies vocabulary related to the topic
and uses it to understand very simple
sentences if there are pictures.
 Recognizes previously encountered parts
of words, prefixes, and suffixes.
 Describes clothes or object by ordering
adjectives.
 Distinguishes information on posters,
adverts catalogues and everyday signs and
short texts.
 Classifies food.
 Asks and tells his/her desires about
 SI.1. ask and tell others his/her desires about
shopping prices, size and where to get
things.
 SI.2. ask somebody to speak more slowly
when needed.
 SI.3. buy things in shops by pointing or other
gestures that can support what he/she says.
 SI.4. use simple numbers in everyday
conversations for example prices.
 SP.1. give basic information about shopping
preferences and prices. (e.g. favorite
clothing, favorite shops).
 SP.2. describe shopping items using simple
words and sentence frames. (for example
their size, color, material, price).
 W.1. write simple descriptions of shopping
lists and budget charts (e.g., I need some
milk.)
 W.2. write short, simple texts about
shopping at grocery stores, clothing stores
and supermarkets, checking written
sentences to look for mistakes (e.g., subject-
verb agreement, capitalization, spelling,
basic punctuation etc.).
Chapter # 5 Let’s celebrate Costa Rica’s Culture
Linguistic Competences
Oral and Written Comprehension
 L.1. recognize basic phrases that denote
facts about Costa Rican culture. (e.g., I
love to celebrate birthdays).
 L.2. understand pieces of short
information and what is being said about
holidays and celebrations, if given slowly
and clearly and there are significant
pauses.
 R.1. identify and manipulate English
language sounds using knowledge in
phonics, syllabification and word parts.
 R.2 recognize vocabulary and important
information on basic promotional
material. (e.g., date, place and activities,
on poster).
 R.3. understand straightforward
information, words and expressions on
shopping prices, size and where to get
things.
 Asks somebody to speak more slowly
when needed.
 Buys things in shops by pointing or other
gestures to support what he/she says.
 Uses simple numbers in everyday
conversations. (e.g. prices).
 Gives basic information about shopping
preferences and prices.
 Describes shopping items using simple
words and sentence frames. (for example
their size, color, material, price)
 Recognizes countable and uncountable
nouns.
 Classifies statements by using simple
present tense or past tense.
 Applies wh questions by giving opinions.
 Applies some modals in written
production.
 Identifies past tense forms in statements.
 Classifies regular and irregular verbs.
Indicadores
 Employs wh questions by telling about
commChaptery celebrations.
 Identifies basic phrases that denote facts
about Costa Rican culture.
 Recognizes pieces of short information
and what is being said about holidays and
celebrations.
 Identifies and manipulates English
language sounds using knowledge in
phonics, syllabification and word parts.
 Recognizes vocabulary and important
information on basic promotional
material. (e.g., date, place and activities,
on poster).
 Discriminates straightforward information,
words and expressions on Costa Rican
culture
 Costa Rican culture such as holidays and
celebrations. (e.g., We celebrate Labor
Day on May 1st).
Oral and Written Production
 SI.1. answer simple questions using
individual words, expressions, or short
sentences.
 SI.2. ask for specific information regarding
holidays and celebrations.
 SI.3. interact using basic language, provided
others are prepared to repeat, rephrase, and
speak slowly.
 SP.1. talk briefly about celebrations and
holidays in Costa Rica.
 SP.2. very simply describe how he/she
celebrates holidays and special occasions
and also inquire as to how others celebrate
them.
 W.1. complete gapped sentences using a
word list of familiar words.
 W.2. write cards and invitations for (e.g.,
birthday parties, anniversary parties,
weddings, baby showers, graduations, family
reunions) and simple descriptions of holidays
and celebrations, checking written sentences
to look for mistakes (e.g. subject-verb
agreement, capitalization, spelling, basic
punctuation etc.
Chapter # 6 Getting from Here to there
Linguistic Competences
Oral and Written Comprehension
 L.1. follow simple directions how to get from
one place to another, on foot or by public
transport.
 L.2. understand figures and times given in
clear announcements, for example at the
airport or at a bus station.
 L.3. recognize instructions for games and
follow teacher’s or students’ modeling of the
activity.
 Recognizes vocabulary and definitions
studied in this Chapter.
 Writes short dialogues about personal
events.
 Selects prepositions of time in statements.
 Describes national holidays and
celebrations in Costa Rica.
 Applies past simple of “to be” in
statements.
 Answers simple questions using individual
words, expressions, or short sentences.
 Ask for specific information regarding
holidays and celebrations.
 Interacts using basic language.
 Talks about celebrations and holidays in
Costa Rica briefly.
 Describes how he/she celebrates holidays
and special occasions and also inquires
about others.
 Completes gapped sentences using a word
list.
 Writes cards, invitations and simple
descriptions of holidays and celebrations.
Indicadores
 Selects future going to forms in
statements.
 Identifies places and buildings.
 Locates places and buildings.
 Follows simple directions how to get from
one place to another, on foot or by public
transport.
 Recognizes figures and times given in clear
announcements, for example at the
 L.4. understand the main idea of
presentations related to places, goods and
services.
 R.1. label diagrams with appropriate pieces
of familiar goods and services.
 R.2. identify and manipulate English
language sounds using knowledge in
phonics, syllabification and word parts.
 R.3. recognize familiar names of places,
goods and services in short and simple texts.
 R.4. understand main ideas of text when
accompanied by illustrations.
Oral and Written Production
 SI.1. express preferences about places to
visit and ways to move around.
 SI.2. interact in a simple way, asking
questions about places, where they are and
how to get to them and answering such
questions if they are articulated slowly and
clearly.
 SP.1. use simple words to tell where a place
is and ways to get there.
 SP.2. describe places and ways to move
around. (towns, holiday resorts, car, plane,
bike).
 SP.3. describe weekend or holiday plans and
what I need and when. (ticket, reservation,
passport)
 W.1. fill in a hotel registration form with
personal details.
 W.2. write simple descriptions of places
(e.g., location, direction, activities, checking
written sentences to look for mistakes (e.g.,
subject-verb agreement, capitalization,
spelling, basic punctuation etc.).
airport or at a bus station.
 Recognizes instructions for games and
follows teacher’s or students’ modeling of
the activity.
 Recognizes the main idea of presentations
related to places, goods and services.
 Labels diagrams with appropriate pieces of
familiar goods and services.
 Applies future going to in statements.
 Describes familiar places and tourist
attractions using simple vocabulary and
language constructions.
 Describes ways to move around by using
prepositions of place and time.
 Describes travel fares and hotel
registrations.
 Employs wh questions in readings or giving
personal opinion.
 Fills in a hotel registration form with
personal details.
 Writes simple descriptions of places
(location, direction, activities)
 Expresses preferences about places to visit
and ways to move around.
 Interacts in a simple way, asking questions
about places, where they are and how to
get to them and answering such questions
if they are articulated slowly and clearly.
 Uses simple words to tell where a place is
and ways to get there.
 Describes places and ways to move
around. (towns, holiday resorts, car, plane,
bike).
 Describes briefly weekend or holiday
plans.
 Colegio Nacional de Educación a Distancia

Sede _______

Nombre del estudiante:

_______________________

Número de cédula:

_______________________

Sección:

______

Materia:

__________

Profesor:

____________________________

Fecha de entrega:

________________

Nota obtenida: Puntos obtenidos Porcentaje

Firma del docente:

_______________

------------------------------------------------------------------------------------------------

COLEGIO NACIONAL DE EDUCACIÓN A DISTANCIA

Nombre del estudiante: _____________________________ Número de cédula: _________________

Sección: ________________ Fecha de entrega: ____________Firma de recibido: ______________

 Tarea número uno

Materia Ingles / Nivel: Sétimo / Código: 80001

Indicators: Identifies family member’s relationship

Applies simple present form.
Applies personal information in questions and answers.
Uses the adverbs of frequency in the correct form
Valor: 20 pts. 10 %

Fecha de entrega:25 de febrero al 3 de marzo

Instrucciones generales: esta tarea deberá de presentarla de manera individual en hojas

aparte escrita a mano o en computadora. Cada una deberá traer una portada que incluya
el nombre del colegio, nombre de la materia, el nombre completo del estudiante, numero
de cedula, nivel que cursa, el nombre del profesor y fecha en la que se entrega la tarea.
La tarea se debe entregar al tutor en el horario respectivo de la tutoría únicamente en la
semana específica en el cronograma.
I Part. (10 pts.)Based on the family tree complete the following sentences with the correct
member. (5 pts.)

Jason Ana

Alejandro Karen Andres Ximena

Karina
Daniel Irina

1- Jason is Andres’ _____________________.

2- Karina is Ximena’s ___________________.

3- Irina is Ana’s ________________________.

4. Andres is Alejandro’s _________________.

5. Karina is Karen’s _____________________.

 Rewrite the correct form of the verbs. Use simple present tense. (5pts.)

1. I ___________ my glasses. (need)

2. Arianna _______ a book. (read)

3. They ________ to the park in the morning. (go)

4. She _________ exercises. (do)

5. He ________ a new car. (buy)

Put the following sentences and questions in order. (5pts)

1-name? /what/your/is
________________________________________________________
2- from?/are/you/where
________________________________________________________
3-nickname/is/my/Roxy
________________________________________________________
4- do? /what/you/do ________________________________________________________
5- I/student/am/a _________________________________________________________
II Part (5 pts.)

Rewrite the complete sentences using the adverb of frequency correctly. (5pts.)

1-She goes to the gym. (usually)

______________________________________________________________________.

2-My mother gets up early. (always)

______________________________________________________________________.

3-They go to the cinema. (sometimes)

______________________________________________________________________.

4-He drinks alcohol. (never)

______________________________________________________________________.

5-She reads a book. (rarely)

_____________________________________________________________________.

Excellent Very Good Good Regular Needs help Deficient

5 points 4points 3 points 2 point 1 point 0 points
Indicator

Apply Ss applies Ss applies Ss applies Ss applies Ss applies Ss doesn’t

frequency correctly correctly correctly correctly correctly apply
adverbs in the the the the the correctly
three frequency frequency frequency frequency frequency the
sentences adverb in adverb in adverb in adverb in adverb in frequency
the five four three two one adverbs in
sentences. sentences. sentences. sentences. sentences. any
sentence.

OBTAINED POINTS: ___________

 Colegio Nacional de Educación a Distancia

Sede _______

Nombre del estudiante:

_______________________

Número de cédula:

_______________________

Sección:

______

Materia:

__________

Profesor:

____________________________

Fecha de entrega:

________________

Nota obtenida: Puntos obtenidos Porcentaje

Firma del docente:

_______________

------------------------------------------------------------------------------------------------

COLEGIO NACIONAL DE EDUCACIÓN A DISTANCIA

Nombre del estudiante: _____________________________ Número de cédula: _________________

Sección: ________________ Fecha de entrega: ____________Firma de recibido: ______________

 Tarea número dos

Materia Ingles / Nivel: Sétimo / Código: 80001

Indicators: Applies grammar structure and pronunciation in the oral way.

Describing what is he/she wearing.

Valor: 30 pts. 15 %

Fecha de entrega: 1 al 7 de abril

Instrucciones generales: Esta tarea deberá de presentarla de manera individual, la tarea

será oral. El/la estudiante deberá completar los datos indicados en la rúbrica y entregarla
al tutor el día de la tarea. Cada una deberá traer una portada que incluya el nombre del
colegio, nombre de la materia, el nombre completo del estudiante, numero de cedula,
nivel que cursa, el nombre del profesor y fecha de aplicación de la tarea. El/la estudiante
debe de presentarse en el horario respectivo de la tutoría únicamente en la semana
especifica en el cronograma.
I Part: Listening and speaking: (6pts. each question, 3pts. grammar, 3pts. pronunciation)
Directions:
Teacher has at least 5 flashcards with some people, teacher shows them one by one to the
students and asks them to describe what he/she is wearing, using color, size, and/or
material.
Example:
Teacher: What is Jane wearing?
Student: she is wearing a pair of small gloves.

Jane Teacher: What is he wearing?

Sam
Student: He is wearing a
medium cotton coat.
Teacher’s name: _______________________________________________________
Obtained points: ________ Percentage: ____________
Date: __________________
Grade: _________________ Group: _________________
Student’s name: _________________________________________________________

Rubric
Indicator Apply grammar correctly in Quest. Quest. Quest. Quest. Quest.
five oral answers. 1 2 3 4 5
Excellent St applies correctly the
3 points grammar without mistakes in
the answer.
Very good St applies grammar with 3
2 points mistakes in the answer.
Good St applies grammar with 5
1 points mistakes in the answer.
Unsatisfactory St doesn’t apply correctly the
0 point grammar in the answer.

Indicator Apply pronunciation Quest. Quest. Quest. Quest. Quest.

correctly in five oral answers. 1 2 3 4 5
Excellent St pronounces correctly the
3 points words without mistakes in
the answer.
Very good St presents 3 mistakes in
2 points pronunciation in the answer.

Good St presents 5 mistakes in

1 points pronunciation in the answer.

Unsatisfactory St doesn’t pronounce

0 point correctly the words in the
answer.
TOTAL POINTS: ________________
 Colegio Nacional de Educación a Distancia

Sede _______

Nombre del estudiante:

_______________________

Número de cédula:

_______________________

Sección:

______

Materia:

__________

Profesor:

____________________________

Fecha de entrega:

________________

Nota obtenida: Puntos obtenidos Porcentaje

Firma del docente:

_______________

------------------------------------------------------------------------------------------------

COLEGIO NACIONAL DE EDUCACIÓN A DISTANCIA

Nombre del estudiante: _____________________________ Número de cédula: _________________

Sección: ________________ Fecha de entrega: ____________Firma de recibido: ______________

 Tarea número tres

Materia Inglés / Nivel: Sétimo / Código: 80001

Indicators: Recognizes the National Symbols.

Identifies typical food.
Applies to be past tense in sentences.
Identifies prepositions of place.

Valor: 25 pts. 15 %

Fecha de entrega: Del 13 al 19 Mayo

Instrucciones generales: esta tarea deberá de presentarla de manera individual en hojas

aparte escrita a mano o en computadora. Cada una deberá traer una portada que incluya
el nombre del colegio, nombre de la materia, el nombre completo del estudiante, numero
de cedula, nivel que cursa, el nombre del profesor y fecha en la que se entrega la tarea.
La tarea se debe entregar al tutor en el horario respectivo de la tutoría únicamente en la
semana específica en el cronograma.

I PART (5 pts.)
Match the column A with Column B, by writing the correct number in the parenthesis.

1. Middle American bird. ( ) Typical ox-cart

2. The provinces are represented
by seven stars. ( ) National flower
3. Symbol of work . ( ) Flag
4. Brings fortune and good look.
It is a purple orchid. ( ) Emblem
5. It has three colors. ( ) National bird.
II PART (10pts.)
Write the name of five Costa Rican typical food. (5pts.)
1____________________________ 2_______________________________

3____________________________ 4_______________________________

5____________________________

Complete the following sentences using was or were (to be past tense). (5pts.)

1. Jenn and I _________ in Paris some three months ago.

2. I ________________ in Korea last year.
3. We ______________ at the mall yesterday.
4. They _____________ in the museum last weekend.
5. He _______________ at the party last night.

III PART. (10 pts.)

Based on the picture answer the following questions given directions. Use the
prepositions from the box. (2pts. each)

between – in front of - near - behind - next to

 1. Where is the Toy Store?
_______________________________________________.
2. Where is the Pet Shop?
_______________________________________________.
3. Where is the Flower Shop?
_________________________________________________.
4. Where is the Hospital?
_________________________________________________.
5. Where is the School? ____________________________________________-
_____.

Excellent Very Good Good Regular Needs Deficient

10 points 8 points 6 points 4 points improvement 0 points
Indicator
2 points
Apply St applies St applies St applies St applies St applies St doesn’t apply
preposition correctly the correctly the correctly the correctly the correctly the correctly the
of place in preposition preposition preposition preposition preposition of preposition of
five of place in of place in of place in of place in place in one place in any
sentences the five four three two sentence. sentence.
sentences. sentences. sentences. sentences.

OBTAINED POINTS: ________________

Observations:
_________________________________________________________________________
_________________________________________________________________________
_________________________________