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REPÚBLICA DE COSTA RICA

MINISTERIO DE EDUCACIÓN PÚBLICA

PROGRAMAS DE ESTUDIO DE INGLÉS

Tercer Ciclo y Educación Diversificada

San José, Costa Rica

2016

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Table of Contents
PRESENTATION............................................................................................................................................................................................................... 3
I. INTRODUCTION ..................................................................................................................................................................................................... 4
II. WHY A NEW ENGLISH CURRICULUM? .................................................................................................................................................................... 12
The new Curriculum within the Framework of Education for a New Citizenship ................................................................................................... 13
III. LEGAL FOUNDATION .............................................................................................................................................................................................. 15
IV. PHILOSOPHICAL FOUNDATIONS............................................................................................................................................................................ 16
A) Rationalism ...................................................................................................................................................................................................... 16
B) Humanism........................................................................................................................................................................................................ 16
C) Constructivism. ................................................................................................................................................................................................ 16
Language Learning Considerations .......................................................................................................................................................................... 17
 Learning to Know. ............................................................................................................................................................................................ 19
 Learning to Do.. ................................................................................................................................................................................................ 19
 Learning to Be and to Live in Community. ....................................................................................................................................................... 19
V. PEDAGOGICAL CONCEPTUALIZATION .................................................................................................................................................................... 19
The Socio-Constructivist Approach .......................................................................................................................................................................... 19
Holism ...................................................................................................................................................................................................................... 20
Critical Pedagogy...................................................................................................................................................................................................... 20
VI. ENGLISH AS AN OBJECT OF STUDY ........................................................................................................................................................................ 21
VII. PEDAGOGICAL APPROACH ................................................................................................................................................................................... 21
The Common European Framework of Reference for Languages in the Costa Rican Context ............................................................................... 21
 Linguistic Component ...................................................................................................................................................................................... 23
 Sociolinguistic Component............................................................................................................................................................................... 23
 Pragmatic Component ..................................................................................................................................................................................... 23

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The Action-Oriented Approach ................................................................................................................................................................................ 25


The Role of Tasks ..................................................................................................................................................................................................... 26
Project-Based Learning ............................................................................................................................................................................................ 27
Pedagogic Use of Technologies................................................................................................................................................................................ 27
Teacher´s Role.......................................................................................................................................................................................................... 27
Learner´s Role .......................................................................................................................................................................................................... 29
Pedagogical Model ................................................................................................................................................................................................... 29
Mediation of Learning.............................................................................................................................................................................................. 32
General Mediation Principles from Preschool to First and Second Cycles .......................................................................................................... 33
General Mediation Principles for Third Cycle and Diversified Education ............................................................................................................ 35
Language Use and Learning ..................................................................................................................................................................................... 37
Template Elements .................................................................................................................................................................................................. 38
Strategies for Teaching the Linguistic Competences ............................................................................................................................................... 41
Listening ................................................................................................................................................................................................................... 41
Reading .................................................................................................................................................................................................................... 43
Speaking ................................................................................................................................................................................................................... 45
Writing ..................................................................................................................................................................................................................... 46
Language Learning Strategies .................................................................................................................................................................................. 48
Assessment .............................................................................................................................................................................................................. 50
General Principles for Assessing Language Competences ................................................................................................................................... 51
VIII. STUDENT EXIT PROFILE: FIRST, SECOND, THIRD CYCLES AND DIVERSIFIED EDUCATION .................................................................................. 52
Glossary ...................................................................................................................................................................................................................... 343
References ................................................................................................................................................................................................................. 351
Créditos ...................................................................................................................................................................................................................... 355

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Transformación curricular: un avance decisivo hacia la Nueva Ciudadanía


En el marco de una concepción renovada del fortalecimiento educativo, visión integral que hemos denominado Educar para una nueva ciudadanía, distintas
iniciativas innovadoras hemos puesto en marcha. Estas incluyen procesos de gestión más dinámicos y abarcadores, proyectos ambiciosos con un impacto
integral dentro del Ministerio de Educación Pública, y evidentemente una serie de cambios sustantivos en el ámbito propiamente educativo. La
transformación curricular que ha producido nuevos programas de estudio para el ciclo lectivo 2017 es un claro ejemplo de ello.

Hablamos de una transformación curricular pues se trata de un cambio integral que supone el dominio de habilidades y, en el caso de los idiomas, de
competencias. Buscamos que la persona estudiante no solo esté en el centro del hecho educativo, sino que se haga cada vez más responsable de su propio
proceso de aprendizaje, el cual responda claramente a las expectativas, ilusiones, sueños y retos de un ciudadano, una ciudadana del nuevo milenio.
Propiciamos un aprendizaje más dinámico, más creativo, más desafiante.

De la misma forma, hemos ubicado toda labor de renovación y cambio dentro del MEP en el contexto de las tendencias internacionales del presente en el
ámbito educativo. La transformación curricular no es una excepción: de ahí la importancia de que los nuevos programas se ubiquen en el marco de
parámetros internacionales de calidad y pertinencia.

Con los nuevos programas pretendemos dar pasos significativos para construir una verdadera ciudadanía planetaria: orientada hacia sí misma y hacia la
sociedad, hacia lo local, -con una fuerte marca de identidad-, y hacia lo global. Una ciudadanía que actúa para el beneficio de la colectividad, que asume la
responsabilidad de pensar, de soñar y de crear las condiciones idóneas para desarrollar una sociedad participativa que asegure una mejor calidad de vida
para todas y para todos. Buscamos seres humanos libres, autónomos, críticos y autocríticos, con un desarrollo integral.

Buscamos un ser humano conocedor profundo de su contexto y de su historicidad, capaz de interiorizar las necesidades de los demás, de ser respetuoso de
la diferencia, colaborador, activo, socialmente responsable, que asuma compromisos, que participe activamente en la búsqueda de soluciones, que piense
por sí mismo, que establezca conexiones y que genere cambios; una persona capaz de trabajar con otras, con pensamiento holístico, que se reconecte con el
arte, la cultura y las tradiciones, que piense y contextualice lo local y lo global, conocedora de los grandes desafíos de nuestro tiempo, que valore la
naturaleza y contribuya a reproducirla; una persona con inteligencia emocional y espiritual, que piense integralmente. Ciudadanía respetuosa de los
derechos humanos, comprometida con el desarrollo sostenible. Una nueva ciudadanía digital que convierta las posibilidades que brindan las tecnologías de
información y comunicación en una oportunidad inédita de aprendizaje, participación, colaboración y proyección.

En fin, con una educación renovada construimos una Nueva Ciudadanía para la vida en común y le abrimos novedosas posibilidades de desarrollo a nuestros
niños, niñas y jóvenes. Este es nuestro compromiso y también nuestra inspiración.

Sonia Marta Mora Escalante


Ministra de Educación

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to the levels described by the Common European Framework


I. INTRODUCTION of Reference for languages (CEFR). To achieve this goal,
curriculum, teaching, learning and assessment have to be
The development of communicative competence in English is aligned at the classroom level as well as in the national test.
an aspiration and a request of the Costa Rican society upon the English has become a lingua franca, the language of
educational system. Advances and extended coverage in the international communication. Millions of people all over the
use of information and communication technologies (ICT) as world with the most diverse languages and cultural
well as transportation are allowing more people to travel, do backgrounds are using English to interact in person and
business and communicate faster across the world. Within this digitally. In 2008, English was declared a national interest to
context, English has become the language of international and improve the country’s competitiveness to bolster the productive
intercultural communication and trade among countries. It has sector (decreto ejecutivo 34425-MEP-Comex, La Gaceta N°61,
the status of a lingua franca, the language for transmission of 2008). In order to accomplish this, MEP has taken the following
scientific and academic knowledge, and the main door to concrete steps towards increasing the English Language
cutting-age technology. Proficiency of both teachers and students:
a) Administering to teachers the TOEIC-MEP to
Speaking English fluently is one of the abilities a 21st Century
determine their baseline English proficiency level with
learner must develop to have access to better life opportunities.
reference to standards articulated in the Common
The Costa Rican educational system is committed to achieving
European Framework of Reference, the results of
this goal of having bilingual citizens in two or more languages
which have been used to design and implement
by means of a comprehensive, articulated curriculum from
training courses to improve the communicative
kindergarten through high school. Given this mandate, the new
language ability of teachers and their teaching
curriculum has been sequenced so that learners reach a
practices.
minimum level of English proficiency of A2 when completing
b) Administering to students the TOEIC-Bridge test to
primary education and B1 or B2 (depending on the study plans)
determine their baseline English language proficiency
when completing secondary education progressively, according

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level with reference to standards articulated in the Figure 1 presents the proficiency levels articulated in the
Common European Framework of Reference. CEFR as it applies to the English language curriculum in
c) Aligning the band descriptors of the CEFR into the Costa Rica across the grade levels. These levels will be
new curriculum and extending them to reflect the adopted in 2017 starting with first and seventh grade. By
Costa Rican context. In this respect, the A2 band was 2021, it is expected that progressively the learners will
established as an exit requirement for primary school reach level A2 at the end of the Second Cycle and B1 at
learners and B1 or B2 for high school students, the end of Diversified Education.
depending on the study plans of the respective
curriculum (e.g., number of English lessons per week, Proficiency Levels Projection for the English
Curriculum
and/or organization of groups.
d) Revisioning the relationships between teaching,
curriculum and assessment, where learning is
conceptualized as the target of education.
e) Revisioning assessment in classroom and
standardized testing contexts and its role in providing
empirically based information to both close learning
gaps and generate evidence of learning success.
f) Promoting a National English Festival as a way to
support learners’ language development at school.
g) Designing an articulated English language curriculum
from preschool to high school that responds to
workplace needs in the global context.
Tables 1 and 2 present the CEFR proficiency bands along with
performance indicators for the respective cycles. These
indicators articulate what learners are able to accomplish with

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the target language when communicating. Since the CEFR


does not specify how language is integrated (e.g., reading to
write) in real-life contexts, these performance indicators have
been expanded for the Costa Rican context.

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Table 1 Costa Rican general descriptors according to CEFR English proficiency bands for First and Second Cycles

 Can introduce him/herself and others and can ask and answer questions about personal details
such as where he/she lives, people he/she knows, and things he/she has.
 Can interact in a simple way provided the other person talks slowly and clearly and is prepared
to help.
 Can understand and use familiar everyday language in the interpersonal and transactional
domain and formulaic expressions aimed at the satisfaction of needs that are concrete and
level-appropriate.
 Can show limited ability to use grammatical structures (e.g., punctuation, capitalization, and
sentence patterns).

EXTENSION OF THE CEFR STANDARDS - INTEGRATION OF LANGUAGE ABILITIES


 Can use A1 level, grade level, and age appropriate linguistic (e.g., present verb forms), socio-
cognitive (e.g., associating strategies) and socio-affective (e.g., cooperating or coping
strategies) resources to integrate topical content from oral and written text to perform a goal-
Basic User A1
oriented product (mini-project) based on an integrated sequence of activities within some
domain, scenario, and theme. Linguistic resources include grammatical forms and meanings;
socio-cognitive resources include a range of meta-cognitive strategies (planning) and cognitive
strategies (revising); and socio-affective resources consist of strategies such as cooperating
and coping.
 Can use A1 level, grade level and age appropriate digital and telecommunication resources to
research, plan, and implement the mini-project.
 Can give, receive, and respond to feedback at critical stages of the creative process.
 Can use level and age appropriate linguistic resources to integrate information from a reading
or a listening or other inputs to perform from one skill modality to another (e.g., listening to
speak, read to write) to achieve the goal of the scenario.
 Can display awareness and development of non-cognitive dispositions (such as effort,
perseverance, engagement, empathy, and focus).

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 Can understand sentences and frequently used expressions related to the interpersonal and
transactional domain (such as very basic personal and family information, shopping, local
geography, and employment).
 Can communicate routine tasks requiring a simple and direct exchange of information on
familiar and routine matters using simple sentence structures.
 Can describe in simple terms aspects of his/her background, immediate environment, and
matters in areas of immediate need.
 Can use some simple structures accurately but continues to exhibit basic systematically errors
(e.g., verbs tenses, use of prepositions, and articles).

EXTENSION OF THE CEFR STANDARDS - INTEGRATION OF LANGUAGE ABILITIES


Basic User A2  Can use A2 level, grade level and age appropriate linguistic (e.g. past verb forms), socio-
cognitive (e.g., grouping strategies) and socio-affective (e.g., cooperating or questioning for
clarification strategies) resources to integrate topical content from oral and written text to
perform a goal-oriented product (mini-project) based on an integrated sequence of activities
within a domain, scenario, and theme. Linguistic resources include grammatical forms and
meanings; socio-cognitive resources include a range of meta-cognitive strategies (monitoring)
and cognitive strategies (resourcing); and socio-affective resources consist of strategies such
as cooperating and coping.
 Can use A2 level, grade level and age appropriate digital and telecommunication resources to
research, plan, and implement the mini-project.
 Can give, receive, and respond to feedback at critical stages of the creative process.
 Can use level and age appropriate linguistic resources to integrate information from a reading
or a listening input or other inputs to perform from one skill modality to another (e.g., listening
to speak, read to write) to achieve the goal of the scenario.
 Can display awareness and development of non-cognitive dispositions (such as effort,
perseverance, engagement, empathy, and focus).

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Table 2 Costa Rican general descriptors according to CEFR English proficiency bands for Third Cycle and Diversified Education

 Can understand and use familiar everyday expressions and very basic phrases aimed at the
satisfaction of needs of a concrete type.
 Can introduce him/herself and others and can ask and answer questions about personal details
such as where he/she lives, people he/she knows and things he/she has.
 Can interact in a simple way provided the other person talks slowly and clearly and is prepared
to help.
 Can show limited ability to use simple grammatical structures and conventions such as
punctuation, and capitalization.

EXTENSION OF THE CEFR STANDARDS - INTEGRATION OF LANGUAGE ABILITIES


 Can use A1 level, grade level and age appropriate linguistic (e.g. present verb forms), socio-
cognitive (e.g., associating strategies) and socio-affective (e.g., cooperating or coping strategies)
A1 resources to integrate topical content from oral and written text to perform a goal-oriented product
(mini-project) based on an integrated sequence of activities within a domain, scenario and theme.
Linguistic resources include grammatical forms and meanings; socio-cognitive resources include
a range of meta-cognitive strategies (planning) and cognitive strategies (revising); and socio-
affective resources consist of strategies such as cooperating and coping.
 Can use A1 level, grade level and age appropriate digital and telecommunication resources to
research, plan, and implement the mini-project.
 Can give, receive, and respond to feedback at critical stages of the creative process.
Basic User  Can use level and age appropriate linguistic resources to integrate information from a reading or
a listening or other inputs to perform from one skill modality to another (e.g., listening to speak,
read to write) to achieve the goal of the scenario.
 Can display awareness and development of non-cognitive dispositions (such as effort,
perseverance, engagement, empathy, and focus).
 Can understand sentences and frequently used expressions related to areas of most immediate
relevance (e.g., very basic personal and family information, shopping, local geography,
A2
employment).

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 Can communicate in simple and routine tasks requiring a simple and direct exchange of
information on familiar and routine matters.
 Can describe in simple terms aspects of his/her background, immediate environment, and matters
in areas of immediate need.
 Can use some simple structures accurately but continues to systematically exhibit basic errors
(such as verbs tenses, use of prepositions, articles).

EXTENSION OF THE CEFR STANDARDS- INTEGRATION OF LANGUAGE ABILITIES


 Can use A2 level, grade level and age appropriate linguistic (e.g. past verb forms), socio-cognitive
(e.g., grouping strategies) and socio-affective (e.g., cooperating or questioning for clarification
Basic User strategies) resources to integrate topical content from oral and written text to perform a goal-
oriented product (mini-project) based on an integrated sequence of activities within a domain,
scenario and theme. Linguistic resources include grammatical forms and meanings; socio-
cognitive resources include a range of meta-cognitive strategies (monitoring) and cognitive
strategies (resourcing); and socio-affective resources consist of strategies such as cooperating
and coping.
 Can use A2 level, grade level and age appropriate digital and telecommunication resources to
research, plan, and implement the mini-project.
 Can give, receive, and respond to feedback at critical stages of the creative process.
 Can use level and age appropriate linguistic resources to integrate information from a reading or
a listening input or other inputs to perform from one skill modality to another (e.g., listening to
speak, read to write) to achieve the goal of the scenario.
 Can display awareness and development of non-cognitive dispositions (such as effort,
perseverance, engagement, empathy, and focus).
 Can understand the main points of clear standard input on familiar matters regularly encountered
B1 in work, school, and leisure like a radio or TV program when the delivery is relatively slow and
clear.
Independent  Can understand texts that consist mainly of high frequency every day or job-related language.
User  Can understand the description of events, feelings, and wishes in personal letters.
 Can deal with most situations likely to arise while travelling in an area where the language is
spoken.

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 Can enter unprepared into conversation on topics that are familiar, of personal interest, or
pertinent to everyday life (e.g., family, hobbies, work, travel and current events).
 Can produce simple connected text on topics, which are familiar, or of personal interest.
 Can narrate a story from a book or film and describe personal reaction.
 Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons
and explanations for opinions and plans.
 Can express self reasonably accurately in familiar, predictable situations and know enough
vocabulary to talk about my family, hobbies and interests, work, travel, and news and current
events.

B1 EXTENSION OF THE CEFR STANDARDS - INTEGRATION OF LANGUAGE ABILITIES


Independent  Can use B1 level, grade level and age appropriate linguistic (e.g., complex verb forms), socio-
User cognitive (e.g., deduction/induction, inference strategies) and socio-affective (e.g., cooperating or
questioning for clarification strategies) resources to integrate topical content from oral and written
text to perform a goal-oriented product (mini-project) based on an integrated sequence of
activities within a domain, scenario and theme. Linguistic resources include grammatical forms
and meanings; socio-cognitive resources include a range of meta-cognitive strategies
(evaluating) and cognitive strategies (resourcing); and socio-affective resources consist of
strategies such as cooperating and coping.
 Can use B1 level, grade level and age appropriate digital and telecommunication resources to
research, plan, and implement the mini-project.
 Can give, receive, and respond to feedback at critical stages of the creative process.
 Can use level and age appropriate linguistic resources to integrate information from a reading or
a listening input or other inputs to perform from one skill modality to another (e.g., listening to
speak, read to write) to achieve the goal of the scenario.
 Can display awareness and development of non-cognitive dispositions (such as effort,
perseverance, engagement, empathy, and focus).

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II. WHY A NEW ENGLISH CURRICULUM? competences as follows:

The English curriculum reform responds to four main concerns: Over the years, the geopolitical and technological forces
in the workplace have increased the knowledge, skills,
First, learners need an updated curriculum that reflects the and abilities (KSAs) that people need to perform their
knowledge, skills, and abilities needed to communicate in a jobs. We are now asked to read, listen, and synthesize
large amounts of information from several sources via
range of language use contexts and to succeed in the multiple modalities; search for information, judge its
information age as 21st century learners. The needs analysis accuracy, and evaluate its applicability; and use
communication technologies to collaborate in teams
(Informe de Diagnóstico: Programas de Estudio de Inglés para whose members represent a diverse global community
Preescolar, Primaria y Secundaria, 2015) that informed this (National Research Council, 1999, 2001). Importantly,
many of us are asked to do this in a second, foreign, or
reform suggested that some of the target contents of pre- heritage language (L2), requiring competencies for
school, elementary and secondary school´s curriculum had lost communicating ideas and establishing relationships in
culturally respectful ways (p. 190).
pertinence as manifested by anecdotal reports collected from
teachers and students. Secondly, learners who receive English In addition, he stated that:
lessons in elementary and high schools are not reaching the To succeed in this environment, L2 users must
expected English proficiency levels after eleven or twelve demonstrate that they have the skills needed to process
information, reason from evidence, make decisions,
years of instruction. Among other things, these shortcomings solve problems, self-regulate, collaborate, and learn –
could be attributed to the fact that the current curriculum fails and they need to do this in their L2 (p. 190).

to specify the English language proficiency level that students This view is in line with the concept of education for a new
are expected to attain at the end of each cycle and to the fact citizenship that maintains that 21st century learners must
that the assessments in both classroom and standardized integrate proactively in a globalized world while strengthening
testing contexts are not systematically aligned with curriculum their national and global identity.
and instruction. Thirdly, for citizens to communicate effectively
in the global context and to face the challenges of an
interconnected world, they need to possess a number of
competences. Purpura (2016) summarized these

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The new Curriculum within the Framework of  defend and protect Human Rights and be against all forms
Education for a New Citizenship of discrimination.
As the chart below shows, the concept of New Citizenship is
Education for a new citizenship envisions learners as active
sustained by three main pillars:
agents of change able to:
Sustainable Development: The concept of "sustainable
 use knowledge, skills, and abilities beyond school contexts.
development” manifests the explicit desire for a new
 express their own points of view.
relationship between human beings and all forms of life in
 practice peaceful conflict resolution and search for
general with the environment. It seeks to harmonize social and
democratic solutions.
economic development considering the availability of
 harmonize social and economic development and
sustainable resources to each nation, region, country and the
environmental sustainability.
planet. It recognizes that resources are finite, and we are part
 take action in favor of sustainability of local, national and
of a single planet, which requires promoting healthy and
global resources.
environmentally-friendly lifestyles.
 be aware of a global world where national borders have
become more diffused. Digital Citizenship: Digital citizenship implies an

 use ICTs and access to knowledge networks as tools for understanding of human, cultural, and social issues related to

communication, innovation, and proactive social service. the use of information and communication technologies (ICTs).

 reflect and use critical thinking processes. It supports the implementation of relevant KSAs for

 be compassionate national and global citizens. understanding the principles that guide: ethics, legality, safety,

 practice democratic principles such as freedom of and accountability in the use of the internet, social networks and

expression and religion, respect for plurality and cultural technologies available.

diversity (sexual, linguistic, and ethnic) as stated in the Global Citizenship: The concept of global citizenship is related
Costa Rican Constitution. to the growing interdependence and interconnectedness of
people and places thanks to advances made by information and

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communication technologies, which enable connection and  Better articulation of learning objectives, contents and
immediate interaction between people around the world. The assessments across the cycles.
interrelation among these pillars is shown in Figure 2.  More coherence among the curricular elements.
 Improved clarity of the learning objectives.
 More detailed specification of pedagogical mediation.
Figure 2. Dimension for Educating for a New Citizenship
 The incorporation of Information and Communication
Technologies in the learning environment.
 Reduction of the number of units in the curriculum.
 More learning resources for teachers and students.
 Reconceptualization of assessment practices in both
classroom and national contexts.
 Alignment of assessments with learning, instruction,
and the curriculum.
 Establishing explicit criteria (e.g., language content
knowledge, pedagogical content knowledge,
assessment literacy, and digital literacy) for hiring and
retaining English language instructors.
 The English class primarily delivered in the target

Finally, the findings from the needs assessment (Informe de language.

Diagnóstico de los Programas de Estudio de Inglés, 2015)  Strengthening communication and coordination with

applied to a sample of stakeholders including English Advisors, universities in relation to teacher formation and teacher

other language specialists (e.g., university professors, school training.

teachers) and students revealed a need for:

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To this end, the administration has worked in collaboration with d) To encourage the development of solidarity and human
stakeholders to propose a complete reform of the program of understanding.
study.
e) To preserve and expand our cultural heritage by imparting
knowledge about the history of man, great works of literature,
III. LEGAL FOUNDATION
and fundamental philosophical concepts.

The English curriculum is founded on a legal framework that Similarly, the educational policy for the 21st century highlights

includes the 1949 National Constitution, clauses 76 to 89, which the importance of strengthening Costa Rica´s democratic

relate to education and culture and states the fundamental tradition by developing citizens with leadership skills, a critical

values contemplated in the Constitution. The Basic Education mind, and a strong sense of cultural identity. Some basic

Law, Article 2, establishes the aspirations of the Costa Rican principles of the policy are the following:

government, in terms of civic education, with a humanistic


1. Learners should be able to reach their full potential and
philosophy and the purposes of Costa Rican Education, which
contribute to the development of the country.
are detailed below:
2. Learners should be able to interact with people from

a) To educate citizens who love their country, are aware of their other cultures respecting their own values and the

rights and their fundamental freedoms, and have a deep sense values of others.

of responsibility and respect for human dignity. 3. Education should contribute to sustainability in
production and economy in order to increase
b) To contribute to the full development of the human productivity and improve the country´s competitiveness.
personality.

c) To prepare citizens for a democracy in which individual This educational policy, the school as the core of the quality of

interests are reconciled with those of the community. Costa Rican education, recognizes and reinforces the need of
assuring learners of a quality education by paying attention to
their personal characteristics, their needs and aspirations, and

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their learning styles. It also acknowledges their cultural, ethic, Education for a New Citizenship envisions schools as places of
social, economic backgrounds, talents, abilities, and religious opportunity for students, in terms of equity, diversity, relevance
beliefs so that learning becomes meaningful and pertinent. and quality of education (as mandated in the Law 7600, which
provides the legal foundation for the fulfillment of the students
It recognizes three dimensions of learning: learning to know,
with special needs` rights as human beings).
learning to do, learning to be and to live in a global society as
fundamental for a complete education. IV. PHILOSOPHICAL FOUNDATIONS
Therefore, schools will provide learners with opportunities for
The education reform is nurtured by three philosophical trends
harmonious living and active participation in the solution of
stated in the Educational Policy "Towards the 21st Century" --
problems in a collaborative way.
humanism, rationalism and constructivism -- in accordance with
UNESCO, in the document “Education in a Multilingual World,” the concept of the integral perspective of the human being.
acknowledges that learning other languages provides new ways
of interpreting the world and gives access to a new value system A) Rationalism: Rationalism promotes the development of
encouraging inter-cultural understanding and helping reduce complex, challenging, creative and critical thinking skills,
xenophobia. In addition, the National Development Plan in order to face the multidimensional perspective of
“Alberto Cañas Escalante” highlights the importance of problems with the support of cooperative learning and
increasing economic growth and creating quality jobs as a way pedagogical scaffolding.
to reduce poverty and inequality. Speaking English fluently is a
skill that learners undoubtedly must develop to achieve this B) Humanism: Searches for the full realization of the
aspiration. Therefore, the educational policies in the framework human being, as a person, endowed with dignity and
of Education for a New Citizenship are aimed to provide values for the common will.
learners with an education for life that encourages creative
innovation and multilingualism to enhance human development C) Constructivism: The learner constructs and
with equity and sustainability in the context of quality schools. reconstructs understanding and learnings based on

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prior knowledge from his/her life and in exchange with learning potential of all students. The learning environment
others. promotes democratic principles of agency.

Language Learning Considerations Neurological considerations


These are related to the brain’s architecture and how

Philosophical considerations maturational processes influence language development.

These curricular considerations see the learner as a social Research evidence (Jacobs & Schumann, 1992) shows that as

agent at the center of the curriculum who is active, independent, the human brain matures some functions are assigned or

critical, reflective, creative, innovative, inquisitive, and lateralized to the left hemisphere or right hemisphere of the

respectful of human rights and socially committed to their brain. Language functions are controlled mainly by the left

community, country, and the world. To achieve this aspiration, hemisphere. The process of lateralization begins at the age of

the learning environments and experiences promote dialogue 2 and ends around puberty. During this time, the brain is

and the search for creative responses and solutions to real-life neurologically assigning functions little by little to one side of the

problems. brain or the other. The plasticity of the brain at young ages
enables children to acquire fluent control of a first and second

Psychological considerations language. This is why it is important to start learning foreign

These take into account the whole development of the person languages early in life.

and is associated with affective dispositions that influence


language learning such as self-reflection, engagement, effort, Sociocognitive considerations

perseverance, self-esteem, self-perception, and sensitivity These are related to the brain’s architecture (attention, short-,

toward others. The pedagogical mediation values individual working- and long-term memory) and how it functions to process

pathways toward learning. It is substantive, flexible, inclusive, information (metacognition) related to learning and

and culturally relevant, respecting the individual differences and communication. With respect to the brain’s architecture, the
new curriculum needs to be sensitive, for example, to the

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18

attention span of learners, the capacity of the brain to process Another important aspect is that learning to be meaningful has
information given the limitations of working memory, the to be connected to existing knowledge and experience.
complexity and cognitive load of tasks presented to students. In
terms of the brain’s functionality, the new curriculum needs to Sociocultural considerations
take stock of how learners process information (e.g., auditory These principles stress the importance of valuing and
processing, and simultaneous processing) and retrieve it from respecting the uniqueness of each existing culture at local,
long-term memory in order to generate responses in relation to national, and global levels. It includes the notions of diversity,
tasks. This involves a range of strategies including (meta) interdependence, and interconnection among others. It involves
cognitive meta (affective), meta (interactional) strategies analyzing the complexity of times, societies, communities and
(Oxford, 2010; Purpura, 2014) in task completion. These families, where different dynamics and cultural values coexist.
considerations are critical factors in how teachers need to The students in their interactions learn new behaviors, values,
design pedagogical and assessment tasks. and social skills in line with a human rights approach and
through democratic participation.
According to research (Brown, 1993) human cognition has its
greatest development through the first 16 years of life. This Core considerations
factor is critical in the process of language development and In the last decades, globalization has restructured the world as
second language acquisition. According to Ausubel (1964), a unique space with a new social-cultural and economic order
adults will benefit more from explicit teaching of grammatical with complex interrelations and interdependencies. As a result,
forms and deductive thinking than children will. Young learners The United Nations Educational, Scientific, and Cultural
learn better from inductive teaching and experiential learning as Organization (UNESCO), in 1996, presented the Delors report,
it happens in their natural process of first language acquisition. written by the Education Commission for the 21st Century. This
Of course, this depends as well on contextual factors, resources document constitutes a philosophical framework to guide new
available and the meaningfulness of the pedagogical mediation. curricular reforms in Latin America and the Caribbean, as a key
tool for promoting social, economic and cultural changes within

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19

a global perspective and sustained in three main pillars of V. PEDAGOGICAL CONCEPTUALIZATION


learning:

The English curriculum is permeated by the principles and


 Learning to Know: The learner acquires knowledge understandings of the following theoretical and pedagogical
on how to live with dignity and contribute to society. It frameworks.
fosters the development of cognitive capacities such as
memory, imagination, problem solving and the ability to The Socio-Constructivist Approach
think in a coherent and critical way.
The socio-constructivism approach perceives the learner as a
 Learning to Do: This learning implies application of
responsible member of a world community and views teachers
knowledge into practice. Learning to do thus shows a
as social engineers.
shift from skill to competence. This shift involves the
ability to communicate effectively with others and
The design of the syllabus adopts the socio-constructivist theory
promotes an aptitude toward teamwork and social skills.
of learning, encouraging active learner´s participation,
 Learning to Be and to Live in Community: This interaction, and its adaptation to the context. Ten principles of
pillar of learning implies a curriculum, which aims at the social constructivism are summarized as follows (Pérez, 2002):
development of the whole person by cultivating qualities
of empathy, imagination, and creativity, and guiding 1. Construction and reconstruction of knowledge is a

students in acquiring universally shared human values continuing process, progressive, and never-ending.

beyond the school. This learning implies the 2. People learn in meaningful ways.

development of such qualities as knowledge and 3. Learners learn better in collaborative environments

understanding of self and others; appreciation of the and exchanges.

diversity of the human race, and an awareness of the 4. People learn progressively at different stages of life.

similarities between; and the interdependence of all


humans.

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5. The learner´s mental and motor activity are both and respect themselves. They are aware of the unity as well as
fundamental to creating long-term meaningful diversity.
learning.
The learner moves from a fragmented world vision to an integral
6. Prior experiences facilitate or inhibit the acquisition of
one, where everything and everyone are interconnected and
new learning.
interdependent.
7. Mind and language development are influenced by
the historical and sociocultural context. Furthermore, under this perception, the learner becomes aware
8. The appropriation of new knowledge implies a break of his/ her capacity to transcend his/her own will, ego, physical,
from prior knowledge; therefore, cognitive conflict mind and emotional limits in his/her search to connect with a
must be addressed and overcome. superior spiritual wisdom. This allows the construction of values,
9. Educational content must be treated in three concepts and traditions for developing a life with meaning and
dimensions: concept, procedure and attitude. sense.
10. Application of meaningful learning is fundamental for
Consequently, the holistic vision is centered in universal
long-lasting learning.
principles of the human condition. All educational agents accept
and respect themselves. They are aware of uniqueness as well
Holism as diversity.

Holism conceives reality as a set of systems, a mixture of chaos The learner moves from a fragmented world vision to an integral
and order where uncertainty is greater than the known reality. one, where everything and everyone are interconnected and
There is a network of connections; everything is affected and interdependent.
interdependent.
Critical Pedagogy
Consequently, the holistic vision is centered in universal
The critical pedagogy emphasizes the political dimension of
principles of the human condition. All educational agents accept
teaching whereby learners become producers of knowledge,

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not just consumers. They are subjects of their own learning VI. ENGLISH AS AN OBJECT OF STUDY
process.
The purpose of studying English in the Educational System is

Moreover, this teaching pedagogy promotes questioning and the development of the learner’s communicative competence as

inquiry of the learner´s own beliefs and social, political, and well as the knowledge, skills, abilities, values, and competences

economic realities by means of facing different life “dilemmas”. of a 21st century citizen. This requires the implementation of
innovative communicative language teaching methodologies.

This liberating education destroys the division between teacher- These methodologies are supported by principles established

student, as the dialogue between them is essential for in the Common European Framework of Reference for

education. Thus, the role of the teacher is to enhance dialogue, languages (CEFR), the Action-Oriented Approach, and the

debates, collaborative work and help learners question their Educating for a New Citizenship Framework.

realities.
VII. PEDAGOGICAL APPROACH
By contrast, the role of the teacher in “banking education”
The Common European Framework of Reference for
(which is characterized by the filling of students’ minds as Languages in the Costa Rican Context
though they were empty vessels) is that of information-provider
The CEFR for Languages is used in the English curricular
and does not focus on empowering the students as agents of
reform as a reference for the following considerations:
their own learning.
 It provides a common basis for the development of language
In problematizing education, educators and students educate syllabi, curriculum guidelines, textbooks, and assessment.
each other; one learns from the other. The educator is prepared  It describes what language learners do at different levels of
and then establishes a more balanced relationship with his proficiency within particular domains and scenarios.
students. Learners are now critical of what dialogue with the
 It defines 6 reference levels of proficiency, defined by
educator is. (Freire, 2002)
means of appropriate “Can Do” performance descriptors to
assess learners´ performance at each stage.

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 It provides a common terminology that can be adapted for Table 4 General Competences
all languages and educational contexts. General Competences

Declarative Skills and Existential Ability to


The CEFR defines communication as a social act, where Knowledge know-How knowledge Learn
Resulting from Ability to carry Culture related Language &
learners are social agents, developing a range of general and empirical and out Communication
factors
specific communicative language competences, moving from and formal metacognitive (willingness to Awareness
knowledge procedures
engage with
learning about the language to learning to communicate in the accompanied General
by forms and other people in Phonetic
language in active, spontaneous, and authentic language existencial social Awareness &
interaction. Most of the tasks to be accomplished have a competence interaction) Skills
Knowledge of Practical Skills Attitudes Study skills
meaningful communication objective, for example, solving a the World Motivations
Intercultural Values Heuristic Skills
problem in a given scenario. Sociocultural Skills Beliefs
Knowledge Cognitive
Styles
The CEFR defines competences as “the sum of knowledge, Intercultural Personality
Awareness Factors
skills and characteristics that allow a person to perform actions
Self-image
in society.” (p.9). They are comprised of general and specific
competences as shown in the following charts. General The specific- language competences are called upon by the
competences consist of knowledge, skills, and abilities to learn learner when performing language tasks: linguistic,
and existential competence that are not language-specific but sociolinguistic and pragmatic.
learners use them when performing all kinds of actions including
language activities.

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Table 5 Specific Competences specific scenarios of how to act in a given social event
Specific competences or how to participate in a job interview.
Linguistic Sociolinguistic Pragmatic
Competence Competence Competence The following table describes the proficiency performance
Lexical Social Relations Discourse descriptors that have been used as reference in the curriculum
Grammatical Politeness Conventions Competence
Semantic Expressions of Folk Functional for each of the levels A1, A2, B1, and B2 according to the CEFR.
Phonological Wisdom Competence
Orthographic Register Differences
Dialect & Accent

Adapted from Piccardo, Berchoud, Cignatta, Mentz, Pamula, 2011,


p. 35

The communicative language competences involve knowledge,


skills, and know-how for each of the following three
components:

 Linguistic Component: Deals with the knowledge of


phonology, morphology, lexicon and syntax.
 Sociolinguistic Component: Refers to the
sociocultural conditions of language use such as social
group repertoires or politeness rules.
 Pragmatic Component: Covers, among others,
speaker´s and receptor´s attitudes and beliefs, their
understanding of the context of an utterance and the
functional use of language; for example the use in

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Table 6 Common References Levels: Global Scale


Can understand the main idea of complex text on both concrete and abstract topics, including
technical discussion in his/her field of specialization.
B2  Can interact with a degree of fluency and spontaneity that makes regular interaction with native
speakers quite possible without strain for either party.
 Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a
topical issue giving the advantages and disadvantages of various options.
Independent User  Can understand the main points of clear standard input on familiar matters regularly
encountered in work, school, leisure, etc.
 Can deal with most situations likely to arise while travelling in an area where the language is
B1 spoken.
 Can produce simple connected text on topics, which are familiar, or of personal interest.
 Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons
and explanations for opinions and plans.
 Can understand sentences and frequently used expressions related to areas of most
immediate relevance (e.g., very basic personal and family information, shopping, local
geography, employment).
A2  Can communicate in simple and routine tasks requiring a simple and direct exchange of
information on familiar and routine matters.
 Can describe in simple terms aspects of his/her background, immediate environment, and
Basic User matters in areas of immediate need.
 Can understand and use familiar everyday expressions and very basic phrases aimed at the
satisfaction of needs of a concrete type.
A1  Can introduce him/herself and others and can ask and answer questions about personal details
such as where he/she lives, people he/she knows and things he/she has.
 Can interact in a simple way, provided the other person talks slowly and clearly and is prepared
to help.
Source: Common European Framework of Reference for languages, 2001.

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The Action-Oriented Approach 1. The students are social agents that use the target
language to perform specific actions in real life
This curriculum adopts the Action-Oriented Approach or the
contexts meaningfully.
Task-based Approach, (Samuda & Bygate, 2008) one of the
2. Language performances, in oral or written form,
latest communicative language methodologies which places
respond to language functions and they are carried
emphasis on what learners know and do to communicate
out in specific scenarios.
successfully by completing tasks, using general and specific
3. Enabling and communicative activities are task-based
competences in meaningful context and real-life scenarios.
and real-life.
There is a progressive shift from the Communicative Approach
4. Learners use authentic materials as comprehensible
to the Action-Oriented Approach. The curriculum maintains an
input, as much as possible.
eclectic view, but favors the Action-Oriented Approach among
5. The ICT become an important tool to create
the other pedagogical views.
meaningful learning experiences.

An Action-Oriented Approach sees students as active agents 6. A great degree of autonomy is placed on the learner;

responsible for their own progress in learning and sees therefore, the teacher works in the development of

communication as a social activity designed to accomplish learners’ meta-cognitive, meta-affective, and meta-

specific tasks. social strategies.


7. Intercultural awareness plays an important role for
Within this approach to English language learning, students getting meaning across and facilitating
develop communicative competence, gain knowledge of various communication among cultures.
English cultures, and develop their full potential as national and 8. Vocabulary, syntax, cohesive forms, and phonology
global citizens. are taught with the purpose of facilitating

In order to develop effective English lessons using the Action- communication.

Oriented Approach, teachers consider some basic principles:

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Piccardo (2014), a leading expert on the Action-Oriented Some examples are writing a class newspaper, obtaining
Approach emphasizes that grammar is taught, but it is only “one certain conditions in the negotiation of a contract, playing a
component of communicative competence.” She game of cards, and ordering a meal in a restaurant. The action-
acknowledges, “the rules and structures of grammar and oriented task seeks to break down the walls of the classroom
vocabulary are necessary, yet insufficient condition for and connect it with the outside world.
communication,” and emphasizes that in order to communicate
effectively, “one must know not only how a language works, but In the communicative vision, shaped in the 1980s and 1990s,
also what parts of the language to use and when. These vary the task was seen as class work, with an emphasis on content
depending on the situation, the context, the listener, and the rather than form (Nunan, 2004). This view has been redefined
communication intention.” (p.12) so that a learning task makes it possible to structure learning
around moments, actions, and products that are vivid, defined,
The Role of Tasks and concrete. The learner is not speaking or writing for the

Tasks can be non-communicative or communicative language teacher or pretending to speak or write to another person, but

activities that make demands upon the learner´s knowledge, rather speaking or writing in a real life context for a social

skills, and abilities. purpose.

They are defined as any purposeful action considered by an Tasks in the Action-Oriented Approach often involve the

individual as necessary in order to achieve a given result in the creation of a product as the students perform the task. This

context of a problem to be solved, an obligation to fulfill, or an product may be a brochure for tourists, a blog entry, or a fund

objective to be achieved (CEFR,10). Tasks are set in a context raising project for a humanitarian cause. “However, not only the

that learners would face in everyday life within scenarios and specific outcome, but also the process, which leads to the final

domains. Learners are able to demonstrate what they “can do” result, is important for communication in the language

in English, as well as what they know about English language classroom: this involves a step-by-step organization, learners’

structures, vocabulary, functions, psychosocial and activation of strategies and competences, consideration of the

Sociocultural aspects.

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setting and social forms, as well as materials and support”


(Piccardo et al., 2011, p. 39).

Project-Based Learning up with technology, and it is a natural and integrated part of their
lives” (2008). For that reason, its implementation and
Project work is an important element in a task or action-oriented
maximization in the English class becomes essential in today’s
approach because it is a learner-centered, process-oriented,
learning environment, demanding that teachers are prepared to
and collaborative task. It offers students the opportunity to take
suffice the needs of the students in this context. The internet as
responsibility for their learning, set their own learning objectives,
one resource of technology is a valuable tool for providing
go step-by-step and demonstrate what has been learned by
students with real input for listening and reading tasks such as
creating an end product. Additionally, projects allow students to
podcasts, radio broadcasts, online television, movies, songs
be in contact with authentic language and learning experiences
and like internet and mobile phones can also be combined to
that go beyond the classroom setting. Another benefit of project
create real exchanges for listening and speaking activities.
work is that it brings together mixed ability learners in which
each individual contributes according to his or her different
Teacher´s Role
talents and creativity (Fried-Booth, 2002).
The teacher is a facilitator and helps the learner to become
Pedagogic Use of Technologies autonomous. S/he takes several roles such as coach, resource
person, advisor, organizer, and facilitator for the learner´s
Since education is not a static process; likewise, educational
successful completion of the task. Table 7 describes in detail
technology updates and re-generates to cope with all the
the English teacher´s profile required to develop the new
changes and demands of a globalized world. The use of
curriculum and enhance education for a new citizenship, based
technology in English teaching goes back to the 1960’s. Since
on the three learning pillars: learn to know, learn to do and learn
that time, technology and education keeps evolving in parallel.
to be and live in a community.
As Dudeney and Hockly state, “…younger learners are growing

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Table 7 Teacher Profile


Types of knowledge Learn to know Learn to do Learn to be and live in community
What the teacher needs to know What the teacher needs to do How the teacher needs to be

Orientations to Teacher… Teacher… Teacher…


 is certified with B2/C1  supports self and co-learning communities and  is aware and sensitive about local
English language proficiency collaborative environments among colleagues and global issues and learners´
 is knowledgeable about and learners. affective and sociocultural needs.
Costa Rican educational  favors meaningful and reflective learning.  promotes learner’s high
policies, curriculum and  promotes ownership of cultural belonging and expectations with inclusive and
assessment frameworks and intercultural representations. positive classroom environments.
guidelines.  implements cognitive, affective and  supports critical and creative
A Global Citizenship  is well informed about local metacognitive strategies in the teaching and thinking processes beyond the
with Local Belonging and global issues. learning processes considering learner´s class.
 is knowledgeable about styles preferences.  promotes qualities for developing
updated English language  implements diverse and relevant the new citizenship principles.
theories and methodologies. methodologies and ICT as tools to empower  promotes learner´s family
 develops action research learning and action research. participation in the learning
practices to improve  designs effective lesson planning based on process.
teaching practices. integrated communicative tasks and context to  reflects on ethical teaching
develop knowledge, skills and attitudes for practices and assessment to
communication using English. respond to learners needs.
 knows about the implications  participates, together with staff, in school  is aware of human action over the
of human actions over the community projects related to education for planet and the role of education as
Education for
environment. sustainable development and others. preventive element to mitigate
Sustainable
 practices eco-friendly actions. effects.
Development
 promotes collective and individual
environmental care practices.
 is knowledgeable about  applies new ICT in the teaching and learning  is aware of the benefits of ICT as
basic ICT to favor the process. supportive tools.
implementation of didactic  supports innovation and creativity.  promotes learner´s autonomy,
New Digital Citizenship units.  develops a constructive mediation based on ethical and social responsible use
dialogue, collaborative environments, of ICT.
interdisciplinary connections and the use of
ICT.

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Learner´s Role Pedagogical Model

An Action-Oriented Approach “views users and learners of a


language primarily as ‘social agents’, i.e. members of society
who have tasks (not exclusively language-related) to
accomplish in a given set of circumstances, in a specific
environment and within a particular field of action” (CEFR, p.9).
The learner/social agent is not an empty vessel but a whole
person with values, beliefs, an identity, and a language or Action-Oriented
Approach
languages. S/he possesses knowledge and experience that can
be used to face the challenge of learning a language. This prior
Domains ... Scenarios
knowledge and experience provide points of reference and
Performance and Themes ...
categories for organizing new learning. The acquisition and Discrete Point- Enduring Understanding
refinement of competences is a continuous process, both at based Assessment Essential Questions
school and in the world beyond the school (Piccardo, 2014). Learner’s Integral Can Do Descriptors
Development &
The following image illustrates the integration of the elements Communicative
Competence
that make up the pedagogical model as it is presented in the
English Curriculum and its ultimate goal -the learner´s Learn to know
development of English communicative competence and Learning tasks Learn to do
integral growth. Some of these elements are described in more supported with Learn to be and
ICTs
detail in the explanation of the unit template. live in
community

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The Communicative Approach (CA) and the Action-Oriented Approach (AOA) are different, but yet complementary perspectives for
the didactic processes in the English class. The following chart is adapted and cited by Christian Puren (2014) in his article “Enfoque
comunicativo versus perspectiva orientada a la acción social” (2014) compares the different characteristics of both.

Table 8 Comparison of Actions


Communicative Approach (CA) vs. Action-Oriented Approach (AOA)

CA AOA

Actions… Actions…
focus on the objectives and as means. Actions are limited are meant to be for further actions, broader social repetitive acts
to receive and reproduce information (acts of speech). (scenarios) for treatment of information.

are part of simpler tasks. are more complex treatment of tasks or part of integrated mini projects.
are delivered since the beginning of the units. (the majority of them) are repetitive along a week, months, or years.
are finished completely at the end of the tasks. are open-ended. They cover more ample periods of time to develop
lifelong skills or can be retaken later on.
usually last for a shorter time and are limited to a defined have certain period of time, or, at least, are subscribed within a certain
text, topic and time of interaction. timeframe.

are exchanges between a minimum group (such as pair- are performed collectively.
share/small groups).
integrate both competences: co-linguistic and co-cultural dimensions in
the common action.

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Table 9 compares the main characteristics of the Communicative Approach and the Action-Oriented Approach.

Table 9 Communicative Approach vs. Action-Oriented Approach


Comparative Chart
Communicative Approach Action-Oriented Approach

 Responsible for his/her own learning.  An agent/performer with intercultural awareness skills.
 Central, active, creative and participative.  Autonomous, works cooperatively, interacts with others, investigates and solves
Learner´s Role Individual/collective roles. problems using the tools at his/her disposal (general and specific competences).
 Confident, motivated.  Develops metacognitive, reflective and critical thinking strategies for successful
 Develops full potential and builds on interests. completion of the task.
 Facilitator, guide.  Facilitator, coach, resource person, guide, advisor, and observer.
 Participates in process with learners.  Helps the learner become autonomous and be successful in the completion of
 Takes more time for individual needs. the task.
Teacher´s Role
 Gains skills and takes responsibility from  Provides effective feedback in the process of learning.
planners, writers, linguists.  Shows expert role, but shares this responsibility with the learner.
 Shows expert role. 
 Authentic, real-world significance.  Oral or written authentic texts: business cards, bus tickets, newspaper articles,
 Related to learners' needs, interests and book excerpts, wikis, bus schedules, city maps, bulletin boards, voice
Learning Resources culture. messages, and announcements.
 Flexible.  Appropriate to the learner´s needs and competence level.
 Motivating and interesting.  Intercultural perspective
 Communicative activities and tasks serve  Communicative activities become actions that the learner/social agent performs
communication. in order to build up general competences and communicative language
Aims of  The goal is communication. competences.
communicative  The goal is successful action and accomplishment of tasks in a particular
activities/tasks scenario and domain aligned to the learner’s life experience and personality.
 Real-world context.  Real-world contexts (personal, public, educational and vocational domain)
Learning
Environment  Beyond classroom, into community. Relevant, collaborative, stimulating, mediated by ICTs.
stimulating, interesting.
 Communicative competence.  Assessment is based on what the social agent is able to do in real-life situations
 Process-oriented. or scenarios and the process he/she requires to develop the competences.
 Continuous. Authentic assessment is favored.
Assessment
 Profiling skills.  The acquisition and refinement of general and communicative competences is
 Learning process. a continuous process, both at school and in the world beyond the school.
 Self and peer assessment.

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Mediation of Learning

A shift from communicative to action-oriented language assembling an unfamiliar and intricate apparatus). A particular
teaching requires the design and implementation of concrete, task may involve a greater or lesser number of steps or
meaningful and relevant real-life situations for students to embedded sub-tasks and consequently the boundaries of any
demonstrate their English language abilities through tasks. This one task may be difficult to define (CEFR, p. 157).
envisions the English classroom as a social, collaborative,
Most of the tasks performed involve some sort of text, and all
action-oriented linguistic environment. (Perrot, 2010).
texts have the purpose of performing (and enabling us to
Tasks are a key feature in the mediation of learning. Task perform) tasks. Examples of texts in everyday life include bus
accomplishment by an individual involves the strategic schedules, city maps, bulletin boards, voice messages, and
activation of specific linguistic competences (linguistic, announcements over a personal announcement system.
pragmatic and socio-linguistic) along with a range of socio- Planning a task provides an opportunity to think about these
cognitive competences in order to carry out a set of purposeful different types of texts and their linguistic and cultural
actions in a particular domain (interpersonal, transactional, characteristics. (Piccardo, p.30 2014) Tasks, as with any activity
academic and professional) with a clearly defined goal and a in real life, require reading or speaking as a means of achieving
specific outcome. Tasks can be extremely varied in nature and a specific goal other than (or in addition to) a language goal.
may involve language activities, to a greater or lesser extent, for
The CEFR emphasizes the social nature of actions. Tasks
example: creative (painting, story writing), skills based
sometimes require different levels of co-operation with others
(repairing or assembling something), problem solving (jigsaw,
(other users or learners). In performing even the most solitary
crossword), routine transactions (interpreting a role in a play,
task, a user/learner must consult materials produced by other
taking part in a discussion, giving a presentation, planning a
individuals, and this task will generally have an impact beyond
course of action, reading and replying to an e-mail message,
the user/learner performing it.
etc.) A task may be quite simple or extremely complex (e.g.,
studying a number of related diagrams and instructions and

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General Mediation Principles from Preschool to First and and sentences on their own. They can also engage in
Second Cycles the writing process, revising, editing, and finally
 English language teaching first places priority on oral
producing polished texts on their own.
comprehension while simultaneously exposing students
 Teachers can select three or four goals per week from
to oral production and concepts of print. Reading and
the units. They can combine oral or written
writing will be introduced progressively.
comprehension goals with oral and written production
 Lessons can follow a task-based sequence that will
ones, depending on the stage of the lesson, so that an
focus on linguistic and nonlinguistic items such as:
integrated skills approach is developed.
phonemic awareness, language forms, vocabulary, oral
 Teachers can take one lesson per week for phonemic
or written comprehension and oral or written production,
awareness development when it is possible.
development of cognitive or socio-affective strategies,
 Teachers start each theme and class with a warm-up
etc.
activity, which is part of the pre-teaching phase. After
 The teacher will prepare tasks for students to develop
that, he/she introduces the sentence frames,
their communicative competence. One of these tasks
vocabulary, sounds or sociocultural aspects of the unit,
takes the form of a mini-project at the end of each unit.
which are the focus of the lesson. Then, teacher shares
For example, writing a class book based on a story with
the learning goals and essential question with the
each student producing one page of the book with
students for that day or week.
drawings and sentence frames. Students` products can
 The enduring understanding and essential question are
begin with a simple drawing and a label written by the
central to articulate the three learnings: learn to know,
teacher. Over time, the student can orally dictate and
learn to do and learn to be and live in community. The
then later write one word to fill-in the sentence frame.
mini-project is an opportunity for students to integrate
 During the Second Cycle, students are exposed to more
these three learnings and linguistic skills in a single task.
complex tasks that gradually demand them to produce
 The enduring understanding is shared by the teacher at
longer chunks of language in oral and written form within
the beginning of each unit to connect students with the
sentence frames until they begin to write more words

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core ideas that have lasting value beyond the  Explaining, clarifying and modeling the language as
classroom. much as possible before and during the time when
 Teachers facilitate pre-task activities for activation of learners practice it in meaningful ways is recommended.
students’ prior knowledge to carry out a specific task,  As communicative competence develops, controlled
placing emphasis on the forms, sounds and vocabulary scaffold activities in listening, reading, speaking and
words needed by repeating, rephrasing, writing on the writing are developed to help students recall, internalize
board or drawing. and pronounce useful words and phrases demanded by
 Pre-task activities in listening, reading, speaking and the task that they would perform.
writing are developed to help students recall, internalize  Assigning learners meaningful tasks that resemble real
and pronounce useful words and phrases demanded by language use where reading and writing or listening and
the task that they will perform. In first grade, tasks can speaking are integrated is recommended.
be very simple to let children adjust linguistically,  Presenting and explaining learning objectives and
socially, and cognitively to the target language, but they expected outcomes of the task and assuring that
can become more complex progressively and include learners understand task instructions is important
pre-task activities, task planning, reporting, and  It is advisable to provide learners with enough time for
assessment. task preparation and clarification.
 During the pre-task phase, the teacher introduces the  The students will move from dependency on the teacher
task goal and outcome. Teacher activates students’ when solving a task to more autonomous work.
background knowledge to perform the task. The  It is important to support, monitor, and encourage the
language and sentence frames needed are reviewed or students while solving a task.
introduced as well as phonological elements.  Learners will have at their disposal useful words,
 As much as possible, teachers can have students do phrases and idioms that they need to perform the task.
hands-on activities with the teacher once again It could be an audio recording with the instructions and
emphasizing the key vocabulary. the pronunciation of the words and phrases needed.

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 The students solve the task together using all resources comprehension and oral and written communication so
they have. They rehearse their presentation or revise that they become independent users of English and can
their written report. Then, they present their spoken reach level B1 or A2+ based on the descriptors of the
reports or display their written reports. CEFR.
 Provide rubrics for assessing students’ task  Teachers can select three or four goals per week from
performance and move progressively to self- the units. They can combine oral or written
assessment and peer assessment. comprehension with oral and written production,
 Provide feedback and further practice on areas that depending on the pedagogical purpose of the lesson.
need more work, listening, and writing, speaking,  Teachers start each theme of a unit’s scenario and
reading, vocabulary work, phonemic awareness, and lesson with a warm-up activity. Then, they share the
the like. learning goals, and essential question with the students
 At the end of each unit, the students elaborate a mini- and the expected outcome for that day or week.
project to demonstrate achievement of unit goals within  The enduring understanding is shared by the teacher at
a domain, scenario and theme. the beginning of each unit to connect students with the
 As proficiency develops, provide learners with more core ideas that have lasting value beyond the
complex tasks, which involve the use of words, phrases classroom.
and later sentences on a more elaborate level.  Lessons follow a task-based approach combined with
 Teach English in English and make learners be the action-oriented approach.
engaged, socially and cognitively.  Grammar is developed by combining both inductive and
deductive instruction within meaningful context.
 In order to reach this stage the teacher follows a set of
General Mediation Principles for Third Cycle and
integrated sequence procedures as presented below to
Diversified Education
develop the different linguistic competences:
 English teaching places priority on the fine-tuning of
learners communicative competence involving oral

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a. Oral Comprehension: Planning (pre-listening,  Learners have at their disposition useful words, phrases
motivating, contextualizing, explaining task goal); and idioms that they need to perform the task. It could
listening for the first time (general understanding); be an audio recording with the instructions and the
pair/group feedback; listening for the second time pronunciation of the words and phrases needed.
(more detailed understanding); and self/co  The task could involve the integration of listening and
assessment. speaking or reading and writing and are given to
b. Written Comprehension: Planning (pre-reading, students individually, in pairs, or teams.
explaining task goal, use typographical clues, list  The learners complete the task together using all
difficulties/strategies to cope them); while-reading resources they have. They rehearse their presentation,
reading for the first time; pair/group feedback, revise their written report, present their spoken reports
reading for the second time, post–reading (for or publish their written reports.
reacting to the content or focusing on features  Teacher monitors the learners’ performance and
/language forms and self /co assessment). encourages them when necessary.
c. Oral Production: Spoken interaction (planning,  Preparation time, clarification and wait time is given to
organizing, rehearsing, and interacting) and spoken the learners to prepare and answer questions when
production (planning, organizing, rehearsing, and asked.
producing).  The learners consciously assess their language
d. Written Production: Pre-writing, drafting, revising, performances (using rubrics, checklist and other
editing and publishing. technically designed instruments that are provided and
 Teacher makes sure that all learners understand task explained to them in advance). Teachers assess
instructions. performance, provide feedback in the form of
 Teachers should ensure learners know how to use assistance, bring back useful words and phrases to
strategies through teacher scaffolding and modeling, students ‘attention, and provide additional pedagogical
peer collaboration and individual practice. resources to students who need more practice.

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 At the end of each unit, the learners develop and present o Writing
integrated mini-projects to demonstrate mastery of the
In this context, it is important to define some key concepts that
unit goals.
describe language use and learning as they are presented in
 The enduring understanding and essential question are
the CEFR.
central to articulate the three learnings: learn to know,
learn to do and learn to be and live in community. The Communicative language competences are those, which
integrated mini-project is an opportunity for students to empower a person to act using specifically linguistic means.
integrate these three learnings in a single task.
Context refers to the constellation of events and situational
 Teach and plan English lessons in English to engage
factors (physical and others), both internal and external to a
learners socially and cognitively.
person, in which acts of communication are embedded.

Language Use and Learning


Language activities involve the exercise of one’s
The CEFR describes language use and learning as actions communicative language competence in a specific domain in
performed by individuals to develop a range of competences, processing (receptively and/or productively) one or more texts
both general and communicative, that are used in various in order to carry out a task.
contexts by engaging in language activities involving language
Language processes refer to the chain of events, neurological
processes to produce and receive oral and written texts in
and physiological, involved in the production and reception of
relation to themes in specific domains. It (CEFR) promotes four
speech and writing.
language skills, where speaking is subdivided in two areas:
spoken interaction and spoken production. Text is any sequence or discourse (spoken and/or written)
related to a specific domain and, which in the course of carrying
o Listening
out a task, becomes the occasion of a language activity,
o Reading
whether as a support or as a goal, as product or process.
o Spoken interaction
o Spoken production

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Themes are subject matter or disciplinary topics, which are the A scenario is a holistic setting within authentic situations, or
subject of discourse, conversation, reflection, or composition as domains. It integrates tasks, activities, texts and language data
the focus of attention in particular communicative acts. that encourage the combination of different aspects of
competence in realistic language use. Purpura (2014) states that
Domains are defined in this curriculum as the contexts or an assessment scenario is a goal–driven, coherent activity that
situations of target language use that provide authenticity to involve the completion of a range of tasks in order to meet the
language tasks where learners will be likely to function scenario goals. It serves as a tool a tool for defining, teaching,
linguistically, (Purpura, 2014). For the general purposes of and/or assessing the competences needed to perform real world
language learning and teaching, it is useful to distinguish at tasks.
least the following domains.
The syllabi scenarios have been established to start with the
students’ personal lives within the socio-interpersonal domain

Socio- Transactional and then move gradually towards the local and outside world.
Interpersonal Getting things
Chat with done/service
firends /family encounter Template Elements

The following image shows the official template for the new

Academic syllabi of Preschool; First, Second, Third Cycles; and


Working with Professional Diversified.
other to figure
Doing a lecture
out a problem
and report on it

In order to accomplish language activities, the language learner


needs to activate those strategies that look most appropriate for
carrying out the tasks to be accomplished in the pertinent
domain and activated by meaning in different scenarios

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Template Elements
Level Grade level of the unit
Unit 1 of 6
Scenario A real-life situation providing authenticity of situations, tasks, activities, texts
Themes The focus of attention for communicative acts
Big ideas that give importance and meaning to a set of curriculum expectations and have a lasting value
Enduring Understanding for learners, beyond the classroom.

Essential Question
A question, which fosters understanding and critical thinking for students to transfer their learnings to
new context.
Linguistic
Competence
The knowledge, skills and abilities which are called upon when performing language acts
Goals Can-do performance descriptors
Oral and Written Comprehension What a learner can understand or is able to do when listening and/or reading
Oral
and Written Production
What a learner can produce in an oral and/or written way
Learn to know Linguistic competence: lexical, phonological, and syntactical knowledge
Grammar & Sentence Frame The grammatical components that will be the focus of the unit (with examples)
Phonemic Awareness/ Learners ability to hear, identify, and manipulate sounds in spoken words or sentences to progressively
Phonology decode and interpret texts
Vocabulary Words learners need to know to communicate effectively within a domain, scenario, and theme
Learn to do Pragmatic competence: the functional use of linguistic resources – functions and discourse markers

Function The use of spoken discourse and/or written texts (acts of speech)
Discourse Marker Linking words or phrase that connect one piece of discourse with another one (e.g., and, because)
Learn to be and Live in Community Socio-linguistic competence: rules of politeness and norms governing social groups

Psycho-social Attitudes, motivations, values, beliefs, cognitive styles, and personality factors
Sociocultural Politeness conventions, expressions of folk wisdoms, register differences, dialects and accents
Suggested Mediation Strategies Organized, purposeful and scaffolded learning experiences
Assessment Strategies Required evidence of student´s learning

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Strategies for Teaching the Linguistic Competences


Active Listening Attitudes in English

It is important that teachers help students to develop and show


Listening
an appropriate disposition for dealing with ambiguity when
Listening is one important language skill and has to be listening and interacting. This will help students to experience
developed in the early stages of language learning. Learners meaningful and engaging interaction in any social setting. In
must be prepared to listen, understand, and answer in an order to achieve this, the teacher should combine verbal and
appropriate way, which is essential for effective communication. nonverbal listening techniques.
Before each listening activity, teachers give language support
by introducing key words to familiarize students with the
listening text. Background knowledge on the topic can be used Nonverbal Cues
to provide contextualization and potentially better
comprehension. Teachers must provide students with  Use body language to show you are listening.

opportunities to listen to a variety of texts. At the initial stages,  Make eye contact with the person with whom you are in
conversations, short messages, free discussions, interviews, dialogue.
and/or role-plays are recommended. Then, in later stages,
students are exposed to films, TV shows, reports, interviews,
documentaries, current affairs, talk shows, radio news,
Verbal
broadcasts, narratives, lectures, and presentations on
academic topics including digital literacy for using information  Make affirmations.
technologies.  Ask relevant questions or summarize what the person
with whom you are in dialogue has been saying.

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The approach to this skill in this syllabus implies strategies from performances are repeating songs, chants, and short stories.
discrete listening to global listening. Discrete listening means Intensive listening requires recognizing sounds, stress patterns,
listening for detail whereas global listening refers to listening for intonation patterns to understand meaning. Some
the main idea. Both of them involve different types of listening performances are identifying specific language sounds or
performances, and they will be shown by level in a rising sentence structure in a set of words or phrases. Responsive
progression from Preschool to the Diversified Education Cycle. listening is listening and responding to what is heard. Examples
of performances include responding to commands, getting the
gist of a text, identifying main ideas and points, clarification or
Preschool
questions.
Listening is the first skill developed in the process of language
acquisition (Sharpe, 2001). Listeners play two roles, active and Secondary school
passive or a combination of both. Passive listening is basically
listening and repeating, and active listening involves There are a variety of listening techniques for developing

comprehension and nonverbal or verbal reaction to the listening skills and getting listening performances from students.

message heard. Young learners can participate in different They are intensive, responsive, selective, extensive and

types of listening tasks like listening to songs, chants, rhymes, interactive listening. Selective listening consists of scanning

stories, movies and cartoons. Any listening task needs to have information from oral long messages. Some examples are

a clear objective. Pedagogy involves three basic stages: pre- listening to radio broadcasts, stories, conversations, and TV

listening, during-listening and post-listening. advertisements. Tasks include identifying specific details such
as names, dates, descriptions. Extensive listening is getting the

Primary school main idea of a message by using prior knowledge. It includes


listening to lectures, documentaries, and movie clips. Some
At this level, teachers continue to reinforce listening tasks are summarizing and note taking to reconstruct an oral
comprehension with different listening techniques such as message. Interactive performance is the integration of all the
reactive, intensive, and responsive. Reactive listening is merely above types of listening. Some tasks are participating in group
listening and repeating like a tape recorder. Some

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discussions, debates, and real life interactions. The process of and attentively when they make predictions by using the
recognizing sounds at this level is almost automatic. However, context of the spoken discourse.
teachers need to reteach the recognition of sounds if students
show difficulty with some of them. The CEFR descriptors will be used to assess students´ listening
abilities and provide follow-up to their progress.
All Levels

There is a common core for developing listening skills in all the Reading
levels, such as:
Reading is the interaction between the reader and the text to
a. Listen for the gist. Learners listen for the main idea in construct implied or literal meaning. This skill intends to expose
a text in order to gain a macro perspective. By using students to different types of texts and genres such as fiction,
visual cues, learners can convey meaning from different non-fiction, autobiographies, fables and fairytales, academic
texts. and non-academic texts by experiencing different reading
b. Listen for details. Students listen and look out for techniques and developing different reading strategies. As it
specific pieces of information such as key sounds, words was defined in the listening section, there are several types of
or phrases. The use of what, when, where, why and how reading techniques that can be used in teaching reading. They
questions will guide students. include perceptive, selective, interactive, and extensive reading.
c. Listen selectively. Learners will listen purposefully and These techniques can also be used to assess students’
specifically to parts of a text according to the purpose of performances in reading. Examples of perceptive reading
the listening and the task. Teachers will guide students performances include reading aloud, multiple choice, and
in organizing information using organizational strategies picture-cued items. Selective reading performances are gap
(e.g., classifying, comparing) for better mental retention. filling, matching tasks, and editing. Interactive reading examples
d. Listen to make predictions. Learners will anticipate the of performances are cloze reading, scanning, and ordering
intended message. They will listen more purposefully tasks. Finally, extensive reading includes skimming,
summarizing, note-taking, outlining, and digital literacy skills.

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Preschool Phonemic awareness development: Phonemic awareness


refers the ability of children to hear, identify, think about, and
At this level, students start recognizing sounds of language and
manipulate sounds (phonemes) in spoken language
recognizing letters and words. They start dealing with written
(Armbruster & Osborn, 2001). Research has shown that the
forms and performing very basic tasks such as:
development of phonemic awareness in children since
 storytelling in reactive reading kindergarten is a good predictor for a child’s success when
 matching pictures with graphic symbols, learning to read (Smith S. B., Simmons, D. C., & Kame'enui,

 finding labeled classroom objects 1998). There are specific strategies that are presented in a
sequential order from the simplest to the more complex to

There are many factors involved in learning to read for example: develop phonemic awareness in children. These include
phoneme isolation, phoneme identity, rhyming, phoneme
 awareness of the concepts of print, categorization, sentence segmentation, phoneme blending,
 ability to hear and manipulate the sounds of the phoneme segmentation, phoneme deletion, phoneme addition,
language through the development of phonemic phoneme substitution. (See definitions in glossary).
awareness,
 ability to apply knowledge of letter-sound
Secondary school
correspondence to identify words, for example,
decoding through phonics. At this level, learners will continue to develop and refine their
reading comprehension strategies such as anticipation,
Primary school scanning, skimming, predicting, reading between the lines,
making inferences, summarizing, and evaluating. These include
At this level, students will continue developing sound and word
decoding words and phrases in long and short texts, applying
identification skills to progressively decode phrases, sentences
critical thinking skills, using content and cultural information to
and short readings.
interpret texts and respond critically.

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All Levels The second one describes the production of an oral text
received by an audience of one or more listeners. Some
There is a common method for developing reading skills at all
examples of activities can be:
the levels. These are:
 public address (information, instructions, etc.),
a. Activating schemata for the interpretation of texts  addressing audiences (speeches at public
b. Identifying general ideas meetings, university lectures, sermons,
c. Finding specific information entertainment, sports commentaries, sales
d. Finding links and connections between events presentations, etc.).
They may involve reading a
Speaking
 written text aloud;
Speaking is divided into two areas: spoken interaction and  speaking from notes,
spoken production; both of them describe specific language  acting out a rehearsed role;
users’ roles. In the first one, the language user functions as a  speaking spontaneously and singing.
speaker and as a listener. There is participation of one or more
interlocutors. Different socio-cognitive and collaborative Preschool
strategies are constantly employed during interaction. Some Children are expected to produce very simple pieces of
examples of interactive activities include: discourse, because of exposure to rich listening stimuli. Oral
 transactions, performances include repeating sounds and words, naming
 casual conversation, objects, responding to discourse routines, getting meaning
 informal discussion, across, repetition of songs, short stories, chants, nursery
 formal discussion, rhymes, short descriptions, and/or short personal exchanges.
 debates and interviews.
Primary school
Children are expected to receive a lot of aural stimuli in the first

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years to progressively produce more complex sentences or outcome. Learners should be taught words, phrases, idioms
pieces of discourse in the interpersonal and transactional and colloquial language. Phonemic awareness along with
domains as they move to different grade levels. Oral phonological awareness will be developed progressively so that
performances include personal exchanges, dialogues, role- learners get the stress, rhythm and intonation of natural English
plays, information-gap activities, and problem solving activities, speech. (Brown, 2001). Finally, the quality and quantity of
interviews, guessing games, show and tell, short descriptions, learners´ exposure to English as well as their use of English is
debates, oral presentations and speeches. fundamental. As the saying goes, “practice makes perfect”.

Secondary school Writing


Learners will keep developing their oral English proficiency as Writing is the skill that emphasizes through graphic symbols
they progress through high school. Oral performances include the formal expression of thought. Students need to know how
participating in personal exchanges, role-plays, interviews, talk to write different types of texts. When asking learners to write,
shows, debates, oral presentations and impromptu speeches. it is important to consider their age, interests, and proficiency
level. It is important to get students to write a wide variety of
All levels texts. Writing as a process includes the following steps:
The teaching of speaking at all levels aims at the practice and
production of speech that is fluent and phrasal, not limited to  Brainstorming

isolated words. The learner has to be taught survival language  Organization of information through graphic

and fillers to negotiate and get meaning across in and out of the organizers and outlines

classroom (for example, “excuse me”, “What did you say?”  Drafting and revision
“How do you say…?” “Well…”, “you know…”, “I mean”).  Editing and final copy
Learners have to perform real life tasks that can be used in real
To get students to become proficient writers, provide first a
exchanges out of the classroom setting. Therefore, more of the
model to follow. Dictation is one example. It could be a word,
speaking tasks must have an interactive and spontaneous
a phrase, or a sentence. This is known as copying. After

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copying, learners will do writing exercises to refine grammar language is vital at grapheme and word level through visual
and mechanics. Then they move into guided-writing where materials, diagrams, and pictures. Then, they will continue with
they follow a given pattern for expressing personal thoughts phrases and sentences using written dialogues, chants,
and ideas. Next, learners are ready to do free writing. At this rhymes, conversations, stories, and word puzzles until they are
stage, learners have already acquired the necessary skills to ready to copy words, phrases, and sentences. Later on, they
write their own sentences, paragraphs, stories, biographies or will move to guided-writing and finally to free writing appropriate
essays. for the age and proficiency level of the learner.

Secondary school
Preschool
Writing is closely connected to reading. By being exposed to
A form of pre-writing is introduced progressively in the form of
different types of texts, learners get insights about how to write.
sound recognition through phonemic awareness first. Later on,
It is expected that at this level, learners are completely literate
depending on children´s progress and interest, sound, and
in their native language and have started developing the writing
grapheme recognition will be introduced. Priority is given to
process in Spanish at school. Therefore, it is easier for them to
sounds and graphemes that are meaningful and common in the
transfer some of their literacy skills into the target language and
child´s context like their personal names. Pictographic
even refine their writing skills in English. Some basic principles
expressions through drawings are highly recommended as part
to take into account are the following. Writing has four basic
of the pre-writing process. Games and word puzzles are also
stages pre-writing, drafting, revising, and editing. To make
recommended.
writing attractive to learners, it is important to provide authentic
writing tasks like responding to an e-mail or digital message to
Primary school
a friend.
As with preschoolers, prewriting is introduced first through
phonemic awareness development. Then, as the child All levels
progresses, relationships between sound, graphemes and word A balance must be kept between the perspective of teaching
families are established. Teacher´s modeling of written writing as a process and as a product. Initiate first with

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phonemic awareness development. Spend a lot of time in pre- out conversation patterns or giving oneself encouragement to
writing work and provide a lot of modeling, drilling, writing tackle a difficult language task – used by students to enhance
exercises and then guided writing activities. Make sure that the their own learning”.
writing activities emerge naturally from previous reading,
listening or oral work. Praise learners for their writing products. Teaching learning strategies are fundamental in the learning
Display the writing productions of students and keep them in a process, in order to enable learners to become intentionally
writing portfolio. Create rubrics for self-assessment, peer controlled, more independent and autonomous. Learning
assessment and teacher´s assessment of students´ writing. strategies cannot be seen apart from learning styles
The CEFR descriptors will be used to assess students´ writing preferences (within a continuum) and the combination of
abilities and provide follow-up to their progress. methodology and materials as well.

Language Learning Strategies Oxford, since 1990, has identified six major groups of L2

In language learning and teaching, several mechanisms learning strategies, which are described in the following chart.

influence the learner’s performance and language knowledge. According to Purpura (1999), learners move flexibly between

These mechanisms used by the learners are called strategic strategic and automatic processing while performing tasks.

competence, which defined Purpura (2016) during a conference They acquire a language gradually until they use it

as “a set of informational strategies in working long-term spontaneously or in a nonconscious way. In the syllabus

memory associated with the information processing system of templates, the strategies mentioned below are suggested as

the brain” which are used by learners to regulate their thoughts part of the mediation process.

actions, interpersonal relationships and affect during learning or


using a language.

Furthermore, Oxford (2003) defines learning strategies as


“specifications, behaviors, steps or techniques -such as seeking

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Direct Strategies
Strategy Function Examples
Enable learners to store and retrievegrouping, imagery and rhyming, creating mental images, sounds,
Memory
new information of new language. semantic mapping, reviewing, employing action, using TPR
Enable learners to understand and reasoning, analyzing, resourcing, grouping, note-taking,
produce new language. elaboration of prior knowledge, summarizing, deduction/ induction,
Cognitive
imagery, auditory representation, making inferences, highlighting,
creating structure for input and output
Compensation Allow learners to use the language coining new words, guessing, overcoming limitations in production
despite knowledge gaps.
Indirect Strategies
Strategy Function Examples
Metacognitive Allow learners to evaluate their own Centering your learning: (Pre-teaching): paying attention,
language learning pattern, and reviewing and linking prior knowledge, delaying speech production
coordinate the learning process. to focus on listening.
Planning and arranging: finding out about language learning,
organizing, and setting goals and objectives, identifying the
purpose of a language task, planning for a language task and
seeking practice opportunities.
Evaluating by means of:
 Self-monitoring: checking one´s comprehension during
listening or reading.
 Self-evaluating: checking one´s oral or written production
while is taking place.
Meta-Affective Help learners gain control and Self-talk, Think positively, Reducing anxiety by improving one´s
regulate personal emotions, attitudes sense of competence, self-encouragement
and values.
Meta-Social Allow learners to interact with others. Cooperate, work with classmates, coach each other, questioning,
and empathizing, questioning for clarification

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Assessment

Evaluation and assessment are different. Brindley (Brindley, clarity about the knowledge, skills, abilities, and attitudes (learn
1989) defines evaluation as “broader in scope, and concerned to know, learn to do, learn to be and live in community) that
with the overall program” (qtd.In Coombe, Folse & Hubley, p15). learners have to develop as established in the curriculum goals
On the other hand, assessment refers to all the strategies used or “can do performance descriptors”. This implies that
to collect information on a learner’s knowledge, skills, and assessment will mainly be performance-based. Learners are
abilities, usually at the classroom level. Assessment practices required to demonstrate through integrated-skills tasks within a
go beyond what has traditionally been performed in the English domain, scenario, and theme, specified knowledge, skills and
classroom, which has been focused mainly on measuring the abilities using the target language. Assessment can also be a
mastery of language contents, in detriment of language skills discrete point, which means the use of selected response tasks
and communicative competence. to isolate and measure discrete units of grammatical
knowledge, which encompasses grammatical, semantic and
Assessment is a purposeful, continuous, contextualized,
pragmatic knowledge - form, meaning and use (Purpura, 2014,
authentic, reflective, investigative, systematic and multiphase
p. 9). Assessment will also be authentic which means that the
process, which responds to these four fundamental questions:
assessment task will simulate real-life situations within domains
Why assessing learning? What to assess? How to assess it?
and scenarios beyond the classroom setting, and the socio-
Which are the pedagogical implications?
cognitive, socio-affective, Sociocultural and linguistic demands
The answer to the first question deals with understanding that upon the learner will be similar to the one of a speaker in a target
each learner is different, has particular needs, strengths and language setting.
weaknesses. The purpose of assessment is to serve each
Classroom assessment mirrors the learning goals, content of
learner’s learning and growth. To prevent student’s failure and
instruction and instructional practices, therefore, curriculum,
allow timely intervention, assessment allows teachers to detect
teaching, and assessment must be coherent for learning goals
learning gaps, so that learners can receive the support needed
to be achieved and learners’ communicative competence to be
to be successful. The “what” of assessment involves having

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developed. This is true for large-scale testing as well. General Principles for Assessing Language Competences
Classroom assessment should also enable learners to
demonstrate their learning in multiple ways, from multiple Performance-based assessment is based on three

angles, thus serving as learning experiences themselves. cornerstones: diagnostic, formative and summative

Classroom assessment should also promote students’ assessment. Each of them play an important role in the English

reflection and the use of an array of learning strategies and classroom.

resources (Teachers of English to Speakers of Other Diagnostic assessment is intended to improve information to

Languages, 2001, p. 8). stakeholders to improve the learner’s experience and their level
of achievement. It looks backwards rather than forwards. It
Planning lessons carefully, therefore, is of paramount assesses what the learner already knows and/or the nature of
importance. The “how” of assessment is related to the difficulties that the learner might have, which, if undiagnosed,
techniques and instruments teachers design to collect accurate might limit their engagement in new learning. It identifies the
data on students’ performances. The teaching and learning starting line to develop the competence. It also identifies
approach that is promoted in the curriculum is mainly Action- students’ needs and areas of intervention.
Oriented or performance-based. This means that tasks are Formative assessment is used to monitor student learning. It
designed as prompts to elicit linguistic performances using helps to identify students’ strengths and weaknesses and target
various socio-cognitive, Sociocultural, and affective resources areas that need work and to recognize where students are
from learners. Task design, task performance, and assessment struggling and address problems immediately. It can be used by
become a fundamental unit of instructed learning; tools such as instructors to improve their teaching and improve students’
analytic and/or holistic scales, rubrics, progress indicators and learning. It also evaluates students in the process of “forming”
checklists play an important role for obtaining valid and reliable their competences and skills with the goal of helping them to
qualitative and quantitative data about students´ learning and continue that growth process. In short, it focuses on the process
performance. to develop competence by using information from the analysis
of weaknesses and strengths in portfolios, assignments, or
different products.

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Summative assessment is centered in the strategies procedures and should promote critical thinking among the
implemented to develop competence. It evaluates student students in any learning task they perform such as: information-
learning at the end of an instructional unit by comparing it gap, opinion-gap, problem-solving, games and critical cultural
against a standard or benchmark. The information provided by incidents which help the learners appreciate their own culture and
this type of assessment can be used formatively to guide their the culture of the target language. The components of
efforts and activities in subsequent courses. assessment and their weight are in line with MEP Learning
When assessing by competences, it is necessary to focus on: Assessment Regulations.
1. Selecting the goal(s) or can do statements and linguistic
skills.
2. Determining the type of task the learner has to perform in VIII. STUDENT EXIT PROFILE: FIRST, SECOND, THIRD
real-life within the theme and scenario of the unit, e.g., CYCLES AND DIVERSIFIED EDUCATION
introducing someone, greeting someone, giving personal
information. The profiles are structured around elements specific to the

3. Selecting a task that will allow the learner to demonstrate CEFR and an extension of the CEFR descriptors adapted to the

what they can do. vision of the curriculum in the Costa Rican educational context.

4. Selecting the indicators and performance levels (criteria) The CEFR describes areas of language learning around

that will be used to assess the performance of the learner general competences such as declarative knowledge,

during the task. sociocultural knowledge and intercultural awareness that grows

5. Informing in advance and discussing with students the over the length of time as learner’s progress simultaneously in

criteria that will be used to assess the task so they know the process of language learning. It also specifies

what is expected and can assess their own performance communicative competences that enable learners to interact in

as well. the target language. The first of these competences is

To cope with the approaches used in the design of this syllabus, linguistic (learn to know) and is comprised of vocabulary

the assessing techniques should reflect the dynamic classroom (lexis), grammar (syntax), meaning (semantics), and sound
(phonology), and sound-symbol relationships (orthography).

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The second is pragmatic (learn to do) competence and Furthermore, skills related to listening, speaking, reading and
describes how learners function with language in order to meet writing are summarized for each level. These skills are
their needs such as describing, explaining, and summarizing. developed through lesson activities whereby learners are
These language functions occur within varying styles required to receive language inputs (listening and reading),
(discourse, genres) of communication such as narration versus interpret the input through mediation activities and reformulate
expository texts (oral or written). These competences are language to produce outputs (speaking and writing).
summarized in the exit profiles for each level of proficiency.
The amount of time it takes for learners to develop proficiency
in the areas and contexts mentioned above varies greatly. The
Finally, sociolinguistic (learn to be and live in community)
speed of learning depends on factors such as age, motivation
competence allows learners to interact in socially appropriate
for learning, background knowledge, amount of prior study, and
ways regarding aspects such as conventions for politeness,
the extent of exposure to the language outside the classroom,
social markers for respect, and varying registers depending on
and the amount of time spent in individual study. However,
the domain in which communication occurs such as,
considering items such as (but not limited to) the type of
interpersonal, transactional, academic or professional domains.
program design, and the amount of classroom hours devoted to
For cycles I and II the domains center on the interpersonal
foreign language teaching each year, the following proficiency
(family, self) and transactional (leisure, cultural, public services)
levels are described within an A1 and then a B1 category as
domains.
classified under the CEFR.

These levels are detailed by cycle as follows:

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New Citizenship Learner Exit Profile for Third Cycle


Types of knowledge Learn to know Learn to do Learn to be and live in community

What the learner needs to know What the learner needs to do How the learner needs to be

Learner … Learner… Learner…


Orientations to
 extracts explicit information from  performs different roles when  recognizes his/her own rights and
simple texts. working in groups. responsibilities and the ones of others.
 uses data for applying information  applies knowledge and  participates in peaceful conflict
in different situations. procedures in context. solving.
 creates connections between  checks his /her learning  expresses in words and actions values
different information, themes and strategies. of justice, equity and human relations.
scenario.  plans data resources and  questions and adjust values, attitudes
A Global Citizenship  uses prior information for strategies for tasks. and beliefs among people and living
with Local Belonging. comprehending graphs, question  uses group feedback to check creatures.
and data. understanding.  expresses self-belonging, civic
 discriminates relevant information  participates with autonomy and awareness and healthy lifestyles
for decision-making and collaborative actions for reaching towards a democratic coexistence.
reasoning. goals.  accepts feedback from others.
 learns from mistakes and  recognizes strengths and limitations of
complex group situations for ideas and procedures.
reaching agreements.
 knows different ways of facing  participates in improvement of  differentiates believes, attitudes,
Education for environmental risks affecting life. local, regional and global life actions over sustainable development.
Sustainable  proposes alternative solutions to conditions.  values the implication of efforts over
Development problems.  makes decisions for improving the achievement of goals.
well-being.
 knows main characteristics of  produces and enriches tasks e.g.,  questions social benefits, harmful
digital means for accessing words and phrases to effects and ethical implications of ICT
information. communicate ideas using digital for learning and interpersonal
 organizes diverse and basic icons and codes. relations.
information.  uses digitals tools efficiently.  applies inclusive principles and
New Digiltal
 applies apps and programs as respect within digital communication
Citizenship
useful tools. messages.
 discriminates digital information
from different reliable sources.
 uses digital tools to find useful
information.

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New Citizenship Learner Exit Profile for Diversified Education


Types of knowledge Learn to know Learn to do Learn to be and live in community

What the learner needs to know What the learner needs to do How the learner needs to be
Orientations to
Learner … Learner… Learner…
 is aware of the complex  establishes priorities and  implements self-didactic processes and
processes of the context. strategies according to open minded attitudes towards
 integrates interdisciplinary circumstances and abilities. problems.
knowledge for comprehension  performs different roles when  expresses reflective opinions and
of the context. working in groups effectively. arguments for controversial issues.
 uses data for applying  self-assesses his /her  participates in peaceful conflict solving.
information in different performance for improvement.  expresses in words and actions values
A Global Citizenship situations.  uses group feedback to check of justice, equity and human relations.
with Local Belonging.  creates connections between understanding and learns from  expresses self-belonging, civic
different information, themes, mistakes. awareness and healthy lifestyles
and scenario.  participates with autonomy and towards a democratic coexistence.
 implements reflective thinking collaborative actions for  assimilates new learnings considering
before decision-making. reaching goals. teachers’ and peers’ feedback
 practices rights and duties for  proposes ideas and procedures to find
building human rights principles alternative solutions.
for a common will.
 plans alternative solutions to  participates in improvement of  differentiates beliefs, attitudes, actions
promote changes in habits of local, regional and global life over sustainable development.
consumption individually or conditions.  values the implication of efforts over the
Education for collectively.  makes decisions for improving achievement of goals.
Sustainable  plans future goals in life based well-being.  negotiates alternatives to find solutions
Development on his abilities, interests, to social and environmental problems.
resources and opportunities.  reflects on the implication of the eco-
system perspective towards the global
equilibrium.
 discriminates messages from  chooses the best digital tools to  values the socioeconomically, cultural
digital sources critically. find information efficiently. and ethical use of ICT.
New Digital Citizenship  elaborates digital projects  respects copyright.
esthetically.
 uses conventions accurately.

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Scope and Sequence of Scenarios and themes in Third Cycle and Diversified Education

Scope and Sequence Third Cycle


Level Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
Scenario: Here I Am! Scenario: Enjoying Scenario: Getting Scenario: Checking Scenario: Let’s Scenario: Getting
Life Back to Nature Things off a Shopping Celebrate Costa Rican from Here to There
List Culture!

Themes: Themes: Themes: Themes: Themes: Themes:


 Hello, Hi there,  My Daily Routine  Natural Wonders  My Family´s  How my family  Knowing where I
Hey, Bye  Eating Habits in My Backyard Grocery List and I celebrate want to go
 Building  Hanging out  Marvels in Costa  Going Shopping “Tico” culture  Knowing where It
Seventh Grade

Community  Things I Like to Rica  Does This Fit  How my is


 Let´s Get Do  A World of Me? community  Knowing how to
Personal Wonders  How Much Does celebrates “Tico” get there
 Meet My Family  Where can I go It Cost? culture  Knowing what I
next?  How other Costa need and when
Rican
communities
celebrate “Tico”
culture
 How Costa
Ricans celebrate
national “Tico”
culture

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Scenario: Scenario: Scenario: Scenario: Scenario: Scenario:


My High School…Our Let the Good Times Something to Going Shopping! Unforgettable Events Amazing Costa Rica
place Roll Celebrate!
Themes: Themes: Themes:
Themes: Themes: Themes:  Welcome to My  A Day I’ll Never  Beautiful Costa
 High School --  Fun times: Inside  Let’s Celebrate: Town Forget: in my Rica
Bring it on! and Out Holidays with My  Getting what I Personal Life  Hiking, Biking
Eighth Grade

 A Day in the Life  What´s your Family need at the right  An Event I’ll and Walking
of My High favorite ____?  Let’s Celebrate: place Never Forget: Around Costa
School.  Ready to Play: Latin American  Where is it? with my Family Rica
 What is Your Tell Me the Rules Holidays and  How can I get  An Event I’ll  Traveling
Next Class?  Up Close and Festivals there? Never Forget: in Necessities
 High School Personal  Let’s Celebrate: Costa Rica  Planning My
Through the Eyes Holidays and  An Event I’ll Perfect Vacation
of my Friends. Festivals around Never Forget: in
the World the World
 A Holiday to
Remember: One
of my favorites
Scenario: Scenario: Scenario: Scenario: Scenario: Scenario:
Time to Have Fun! Online & Connected Lights, Camera & In the Public Eye Unexpected Situations Open a Book, Open
Action Your Mind
Themes: Themes: Themes: Themes:
 Let’s Workout  Yesterday, Today Themes:  Success vs.  Home Themes:
Ninth Grade

 Once Upon a and Future Media  What´s on TV? Fame Emergencies  Keep it simple
Time I Enjoyed...  Virtual  The Best Show  National Role  Emergency  Show me: Comic
 Try it! Communities and Ever… Models Traveling Strips
 The Most Fun I've Networks  Through the  Contributions of Situations  Biographies of
Ever had!  New Media and Lens of the Outstanding  Unanticipated Writers
Public Safety Documentary Figures to Appointments  The Moral of the
 The Magical  Daily News Society  Making a Costa Rican
World of Apps  Breaking News: Complaint at a Legend is …
Read All About It Restaurant

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Scenario: Scenario: Scenario: Scenario: Scenario: Scenario:


Love What We Do! Stories Come in All A World of Differences Caution: Fragile World #HighTech HighTouch What Comes Next?
Shapes and Sizes -- Handle with Care

Themes: Themes: Themes: Themes: Themes: Themes:


 Help wanted  Tell me a Story  These Are My  What Makes  Hot Apps  Pass or Fail?
 Jobs  Thumbs People Something  Danger Zones in  College or
 Interviewing Up/Thumbs  Cultures, Sustainable a Digital World Career?
Tenth

 Working to Live Down Subcultures and  Products and  Tech Tools for  Study Here or
or Living to  The Reviews Are Cliques Practices around Positive Change Abroad?
Work? In  Cultural Norms the World.  My Future Is in  Getting by or
 You Should Read and Cultural  Products and My Hands Getting ahead?
This Storms Practices in
 I Am Not My Hair Costa Rica
 Am I
Environmentally
friendly?
Scenario: Scenario: Scenario: Scenario: Scenario: Really??? (Controversial issues)
Recipes for Success From the Wheel to the The Earth–Our Gift Get Ready. Get set.
Drone and Our Responsibility Go!

Themes: Themes: Themes:


 Ingredients for Themes:  Natural Themes:  You gotta be kidding…World facts
Healthy Living  Inventions that Disasters-Is  Get ready: Take a  Shut up…Issues from Health and Medicine
 Add a Pinch of a have Changed Nature Against Look at your  No way…Controversies and the Law
Eleventh

Positive Attitude our Lives us? Dreams and  OMG… Stereotypes and Cultural
 Follow the recipe:  Living in a Tech  What´s the Fears Differences
a Plan for World Problem?  Get Set: College
success  Safety First  A Helping Hand or Career?
 Give me a Taste:  The Next Wave of (possible  Surviving or
Stories of Innovations solutions) Thriving?
Successful  Who is Doing (Developing Your
People What? (Nonprofit Soft Skills)
and NGOs)  Go! The Future is
Now

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Distribution of Scenarios Diversified Education versus Academic-Technical

Academic Diversified Education Technical Diversified Education


10th Level Scenarios 11th Level Scenarios 10th Level Scenarios 11th Level Scenarios 12th Level Scenarios
 Love What We Do!  Recipes for Success  Love What We Do!  Handle with Care –  The Earth–Our Gift
 Stories Come in All  From the Wheel to  Stories Come in All  What Comes Next and Our
Shapes and Sizes the Drone Shapes and Sizes  Recipes for success Responsibility
 A World of  The Earth–Our Gift  A World of  From the Wheel to  Get Ready. Get set.
Differences and Our Differences the Drone Go!
 Caution: Fragile Responsibility  Caution: Fragile  Really?
World.  Get Ready. Get set. World. (Controversial
 Handle with Care Go! issues)
 What Comes Next  Really?
(Controversial
issues)

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Level
A1 Grade 7
Integral Development and Communicative Competence
At this stage, the learner can...
have a level-appropriate language (words, phrases, formulaic expressions) and topical knowledge
Learn to know
related to domains, scenarios and themes.
use level-appropriate linguistic and topical resources in order to listen, read, speak and write in
Learn to do response to level and age-appropriate tasks, integrating language and topical knowledge, skills and
abilities (KSAs) within domains, scenarios and themes.
use personal and social dispositions (e.g., engagement, attitudes, cooperation, turn taking, empathy,
Learn to be and live in and other universal values) when interacting and producing in the target language and taking time to
community search for words using oral and body language for transferable learning beyond the classroom setting
(enduring understanding).
Speaking
Listening Reading (spoken interaction & Writing
production)
CEFR STANDARDS CEFR STANDARDS CEFR STANDARDS CEFR STANDARDS

 Can demonstrate a very  Can understand a very  Can use words in English in a  Can write off a heavily
limited ability to limited amount of language very limited manner needing patterned model with
communicate (e.g., words and simple to rely on memorized and very little detail using a
independently English expressions). rehearsed expressions to limited set of familiar
because s/he is in a  Can recognize environmental answer simple questions. words.
'Silent Period' as s/he print found (e.g., common  Can show their understanding
develops a receptive advertisements and road through: eye contact, INTEGRATION OF
level of language, imitating, using facial and LANGUAGE SKILLS
signs; labels, captions) and
knowledge relying mostly body expressions, acting out
on simple language and internet sources in familiar a story, using pictures to  Can recognize pictures /
cues. texts. categorize or sequence, diagrams to label words
 Can recognize some high- drawing, matching items and and simple expressions
frequency words such as a, pictures; repeating words and (reading to write)
the, and, of. phrases at a slower speech  Can identify oral
rate such as in choral or echo information to write
read alouds. posters, brochures and
invitations (listening to
write).

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INTEGRATION OF INTEGRATION OF LANGUAGE INTEGRATION OF LANGUAGE  Can write personal


LANGUAGE SKILLS SKILLS SKILLS information to interact
(writing to speak).
 Can respond with  Can predict parts of a story  Can interact spelling out  Can write simple
learned words, phrases, based on pictures reading to words (speaking to write/ descriptions and
formulaic expressions speak) listen). proofread them (writing
and body language  Can identify main ideas in  Can organize a conversation to speak)
(listening to speak). text accompanied by pictures by writing appropriate
 Can recognize words, to express understanding. expressions (speaking to
phrases, formulaic (reading to speak) write).
expressions (listening to  Can follow brief, simple  Can rehearse a conversation
read). instructions in texts to write with peers (listening to
 Can fill in gapped texts (reading to write). speak).
(listening to write).
 Can predict what the text is
about supported by
typographical and visual
clues to speak (reading to
speak).

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Level: 7th Unit: 1


Themes:
1. Hello, Hi there, Hey, Bye
Scenario: Here I Am! 2. Building Community
3. Let´s Get Personal
4. Meet My Family
Enduring Understanding: What a person thinks, feels, and belongs to, makes her/him a unique person.

Essential Question: What makes us unique?

Linguistic Competencies Goals


Learner can …
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).
Oral and Written
R.1. understand brief, simple instructions if encountered previously in the same or similar form.
Comprehension
R.2. manipulate English language sounds using knowledge in phonics, syllabification 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.
SI.1. spell words including names, surnames, country of citizenship and other.

SI.2. use basic greeting and leave-taking expressions, farewell, and politeness (e.g., hello,
goodbye, please and thank you) and basic classroom language.

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SI.3. ask others for personal information (address, telephone, number, nationality, country of
citizenship, birthdate, age, family and hobbies).

SP.1. introduce him/herself, for example say his/her name, where s/he comes from and what
s/he does (address, telephone, number, nationality, age, family and hobbies).

Oral and Written SP.2. describe simply his/her family, for example who the members are, how old they are, where
Production 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).

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Level: 7th Unit 1

Learn to be and Assessment


Learn to know Learn to do Suggested Mediation Strategies
Live in Community Strategies
Grammar & Functions Psycho-social Pre-teaching
Sentence Frames
 Respecting - Participating in warm-up activities such
Wh questions  Greeting and as brainstorming, brain gym activities,
opinions,
saying goodbye.
 What´s your linguistic skills predictions and generative questions.
name? My name and abilities of - Engaging in activation of prior knowledge
is__.  Interacting with classmates. and socializing unit goals.
classroom
 How old are you?  Collaborating - Introducing different text types
language at (oral/written) using visual aids,
I am__. with other peers
school. technology, key vocabulary, graphic
 Where do you and teacher.
live? I live in __.  Using positive organizers, sounds, grammar and
 Giving personal sentence frames.
communication
information
Demonstrative skills.
about me and Oral and Written Comprehension
Adjectives
my family
 This is my Sociocultural
members. Recognition of basic greetings, farewells,
mother/father.
and common expressions of politeness,
 That is my  Showing interest
 Spelling out in each peer´s classroom language, personal
cousin.
words. and family´s lives information questions
 These are my
and feelings.
siblings.  Respecting Planning
Discourse Markers
human rights
Possessive “s” principles and Using technically
Connecting words: Pre-listening: by motivating, contextualizing, designed
 My mother´s inclusiveness.
preparing and stating the task goal, sharing
and, but, because  Using formal and instruments such
name is _____. what he /she knows about the topic, predicting
informal as learning logs,
- This is my father language when what the audio/video is about, listing possible and with the
Verb To be + addressing difficulties and strategies for coping them.
Carlos and his guidance of the
adjectives (S+V+C) people of
daughter Ana.

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 I am handsome. - Oh, I have my different ages Listening for the first time: to audio teacher, the
 She is intelligent. backpack but and contexts. recordings, videos or conversations for learner…
 They are selfish. not my general understanding of the text.
homework!  Identifying basic greetings, farewells, L.1. identifies basic
Social Language
Intensifiers - She loves her and common expressions of politeness, greetings, farewells
Samples
Very, really, super, mom because classroom language and personal and common
 Hey
she is very information questions by underlining or expressions of
 Howdy
Phonology special. circling key words, pointing to, writing, politeness.
 So far, so good
drawing or raising his/her hand.
 Hey buddy
Segmenting a word  Differentiating basic greetings, farewells, L.2. discriminates
into phonemes  Hey guys and common expressions of politeness, classroom language
(/d/…/o/…/g/) and  Hey dude classroom language within oral within oral
substituting initial, utterances, personal information utterances.
final and medial
questions by raising their hand when they
sounds Dad, Idioms hear them L.3. recognizes
grandma, old,
 Feeling Ok simple personal
daughter, hug, baby,
etc.  I´m cool Pair/Group feedback: for comparing what questions when they
 What´s new? he/she understood and explaining his/her own hear them.
strategies for conveying meaning and
Vocabulary Proverbs / Quotes checking understanding.
 A friend in need  Recognizing basic greetings, farewells,
Hello, Hi there, Hey- is a friend common expressions of politeness,
Bye indeed. --
classroom language, and personal
Unknown Author
 Hi information questions.
 Hi there
 Hey Listening for the second time: for more
 Hello detailed understanding of the text by
 Good morning/ sequencing a series of pictures from
afternoon/ information presented in read-aloud,
evening presentations, and conversations and then
Building Community

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 May I come in? Post-listening for reacting to the content of


 Could you the text or for focusing on features/ language
repeat, please? forms and self/ co-assessment.
 May I go to the
 restroom? Recognition of simple instructions,
 May I borrow specific sounds, expressions and main
your pencil? information
 How do you
say___ in Planning
English? Using technically
 How do you say/ Pre-reading: Stating the task goal, sharing designed
pronounce what he /she knows about the topic, predicting instruments such
____? what the text is about supported by as rubrics, and with
typographical and visual clues, listing possible the guidance of the
 Raise your hand.
difficulties strategies for coping with them and teacher, the
showing responsibility when doing the tasks. learner…
Let´s Get Personal
Reading for the first time: by underlining or R.1. identifies brief,
 Age, status,
circling key words, pointing to, writing, simple instructions if
phone number,
drawing, raising his/her hand, brief, simple encountered in
country,
instructions in texts. similar form.
nationality,
 Identifying brief simple instructions if
occupation,
encountered in similar form by underlining R.2. discriminates
residence,
or highlighting. English language
handsome,
pretty, intelligent,  Differentiating by introducing concept sounds.
numbers, dates, and terms (letter and sound), predicting
some letter sounds words and R.3. recognizes
the alphabet
expressions, segmenting a word into some expressions
 I am…happy,
phonemes (/d/…/o/…/g/), rhyming words and the main
sad, angry,
from non-rhyming words and substituting information about
excited,
initial, final and medial sounds to form new text (heard or read)
unhappy,
words, when a specific grapheme is

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67

frustrated, changed, added, or removed (e.g., face to with instructional


annoyed, place). support.
threatened,
furious, bored, Pair/Group feedback: for comparing what
satisfied, he/ she understood and did, explaining his/her
shocked, scared, own strategies for conveying meaning.
shy,  Recognizing some expressions and the
disappointed. main information about text (heard or
read) with instructional support by sharing
Meet my Family with peers.
 Family members
such as mother, Reading for the second time: the main
father, siblings, information by answering yes/no questions.
cousin, father–in-
law, etc. Post-reading: for reacting to the content of
the text or for focusing on features/ language
forms and self/ co-assessment.

Oral and Written Production


Using technically
Use spelling words, greetings and leave- designed
taking expressions, farewell, politeness, instruments, and
classroom language and questions with the guidance
of the teacher, the
Planning learner…

- identifying the task, planning a set of SI.1. spells out


questions to ask (content /language), words.
asking for help if needed
Spelling SI.2. uses basic
- Spelling out words, names, surnames, greeting and leave-
country of citizenship and other. taking expressions,

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Using farewell, and


- expressions according to different politeness and basic
scenarios and prompts by using a learned classroom language.
expression in a complete sentence.
Organizing SI.3. asks personal
- the conversation by using from six to eight information to others.
questions, appropriate expressions,
classroom language and personal
information, asking for help if needed.
Rehearsing
- Practice the conversation rehearsing the
questions with peers.
Using
- greetings and leave-taking expressions,
farewell, politeness, classroom language
and questions.

Description of himself/herself, family and


place of living
Using technically
Planning designed
- a presentation by selecting the instruments, and
appropriate materials and resources to be with the guidance
used. of the teacher, the
Organizing learner…
- the presentation by creating and outlining
the content presentation SP.1. introduces
Rehearsing him/herself providing
- the presentation with peers. personal information
Describing
- himself/herself and his/her family simply to SP.2. describes
the class considering body language. his/her family simply.

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Production of simple words and very Using technically


simple sentences designed
instruments, for
Labeling self- and co-
- objects, pictures or diagrams by creating a assessment such
personal pictionary organized by topic. as checklists and
with the guidance
Production of the teacher, the
- Pre-writing your sentences by learner…
brainstorming some information, seeing a
demonstration including connecting W.1. writes labels on
words. familiar objects in a
- Drafting complete sentences within a picture or diagram.
series of sentence frames.
- Revising the sentences with the support W.2. writes
of a partner in a shared writing activity. straightforward
- Editing the production independently information about
before publishing. him/herself in short
sentences.
Integrated Mini Project

Participating, thinking, acting out, responding


and sharing:
- Personal lapbooking, mobile, collage.
- Self-portrait presentation using
technology or cardboard.
- Storytelling using TPR in groups.

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Level 7th Unit 2


Themes:
1. My Daily Routine
Scenario: Enjoying Life 2. Eating Habits
3. Hanging out
4. Things I like to do
Enduring Understanding: Enjoying life involves paying attention to daily routines and taking care of one’s lives.

Essential Question: How do the things people do every day help them enjoy life?

Linguistic Competencies Goals


Learners can…
L1. recognize the sound of most words heard in context.

L2. understand simple information and phrases about routines, eating habits, hobbies and
hanging out activities.

Oral and Written R.1. identify English language sounds using knowledge in phonics, syllabification and
Comprehension 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.

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?)
Oral and Written if the other person speaks slowly and clearly.
Production
SI.2. say when he/she does not understand.

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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.).

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Level: 7th Unit: 2


Learn to be and Assessment
Learn to know Learn to do Suggested Mediation Strategies
Live in Community Strategies
Grammar and Functions Psycho-social Pre-teaching
Sentence Frame
-Living safely by - Participating in warm-up activities such
Adverbs of Frequency  Identifying daily practicing as brainstorming, brain gym activities,
routines
 Always healthy routines. predictions and generative questions.
Sometimes - Being disciplined - Engaging in activation of prior
Never  Telling likes and with eating times. knowledge and socializing unit goals.
dislikes about - Loving myself by - Introducing different text types
Wh questions eating habits, taking care of my (oral/written) using visual aids,
routines and technology, key vocabulary, graphic
 What’s your daily body.
food. - Use assertive organizers, sounds, grammar and
routine?
sentence frames.
 I have breakfast at communication
 Describing ways skills when
6:30 a.m.
of hanging out Oral and Written Comprehension
 I go to high school. interacting with
others.
 Describing things Recognition of sounds, simple phrases
Present tense
I like to do. Sociocultural and information
Subject+verb+comple
ment
- Ways of Planning
 I watch TV in the
afternoon. entertainment
Discourse Markers according to or Pre-listening: by motivating, Using technically
based on contextualizing, preparing and stating the designed
Phonology
contexts, eating task goal, sharing what he /she knows about instruments, and
Connecting words the topic, predicting what the audio/video is
Newly created word (and, but, because) habits and table with the guidance
manners. about, listing possible difficulties strategies of the teacher, the
when a specific letter Ex. She likes to
watch television and for coping with them and showing learner…
is changed, added, or
listens to music a lot. responsibility when doing the tasks.
removed in the initial,
I don’t like chicken

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medial, or final but I like fish. Social Language Listening for the first time: to audio L1. identifies the
position (e.g., think to I go to bed early Samples recordings, videos or conversations for sound of words
thank). because my job  love (as in “I love general understanding of the text. heard in context.
starts at 7:00.
coffee”, “I love  Identifying the sound of most letters by
Vocabulary going to the pointing to, or circling the letter sound. L2. distinguishes
movies”)  Distinguishing simple phrases by simple phrases
My Daily Routine responding with learned expressions and about daily routines,
 My everyday life: Idioms or physical gestures (e.g., Wash your eating habits,
 Have: - with bells on hands) hobbies and hanging
breakfast/lunch/ - chill out out activities.
dinner/ - hang out Pair/Group feedback: for comparing what
snack/brunch he/she understood and explaining his/her L3. recognizes
 coffee time/coffee Proverbs / Quotes own strategies for conveying meaning and sounds, simple
break - Eating and checking understanding. phrases and
 take a drinking  Recognizing sounds, simple phrases information.
bath/shower shouldn’t keep us and information.
 brush my teeth from thinking. --
 get up Italian ´proverb Listening for the second time: sounds,
 wake up simple phrases and information by
 go to high school responding with learned expressions and/or
 finish high school physical gestures and mime (e.g. jogging,
 Study/watch eat vegetables every day.
TV/listen to
music/read/go Post-listening for reacting to the content of
out/take a nap the text or for focusing on features/ language
forms and self/ co-assessment.
Eating habits
 Healthy Food:
Distinguishing sounds, brief simple Using technically
fruit/Vegetables/M
instructions, main information, and some designed
eats/ Typical food
expressions instruments, and
with the guidance

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 Junk Food: fast Planning of the teacher, the


food learner…
 Eating schedule Pre-reading: Stating the task goal, sharing
 Drinking water what he /she knows about the topic, R.1. recognizes by
predicting what the text is about supported manipulating English
Hanging out by typographical and visual clues, listing language sounds
 To spend time possible difficulties and strategies for coping using knowledge in
 To send text them. phonics,
messages syllabification and
 To talk by cell Reading for the first time: and repeating word parts.
phone high frequency words.
 To play board  Recognizing sounds by reading a newly R.2. recognizes the
games created word when a specific letter is main information on
changed, added, or removed in the initial, posters, brochures,
 To play cards
medial, or final position (e.g., think to signs, and
 To go to the mall
thank), and words with common prefixes invitations.
 To go to the pool
and suffixes with instructional support.
 To have a sleep
 Distinguishing brief, simple instructions R.3. distinguishes
over
and sentences, if encountered previously brief, simple
 To watch a DVD
in the same or similar form by. instructions and
(movie)
some expressions if
 To go to the
Reading for the second time: Main encountered
cinema
information and expressions on posters, previously in the
brochures, signs, invitations and simple texts same or similar form.
Things I like to do
by answering yes/no questions about text
 I love reading.
(heard or read) with instructional support or
 I’m interested in matching the content with illustration, if
computers. necessary using a dictionary.
 I’m fond of
traveling. Post-reading: for reacting to the content of
 Numbers (1-59) the text or for focusing on features/ language
forms and self/ co-assessment.

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Oral and Written Production Using technically


designed
Asking and answering simple questions instruments such
and expressing lack of understanding as anecdotal
reports, and with
Planning the guidance of the
- a set of yes /no questions and possible teacher, the
answers by using learned expressions in learner…
complete sentences.
Checking SI.1. asks and
- the prior plan individually and with peers answers in a
and monitoring. predictable pattern
Asking and answering simple questions
- yes/no questions, using self-regulation about daily routines,
strategies, using facial expression eating habits,
accompanied by a learned expression in hobbies and hanging
a sentence frame and telling when he or out activities if the
she does not understand. other person speaks
slowly and clearly.

SI.2. expresses
when he /she does
not understand.

Description of personal activities for Using technically


enjoyment designed
instruments such
Planning as, for self-and co-
- the content and resources to be used in assessment and
the presentation to small groups/whole with the guidance
class. of the teacher, the
learner…

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Organizing
- the presentation by selecting the S.P.1. describes how
appropriate language. he/she enjoys life by
Rehearsing using simple
- by using practiced dialogues and standard
standard expressions. expressions.
Describing
- personal activities for enjoyment by
acting out social scenarios using
sentence frames standard expressions.

Using technically
Production of information about designed
themselves in short sentences instruments, and
with the guidance
Labeling of the teacher, the
- objects, pictures or diagrams by creating learner…
a personal Pictionary organized by topic.
W1. writes labels on
Production familiar objects in a
- Pre-writing organizing the sentences by picture or diagram.
copying or writing from a sentence model
and including connecting words or some W2. writes
guided writing straightforward
- Drafting by writing complete sentences information about
within a series of sentence frames. themselves in short
- Revising the production of written simple sentences or
sentences to look for mistakes (e.g. provides that
subject-verb agreement, capitalization, information on a
spelling, basic punctuation etc.) by questionnaire.
seeing a demonstration, participating in a
shared writing activity with peers.

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- Editing the production independently


within a series of sentence frames before
publishing.

Integrated Mini Project

Participating, thinking, acting out, responding


and sharing:
- Pictionary project
- Podcast, podcasts with scripts
- Collages about his/her life.

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Level 7th Unit 3

Themes
1. Natural Wonders in My Backyard
Scenario: Getting Back to Nature 2. Marvels in Costa Rica
3. A World of Wonders
4. Where can I go next?
Enduring Understanding: Costa Rican natural beauty can be enjoyed by experiencing its wonders when traveling.

Essential Question: How can people more closely experience nature when visiting places?

Linguistic Competencies Goals


Learner can…
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 oral advertisements
or conversations.

L.3. recognize specific information on natural beauties and wonders.

Oral and Written R.1. identify English language sounds using knowledge in phonics, syllabification and
Comprehension 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.

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SI.1. talk briefly about tours and plans.

SI.2. ask somebody to repeat what s/he 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).
Oral and Written
Production 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 punctuation etc.).

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Level: 7th Unit: 3

Learn to be and Live Assessment


Learn to know Learn to do Suggested Mediation Strategies
in Community Strategies
Grammar & Functions Psycho-social Pre-teaching
Sentences Frames

 Identifying  Being aware and  Participating in warm-up activities such


There is/are committed to as brainstorming, brain gym activities,
 In my natural elements predictions and generative questions.
in my community. protecting the
patio/backyard environment  Engaging in activation of prior
there is a _____  Appreciating knowledge and socializing unit goals.
(tree)  Giving  Introducing different text types
natural wonders
 In Costa Rica information about (oral/written) using visual aids,
there are _____ marvels in Costa technology, key vocabulary, graphic
Sociocultural
national parks. Rican natural organizers, sounds, grammar and
 In Costa Rica beauty. sentence frames.
 Promoting the
there is a
Biological  Telling about enjoyment of Oral and Written Comprehension
natural world natural wonders
Reserve.
wonders. for all. Recognition of instructions, isolated Using technically
Wh-Questions vocabulary and terms, main idea and designed
 What are some  Describing where Social Language specific information instruments, and
natural things in I can go to enjoy Samples with the guidance of
your natural beauties. Planning the teacher, the
home/country? Idioms learner…
 Getting back to Pre-listening: by motivating,
 What examples of
nature contextualizing, preparing and stating the L.1. identifies
natural beauty are
 A breath of fresh task goal, sharing what he /she knows instructions for games
there in _____ Discourse Markers
air about the topic, predicting what the and follows teacher or
(country)
audio/video is about, listing possible students’ modeling of
Connecting words  In deep water
difficulties strategies for coping with them the activity.
(and, but, because)

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Phonology Proverbs / Quotes and showing responsibility when doing the


 Short vowel - Ex. She went to  Let’s save our tasks. L.2. recognizes some
sounds Angel Waterfall planet. isolated vocabulary,
(-at, -en, -ad) in and she loved it.  Stop and smell the Listening for the first time: to audio terms, and main ideas
orally stated - I don’t have roses. recordings, videos or conversations for from specific subject
single-syllable money but I want  When it rains, it general understanding of the text. areas.
words. (e.g., pen, to go to Poas pours.  Identifying instructions, isolated
hat, mad, etc.) Volcano. vocabulary and terms supported with L.3. recognizes
- I visited modelling physical and mental visuals specific information
Vocabulary Tempisque River by responding physically and orally, about natural beauties
because my taking turns and participating and wonders.
Natural Wonders in cousin lives near appropriately.
My Backyard there.  Telling the main idea from the oral
 nature, living, non- input heard by naming with simple
living things, trees, sentences what the oral input is about.
plants, rivers,
lakes, mountains, Pair/Group feedback: for comparing what
flowers, bugs, he/she understood and explaining his/her
rocks, flora, fauna, own strategies for conveying meaning and
hot springs, checking understanding.
volcanoes, etc.  Differentiating instructions for games
 Recognizing by physically and orally
Marvels in Costa Rica responding, taking turns and
 Costa Rica participating appropriately.
Natural Marvels
National Parks Listening for the second time: specific
Biological information by listing and matching items,
Reserves using a word bank to fill in gapped text on a
caves, beaches specific topic.
volcanoes, lake,
rivers, mountains

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cloud/rain/dry Post-listening for reacting to the content of


forest the text or for focusing on features/
language forms and self/ co-assessment.
World Natural
Wonders Using technically
 Mount Everest Recognition vocabulary, sounds, key designed
Harbor-Rio de words, main ideas and specific details instruments such as
Janeiro anecdotal reports,
Great Barrier Reef Planning and with the
Victoria Falls guidance of the
Paricutin Volcano Pre-reading: Stating the task goal, sharing teacher, the
Grand Canyon what he /she knows about the topic, learner…
Aurora Borealis predicting what the text is about supported
by typographical and visual clues, listing R.1. identifies English
Where can I go next? possible difficulties and strategies for language sounds
 Traveling, coping them. using knowledge in
 I can go to ___.  Identifying vocabulary sounds, by phonics, syllabification
because repeating short vowel sounds (-at, -in, and word parts.
 Zoo, animals, -ot) in orally stated single-syllable
ocean, beach, words. (e.g., pen, hat, mad, etc.) R.2. identifies key
river, fishing,  Recognizing key words related to words related to
soccer field, nature in texts. nature in texts.
playing, mountain,
hiking, rainforest, Reading for the first time: key words, R.3. recognizes main
zip-lining labels on diagrams by filling out blanks, ideas in texts.
matching words with meanings and
completing a graphic organizer (e.g., R.4. recognizes
timeline). specific details in texts
 Recognizing main ideas in texts by accompanied by
finding the topic and purpose of the text. illustrations.

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Pair/Group feedback: for comparing what


he/ she understood and did, explaining
his/her own strategies for conveying
meaning.
 Recognizing specific details in texts
accompanied by illustrations.

Reading for the second time: specific


details by matching illustrations with topics,
filling out graphic organizers, or writing the
details in another form (e.g., invitation) or
acting out a scene using the messages.

Post-reading: for reacting to the content of


the text or for focusing on features/
language forms and self/ co-assessment.

Oral and Written Production

Expression of specific vocabulary Using technically


terms, basic information about traveling designed
plans and preferences instruments, and
with the guidance of
Planning the teacher, the
 a set of yes /no and Wh (information) learner …
questions and possible answers by
using learned expressions in complete SI.1. talks about tours
sentences. and plans briefly.
Identifying
 specific vocabulary terms, basic SI.2. asks somebody
information by participating in a to repeat what he or
matching or guessing game and she said more slowly.

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choosing from options in an illustrated


word bank. SI.3. asks people for
Asking information related to
 for help if needed. places, tours and
Rehearsing plans.
 by practicing a dialogue in a small
group, using sentence frames and
illustrated word banks and improving
the questions.
Asking and answering
 yes /no and Wh (information) questions,
using self-regulation strategies, facial
expressions accompanied by sentence
frames, considering telling when he or
she does not understand in pair-share
and small group.

Description of basic information about Using technically


places and traveling plans designed
instruments, and
Planning with the guidance of
 a presentation by selecting the the teacher, the
appropriate resources to be used small learner…
groups or whole class.
Organizing SP.1. provides basic
 an interview by using sentence frames information about
and choosing from options in an favorite natural
illustrated word bank individually or in beauties in the country
small groups. and wonders all over
Rehearsing the world.
 the presentation individually or in small
groups.

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Describing SP.2. describes what


 what he/she likes about places and he/she likes about
traveling plans by participating in an places and traveling
interview using sentence frames. plans.

Production of sentences, and simple Using technically


descriptions of places and traveling designed
plans instruments, for self-
Completing and co-assessment
 gapped sentences by seeing a and with the
demonstration. guidance of the
teacher, the
Production learner…
 Pre-writing simple descriptions by
choosing the topic, seeing a W.1. completes
demonstration, participating in a shared gapped sentences
writing activity and then independently using a word list of
writing within a series of sentence familiar words.
frames.
 Drafting simple descriptions by using W.2. writes simple
word choice, connecting words (and, descriptions of
but, because) and complete sentences traveling places and
within a series of sentence frames,
plans.
independently.
 Revising simple descriptions
independently.
 Editing simple descriptions by seeing a
teacher’s demonstration before
publishing.

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Integrated Mini Project

Participating, thinking, acting out,


responding and sharing:
 Advertisement of traveling to beautiful
places
 Brochure
 Design board games

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Level 7th Unit 4

Themes:
1. My Family´s Grocery List
Scenario: Checking things off a shopping list 2. Going Shopping
3. Does This Fit Me?
4. How Much Does It Cost?
Enduring Understanding: Effective shopping is wiser when planned according to budget.

Essential Question: How can we shop more wisely?


Linguistic Competencies Goals
Learner can…
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.
Oral and Written
Comprehension 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.

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.

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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).
Oral and Written
Production SP.2. describe shopping items using simple words and sentence frames (e.g. 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.).

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Level: 7th Unit 4

Learn to be and Assessment


Learn to know Learn to do Suggested Mediation Strategies
Live in Community Strategies
Grammar & Functions Psycho-social Pre-teaching
Sentence Frame
 Listing products  Being flexible - Participating in warm-up activities e.g.
Simple present tense needed at home. and open to brainstorming, brain gym activities,
changes. predictions and generative questions.
 I need to buy  Identifying  Making informed - Engaging in activation of prior knowledge
____, Do you products at a decisions and socializing unit goals.
have any __? , grocery and  Communicating - Introducing different text types
I’m looking for a clothing stores. with the person (oral/written) using visual aids, technology,
bank. respectfully. key vocabulary, graphic organizers,
 Describing sounds, grammar and sentence frames.
WH questions and products needed Sociocultural Oral and Written Comprehension
other
 Buying - Asking for
Using technically
 Where can I buy Recognition of specific information, what designed
groceries/ bargains to save
the vegetables? is being said, and most of a story about instruments, and
clothing wisely. money. shopping with the guidance of
Modals the teacher, the
Social Language Planning
 Can you do a price Discourse Markers learner…
Samples
check for me?  Running errands Pre-listening: by motivating, contextualizing, L.1. identifies specific
I need to go to the  Shop around
preparing and stating the task goal, sharing information when
Countable and mall and purchase
 Shoplifting what he /she knows about the topic, predicting
Uncountable Nouns some food. communicated
what the audio/video is about, listing possible directly, providing
I bought a pair of
Idioms difficulties strategies for coping with them and
 She has eight tennis shoes but I something that is
 A penny saved showing responsibility when doing the tasks. already known about
oranges in her didn’t buy socks
is a penny the subject, and when
fridge.
earned.

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 How much money because I didn’t  Saving for a Listening for the first time: to audio the speech is
do you have? have money. rainy day. recordings, videos or conversations for accompanied.
general understanding of the text about
Past tense Proverbs / Quotes shopping for clothing and/or groceries. L.2. recognizes what
 Every shop has  Observing words and expressions by is being said about
 After the meal, we its trick. -- Italian using pictures, drawings, and body shopping for groceries
went to a club. proverb language from a video/audio input. and clothing.
 It was very
expensive. Pair/Group feedback: for comparing what he/ L.3. recognizes most
she understood and explaining his/her own of a story when read
 Where did you buy strategies for conveying meaning and slowly and
this watch? checking understanding. accompanied by
 Naming words and expressions by pictures.
Phonology imaging, pointing to, moving, miming,
using pictures or drawings.
 Inflectional
endings (-s, -ed, - Listening for the second time: to retell the
ing) and information and sequencing pictures to
identifying their identify characters and setting.
functions; tense,  Recognizing what is being said and most
plurality, of the story.
comparison and  Differentiating specific information on
part of speech. what is being said by responding to social
 Clothes, conversations, using memorized
vegetables, responses (e.g., food, supermarket,
decided, clothing store), writing key words into a
shopping, etc. graphic organizer while using a word bank.

Post-listening for reacting to the content of


the text or for focusing on features/ language
forms and self/ co-assessment.

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Vocabulary Distinction of sounds, phonics, Using technically


syllabification, and word parts, words, designed
My Family´s Grocery prefixes, and suffixes, specific instruments, and
List information with the guidance of
the teacher, the
 Fruit, meat, fish, Planning learner…
milk, oil, rice,
beans, dog food, Pre-reading: Stating the task goal, sharing R.1. identifies English-
vegetables. what he /she knows about the topic, predicting language sounds
what the text is about supported by using knowledge in
Going Shopping typographical and visual clues, listing possible phonics,
difficulties strategies for coping them and syllabification, and
 Grocery store showing responsibility when making the tasks. word parts.
sectors: bakery,
pet supplies, Reading for the first time: information on R.2. identifies
fresh food, frozen posters, adverts, catalogues, everyday signs vocabulary related to
food, canned and/or short texts. the topic and uses it to
goods,  Identifying sounds, phonics, understand very
cosmetics, syllabification, and word parts, words, simple sentences if
household prefixes, and suffixes, by reading base there are pictures.
goods, cashier, words and inflectional endings (-s, -ed,
express lane. -ing) and their functions; tense, plurality, R.3. recognizes
comparison, and part of speech and previously
applying knowledge of affixes to base encountered parts of
Does This Fit Me? words in context and matching base words words, prefixes, and
with affixes with precision. suffixes.
 Clothes: shirt,  Differentiating information by creating a
blouse, pants, short illustrated book (picture dictionary R.4. distinguishes
skirt, dress, with sentence frames). information on
shorts, sweater, posters, adverts,
overall, uniform, catalogues and

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jacket, blazer, Pair/Group feedback: for comparing what he/ everyday signs and
suit, tuxedo, she understood and did, explaining his/her short texts.
evening gown, own strategies for conveying meaning.
pajamas, ring,
earrings, Reading for the second time
necklace, chain,  Distinguishing specific information by
pin, watch, tie, reading aloud with a partner and
belt. completing a graphic organizer.
 Sizes: extra
small, small, Post-reading: for reacting to the content of
medium, large the text or for focusing on features/ language
and extra-large. forms and self/ co-assessment.
Using technically
 Colors: blue, Oral and Written Production designed
green, orange, instruments such as
red, pink, purple, Interaction with basic information about anecdotal reports,
brown, black, shopping products (groceries, clothing, and with the
white. and prices) guidance of the
teacher, the
 Materials: Checking learner…
leather, silk, - comprehension of tasks given by the
cotton. teacher. SI.1. asks and tells
Planning his/her desires about
 Adjectives: - language structure and content needed for shopping prices, size
good, bad, the task by using a sentence frame and and where to get
expensive, numbers for prices supported by physical things.
cheap, big, small, or online resources.
beautiful, Elaborating SI.2. asks somebody
reasonable. - on questions, answers and expressions to speak more slowly
including asking for help and giving help by when needed.
using sentence frames and numbers for
prices.

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How Much Does It Interacting SI.3. buys things in


Cost? - using sentence frames and prices by shops by pointing or
 "I'm sorry, I don't participating in a matching or guessing other gestures to
have any small game and practicing a dialogue in a small support what he/she
change." group or in pairs considering asking peers says.
"Do you have to speak more slowly.
change for this?" SI.4. uses simple
"May I have the numbers in everyday
receipt, please?', conversations. (e.g.
"Can I pay by prices)
credit card / in
cash?”, “Is this on Description of basic information about Using technically
sale?" shopping preferences and prices designed
(groceries, clothing) instruments such as
Budget: income, Planning rubrics, and with the
debts, utility bill - a presentation by selecting the appropriate guidance of the
(electricity, resources to be used in small groups or teacher, the
phone, cable,), whole class. learner…
savings. Organizing
- a presentation by practicing a dialogue in SP.1. gives basic
a small group and using sentence frames information about
and illustrated word banks.
shopping preferences
Rehearsing
and prices.
- the presentation with peers.
Describing
SP.2. describes
- shopping preferences and prices
shopping items using
(groceries, clothing) by participating in a
whole or small group presentation while simple words and
sentence frames. (for
using sentence frames and illustrations.
example their size,
Production of simple descriptions and color, material, price)
short, simple texts

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Production Using technically


- Pre-writing simple descriptions and short, designed
simple texts by choosing the topic, instruments such as
sentence frames while participating in a checklists, for self-
shared writing activity, and then and co-assessment
independently writing. and with the
- Drafting simple descriptions and short, guidance of the
simple texts by using word choice, teacher, the
connecting words (and, but, because) and learner…
a series of sentence frames within a
shared writing activity, and then W.1. writes simple
independently writing. descriptions of
- Revising simple descriptions and short, shopping lists and
simple texts in a pair-share activity. budget charts (e.g., I
- Editing simple descriptions and short, need some milk).
simple texts by seeing a teacher’s
demonstration. W.2. writes short,
simple texts about
Integrated Mini Project shopping at grocery
stores, clothing stores
Participating, thinking, acting out, responding and supermarkets.
and sharing:
- Create a game day and share with other
learners of the same level (e.g. Bingo,
Flyswatter, Pictionary, Jeopardy, and
“Everybody who”)
- Simulated field trip to the supermarket,
farmers market or a clothing store.
- Creating a grocery store print ad and TV or
radio commercial.

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Level 7th Unit 5

Themes:
1. How my family and I celebrate “Tico” culture
Scenario: Let’s Celebrate Costa Rican Culture! 2. How my community celebrates “Tico” culture
3. How other Costa Rican communities celebrate “Tico” culture
4. How Costa Ricans celebrate national “Tico” culture
Enduring Understanding: Costa Rican holidays include specific celebrations, which are representative of the sense of belonging and cultural
identity of the country.
Essential Question: How do we, as Costa Ricans, celebrate holidays as part of our Tico cultural identity?

Linguistic Competencies Goals


Learner can…
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.

Oral and Written R.1. identify and manipulate English language sounds using knowledge in phonics,
Comprehension 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 Costa Rican culture
such as holidays and celebrations. (e.g., We celebrate Labor Day on May 1st).

SI.1. answer simple questions using individual words, expressions, or short sentences.

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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.

Oral and Written SP.2. very simply describe how he/she celebrates holidays and special occasions and also
Production 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.

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Level: 7th Unit 5

Learn to be and Assessment


Learn to know Learn to do Suggested Mediation Strategies
Live in Community Strategies
Grammar & Functions Psycho-social Pre-teaching
Sentences Frames  Listing family
gatherings. - Strengthen the - Participating in warm-up activities such
Prepositions of time value of as brainstorming, brain gym activities,
In/on/at belonging to my predictions and generative questions.
 Asking and
 Costa Rica giving
family - Engaging in activation of prior
celebrates /community. knowledge and socializing unit goals.
information
Mother’s Day on - Showing respect - Introducing different text types
about family
_________. for my family (oral/written) using visual aids,
gatherings.
 At Christmas time, I celebrations. technology, key vocabulary, graphic
____. - Respecting my organizers, sounds, grammar and
 Telling about sentence frames.
own emotional
community
Past simple of “to be” celebrations.
expressions and
sense of Oral and Written Comprehension
 Last Christmas I  Describing
belonging. Using technically
Recognition of basic phrases, pieces of designed
was at my national short information and what is being said instruments such as
grandma´s house holidays and
learning logs, and
celebrations in Sociocultural Planning
WH questions with the guidance of
Costa Rica.
the teacher, the
- Respecting other Pre-listening: by motivating, learner…
 When do you
families/ Costa contextualizing, preparing and stating the
celebrate ____? Discourse Rican task goal, sharing what he /she knows about L.1. identifies basic
 What do you do on Markers communities’ the topic, predicting what the audio/video is phrases that denote
mother’s day? Connecting words celebrations. about, listing possible difficulties strategies facts about Costa
 What do you (and, but, because)
for coping with them and showing Rican culture.
celebrate in your - Reinforcing responsibility when doing the tasks.
community?  Ex. She loves to Costa Rica’s

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celebrate her identity by Listening for the first time: to audio L.2. recognizes pieces
Phonology birthday, but collaborating and recordings, videos or conversations for of short information
 Decoding regularly she doesn’t /on participating general understanding of the text. and what is being said
spelled multi- have time for it. in the - Observing by using visual aids, basic about holidays and
syllabic words and celebrations. phrases, and pieces of short information. celebrations.
compound words,  My favorite - Naming basic phrases, pieces of short
including the holiday is Social Language information by imaging, pointing to,
sounds Mother´s day Samples moving, and miming.
represented by and I buy  a day off
consonant blends, flowers for my Pair/Group feedback: for comparing what
consonant/ vowel mom. Idioms he/ she understood and explaining his/her
diagraphs (e.g., th,  It´s the thought own strategies for conveying meaning and
sh, ck) and  I love to that counts. checking understanding.
diphthongs (e.g., celebrate  Eat, drink and be - Differentiating basic phrases, pieces of
ea, ie, ee) and r- Christmas merry. short information, and what is being said
controlled vowels. because I  Trim the tree. by physically categorizing, sequencing
 Week, queen, exchange pictures or words and matching the
parties, shower, presents with Proverbs / Quotes words with an action.
year, etc. my siblings. - Before you judge
someone, walk a Listening for the second time: for more
Vocabulary mile in his shoes. detailed understanding of the text.
 Recognizing basic phrases, pieces of
Family gatherings short information, and what is being said
 birthday parties,
anniversary Post-listening for reacting to the content of
parties, weddings, the text or for focusing on features/ language
baby showers, forms and self/ co-assessment.
graduations, family
reunions Differentiation vocabulary, sounds, Using technically
important information, short messages, designed
straightforward information and instruments such as
expressions journals, and with

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Community Planning the guidance of the


celebrations teacher, the
 Community Day Pre-reading: Stating the task goal, sharing learner…
Community what he /she knows about the topic,
traditions predicting what the text is about supported R.1. identifies and
Patron Saint Day by typographical and visual clues, listing manipulates English
possible difficulties strategies for coping language sounds
Costa Rican them and showing responsibility when using knowledge in
communities making the tasks. phonics, syllabification
 “Guanacastequedi and word parts.
dad” Week, Virgen Reading for the first time: vocabulary,
del Mar Day, sounds by using knowledge in phonics, R.2. recognizes
“Diablitos” syllabification and word parts when reading vocabulary and
celebration a newly created word where a specific important information
grapheme is changed, added, or removed in on basic promotional
Costa Rican National the initial, medial, or final position (e.g., day material. (e.g., date,
Holidays to pay). place and activities, on
 New Year’s Eve,  Identifying English language sounds poster).
New Year’s Day, using knowledge in phonics,
Holy Week, Labor syllabification and word parts. R.3. discriminates
Day, Nicoya’s  Recognizing vocabulary and important straightforward
Party Annexation information by filling in gapped text, information, words
Day, The Day of circling, labeling, pointing, moving, and expressions on
the Virgin of Los miming, and filling out a form with Costa Rican culture.
Angeles, Mother’s precision.
Day,
Independence Pair/Group feedback: for comparing what
Day, Culture Day, he/ she understood and did, explaining
Christmas Day his/her own strategies for conveying
meaning.

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 Differentiating vocabulary and


important information

Reading for the second time: vocabulary,


sounds, important information, short
messages, straightforward information and
expressions by physically categorizing,
sequencing pictures, matching the words
with an action (acting out a scene from a
text), standing up or sitting down when they
hear the words and filling out graphic
organizers or writing the details in another
form (e.g., invitation.)

Post-reading: for reacting to the content of


the text or for focusing on features/ language
forms and self/ co-assessment.

Oral and Written Production


Using technically
Interaction with peer using basic designed
language, answering and asking simple instruments such as
questions for specific information rubrics, and with the
guidance of the
Checking teacher, the
- comprehension of tasks given by the learner…
teacher.
Planning SI.1. answers simple
- language structure and content needed questions using
for the task by using a sentence frame individual words,
(e.g., How do you celebrate Mother’s expressions, or short
Day?) sentences.

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Elaborating
- questions, answers and expressions SI.2. asks for specific
including asking for help and giving help information regarding
by using a sentence frame holidays and
Interacting celebrations.
- using sentence frames within a dialogue
with the appropriate response (formal SI.3. interacts using
and informal situations) by considering basic language.
turn-taking tactics and monitoring equal
participation in the task.

Description of family/community/ other Using technically


national communities’ holidays and designed
celebrations instruments such as
checklists, and with
Planning the guidance of the
- a presentation by selecting the teacher, the
appropriate resources to be used small learner…
groups.
Organizing SP.1. talks about
- personal narratives by using complete celebrations and
sentences, which may include holidays in Costa Rica
brainstorming of the language and
briefly.
content and the use of visual aids.
Rehearsing
SP.2. very simply
- the presentation with peers.
Describing describes how he/she
- family/community/ other national celebrates holidays
communities’ holidays and celebrations, and special occasions
considering body language by and inquiries about
participating in whole or small group others.
discussions while using sentence frames
and illustrations.

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Production of words for filling out Using technically


questionnaires, diagrams, completion ofdesigned
gapped sentences, cards, invitations and
instruments, for self-
simple descriptions and co-assessment
and with the
Completing guidance of the
- charts, diagrams, questionnaires and teacher, the
gapped sentences, independently. learner…

Production W.1. completes


- Pre-writing cards, invitations and simple gapped sentences
descriptions by choosing the topic, using a word list.
sentence frames and seeing models in a
pair- shared writing activity. W.2. writes cards,
- Drafting cards, invitations and simple invitations and simple
descriptions by using word choice, descriptions of
connecting words (and, but, because) holidays and
and complete sentences within a series celebrations.
of sentence frames, independently.
- Revising cards, invitations and simple
descriptions independently.
- Editing cards, invitations and simple
descriptions by seeing a teacher’s
demonstration.

Integrated Mini Project

Participating, thinking, acting out, responding


and sharing:
- Inspirational posters about the meaning
of culture

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- Create your own holiday and the cards


that will celebrate it
- Design family celebration calendar
indicating birthdays and other
celebrations and indicate family
preferences

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7th Grade Unit 6


Themes
1. Knowing where I want to go
Scenario: Getting from Here to There 2. Knowing where It is
3. Knowing how to get there
4. Knowing what I need and when
Enduring Understanding: Traveling requires planning to decide where to go, how to get there, what to take and what to do.

Essential Question: How can people be smart travelers?

Linguistic Competences Goals


Learner can…
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/students’ modeling of the
activity.
Oral and Written
Comprehension 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.

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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).
Oral and Written
Production
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.).

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Level: 7th Unit 6

Learn to be and Assessment


Learn to know Learn to do Suggested Mediation Strategies
Live in Community Strategies
Grammar & Sentence Functions Psycho-social Pre-teaching
Frames  Identifying
places and  Being flexible  Participating in warm-up activities such
Future -- going to buildings. and open to as brainstorming, brain gym activities,
changes when predictions and generative questions.
 Locating places
 We are going to and buildings.
traveling.  Engaging in activation of prior
Manuel Antonio  Analyzing and knowledge and socializing unit goals.
 Giving making
National Park.
directions.  Introducing different text types
decisions. (oral/written) using visual aids,
 Describing  Communicating
 Are you going to visit technology, key vocabulary, graphic
ways to move clearly, concisely
Poas Volcano? organizers, sounds, grammar and
around. and responsibly, sentence frames.
 Understanding with respect for
WH questions the person
and using travel Oral and Written Comprehension
fares and hotel addressed.
 Where is the post  Enjoying
registrations. Recognition of simple directions, figures Using technically
office? traveling.
 Are we on the right and times, main idea, instructions for designed
road? Discourse games instruments, and
Sociocultural
 How far is it __? Markers with the guidance
Planning of the teacher, the
Connecting words - Respecting,
Prepositions of place appreciating and learner…
(and, but, Pre-listening: by motivating,
 in, on, next to, near, because) being aware of
contextualizing, preparing and stating the L.1. follows simple
between, in front of, his /her
task goal, sharing what he /she knows about directions how to get
opposite to, behind - She lives next community,
the topic, predicting what the audio/video is from one place to
to my house region, country,
about, listing possible difficulties strategies another, on foot or by
Prepositions of time: and her uncle’s and world’
 In, on, at public transport.
house, too.

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traveling for coping with them and showing


Determiners - I can`t go to the opportunities. responsibility when doing the tasks. L.2. recognizes
post office but I  Observing isolated vocabulary and figures and times
There is / There are … can go to the Social Language terms by using pictures, drawings, and given in clear
church. Samples body language from a video/audio input. announcements, for
Imperatives  Straight to the example at the
 Go down… - I love to go to point Listening for the first time: to audio airport or at a bus
 Go straight… the movie  Clueless recordings, videos or conversations for station.
 Follow the signs theater  Directionally general understanding of the text.
 Turn left because I love challenged  Naming simple directions, figures and L.3. recognizes
movies. times by calculating a list of items or instructions for
Present tense Idioms prices, and time. games and follows
 (S+V+C)  itchy feet teacher/students’
 I go to the beach.  Hit the road Pair/Group feedback: for comparing what modeling of the
he/she understood and explaining his/her activity.
Phonology Proverbs / Quotes own strategies for conveying meaning and
 He who returns checking understanding. L.4. recognizes the
 Short vowel sounds from a journey is  Differentiating instructions for games by main idea of
(-at, -en, -ad) in not the same as physically and orally responding, taking presentations related
orally stated single- he who left. -- turns and participating appropriately. to places, goods and
syllable words. (e.g., Chinese proverb services.
hen, hat, mad, etc.) Listening for the second time
 Recognizing the main ideas from a
Vocabulary video/audio input by underlining key
words, sequencing passages, answer
Knowing where I want to questions and filling out graphic
go organizers.
 High School
Church, Bank, Park Post-listening for reacting to the content of
Restaurant, the text or for focusing on features/ language
Cafeteria hospital, forms and self/ co-assessment.

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supermarket/grocery
store, Mall/Movie Recognition of labels on diagrams, Using technically
Theater, Cinema / sounds, familiar names of places, goods designed
Soccer field, and services and main ideas instruments, and
river/beach/lake / with the guidance
National Park/ Planning of the teacher, the
Volcano/ learner…
Pre-reading: Stating the task goal, sharing
Knowing where it is what he /she knows about the topic, R.1. labels diagrams
 There is / There are predicting what the text is about supported with appropriate
in, on, next to, near, by typographical and visual clues, listing pieces of familiar
between, in front of, possible difficulties strategies for coping goods and services.
opposite of, behind, them and showing responsibility when
making the tasks. R.2. identifies
Knowing how to get  Labeling labels on diagrams by using a English language
there word bank or picture dictionary to label sounds using
 Where is the post knowledge
items within a larger item (e.g., bicycle). in
office? phonics,
 Are we on the right Reading for the first time syllabification and
road?  Identifying short vowel sounds (-at, -in, word parts.
 How can I get to __? -ot) and stated single-syllable words.
 It’s on main street … (e.g., hen, hat, mad) orally. R.3. recognizes
 It is not far  Differentiating familiar names of places, familiar names of
 It is quite far goods and services, key words by places, goods and
matching illustrations with words. services in short and
 Go straight…
simple texts.
 Follow the signs
 Turn left, go straight
Reading for the second time R.4. recognizes main
 By car/ walking/
 Recognizing main ideas by completing ideas of text when
bike/ bus/ train/ accompanied by
graphic organizers (e.g., timeline) and
airplane/motorcycle/ illustrations.
matching illustrations with topics.
boat, carpooling

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Post-reading: for reacting to the content of


Knowing what I need the text or for focusing on features/ language
and when forms and self/ co-assessment.
 Travel expenses,
schedules, transfer, Oral and Written Production
transportation fare, Using technically
price, cash, ticket, Interaction with expressions of designed
toll, reservation, preferences, question and answers instruments such
form about places and directions as rubrics and
 Numbers from 1 to 5 checklists, and with
thousand Checking the guidance of the
 Days of the week  comprehension of tasks given by the teacher, the
 Months of the year teacher. learner…
 Time Planning
I  language structure and content needed S.1. expresses
for the task by using expression of preferences about
preferences, questions and answers places to visit and
supported with physical or online ways to move
resources. around.
Elaborating
 questions, answers and expressions of SI.2. interacts in a
preferences by participating in a simple way, asking
matching or guessing game and questions about
choosing from options in an illustrated places, where they
word bank. are and how to get to
Interacting them and answering
 with questions and answers by such questions if
participating in a dialogue with a small they are articulated
group and using sentence frames, slowly and clearly.
expressions visual aids.

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Description of places, ways to move Using technically


around, weekend or holiday plans designed
instruments, and
Planning with the guidance
 a presentation by selecting the of the teacher, the
appropriate resources to be used small learner…
groups or whole class.
Organizing SP.1. uses simple
 a presentation by participating in a pair- words to tell where a
share using sentence frames and place is and ways to
choosing from options in an illustrated get there.
word bank.
Rehearsing SP.2. describes
 the presentation with peers. places and ways to
Describing move around (towns,
 by participating in an interview using holiday resorts, car,
sentence frames and choosing from plane, bike).
options in an illustrated word bank or in
pair-share. SP.3. describes
briefly weekend or
holiday plans.

Production of hotel registration forms,Using technically


and simple descriptions of places. designed
instruments such
Completing as rubrics and
 charts, diagrams and gapped sentences checklists, for self-
using a word list independently, and co-assessment
supported by visual aids. and with the
guidance of the

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Production teacher, the


 Pre-writing hotel registration form, and learner…
simple descriptions of places by seeing a
demonstration and then writing W.1. fills in a hotel
independently. registration form with
 Drafting hotel registration form and personal details.
simple descriptions of places by writing
independently. W.2. writes simple
 Revising hotel registration form and descriptions of
simple descriptions of places in a pair- places (e.g., location,
share activity. direction, activities)
 Editing before publishing short, simple
texts and simple descriptions by seeing a
demonstration.

Integrated Mini Project

Participating, thinking, acting out, responding


and sharing:
 A story board: “Our favorite place”
 A digital or physical magazine
 Vod cast-with script
 Marketing traveling campaign with a pod
cast

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Level
A2 Grade 8
Integral Development and Communicative Competence
At this stage, the learner can...
have a level-appropriate language (words, phrases, formulaic expressions) and topical knowledge related
Learn to know
to domains, scenarios and themes.
use level-appropriate linguistic and topical resources in order to listen, read, speak and write in response
to level and age-appropriate tasks, integrating language and topical knowledge, skills and abilities (KSAs)
Learn to do
within domains, scenarios and themes.

use personal and social dispositions (e.g., engagement, attitudes, cooperation, turn taking, empathy, and
Learn to be and live in other universal values) when interacting and producing in the target language and taking time to search
community for words using oral and body language for transferable learning beyond the classroom setting (enduring
understanding).
Speaking
Listening Reading (spoken interaction & Writing
production)
CEFR STANDARDS CEFR STANDARDS CEFR STANDARDS CEFR STANDARDS

 Can understand sentences  Can read and comprehend  Can interact by asking and  Can begin to independently
and take note of basic longer texts using high- answering simple questions write single words and
information relevant to frequency vocabulary, and on familiar topics. phrases in English; relay
personal needs and family predictable patterns within  Can communicate about short messages supported
activities. messages, narratives, and simple, routine tasks, by drawing, use inventive
expository text. information on familiar or spelling within highly
INTEGRATION OF everyday topics to audiences. supported structures such
LANGUAGE SKILLS INTEGRATION OF LANGUAGE as patterned sentences. Are
SKILLS INTEGRATION OF LANGUAGE starting to vary their
 Can discriminate key SKILLS sentence.
words and information to  Can read short stories to react
report orally (listening to to content (reading to  Can produce words, short INTEGRATION OF
speak). speak/write). phrases and simple LANGUAGE SKILLS
 Can recognize pieces of  Can get specific information sentences with linguistic
information to complete from simple reading pieces to support such as framed  Can write cards, simple
sentences with lists of familiar messages, brochures and

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sentences frames respond in oral exchanges words to choose from invitations for others to read
(listening to write). (reading to speak). (reading to speak/write). (writing to read).
 Can recognize basic  Can follow simple model  Can elaborate from modeled  Can write simple directions
simple information to sentence frames and sentence frames and familiar for others to follow (writing
support reading expressions in narratives, dialogues to interact (writing to listen).
comprehension (listening reminders by taking notes to to speak).  Can plan; organize written
to read). write responses and reporting  Can interact exchanging information to deliver an oral
(reading to write/speak). information using sentence presentation (writing to
frames to report to audiences speak).
(listening to speak).

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Level 8th Unit 1

Unit 1 Themes:
1. High School -- Bring it on!
Scenario: My High School…Our place. 2. A Day in the Life of My High School
3. What is Your Next Class?
4. High School Through my Friend´s Eyes
Enduring Understanding: School is a special place where learners have a sense of belonging, feel cared for, like to learn, and
participate.
Essential Question: What makes our high school a special place?
Linguistic Competencies Goals
Learner can…
L.1. understand others’ expressions of interests regarding school activities (e.g., likes and
dislikes, indicating preferences about subjects and school activities).

L.2. understand short, clear and simple instructions and explanations when delivered slowly.

L.3. understand the main points in short, simple stories, reports short audio announcements
and messages when there is some previous understanding of school activities.
Oral and Written
Comprehension R.1. identify and manipulate English language sounds using knowledge in phonics,
syllabification and word parts.

R.2. find important information in simple text (e.g., schedules, times and dates).

R.3. understand the gist of short articles and ads in age-appropriate magazines (print and/or
electronic) provided the subjects are familiar.

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SI.1. express common interests about school life such as, “My favorite subject is English”, “I
don’t like math”.

SI.2. say what exactly he/she does not understand and ask simply for clarification.

SI.3. ask straightforward questions in familiar situations (e.g., asking for times, schedules,
favorite subjects, favorite activities) and understand the responses, using short dialogues with
some preparation in advance.
SP.1. describe common interests about school activities, the subjects and schedule he/she
Oral and Written has at school.
Production
SP.2. explain high school through his/her friend/ peers briefly.

W.1. write, either by hand or electronically, simple notices of interests, wants or preferences
(e.g. school activities subjects, schedules, and English festivals).

W.2. write, with the help of illustrations, an explanation of what they do every day at school,
checking written sentences to look for mistakes (e.g. subject-verb agreement, capitalization,
spelling, basic punctuation etc.

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Level: 8th Unit 1

Learn to be and Assessment


Learn to know Learn to do Suggested Mediation Strategies
Live in Community Strategies
Grammar & Functions Psycho-social Pre-teaching
Sentence Frames
 Naming school - Discovering my  Participating in warm-up activities such as
Subject Pronouns activities. strengths and brainstorming, brain gym activities, predictions
- I study every day. areas for and generative questions.
- They attend  Exchanging improvement.  Engaging in activation of prior knowledge and
classes on information about my socializing unit goals.
Saturday. high school schedule. - Making right  Introducing different text types (oral/written)
decisions about using visual aids, technology, key vocabulary,
Simple Present  Describing a high school graphic organizers, sounds, grammar and
Tense school day. responsibilities sentence frames.
- I start classes at and rights.
7:00 am  Reporting information Oral and Written Comprehension
- I don’t have about my classmates´
classes on Friday school activities. Sociocultural Recognition expression of interests, short, Using technically
afternoon. clear and simple instructions, the main points designed
- She goes to - Respecting in short, simple stories, report, audio instruments such
French class at his/her school, announcements and messages as rubrics and
8:40 am Discourse Markers classmates and checklists, and
teachers. Planning with the guidance
Simple Present First, we have a science of the teacher, the
Tense
lesson. Then, we go to a
- Willingness to Pre-listening: by motivating, contextualizing, learner…
yes/no Questions cooperate in preparing and stating the task goal, sharing what
- Do you like language lab. After that, teamwork. he /she knows about the topic, predicting what the L.1. identifies others’
math? we take a math test. audio/video is about, listing possible difficulties expressions of
- Does she like Social Language strategies for coping with them and showing interests regarding
Finally, our last class
English? Samples responsibility when doing the tasks. school activities (e.g.
ends at 4:00. likes and dislikes,

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- Is he in your ended at 4:00. - Cut class- to not Listening for the first time: to audio recordings, indicating
French class? attend class videos or conversations for general understanding preferences about
- Pull an all- of the text. subjects and school
Future Tense nighter- to stay  Naming expressions of interests, short, clear activities).
- We are going to up very late and simple instructions by following multi-step
make a pizza this studying L.2.
instructions/directions including prepositionalrecognizes
evening. - Pop quiz- an short, clear and
phrases by accomplishing the task described
- Are you going to unannounced simple instructions
or matching key words with the illustrated step.
study this quiz (very and explanations
weekend? common in the Pair/Group feedback: for comparing what he/ she when delivered
US) understood and explaining his/her own strategies slowly.
Information - Straight A’s-
for conveying meaning and checking
questions understanding.
perfect grades. L.3. recognizes the
- What classes do  Differentiating the main points in short, simple main points in short,
you have in the Idioms stories, report, audio announcements and simple stories.
morning? - To be a copycat messages by restating orally with key
- When do you - Learn something vocabulary and labeling an illustration, or
have English by heart completing a sentence frame accompanied by
classes? - Teacher's pet a word bank.
- What time does
he study math? Proverbs / Quotes Listening for the second time
- Tell me and I'll  Recognizing expression of interests, short,
Possessive forget. Show me, clear and simple instructions, the main points
Pronouns and I may not in short, simple stories, reports, audio
- My favorite remember. announcements and messages by responding
subject is Involve me, and to social conversations, rephrasing/ repeating
English. I'll understand. -- information and asking questions while
- His favorite Unknown Author choosing between appropriate sentence
teacher is Juan. frames and completing them.
- Her favorite class
is math.

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Possessives ´s / s´ Post-listening for reacting to the content of the Using technically


- Daniel´s favorite text or for focusing on features/ language forms designed
subject is and self/ co-assessment. instruments, and
English. with the guidance
- Ana´s favorite Extraction of sounds, phonics, syllabification, of the teacher, the
teacher is Luis. and word parts, important information, the learner …
- My classmates´ gist, most of what is written in short, simple
favorite subject is texts R.1. identifies
Spanish. English language
Planning sounds.
Present Continuous
- What are you Pre-reading: Stating the task goal, sharing what R.2. discriminates
doing now? he /she knows about the topic, predicting what the important
- I´m studying for text is about supported by typographical and visual information in simple
the math exam. clues, listing possible difficulties strategies for texts.
- Are you studying coping them and showing responsibility when
science? making the tasks. R.3. extracts the gist
of short articles and
Frequency Adverbs Reading for the first time ads in age-
- How often do you  Identifying sounds, phonics, syllabification, appropriate
read? and word parts by practicing long vowels (eat, magazines (print
- I usually read at oat) and reading two-syllable and compound and/or electronic).
night. words, using letter-sound knowledge (fireball).
 Manipulating sounds, phonics, syllabification,
Prepositions of time and word parts by practicing long vowels (eat,
- I study in the oat) and reading two-syllable and compound
morning, words, using letter-sound knowledge (fireball)
afternoon,
evening. Pair/Group feedback: for comparing what he/ she
- I attend science understood and did, explaining his/her own
classes on strategies for conveying meaning.
Monday

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- I study at noon,  Differentiating important information by


night. completing a graphic organizer or gapped text
supported by a word bank.
Phrasal Verbs:
-attend classes Reading for the second time
-go to high school  Extracting the gist and most of what is written
-do homework in short articles and ads by answering yes/no
questions about text in complete sentences or
completing gapped text supported by a word
Phonology
bank.
- Long vowels
Post-reading: for reacting to the content of the text
(eat, oat)
or for focusing on features/ language forms and
- Reading two-
self/ co-assessment.
syllable and
compound
Oral and Written Production
words, using
letter-sound Using technically
Interaction with expressions of common
knowledge. designed
interest, asking and answering simple
(fireball) instruments, and
questions in familiar dialogues
with the guidance
Vocabulary of the teacher, the
Checking
learner…
 comprehension of tasks given by the teacher.
High school. Bring it Planning
SI.1. expresses
on!  language structure and content needed for the
 Hall, task by using a sentence frame of familiar common interests
playground, dialogues, supported by physical or online about school life.
gym, sports resources.
field, corridor, Elaborating SI.2. says what
lab, teacher’s  questions, answers and expressions including exactly he/she does
lounge, school, asking for help and giving support to peers by not understand and
determining the appropriate response to given asks simply for
formal and informal situations. clarification.

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school Using
uniforms.  turn-taking tactics to complete the SI.3. asks and
requirements of the task and ensure equal answers
A day in the life of my participation by all. straightforward
high school. Interacting questions in familiar
 Teachers.  using sentence frames by acting out short situations.
Teaching staff, dialogues prepared in advance in pair-share or
parents, small groups.
classmates,
librarian, Explanation of common interests, subjects Using technically
principal, and schedules of high school through his/her designed
janitor, security friend´s and peers’ instruments, for
guard, games self-and co-
equipment, Planning assessment such
food,  a presentation by selecting the appropriate as rubrics and
audiovisual resources to be used by small groups or whole checklists and with
equipment, class. the guidance of the
blackboard, Organizing teacher, the
whiteboard,  a presentation by practicing a dialogue in a learner…
computers, small group and using sentence frames and
school bags illustrated word banks. SP.1. describes
Rehearsing common interests
What is your next  the presentation with peers by acting out short about school
class? dialogues prepared in advance. activities, the
 First, second, Explaining subjects and
last, my first  common interests, subjects and schedules of schedule he /she
high school through his/her friends and peers has at school.
class, What’s
by reporting back findings from interviews and
your schedule?,
surveys with the information gathered in
What classes do SP.2. explains high
advance
you have? When school through
do you have his/her friends/
peers briefly.

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lunch? It starts Production of short sentences, simple Using technically


at... notices, and explanations about common designed
What time does it interests, subjects and schedules of high instruments, for
end? timetable. school of his/her friends and peers self-and co-
What’s your assessment and
favorite class? Production with the guidance
recess/brake  Pre-writing of short sentences, simple notices, of the teacher, the
time and explanations by using key words and learner…
phrases including parts of previously learned
High School Through sentence frames. W.1. writes simple
my Friend´s Eyes  Drafting information for notices by writing notices expressing
heading (eye catcher), body (brief information interests, wants and
Return to school, with short sentences using key words and preferences, either
visits and phrases including parts of previously learned by hand or
exchanges, parents’ sentence frames), authority or contact electronically.
day, sports/dance person (person name, phone and e-mail).
competitions,  Drafting writing an explanation text: general W.2. writes an
English day, statement (introducing the topic or process), explanation of what
matches, festivals, information (provide extra information about they do every day at
fairs, parades, the topic), explanation (how and why school, with the help
lessons, games, something works or occurs), and conclusion of illustrations.
playtime, school (provide a final explanation) about common
clubs and open interests, subjects and schedules of high
house. school through his/her friends and peers.
 Revising short sentences, simple notices, and
explanations about common interests, subjects
and schedules of high school of his/her friends
and peers.
 Editing short sentences, simple notices, and
explanations about common interests, subjects

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and schedules of high school of his/her friends


and peers, before publishing.

Integrated Mini Project

Participating, thinking, acting out, responding and


sharing:
 Achievable weekly/monthly study schedule,
including information about school activities,
study periods and leisure activities.
 Survey report on findings about a typical school
day in national / international school,
describing subjects, schedules, and extra-
curricular activities.
 High school survey and report back findings
about favorite school subjects, teachers, best
things about high school, lead into a class
discussion to debrief activity.

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8th Grade Unit 2

Themes:
1. Fun times: Inside and Out
Scenario: Let the Good Times Roll! 2. What´s your favorite?
3. Ready to play: Tell me the rules
4. Up Close and Personal
Enduring Understanding: Sports provide opportunities for personal enjoyment, challenge, self-expression and social interaction.
Essential Question: How can sports provide a wide range of lifelong benefits and enjoyment?
Linguistic Competencies Goals
Learner can…

L.1. understand isolated, familiar words and phrases when listening to clear, slow, and basic
text read aloud.

L.2. extract important information from audio texts (e.g., sports announcements, sports
scores) provided the message is delivered clearly.

L.3. understand the most important points in a straightforward conversation, story, account or
presentation accompanied by drawings and/or diagrams provided, if it is told slowly and
Oral and Written
clearly.
Comprehension
R.1. identify and manipulate English language sounds using knowledge in phonics,
syllabification and word parts.

R.2. recognize some key terminology from subject areas (e.g., labels on sports equipment).

R.3. understand the main idea and two or three details in texts written in simple language
using high frequency words and/or words recognized from other known languages.

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R.4. understand most of what occurs in a well-structured short story and the story’s main
characters.
SI.1. invite others to practice or attend different sports.

SI.2. exchange information about everyday matters using simple vocabulary (e.g., weekend
activities, sports, hobbies, interest and entertainment).

SI.3. ask and answer questions about favorite sports, places to practice, equipment needed,
outstanding players and achievements.

SP.1. describe a day in sports he/she will never forget.

Oral and Written


SP.2. explain briefly a sport, a sports team, a videogame he/she knows well.
Production

W.1. use simple sentences and expressions to describe sports, videogames and leisure
activities.

W.2. prepare simple reminders or notes regarding sports or videogames for personal use
(e.g., notes, agendas, calendars).

W.3. write an introduction or conclusion to a story with the help of a dictionary, checking
written sentences to look for mistakes (e.g., subject-verb agreement, capitalization,
spelling, basic punctuation etc.).

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Level: 8th Unit 2

Learn to be and Assessment


Learn to know Learn to do Suggested Mediation Strategies
Live in Community Strategies
Grammar and Functions Psycho-social Pre-teaching
Sentence Frames  Expressing likes
and dislikes  Showing interest  Participating in warm-up activities such
Verb + ing / infinitive: regarding in each person’s as brainstorming, brain gym activities,
like / want / would like entertainment life. predictions and generative questions.
 I (don’t) like going and sports.  Engaging in activation of prior
swimming.  Describing  Respecting knowledge and socializing unit goals.
 I (don’t) want to different sports, everyone’s  Introducing different text types
play soccer their rules, indoor opinions. (oral/written) using visual aids,
 I would like to go and outdoor technology, key vocabulary, graphic
to the match. activities.  Communicating organizers, sounds, grammar and
 Describing sports clearly about sentence frames.
yes/no Questions unforgettable oneself.
 Do you like experiences. Oral and Written Comprehension
playing soccer? 
Being aware of
 Does she like Discourse Markers one’s strengths Extraction of isolated, familiar words and Using technically
dancing? and weaknesses phrases, important points and designed
 Would you like There are certain regarding sports information in a straightforward talk or instruments, and
to___? rules in soccer. First, and activities. presentation with the guidance of
you cannot use your the teacher, the
Information questions hands. Then, you Sociocultural Planning learner …
 What does she have to kick the ball
like to do on with your feet. After  Identifying Pre-listening: by motivating, L.1. recognizes
Sunday? that, the player tries people´s contextualizing, preparing and stating the isolated, familiar
words and phrases
 When do you play to pass the ball to behavior in task goal, sharing what he /she knows about
other player. Finally, different sports the topic, predicting what the audio/video is when listening to clear,
soccer?
the winner team is contexts. about, listing possible difficulties strategies

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 What videogame the one that scores a for coping with them and showing slow, and basic text
would you like to goal.  Recognizing responsibility when doing the tasks. read aloud.
play today? importance of  Identifying isolated and familiar words
sports to have a and phrases by matching words or
Gerunds sense of phrases with definitions or meanings. L.2. recognizes
 Dancing is a great belonging within important information
way to keep in a group. Listening for the first time: to audio from audio texts (e.g.,
shape. recordings, videos or conversations for sports
 Camping on the Social Language general understanding of the text. announcements,
beach is a Samples sports scores)
wonderful  Shoot some Pair/Group feedback: for comparing what provided the message
experience. hoops (play he/she understood and explaining his/her is delivered clearly.
basketball) own strategies for conveying meaning and
Can  Hang out (to join checking understanding. L.3. extracts the most
 Can you play somebody to  Differentiating important points, important points in a
soccer? spend time important information, and the most straightforward
 Yes, I can together) important points in oral and visual texts conversation, story,
 Can she swim? by completing sentence frames while account or presentation
Idioms choosing from a word bank and/or accompanied by
Can/Could  at this stage in labeling a visual representation. drawings and/or
 Can you play the game diagrams.
soccer with me on  ball is in your Listening for the second time
the weekend? court  Extracting important points, important
information, and the most important
 Could you play
Proverbs / Quotes points by restating orally with key
with me at 3:00
vocabulary accompanied by visual
pm?  True enjoyment
representation and/or completing a
 Yes, I can. comes from
written sentence frame accompanied by
activity of the a word bank or retelling a story or event
mind and by sequencing sentence frames and
exercise of the using transition words.
body; the two are

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Phonology united. -- Post-listening for reacting to the content of


Alexander von the text or for focusing on features/ language
Two-syllable and Humboldt forms and self/ co-assessment.
compound words
including consonant Recognition of sounds, phonics, Using technically
blends. (bl, st, and tr) syllabification, and word parts, words, designed
dates and facts, some key terminology, instruments such as
the main idea and two or three details, rubrics and
Vocabulary most of what occurs in a well-structured checklists and with
short story the guidance of the
Fun times: Inside and Planning teacher, the
out./ What´s your learner…
favorite?: Pre-reading: Stating the task goal, sharing
 running, walking, what he /she knows about the topic, R.1. identifies English
cycling, skate- predicting what the text is about supported language sounds
boarding, karate, by typographical and visual clues, listing using knowledge in
gymnastics, possible difficulties and strategies for coping phonics, syllabification
boxing, work out, them. and word parts.
baseball, soccer,
basketball, Reading for the first time R.2. discriminates
volleyball, sports,  Identifying sounds, phonics, some key terminology
equipment, syllabification, word parts, words, dates, from subject areas
sailing, kayaking, and facts by practicing two-syllable and (e.g., labels on sports
white water compound words including consonant equipment).
rafting, swimming, blends using letter-sound knowledge and
snorkeling, scuba matching with visual aids. R.3. recognizes the
 Differentiating key terminology, main main idea and two or
diving surfing,
windsurfing, idea and two or three specific details by three specific details.
matching with visual aids.
fishing, hit, throw,
catch, pass, R.4. recognizes most
Pair/Group feedback: for comparing what of what occurs in a
serve, shoot, hop,
he/ she understood and did, explaining well-structured short

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jump push, his/her own strategies for conveying story and the story’s
exercise, games. meaning. main characters

Reading for the second time


Ready to play: Tell me  Recognizing most of what occurs in a
the rules. well-structured short story by identifying
 Rules to play the main idea and two-to-three details
sports and chosen from visual aids and word banks.
videogames.
Post-reading: for reacting to the content of
the text or for focusing on features/ language
Up close and forms and self/ co-assessment.
personal: A day I´ll
never forget Oral and Written Production
 Participating at
national games Interaction using invitations, exchanging Using technically
and competitions information, asking and answering designed
 Winning a questions about weekend activities, instruments, and
competition. sports, hobbies, interest and with the guidance of
 Winning a game
entertainment the teacher, the
 Participating at a
championship learner …
 Winning a medal Checking
 comprehension of tasks given by the SI.1. invites others to
teacher. practice or attend
Planning different sports.
 language structure and content needed
for the task by choosing the appropriate SI.2. exchanges
sentence frame, supported by physical or information about
online resources.
everyday matters
Elaborating
using simple
 questions, answers including asking for
vocabulary.
help and giving support to peers by

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choosing the appropriate sentence SI.3. asks and


frames and using them. answers questions
Using about favorite sports,
 turn-taking tactics to complete the places to practice
requirements of the task and ensure them, equipment
equal participation by all. needed, outstanding
Interacting players and
 by using the appropriate sentence achievements.
frames for invitations, exchanging
information and asking and answering
questions about weekend activities,
sports, hobbies, interest and
entertainment.

Using technically
Explanation of a sport, a sports team, a
designed
videogame and a day he/she will never
instruments, and
forget in sports
with the guidance of
the teacher, the
Planning
learner …
 a presentation by selecting the
appropriate resources to be used in small
groups or whole class. SP.1. describes a day
Organizing he/she will never
 a presentation by practicing short forget in sports.
dialogues prepared in advance, choosing
from word banks and sentence frames SP.2. explains briefly a
for reference. sport, a sports team,
Rehearsing or a videogame he/she
 the spoken presentations with peers by knows well.
acting out short dialogues prepared in
advance.

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Explaining
 about a sport, a sports team, a
videogame and a day he/she will never
forget in sports by acting out short
dialogues prepared in advance.

Production of simple sentences Using technically


expressions, reminders or notes, designed
introduction or conclusion to a story instruments, for self-
and co-assessment
Production such as rubrics and
 Pre-writing of simple sentences, checklists and with
expressions, reminders or notes by using the guidance of the
key words, phrases, completing a teacher, the
graphic organizer or gapped text and learner…
following a model, including parts of
previously learned sentence frames W.1. uses simple
independently. sentences and
 Drafting writing introduction expressions to
(introducing the main topic and saying
describe sports,
what the topic will be about) or
videogames and
conclusion to a story (saying the topic
again adding a meaningful final thought) leisure activities.
supported by taking notes using a key
word bank and a dictionary. W.2. prepares simple
 Revising simple sentences, reminders or notes
expressions, reminders or notes, regarding sports or
introduction or conclusion to a story first videogames for
with peer support and then from teacher. personal use.
 Editing simple sentences, expressions,
reminders or notes, introduction or W.3. writes an
conclusion to a story before publishing introduction or

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accompanied by visual representation conclusion to a story


and/or completing a written sentence with the help of a
frame accompanied by a word bank. dictionary.

Integrated Mini Project

Participating, thinking, acting out, responding


and sharing:
 A glog (digital poster) on a favorite
sport/star.
 A podcast relating an event of a team or
game.
 A sport and game guide/note.

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Level 8th Unit 3

Themes:
1. Let’s celebrate: Holidays with My Family
Scenario: Something to Celebrate! 2. Let’s celebrate: Latin American Holidays and Festivals
3. Let’s celebrate: Holidays and Festivals around the World
4. A holiday to remember: One of my favorites
Enduring Understanding: Celebrations, festivals and traditions reflect people’s cultural identity.
Essential Question: Why is it important to celebrate special dates?
Linguistic Competencies Goals
Learner can…
L.1. understand main information in short, straightforward audio messages if these messages are
delivered slowly and clearly (e.g., holidays and celebrations).

L.2. understand specific details in an audio advertisement if it is delivered clearly and related to
his/her interest.

L.3. understand the gist of overheard conversations generally.

Oral and Written


R.1. identify and manipulate English language sounds using knowledge in phonics, syllabification
Comprehension
and word parts.

R.2. follow a set of clear-cut instructions (e.g., what to do if you attend a festival or celebration),
especially if there are pictures.

R.3. understand chronological order within special sentence structures using linkers: sequential
past time.

SI.1. ask and answer about local holidays, celebrations and festivals.

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SI.2. ask and answer about holidays and festivals in Costa Rica, Latin America and around the
World.

SI.3. accept or refuse invitations politely.

SP.1. describe a holiday, celebration and festival in a short presentation, prepared in advance but
not read, in pair-share or small group.
Oral and Written
Production SP.2. describe what he/she did on his /her last holiday, individually.

W.1. write short messages, for example to make or change an invitation or an appointment to meet
on a holiday, a festival or a celebration.

W.2. write a text message or a postcard/e-postcard to friends to give news about holidays, festivals
or celebrations, checking written sentences to look for mistakes (e.g. subject-verb agreement,
capitalization, spelling, basic punctuation, etc.).

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Level: 8th Unit 3

Learn to be and Live Assessment


Learn to know Learn to do Suggested Mediation Strategies
in Community Strategies
Grammar and Functions Psycho-social Pre-teaching
Sentence Frames
 Describing  Valuing own local  Participating in warm-up activities such
Simple Present different ways cultural identities. as brainstorming, brain gym activities,
Information-Yes/no of celebrating predictions and generative questions.
questions holidays in my Sociocultural  Engaging in activation of prior
 People gather to family. knowledge and socializing unit goals.
celebrate.  Respecting cultural  Introducing different text types
 Do you like Easter  Describing differences. (oral/written), using visual aids,
week? what people technology, key vocabulary, graphic
 How do people do in order to  Respecting organizers, sounds, grammar and
celebrate celebrate festivals, holidays sentence frames.
Christmas? different and traditions of my
holidays in country and others.
Simple Past (was- Latin America. Oral and Written Comprehension
were) Social Language
 Who was in the  Describing the Samples Recognition of main information in Using technically
festival? most  “Let’s party tonight!” straightforward audio messages and designed
 Were you in the important  “Enjoy the holidays!” specific details in an audio instruments, and
festival? celebrations  get-together advertisement and the gist of overheard with the guidance
 Yes, I was. and festivals conversations of the teacher, the
all around the Idioms learner…
world.  carnival atmosphere Planning
L.1. recognizes main
Simple Past Yes/No  social butterfly
and Information  Describing my Pre-listening: by motivating, information in short,
Questions favorite contextualizing, preparing and stating the straightforward
holiday task goal, sharing what he /she knows about audio.

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 What did you do celebration or Proverbs / Quotes the topic, predicting what the audio/video is
on your last festival.  The more you praise about, listing possible difficulties strategies L.2. distinguishes
holiday and celebrate your for coping with them and showing specific details in an
celebration? life, the more there responsibility when doing the tasks. audio advertisement
 I gathered with my is in life to celebrate. if it is delivered
family. Discourse – Oprah Winfrey Listening for the first time: to audio clearly and concerns
 Did you enjoy it? Markers recordings, videos or conversations for a product and/or
 Yes, I did. general understanding of the text. service of interest to
Linkers:  Recognizing main information by using the student.
Past Continuous Sequential past pictures, drawings, and body language
Yes/no and time. from a video/audio input. L.3. recognizes the
Information Questions gist of overheard
 What were they Yesterday we Pair/Group feedback: for comparing what conversations
doing in the celebrated he/ she understood and explaining his/her generally.
festival? Independence own strategies for conveying meaning and
 People were Day. First, we checking understanding.
drinking and attended a school  Differentiating specific details by
having fun. ceremony and restating orally with key vocabulary
 What was she sang the national accompanied by drawing and labeling a
doing? anthem. Then, diagram, or using sentence frames.
we went to see
Zero Conditional the parades. Listening for the second time
 If you go to a After that, we  Recognizing main information in
parade, bring went back home. straightforward audio messages and
comfortable Finally, we went specific details in an audio advertisement
clothes. to bed. and the gist of overheard conversation by
 If you go to the retelling the information to partners within
festival, try new a small group.
food.

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 If you go to the Post-listening for reacting to the content of


carnival, bring the text or for focusing on features/ language
your camera forms and self/ co-assessment.
Using technically
Distinction sounds, phonics, designed
Phonology syllabification, and word parts, words, instruments such
clear-cut instructions and in special as rubrics and
Practicing digraphs sentence structures checklists and,
(th, sh, ph) with the guidance
Planning of the teacher, the
learner…
Vocabulary Pre-reading: Stating the task goal, sharing
what he /she knows about the topic, R.1. identifies
Holidays and predicting what the text is about supported English language
Celebrations with my by typographical and visual clues, listing sounds using
family possible difficulties and strategies for coping knowledge in
Bullfights, live music, them. phonics,
folk dancing, carnival  Manipulating sounds, phonics, syllabification and
with rides, games, syllabification, and word parts by reading word parts.
parade, concerts,
digraphs (th, sh, ph).
fireworks,
R.2. discriminates a
ox-cart parade and
procession, hand Reading for the first time: a set of clear-cut set of clear-cut
carved masks, instructions by following them to complete a instructions (e.g.,
traditional costumes task or sequencing pictures and sentences. what to do if you
rodeo, street fairs,  Differentiating instructions. attend a festival or
traditional food, celebration),
beauty contest, live
Pair/Group feedback: for comparing what especially if there are
music and sporting
events. he/ she understood and did, explaining pictures.
his/her own strategies for conveying
Let´s celebrate: Latin meaning. R.3. distinguishes
American holidays. chronological order

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party, flatbed trucks,  Distinguishing chronological order within special


bands, parade of within special sentence structures. sentence structures.
floats, the crowning of
Miss Carnaval,
Reading for the second time: signal words
African-inspired
dances, music, dance, by using sequential past time (e.g., first, next,
costumes, masks, finally) that indicate chronological order.
fireworks, concerts,
religious ceremonies, Post-reading: for reacting to the content of
barbecues, traditional the text or for focusing on features/ language
dances, and bonfires. forms and self/ co-assessment.
Let´s celebrate
holidays around the
Oral and Written Production
world.
Using technically
Carnival in Rio de
Interaction asking questions and giving designed
Janeiro, Brazil
parade, samba, answers and accepting and refusing instruments such
costumes, dance invitations politely about local, Latin as rubrics and
decorations, Chinese American and Worldwide-holidays, checklists and,
New Year, China, celebrations and festivals with the guidance
play, costumes, of the teacher, the
fireworks. Checking learner…
Yi Peng Lantern
 comprehension of tasks given by the
Festival, Thailand.
Buddhist merit, teacher. SI.1. asks and
floating lights Planning answers about local
The Carnival of  language structure and content needed holidays,
Venice, Italy. for the task by using a sentence frame of celebrations and
Venetian masks, familiar dialogues, supported by physical festivals.
carnival, theaters or online resources.
troupes. Using
La Tomatina, SI.2. asks and
 turn-taking tactics to complete the answers about
Throw tomatoes
requirements of the task and ensure holidays and
equal participation by all. festivals in Latin

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Christmas, New Year, Elaborating America and around


Thanksgiving, Easter,  questions, answers within sentence the World.
Halloween. frames including asking for help and
giving support to peers using visual SI.3. accepts or
representations and invitations by giving refuses invitations
two-step directions and instructions politely.
embedded.
Interacting
 asking questions and giving answers
about local, Latin American and
worldwide holidays, celebrations,
festivals and accepting and refusing
invitations politely by acting out in pair-
share or small groups short dialogues
prepared in advance choosing from word
banks and sentence frames for
reference.

Description of basic aspects of his/her Using technically


daily life during holidays, celebrations designed
and festivals and what he/she did on his instruments, for
/her last holiday self-and co-
assessment and
Planning with the guidance
 a presentation by selecting the of the teacher, the
appropriate resources in small group or learner …
whole class work.
Organizing SP.1. describes
 a presentation about his/her daily life holidays,
during holidays, celebrations and celebrations and
festivals and what he/she did on his /her festivals in general.

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last holiday by choosing from word banks


and sentence frames for reference. SP.2. describes what
Rehearsing he/she did on his /her
 the presentation prepared in advance last holiday.
with peers.
Description
 of basic aspects of his/her daily life
during holidays, celebrations and
festivals and what he/she did on his /her
last holiday by presenting personal
narratives using complete sentences,
which may include the use of transition
words and visual aids.

Production simple messages, postcards, Using technically


and information about holidays, festivals designed
and celebrations instruments, for
self-and co-
Production assessment and
 Pre-writing of simple messages, with the guidance
postcards, and information about of the teacher, the
holidays, festivals and celebrations by learner…
applying sentence frames using the
simple present, past, future tenses, zero W.1. writes short
conditional and choosing from a word messages, for
bank.
example to make or
 Drafting information for messages by
change an invitation
using the following information from
or an appointment to
(name of the person who sends the
meet on a holiday, a
message), to (the person the message is
for), Subject (what the message is festival or a
celebration.

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about), body (the message itself), and


contact person (person name). W.2. writes a text
 Drafting a postcard/e-postcard by using message or a
guided writing in choosing a destination, postcard/e-postcard
address, start the message with to friends to give
(Dear…) on the left side, body (seven news about holidays,
sentences: where you are, what you are festivals or
doing, where you are staying, what you
celebrations.
already did, something interesting about
the event), closing (the sentiment and
sincerely).
 Drafting information about holidays,
festivals and celebrations by including
where they are celebrated, when they
are celebrated, history, activities
people do and traditions, food.
 Revising simple messages, postcards,
and information about holidays, festivals
and celebrations in a group activity.
 Editing, simple messages, postcards,
and information about holidays, festivals
and celebrations individually before
publishing.

Integrated Mini Project

Participating, thinking, acting out, responding


and sharing:
 A holiday fair (a selected Costa Rica,
Latin America or the rest of the world
holiday/festival/celebration, including

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where it is celebrated, when it is


celebrated, history, activities people do
and traditions, food).
 A storytelling of the most memorable
holiday.

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Level 8th Unit 4

Themes:
1. Welcome to my town
Scenario: Going Shopping! 2. Getting what I need at the right place
3. Where is it?
4. How can I get there?
Enduring Understanding: The choices made when deciding what and where to shop may impact a family’s budget.

Essential Question: How does what and where we shop affect the country´s economy and context?

Linguistic Competencies Goals


Learner can…
L.1. understand the main idea of a presentation on a topic when the subject is familiar to them and
it is delivered slowly and clearly (e.g., another student’s report about different services they can get
in a community).

L.2. understand simple technical explanations if given slowly and clearly and opportunity is given
for clarification (e.g., how to get to different places).

Oral and Written R.1. identify and manipulate English language sounds using knowledge in phonics, syllabification
Comprehension and word parts.

R.2. understand short instructions illustrated through step-by-step visuals (e.g., following simple
map´s directions).

R.3. understand directions for getting to a place, using everyday reference materials (e.g.,
advertising material, city maps and GPS gadgets).

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SI.1. ask appropriate questions during a conversation to ensure the other person understands points
being made or information being given.

SI.2. ask someone to say something more clearly, to explain something a different way, or to repeat
what has been said.

SP.1. make recommendations about convenient places to buy something.

SP.2. tell a simple direction (e.g., how to get to a location) as well as offer simple explanations to
Oral and Written
others.
Production

W.1. write recommendations about going shopping wisely.

W.2. write straightforward text on topics familiar to them.

W.3. write a summary sentence of a text’s main points, giving one or two details, checking written
sentences to look for mistakes (e.g. subject-verb agreement, capitalization, spelling, basic
punctuation).

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Level: 8th Unit 4

Learn to be and Live Assessment


Learn to know Learn to do Suggested Mediation Strategies
in Community Strategies
Grammar & Functions Psycho-social Pre-teaching
Sentence Frames
 Identifying  Demonstrating  Participating in warm-up activities such
Comparative and different retail interest to take as brainstorming, brain gym activities,
superlative shops and part in simple predictions and generative questions.
 Which store is services in my social interactions  Engaging in activation of prior
cheaper ____ town. when asked. knowledge and socializing unit goals.
or______?  Valuing making  Introducing different text types
 The Outlet is  Describing well thought out, (oral/written) using visual aids,
cheaper than the goods and effective decisions technology, key vocabulary, graphic
Shopping Mall. services you (ex: where to go in organizers, sounds, grammar and
can you get in town for a certain sentence frames.
Article a/an different places. item, using a map
 There is a bank in to get to a Oral and Written Comprehension
front of the park.  Exchanging destination).
The Citi Bank is information for Differentiation of a main idea in a Using technically
next to the church. shopping Sociocultural presentation of a topic and simple designed
wisely. technical explanations if given slowly instruments, and
Modals  Showing and clearly with the guidance
should/shouldn’t  Giving understanding of of the teacher, the
 You shouldn’t directions to get and supporting Planning learner…
shop at that store to retail shops local goods and
because it is very and services in services and other Pre-listening: by motivating, L.1. recognizes the
expensive. town. towns. contextualizing, preparing and stating the main idea of a
 You should task goal, sharing what he /she knows about presentation on a
compare prices. the topic, predicting what the audio/video is topic when the
about, listing possible difficulties strategies subject is familiar to

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Modals have to Discourse for coping with them and showing them and it is
 When you go Markers Social Language responsibility when doing the tasks. delivered slowly.
shopping you Samples
have to look for Rules to go  Shopping mall Listening for the first time: to audio L.2. discriminates
the best price. shopping.  I’m just looking. recordings, videos or conversations for simple technical
First, you have to general understanding of the text. explanations if
Imperatives +/- go to the mall. Idiom  Recognizing the main idea of by using given slowly and
 Request the Then, have some  Burn a hole in my key words and confirming the information clearly and
warranty food. After that, pocket with partners within a small group. opportunity is given
certificate. buy a pair of tennis  Window shopping for clarification.
 Don’t forget to ask shoes. Finally, Pair/Group feedback: for comparing what
for a receipt. return home. he/she understood and explaining his/her
Proverbs / Quotes
own strategies for conveying meaning and
 You are not what
Prepositions checking understanding.
you have.
 Turn to the right
Listening for the second time
and then turn to
 Differentiating a main idea of a
the left.
presentation on a topic and simple
 The supermarket
technical explanations if given slowly and
is in front of the
clearly by telling, drawing or labeling a
bank.
diagram, restating them orally with key
 There is a bakery
vocabulary accompanied with sentence
behind the mall
frames and confirming the information
with partners within a small group.
There is/are
Is there / Are there
Post-listening for reacting to the content of
 There is a
the text or for focusing on features/ language
supermarket next
forms and self/ co-assessment.
to the bank.
 There are two Differentiation of sounds, phonics, Using technically
stores in front of syllabification, and word parts, words, designed
the church.
instruments such

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short instructions and the important as rubrics and


How much / How information, directions in texts checklists and,
many with the guidance
 How much does it of the teacher, the
cost? Planning learner…
 How many Pre-reading: Stating the task goal, sharing
cookies do you what he /she knows about the topic, R.1. identifies
need? predicting what the text is about supported English language
by typographical and visual clues, listing sounds using
Demonstratives possible difficulties, strategies for coping knowledge in
(those/these, this, them and showing responsibility when phonics,
that) making the suggested tasks. syllabification and
 How much are  Identifying sounds, phonics, word parts.
these/those syllabification, and word parts by
shoes? manipulating reading digraphs (th, sh, R.2. discriminates
 Those are fifteen ph). short instructions
thousand colones. illustrated through
Reading for the first time: short step-by-step
instructions, directions by following them to visuals (e.g.,
Determiners (any-
complete a task or sequencing pictures, following simple
some) sentences, and important information by
 Yes, I have some. map´s directions).
completing information using graphic
 I don’t have any. organizers or gapped text.
R.3. discriminates
Count / Uncountable Pair/Group feedback: for comparing what directions for
Nouns he/ she understood and did, explaining getting to a place,
 Is there any milk? his/her own strategies for conveying using everyday
reference material
 How much rice do meaning.
(e.g., advertising
you need?
Reading for the second time material and city
 Differentiating sounds, phonics, maps, GPS
syllabification, and word parts, words, gadgets).

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Zero Conditional short instructions and the important


 If you go information, directions by extracting the
shopping, you main idea and two-to-three details in
need to: texts.

Phonology Post-reading: for reacting to the content of


the text or for focusing on features/ language
forms and self/ co-assessment.
 Practicing words
with the final e
Oral and Written Production
(-ake, -ute, -ime)

Interaction, asking (appropriate Using technically


Vocabulary
questions, for help and saying designed
something more clearly) instruments, for
Welcome to my town.
 Appliance store, self-and co-
Checking assessment and
bakery, bank, bus
 comprehension of tasks given by the with the guidance
station, clinic, clothing
teacher. of the teacher, the
store, coffee shop,
Planning
convenience store, learner …
 language structure and content needed
drugstore, flower for the task by using a sentence frame of
shop, etc. SI.1. asks
familiar dialogues, supported with
physical or online resources. appropriate
Getting what I need at Elaborating questions during a
the right place  questions, answers varying previously conversation to
learned sentences including asking for ensure that the
Goods help and giving support to peers using other person
Goods are things that visual representations and invitations by understands points
you can keep, eat, or asking spontaneously during small group being made or
use. work to suit their purposes. information being
food, clothing, toys, Interacting given.
furniture, toothpaste,  manipulating sounds, spelling out words,
asking appropriate questions, asking

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game, book, flower, someone to say something more clearly, SI.2. asks someone
paint, toys, tools, and asking for help by acting out short to say something
books, pets, plants, dialogues prepared in advance while more clearly, to
household goods. varying previously learned sentence explain something
frames to suit their purposes. a different way, or
Service to repeat what has
A service is something been said.
that someone does for
you. Giving recommendations about Using technically
convenient places to shop, locations and designed
fix cars, get a directions instruments, and
checkup, get haircuts, with the guidance
mail delivery, clean a Planning of the teacher, the
messy house,  a presentation by selecting the learner …
transport people and appropriate resources to be used in small
goods, cut grass and groups or whole class. SP.1. gives
plants flowers, trees, Organizing recommendations
paint buildings, help  a presentation including about convenient
children learn, keeps recommendations about convenient places to buy
neighborhoods safe. places to shop, asking for locations and something.
giving directions by taking part in simple
Where is it? social interactions when asked, SP.2. tells a simple
Right over there, determining the appropriate phrasing to direction (e.g., how
nearby, around the given formal and informal situations, and to get to a location)
corner, down the choosing appropriate sentence frames. as well as offers
street, next to, about Rehearsing
five minutes from simple
 the presentation prepared in advance explanations to
here, turn left / right,
go across, go down, with peers. others.
go through, go out Giving
of, in front of,  recommendations about convenient
opposite, on the places to shop, and directions, and
corner. asking for locations by acting out short

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dialogues prepared in advance while


How can I get there? varying previously learned sentence
Go straight on, when frames to suit their purposes with the
you come to the support of physical and visual aids.
crossroads, go across
the roundabout, Take Production of recommendations about Using technically
the first turn / road / going shopping wisely, using simple designed
street on your left / grammatical structures accurately in instruments, for
right, Go on for about straightforward texts, summary self-and co-
(10 minutes / 200 sentences assessment and
meters). with the guidance
Production of the teacher, the
 Pre-writing recommendations about learner …
going shopping wisely, using simple
grammatical structures accurately in W.1. writes
straightforward texts, summary recommendations
sentences by using various subjects about going
(e.g., common nouns and proper nouns shopping wisely.
pronouns) in sentences (i.e., S-V, S-V-O,
S-V-C, S-V-O-P) based on previously W.2. writes
learned sentence frames in a variety of straightforward text
writing applications. on topics familiar to
 Drafting recommendations about them.
shopping wisely by writing positive and
negative qualities of goods and services W.3. writes a
using imperative sentences. summary sentence
 Drafting a summary sentence of a text of a text’s main
by writing main points, giving one or two points, giving one
details, key words / high frequency or two details.
words, phrases using strongest nouns,
verbs and adjectives, following a model.

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 Revising written recommendations and


summary sentences by looking for
mistakes, subject-verb agreement;
pronoun, article agreement and
transitional words such as ‘and’, ‘but’ and
‘because’.
 Editing written recommendations and
summary sentences individually before
publishing.

Integrated Mini Project

Participating, thinking, acting out, responding


and sharing:

 Map design of own town (labeling the


names of buildings or stores) to give
locations and directions.
 Telling how to get to selected locations in
Costa Rica using digital or physical
maps.

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Level 8th Unit 5

Themes:
1. A Day I’ll Never Forget: in My Personal Life
Scenario: Unforgettable Events 2. An Event I’ll Never Forget: with My Family
3. An Event I’ll Never Forget: in Costa Rica
4. An Event I’ll Never Forget: in the World
Enduring Understanding: People´s personal experiences shape their lives and connect them to the world.

Essential Question: How do our life experiences shape who we are now?

Goals
Linguistic Competencies
Learner can…
L.1. listen to other students’ contributions in class, and use these responses as models for their
own.

L.2. identify the main points of an age-appropriate audio-visual presentation (news items reporting
events, accidents).

L.3. understand the gist of a short text when read aloud clearly and slowly.

Oral and Written


R.1. identify and manipulate English language sounds using knowledge in phonics, syllabification
Comprehension
and word parts.

R.2. extract main ideas from diagrams, with accompanying text, and use information to answer
questions if given lead-in phrases.

R.3. understand the main information and a few details in short articles and reports (e.g., a national
or world event) if they deal with familiar subjects.

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SI.1. ask for assistance (e.g., understanding textbook problems, asking for clarification of
vocabulary, terminology).

SI.2. ask and answer questions about a personal, family, national or worldwide event.

SP.1. use simple words to give his/her opinion about a personal, family, national or worldwide
event.

SP.2. describe events using simple words or sentence frames about a personal, family, national
Oral and Written Production or worldwide event.

SP.3. explain reasons for an event briefly (electronic device, pet, new bridge in the town, a flood,
airport, human rights).

W.1. use text as a stimulus to write short dialogue about a personal event.

W.2. give personal reactions to a piece of age-appropriate literature related to personal, family,
national or worldwide event, checking written sentences to look for mistakes (e.g. subject-verb
agreement, capitalization, spelling, basic punctuation etc.).

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Level: 8th Unit 5

Learn to be and Assessment


Learn to know Learn to do Suggested Mediation Strategies
Live in Community Strategies
Grammar & Functions Psycho-social Pre-teaching
Sentence Frames
 Identifying a 
Demonstrating  Participating in warm-up activities such
Contractions/Future personal, family,
openness as brainstorming, brain gym activities,
Tense (will) with past national or towards others predictions and generative questions.
continuous tense worldwide event.
experiences.  Engaging in activation of prior
clause  Describing a Listening knowledge and socializing unit goals.
 A day I’ll never personal, family,
assertively to  Introducing different text types
forget in my national or one’s own and (oral/written) using visual aids,
personal life was other
worldwide event. people’s technology, key vocabulary, graphic
when I was  Asking and feelings and organizers, sounds, grammar and
___ing … giving emotions. sentence frames.
 A day I’ll never information  Showing
forget in Costa about a empathy: put Oral and Written Comprehension
Rica was when personal, family,
oneself in the
we were ___ing national or shoes of others’ Recognition of learners’ contributions in Using technically
 An event I’ll never worldwide event.
and listen to their class, the main points of an age- designed
forget in the world  Sharing needs. appropriate audio-visual presentation instruments, and
was when I was information and the gist of a short text with the guidance
_____ about a Sociocultural of the teacher, the
personal, family, Planning learner…
Phrasal Verbs national or  Allowing others
 The day I first worldwide event.
to express Pre-listening: by motivating, L.1. identifies
asked my themselves and contextualizing, preparing and stating the learners’’
girlfriend out was Discourse Markers to decode their task goal, sharing what he /she knows about contributions in
unforgettable. emotions. the topic, predicting what the audio/video is class, and uses
 When my family’s Linkers: Sequential about, listing possible difficulties strategies

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car broke down past time.  Showing interest for coping with them and showing these responses as
on the highway, in each person’s responsibility when doing the tasks. models for their own.
we had a lot of fun An event I cannot life and feelings.
waiting for help. forget is when the  Respecting Listening for the first time: to audio L.2. distinguishes the
national soccer team human rights recordings, videos or conversations for main points of an
 With the picture of came back from the principles and general understanding of the text. age-appropriate
the Syrian child on World Cup in 2014. inclusiveness.  Identifying other learners’ contributions audio-visual
the beach, many First, people from all in class by completing sentence frames presentation.
people broke out over the country Social Language orally and/or in writing.
crying about came to Paseo Samples L.3. recognizes the
receiving Colon wearing red  A day I’ll never Pair/Group feedback: for comparing what gist of a short text.
immigrants. shirts. Then, the forget he/ she understood and explaining his/her
main streets from the  Remember when own strategies for conveying meaning and
Adverbial phrases airport to the Sabana  A blast checking understanding.
 My trip last were closed. After  We rocked it  Distinguishing the main points of an
summer was that, people were on age-appropriate audio-visual
really memorable. each side of the Idioms presentation by retelling the main idea
 My family was streets waiting to see using key words and phrases.
 Move up in the
very happy to the soccer players. world
spend time Finally, the players Listening for the second time
 Count your
together when I celebrated  Recognizing learners’ contributions in
with blessings
was young. class, the main points of an age-
Costa Ricans for  To tie the knot
 Costa Ricans are many hours. appropriate audio-visual presentation,
 Look the other
extremely proud and the gist of a short text by retelling the
way
of their World Cup main idea using key words and phrases.
experience. Proverbs / Quotes
Post-listening for reacting to the content of
 Two heads are the text or for focusing on features/ language
Phonology better than one. forms and self/ co-assessment.
 It’s never over till
minimal pair sounds:
it’s over.

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æ/ʌ Recognition of sounds, phonics, Using technically


cat / cut syllabification, and word parts, main designed
ankle / uncle ideas, main information and a few instruments, and
ran / run details, in different texts. with the guidance
drank / drunk of the teacher, the
match / much Planning learner…

Indications of time Pre-reading: Stating the task goal, sharing R.1. identifies
(Now, then, when, what he /she knows about the topic, English language
soon, ago, the year predicting what the text is about supported sounds using
before last, last year, by typographical and visual clues, listing knowledge in
by the time I was) possible difficulties and strategies for coping phonics,
 The year before them. syllabification and
last we spent the word parts.
summer on the Reading for the first time
beach.  Identifying sounds, phonics, R.2. extracts main
 By the time I was syllabification, and word parts by ideas from diagrams,
12, I had seen all manipulating minimal pair sounds: æ / ʌ with accompanying
the provinces of text.
Costa Rica. Pair/Group feedback: for comparing what
he/ she understood and did, explaining R.3. recognizes the
Comparatives and his/her own strategies for conveying main information and
superlatives forms of meaning. a few details in short
adverbs  Differentiating main ideas, main articles and reports.
 That was the day I information, a few details, specific
enjoyed the most. information by applying knowledge of
 We enjoyed this word order (syntax), retelling using key
vacation to the words and phrases, completing a graphic
fullest. organizer or gapped text.
 That was the
moment I

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remember best. Listening for the second time


 The news that day  Recognizing main ideas, main
was filled with the information and a few details by applying
worst pictures. knowledge of word order (syntax) to
confirm decoding of text.
Wh- questions in the
past Post-reading: for reacting to the content of
 How did you the text or for focusing on features/ language
decide to do that? forms and self/ co-assessment.
 What other places
did you visit? Oral and Written Production
 When did that
world event Interaction asking for assistance and Using technically
happen? asking questions, giving answers about designed
a personal, family, national or worldwide instruments, and
Vocabulary event with the guidance
of the teacher, the
Personal life Checking learner …
 Birthday, wedding,  comprehension of tasks given by the
my first teacher. SI.1. asks for
kiss/boyfriend/ Planning assistance (e.g.,
girlfriend, my best  language structure and content needed understanding
for the task by using a sentence frame of textbook problems,
cellphone, my
familiar dialogues, supported by physical asking for
unforgettable
or online resources. clarification of
Christmas present
Elaborating vocabulary,
 questions, answers within sentence terminology).
Events with my Family
frames including asking for help and
 New Year`s giving support to peers using visual
Eve/Day, Family SI.2. asks and
representations and invitations by giving answers questions
meeting/reunion two-step directions and instructions about a personal,
embedded.

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 Easter Using family, national or


vacation/Holy  turn-taking tactics to complete the worldwide event.
week requirements of the task and ensure
 Soccer game equal participation by all.
match Interacting
 through asking for assistance and asking
Events in Costa Rica questions, giving answers about a
 A new road/ personal, family, national or worldwide
bridge / highway event by choosing from previously
 Arts Festival learned sentence frames and varying
 Festival of the them to suit their purpose.
Light
 National teams Description of personal, family, national Using technically
and athletes’ or worldwide events including opinions designed
participation in and reasons about them instruments, such
worldwide as rubrics and
competitions. Planning checklists and with
 a presentation by selecting the the guidance of the
Events in the World appropriate resources to be used in teacher, the
whole class. learner…
 FIFA World Cup,
Organizing
Music Awards,
 a presentation about personal, family, SP.1. uses simple
Nobel prize
national or worldwide events including words to give his/her
winner/nominee,
opinions and reasons by using key words opinion.
world`s wonders, and phrases spontaneously and
high tech choosing from previously learned SP.2.
invention describes
sentence frames, varying them to suit
unforgettable, events using simple
their purpose.
memorable, words or sentences
Rehearsing
frames.
impact, influence,  the presentation prepared in advance in
effect, bring to small groups.
mind, take into

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account, event, Describing SP.3. explains


occasion, incident,  personal, family, national or worldwide reasons for an event
result events including opinions and reasons briefly.
for them in narratives using setting
(location), plot (story/ conflict/ climax)
and characters (people involved) by
using complete sentences, which include
future (will) with past continuous tense,
connecting words and visual aids.

Production of short dialogues, personal Using technically


reactions to a piece of age-appropriate designed
literature and short letters about national instruments, for
or worldwide events by using self-and co-
conventions assessment and
with the guidance
Production of the teacher, the
 Pre-writing short dialogues and learner…
personal reactions about national or
worldwide events by using simple (i.e., S- W.1 writes short
V, S-V-O, S-V-C, S-V-O-P) declarative dialogues about
sentences and verb tenses (i.e., simple personal events.
present, simple past, simple future, past
progressive) in a variety of writing W.2. gives personal
applications. reactions to a piece
 Drafting dialogues by following a model of age-appropriate
they listened to before and changing the literature.
dialogue by substituting words in it.
 Drafting personal reactions to a piece of
age-appropriate literature by making
connections between reading

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experiences and life experiences (text-


to-self) and using sentences in the
positive (e.g., I agree.) and negative
(e.g., I do not agree.).
 Revising short dialogues, personal
reactions and short letters about national
or worldwide events by checking (e.g.
subject-verb agreement; pronoun and
article agreement, capitalization, using
commas, etc.) in groups.
 Editing, short dialogues and personal
reactions about national or worldwide
events individually before publishing.

Integrated Mini Project

Participating, thinking, acting out, responding


and sharing:
 A newscast including reports about
national or worldwide events.
 An oral description of photomontage (or
painted/ drawn mural) about national or
worldwide events.

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Level 8th Unit 6

Themes:
1. Beautiful Costa Rica
Scenario: Amazing Costa Rica! 2. Hiking, Biking and Walking Around Costa Rica
3. Traveling Necessities
4. Planning My Perfect Vacation
Enduring Understanding: Costa Rican people and places make traveling the country amazing.
Essential Question: What makes traveling in Costa Rica amazing?
Linguistic Competencies Goals
Learner can…
L.1. recognize verbal instructions related to the topic.

L.2. discriminate key words related to the topic when a text is being read aloud.

L.3. understand the main idea of media presentations on familiar events or places.
R.1. identify English language sounds using knowledge in phonics, syllabification and
Oral and Written word parts.
Comprehension
R.2. understand the most important information in short narratives with some illustrations
as support.

R.3. finds links and connections between events related to traveling in e-mails, web chats,
postcards, or short letters.

SI.1. suggest different things to do, places to go in his/her country.

Oral and Written SI.2. ask and answer simple questions about different tourist attractions.
Production
SI.3. ask and answer simple questions about vacation plans.

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SP.1. summarize a short story expressed in a simple sequence of events.

SP.2. describe simple steps to enjoy a touristic activity (e.g., “Then wear a life jacket and
a pair of comfortable shoes.”, “take a cold shower after enjoying the hot springs”).

SP.3. describe familiar places and tourist attractions using simple vocabulary and
language constructions.
W.1. write a timeline of a dreamed vacation.

W.2. write a brochure with the aid of a writing frame, checking written sentences to look
for mistakes (e.g. subject-verb agreement, capitalization, spelling, basic punctuation,
etc.).

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Level: 8th Unit 6

Learn to be and Assessment


Learn to know Learn to do Suggested Mediation Strategies
Live in Community Strategies
Grammar & Functions Psycho-social Pre-teaching
Sentence Frames
 Identifying tourist  Appreciating  Participating in warm-up activities such
There is/are attractions in my Costa Rica´s as brainstorming, brain gym activities,
 There are country. natural treasures predictions and generative questions.
beautiful  Suggesting and attractions.  Engaging in activation of prior
attractions in places and  Demonstrating knowledge and socializing unit goals.
Costa Rica. tourist attractions responsible  Introducing different text types
 There are rivers, in Costa Rica. actions towards (oral/written) using visual aids,
volcanoes, etc.  Asking and Costa Rica´s technology, key vocabulary, graphic
 The beaches are giving natural treasures organizers, sounds, grammar and
beautiful. information to and attractions. sentence frames.
describe different
Present Perfect: tourist attractions Sociocultural Oral and Written Comprehension
Yes/no and in Costa Rica.
Information  Sequencing a  Promoting the Retelling verbal instructions get key Using technically
Questions. short story enjoyment of words related to the topic and the main designed
 Have you been to expressed in tourist attractions idea of media presentations instruments, and
Sarapiquí? simple sequential within an with the guidance
 Where have you events. inclusive vision. Planning of the teacher, the
been?  Respecting learner…
 I’ve been to….. other’s opinions Pre-listening: by motivating,
when giving contextualizing, preparing and stating the L.1. recognizes
Discourse Markers
Future Time: Will / information about task goal, sharing what he /she knows about verbal instructions
Linkers: Sequential related to the topic.
going to their own tourist the topic, predicting what the audio/video is
past time.
 What are you attractions. about, listing possible difficulties strategies
going to do on

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your nextIf you want to travel Social Language for coping with them and showing L.2. discriminates
vacation? to Costa Rica keep in Samples responsibility when doing the tasks. key words related to
 mind the following
I am going to visit  Ecotourism  Recognizing verbal instructions by the topic when a text
my relatives. things: First, choose following multi-step is being read aloud.
 What will you do comfortable shoes Idioms instructions/directions including
on first day of and clothes. Then,  Tourist trap prepositional phrases. L.3. retells the main
vacation? find some maps and  Off the beaten idea of media
water. After that, path Listening for the first time: to audio presentations on
Prepositional Phrases check all the recordings, videos or conversations for familiar events or
(time) documents you Proverbs / Quotes general understanding of the text. places.
 I´m going visit my need. Finally, get  It is good to have  Differentiating key words related to the
friends in Limon ready to chill out. an end to a topic by pointing to the words as they are
next week, next journey; but it is being read and/or reading chorally.
month, next year, the journey that
matters, in the Pair/Group feedback: for comparing what
First Conditional end. ~Unknown he/ she understood and explaining his/her
 If I visit Author own strategies for conveying meaning and
Guanacaste, I will checking understanding.
go to the beach.
 If I visit Cartago, I Listening for the second time
am going to visit  Retelling verbal instructions get key
the Irazú Volcano. words related to the topic and the main
idea of media presentations by retelling
Phonology the main idea using key words and
phrases.
minimal pair sounds:
Post-listening for reacting to the content of
æ /ʌ
the text or for focusing on features/ language
cat / cut
forms and self/ co-assessment.
ankle / uncle
ran /run

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drank / drunk Recognition of sounds, phonics, Using technically


match / much syllabification, and word parts, relevant designed
sections of textbooks, the most instruments, and
Vocabulary important information in short narratives with the guidance
and finds links and connections between of the teacher, the
Beautiful Costa Rica events learner…
 waterfalls, sea
jungles, Planning R.1. identifies
volcanoes, English language
wildlife, cloud Pre-reading: Stating the task goal, sharing sounds using
forests, beaches, what he /she knows about the topic, knowledge in
volcanoes, predicting what the text is about supported phonics,
country side, by typographical and visual clues, listing syllabification and
places of worship possible difficulties and strategies for coping word parts.
them.
Hiking, Biking and  Identifying sounds, phonics, R.2. distinguishes
Walking Around Costa syllabification, and word parts by the most important
Rica manipulating minimal pair sounds: æ / ʌ information in short
 Visiting national narratives with some
parks, seeing Reading for the first time illustrations as
volcanoes,  Distinguishing the most important support.
surfing, watching information in short narratives by pointing
to, circling or labeling, and retelling the R.3. recognizes links
large crocodiles,
main idea using key words and phrases
getting a tan on and connections
including parts of previously learned
beautiful beaches, between events
sentence frames, supported with
hiking, camping, related to traveling in
illustrations.
bird watching, e-mails, web chats,
rafting on rivers, Pair/Group feedback: for comparing what postcards, or short
canopy tours, hot he/ she understood and did, explaining letters.
springs, scuba his/her own strategies for conveying
diving, sport meaning.

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fishing, kayaking,
golfing,
Reading for the second time
 Recognizing sounds, phonics,
Traveling necessities: syllabification, and word parts, the most
What to wear, what to important information in short narratives
take, what to do and finds links and connections between
 amphibian hikers, events by recognizing signal words in
hiking or walking texts that indicate sequence of events
shoes, beach using sentence frames or graphic
sandals, flip-flops, organizers to show relationships
T-shirts, long between details.
sleeved T-shirts
(for sunburn Post-reading: for reacting to the content of
protection, hiking, the text or for focusing on features/ language
and fishing), pairs forms and self/ co-assessment.
of shorts,
swimsuits, sarong, Oral and Written Production
long pants, pairs
of underwear, Interaction expressing what he/she likes Using technically
pairs of socks, and/or dislikes, suggesting different designed
light weight jacket, things to do and places to go, asking instruments such
baseball cap, and answering simple questions about as rubrics and
map, guidebook, different tourist attractions and vacation checklists and, with
money belt and plans the guidance of the
passport. teacher, the
Planning my perfect Checking learner…
vacation  comprehension of tasks given by the
 shoes, clothes, teacher. SI.1. suggests
books, maps, Planning different things to do,
documents,  language structure and content needed places to go in
for the task by choosing from previously his/her country.

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health, first aid kit, learned sentence frames and varying SI.2. asks and
what not to bring them to suit their purpose, supported by answers simple
physical or online resources. questions about
Elaborating different tourist
 questions, answers within sentence attractions.
frames including asking for help and
giving support to peers using visual SI.3. asks and
representations and invitations by giving answers simple
two-step directions and instructions questions about
embedded. vacation plans and
Using
provides some brief
 turn-taking tactics to complete the
indication of reasons
requirements of the task and ensure
for their opinions.
equal participation by all.
Interacting
 expressing what he/she likes and/or
dislikes, suggesting different things to do
and places to go, asking and answering
simple questions about different tourist
attractions and vacation plans by acting
out short dialogues using complete
sentences that are prepared in advance
while varying previously learned
sentence frames to suit their purposes,
including transition words and visual
aids.

Using technically
Description of simple steps to enjoy
designed
tourist attractions and stories
instruments such
as rubrics and
Planning
checklists and, with
the guidance of the

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 a presentation by selecting the teacher, the


appropriate resources to be used in learner…
whole class.
Organizing SP.1. summarizes a
 a presentation about simple steps to short story
enjoy tourist attractions and stories by expressed in a
using complete sentences based on simple sequence of
previously learned sentence frames, events.
including transition words and visual
aids.
SP.2. describes
Rehearsing
simple steps to enjoy
 the presentation prepared in advance in
a touristic activity.
pairs.
Describing
SP.3. describes
 simple steps to enjoy tourist attractions
familiar places and
and stories by delivering a brief
tourist attractions
presentation prepared in advance.
using simple
vocabulary and
language
constructions.

Production of timelines of a dream Using technically


vacation, notes, and word webs and designed
simple brochures using headings, instruments, for
bullets and conventions
self-and co-
assessment and
Production
with the guidance
 Pre-writing timelines of a dream
of the teacher, the
vacation, notes, headings, word webs
learner…
and forms using conventions.
W.1. writes a timeline
of a dream vacation.

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 Drafting timelines, notes, and word webs W.2. writes a


following a model, practicing and finally brochure with the aid
writing independently. of a writing frame.
 Drafting a simple brochure (cover, main
text and contact information), including
headings (main titles and subtitles).
 Revising timelines of a dreamed
vacation, notes, and word webs and
simple brochures by checking (e.g.
subject-verb agreement; pronoun and
article agreement, capitalization, using
commas, etc.) in groups and pair-share.
 Editing timelines of a dreamed vacation,
notes, and word webs and simple
brochures, before publishing.

Integrated Mini Project

Participating, thinking, acting out, responding


and sharing:
 Brochures about rural tourism
 A dream vacation plan, making the
itinerary, where to go, what to do, why to
go there, where to stay

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Level
A2/B1 Grade 8-9
Integral Development and Communicative Competence
At this stage, the learner can...
have a level-appropriate language (words, phrases, formulaic expressions) and topical knowledge
Learn to know
related to domains, scenarios and themes.
use level-appropriate linguistic and topical resources in order to listen, read, speak and write in
response to level and age-appropriate tasks, integrating language and topical knowledge, skills and
Learn to do
abilities (KSAs) within domains, scenarios and themes.

use personal and social dispositions (e.g., engagement, attitudes, cooperation, turn taking, empathy,
Learn to be and live in and other universal values) when interacting and producing in the target language and taking time to
community search for words using oral and body language for transferable learning beyond the classroom setting
(enduring understanding).
Speaking
Listening Reading (spoken interaction & Writing
production)
CEFR STANDARDS CEFR STANDARDS CEFR STANDARDS CEFR STANDARDS

 Can understand and take  Can read and comprehend  Can describe their  Can produce a few
notes on the main idea in short texts with repetitive, background, immediate sentences with emerging
an informal conversation, a predictable patterns about environment, interests or variety in structure that is a
presentation of a familiar common events in public and activities in simple language. recombination of
topic, or simple vocational settings in  Can use some simple previously learned patterns
instructions. expository (brochures, structures accurately, but can using a wider vocabulary.
catalogs), procedural exhibit basic errors in verb Sentences are listed in a
INTEGRATION OF (recipes) and narrative texts tenses, use of prepositions, linear fashion.
LANGUAGE SKILLS (personal accounts). articles and pronunciation.  Can represent narrative
 Can use their knowledge for (stories), expository
 Can get the gist of a how sentences, words and INTEGRATION OF LANGUAGE (descriptions,
dialogue in a movie trailer sounds work in the new SKILLS comparisons,
or video clip to retell main language to understand new explanations) or
ideas and key points/ words.  Can write familiar dialogues transactional genres (e-
details (listening to speak). supported by physical or mail, invitations).
online sources to deliver

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 Can listen to media  Can use knowledge of their presentations (writing to INTEGRATION OF
presentation to answer first language as an aid to speak). LANGUAGE SKILLS
literal questions (listening learn the new language.  Can listen to delivered
to write). presentations to ask/write  Can write narrative
 Can listen to relatively long INTEGRATION OF clarification questions paragraphs/biographies to
discussions on familiar LANGUAGE SKILLS (listening to speak). retell main events (writing
topics to convey meaning  Can read familiar passages to to speak).
from written texts (listening  Can recognize relevant retell main information or  Can write key
to read). information to take notes details (reading to speak). information/notes of film
(reading to write). reviews during pair-share
 Can distinguish between tasks for feedback (writing
factual and fictional texts to to listen/speak).
react orally (reading to  Can write relevant
speak). information to support
 Can read graphical texts to reading comprehension for
support prior listening input drawing conclusions
and clarification (reading to (writing to read/speak).
listen).

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Level 9th Unit 1


Themes:
1. Let’s Workout
Scenario: Time to Have Fun! 2. Once Upon a Time I Enjoyed...
3. Try it!
4. The Most Fun I've Ever Had!
Enduring Understanding: Leisure activities help people get together, learn something new, stay out of trouble and have fun.

Essential Question How do leisure activities benefit our life?


Linguistic Competencies Goals
Learner can…
L.1. understand specific information when people speak at normal speed about leisure
activities. There may be a need to repeat particular words and phrases.

L.2. understand main ideas and key points from teacher explanations and audio
announcements about leisure activities, delivered clearly and at a slow pace, supported
by textbook illustrations.

R.1. answer literal questions in straightforward messages.


Oral and Written
Comprehension R.2. manipulate English language sounds using knowledge in phonics, syllabification and
word parts.

R.3. understand important information on the label of packages (e.g., directions for use,
and instructions for preparation).

R.4. understand the main points and supporting details in simple, clearly drafted print
materials, such as school handouts, brochures, letters and messages or newspapers.

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SI.1. discuss different things to do for fun.

SI.2. ask and answer questions about experiences, events, past experiences.

SP.1. describe experiences, events and storytelling related to exercise, sports and
games.
Oral and Written
SP.2. describe what is occurring in a film or book, and indicate their personal opinion
Production
about it.

W.1. write a shot description of personal experiences without using an aid, such as a
dictionary, checking written sentences to look for mistakes (e.g. subject-verb agreement,
capitalization, spelling, basic punctuation, etc.).

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Level: 9th Unit 1

Learn to know Learn to do Learn to be and Suggested Mediation Strategies Assessment


Live in Community Strategies
Grammar & Functions Psycho-social Pre-teaching
Sentence Frame
 Being aware of  Participating in warm-up activities such
Present Perfect + ever  Describing
the importance of as brainstorming, brain gym activities,
experiences and
 Have you ever tried healthy leisure predictions and generative questions.
events related to
rafting?
exercise, sports times for own  Engaging in activation of prior
body and mind. knowledge and socializing unit goals.
and games.
Present Perfect  Introducing different text types
continuous (oral/written) using visual aids,
Subject + has/have  Talking about
Sociocultural technology, key vocabulary, graphic
been/ base + ing. past activities.
organizers, sounds, grammar and
 She has been  Willingness to sentence frames.
listening to the  Suggesting
share fun times
same song since people do Oral and Written Comprehension
something for with others.
last night.  Promoting
fun. Using technically
healthy life styles Differentiating specific information, main
Modal Auxiliaries ideas and key points from teacher designed
for everybody.
 Must, can´t:  Describing past explanations and audio announcements instruments, and
deduction experiences and about leisure activities, supported by with the guidance
storytelling.
 Might, may, will, Social Language textbook illustrations of the teacher, the
probably. Examples learner…
 Should have, might  What’s on? Planning
Discourse Markers  It came out last L.1. recognizes
have, must, have
to. week. Pre-listening: by motivating, specific information
Connecting words contextualizing, preparing and stating the when people speak
Adverbs of Frequency expressing cause Idioms task goal, sharing what he /she knows about at normal speed

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 (always, hardly and effect, contrast  Look like a million the topic, predicting what the audio/video is about leisure
ever, never, often,  On the other dollars about, listing possible difficulties strategies activities.
rarely, seldom, hand, we could for coping with them and showing
sometimes, go to the movies responsibility when doing the tasks. L.2. discriminates
usually) and have some Proverbs / Quotes main ideas and key
food. - All truly great Listening for the first time: to audio points.
Expressions of  However, this thoughts are recordings, videos or conversations for
frequency depends on the conceived while general understanding of the text.
 Once in a while. number of books walking.~Friedric  Recognizing specific information in
 Twice in a month. you’ve read. h Nietzsche social conversations by rephrasing/
 Every now and repeating data.
again. Markers to structure
informal spoken Pair/Group feedback: for comparing what
Comparative and discourse he/she understood and explaining his/her
Superlative: own strategies for conveying meaning and
 Right
 smarter/smartest  Really?
checking understanding.
 prettier/the  Distinguishing main ideas and key
 Oh, I know.
prettiest points on audio announcements by
 Yes, I suppose
 most famous responding to or asking literal questions
so.
 the better/the best (e.g., who, what, when, where, why,
which, and how), supported by taking
Phonology notes.

 minimal pair Listening for the second time


sounds:  Differentiating specific information,
ɜ: / ɔ: main ideas and key points from teacher
heard / abroad explanations and audio announcements
hurt / morning about leisure activities, by identifying
assert / assort supporting details in texts, and following
surge / doors multiple step directions, instructions, and
work / walk procedures that include prepositional
bird / bored

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175

fur /f or phrases and asking questions to clarify


shirt / short ideas, and concepts after practicing with
sir / saw modeled sentence frames, supported
with textbook illustrations.
Vocabulary
Post-listening for reacting to the content of
Let’s workout the text or for focusing on features/ language
 Pilates, yoga, forms and self/ co-assessment.
spinning, athletics,
do, go, play, Extraction of important information, Using technically
tournaments, sounds, main points and supporting designed
climbing, camping, details in simple, clearly drafted printed instruments, and
skating, walking, materials with the guidance
hike, ride, fishing, Planning of the teacher, the
swimming learner…
championships Pre-reading: Stating the task goal, sharing
what he /she knows about the topic, R.1. extracts the
Once upon a time, I predicting what the text is about supported important information
enjoyed... by typographical and visual clues, listing in simple, clearly
Past activities possible difficulties and strategies for coping drafted print
 was, were, began, them. materials.
broke, bought,
caught, did, drank, Reading for the first time R.2. identifies
drove, ate, fell,  Differentiating important information in English language
fought, got, went, simple, clearly drafted print materials and sounds using
had, left, lost, met, in straightforward messages by knowledge in
paid, answering literal questions in texts (e.g., phonics,
 been, become, what, when, where, which, and how) syllabification and
begun, broken,  Manipulating English language sounds word parts.
brought, built, using knowledge in phonics,
bought, caught, syllabification and word parts by
practicing minimal pair sounds: ɜ: / ɔ.

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come, done, drunk, Pair/Group feedback: for comparing what R.3. distinguishes
driven, eaten, felt, he/ she understood and did, explaining important
found, forgiven, his/her own strategies for conveying information.
frozen, gotten, meaning.
given, gone, had, R.4. extracts the
heard, hidden, hit, Reading for the second time main points and
kept.  Distinguishing important information on supporting details in
the label packages (e.g., directions for simple, clearly
Try it! use, and instructions for preparation) by drafted print
 Collecting telling key information. materials.
stamps/rocks/  Extracting the main points and
coins, doing magic supporting details in simple, clearly
drafted print materials, such as school
tricks, taking
handouts, brochures and messages or
pictures, chess,
newspapers by answering literal
exploring, playing questions in texts (e.g., what, when,
instruments, darts, where, which, and how).
sailing,
sunbathing, Post-reading: for reacting to the content of
travelling, the text or for focusing on features/ language
gardening, martial forms and self/ co-assessment.
arts
Oral and Written Production
The most fun I've ever
had! Using technically
Interaction discussing different things to
 I had the best night designed
do for fun, asking questions and giving
ever last weekend! instruments,
answers about experiences, events, past for
(the best time / experiences self-and co-
party you have assessment and
ever had) Checking with the guidance
 comprehension of tasks given by the of the teacher, the
teacher. learner…

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 I have been Planning SI.1. discusses


enjoying my time at  language structure and content needed different things to do
the party. for the task by using a sentence frame of for fun.
 Have you ever familiar dialogues, supported by physical
been to Italy? or online resources. SI.2. asks and
Using answers questions
 turn-taking tactics to complete the about experiences,
requirements of the task and ensure events, past
equal participation by all. experiences.
Elaborating
 discussions and questions and answers,
including asking for help and giving
support to peers, by using modeled
sentence frames for asking for
clarification and confirmation, in
dialogues and in. spontaneous classwork
language in small or whole group
interactions, supported with visual
representations.

Description of experiences and events Using technically


related to exercise, sports and games, designed
past experiences and stories and about instruments such
what is occurring in a film or book as rubrics and
indicating his/her personal opinion checklists and, with
the guidance of the
Planning teacher, the
 a presentation by selecting the learner…
appropriate resources to be used in small
groups or whole class. SP.1. describes
experiences, events
and storytelling

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Organizing related to exercise,


 a presentation about his/her experiences sports and games.
and past events, stories, or what is
occurring in a film or book, indicating SP.2. describes what
his/her personal opinion, related to is occurring in a film
leisure activities. or book, and
Rehearsing indicates his/her
 the presentation prepared in advance personal opinion.
with peers.
Describing
 experiences and events related to
exercise, sports and games, past
experiences and stories and about what
is occurring in a film or book indicating
his/her personal opinion.
Using technically
Production of a short description of
designed
personal experiences, spelling and
instruments, for
showing basic punctuation accurately
self-and co-
enough to be followed most of the time
assessment and
and checking written sentences to look
with the guidance
for mistakes
of the teacher, the
learner…
Production
 Pre-writing a short description of
W.1. writes a short
personal experiences based on real
events without using an aid such as a description of
dictionary. personal
 Drafting a short description of personal experiences without
experiences about leisure activities by using an aid, such as
including details. a dictionary.

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 Revising a short description of personal


experiences about leisure activities
individually by checking spelling and
showing basic spelling and showing
basic punctuation accurately enough to
be followed most of the time and using
capitalization: at the beginning of
sentences, proper nouns, the pronoun
“I,” proper adjectives, titles, and
abbreviations; using commas: to
punctuate items in a series, closings
introductory words, phrases, clauses,
compound sentences.
 Editing a short description of personal
experiences about leisure activities
before publishing.

Integrated Mini Project

Participating, thinking, acting out, responding


and sharing:
 A particular leisure indoor/outdoor
activity
 A mini book with the activities they
enjoyed the most
 A collage using magazines, newspapers
or any material available to talk about the
leisure activities most people prefer in
own community

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Level 9th Unit 2


Themes:
1. Yesterday, Today and Future Media
Scenario: Online & Connected 2. Virtual Communities and Networks
3. New Media and Public Safety
4. The Magical World of Apps
Enduring Understanding: Social media is a magical and powerful world to be handled with ethical responsibility.

Essential Question: What does social media mean to me?


Language Competencies Goals
Learner can…
L.1. understand some colloquial expressions related to media, virtual communities, apps
and media safety.

L.2. understand the main idea and key points/details of audio related to media, virtual
communities, apps and media safety.
Oral and Written
R.1. understand simple instructions with some visual support (e.g., safe use of social
Comprehension
networks).

R.2. manipulate English language sounds using knowledge in phonics, syllabification and
word parts.

R.3. distinguish between factual and fictional text.


SI.1. ask for and give opinions about the latest media, virtual communities, and apps.

Oral and Written


SI.2. express comments about media, virtual communities, apps and security and
Production
otherwise contribute, in a small group situation.

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SP.1. describe media, apps, virtual communities and networks.

SP.2. describe experiences with media, apps, virtual communities and networks.

SP.3. summarize a simple story he/she read about media, apps, virtual communities and
networks relying on language used in the story/information.
W.1. write about an event using simple, coherent, and well-written sentences.

W.2. write an e-mail about media, apps, virtual communities or networks, checking written
sentences to look for mistakes (e.g. subject-verb agreement, capitalization, spelling, basic
punctuation, etc.).

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Level: 9th Unit 2

Learn to know Learn to do Learn to be and Suggested Mediation Strategies Assessment


Live in Community Strategies
Grammar and Functions Psycho-social Pre-teaching
Sentence Frames  Initiating and
closing  Demonstrating  Participating in warm-up activities such
Future Tense conversations self-control and as brainstorming, brain gym activities,
Predictions / about today and ethical use of predictions and generative questions.
statements of facts: future media. social networks.  Engaging in activation of prior
 will, won´t.  Using conscious, knowledge and socializing unit goals.
 I will use new  Expressing self-affirmative  Introducing different text types
technologies to be opinions about and positive (oral/written) using visual aids,
more efficient in different types of language technology, key vocabulary, graphic
the future media and the responsibility. organizers, sounds, grammar and
 I won´t depend on latest apps.  Respecting the sentence frames.
technology to intellectual
survive.  Describing propriety Oral and Written Comprehension
experiences production of
Arrangements: others. Extraction of some colloquial Using technically
regarding virtual
 is going to communities and expressions, main idea and key designed
 I´m meeting points/details of audio related to media, instruments, and
networks. Sociocultural
 are visiting virtual communities, apps and media with the guidance
 Willingness to safety from replayed sources of the teacher, the
 Suggesting safe share and work
Scheduled events: learner…
uses of media, cooperatively in
 departs virtual Planning
teamwork. L.1. identifies some
 leave communities and  Responsibility for Pre-listening: by motivating, colloquial
 arrive networks. sharing personal contextualizing, preparing and stating the expressions related
information and task goal, sharing what he /she knows about to media, virtual
Discourse Markers others´ the topic, predicting what the audio/video is
Linkers: sequential –

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Future Continuous: past time (later) information on about, listing possible difficulties strategies communities, apps
Form:  He finished the e- the Internet. for coping with them and showing and media safety.
 Will be/going to + mail and then  Showing respect responsibility when doing the tasks.
present participle went out for a for others when  Observing colloquial expressions by
L.2. extracts the
 She will be arriving while. using social main idea and key
using pictures, drawings, and body
too late at the Later, he looked networks and language from points/details
media, virtual of
conference. at it again, to see apps. audio text if the topic
communities, apps and media safety.
if he had missed is familiar and the
Intensifiers: anything Social Language Listening for the first time: to audio text can be replayed.
 too, enough, important. Samples recordings, videos or conversations for
extremely, After that, he  Keep someone general understanding of the text.
especially, changed the text posted  Naming colloquial expressions by
exceptionally, a little.  Apps imaging, pointing to, moving, miming,
fantastically, fully, Finally, he  ASAP / BRB using pictures or drawings.
Spell checked it  Cutting edge
quite, terribly,
 Leading edge Pair/Group feedback: for comparing what
totally, among and sent it.
others. he/she understood and explaining his/her
Idioms
Connecting words own strategies for conveying meaning and
 You rock
Complex Question expressing cause  Go the extra mile checking understanding.
Tags and effect, contrast,  Differentiating colloquial expressions in
 isn´t it? / aren't etc. Proverbs / Quotes social conversations related to media,
they?  We can use a  The human spirit virtual communities, apps and media
don´t you? / can Power Point must prevail over safety by rephrasing/ repeating
presentation. On technology. -- information, asking questions to clarify or
you?
Albert Einstein confirm comprehension, and expressing
doesn't he? the other hand,
Will she? we can also one’s thoughts after practicing with
Won´t you? watch a new modeled sentence frames.
video from You
Tube. Listening for the second time
 This program is  Extracting some colloquial expressions,
the best and you main idea and key points/details of audio
related to media, virtual communities,

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Phonology can download it apps and media safety from replayed


for free. sources by retelling main ideas/ concepts
 Practicing minimal However, it and key points/ details of presentations
pair sounds: depends on the using complete sentences.
j / dʒ number
your / jaw megabytes you Post-listening for reacting to the content of
yet / jet have in your the text or for focusing on features/ language
yolk / joke computer forms and self/ co-assessment.
year / jeer because it is
yob / job really heavy. Distinction of simple instructions and Using technically
factual and fictional texts with some designed
 Practicing minimal visual support (e.g., safe use of social instruments such
pair sounds: networks), manipulating English as rubrics and
ʃ / s language sounds using knowledge in checklists and, with
ship / sip phonics, syllabification and word parts the guidance of the
she / sea teacher, the
sure / sore Planning learner…
shoot / suit
shy / sigh Pre-reading: Stating the task goal, sharing R.1. discriminates
what he /she knows about the topic, simple instructions
predicting what the text is about supported with some visual
Vocabulary by typographical and visual clues, listing support (e.g., safe
possible difficulties and strategies for coping use of social
Yesterday, Today and them. networks).
Future Media
- Educaplay, Reading for the first time R.2. manipulates
Google Maps,  Differentiating simple instructions with English language
Evernote, Edmodo some visual support (e.g., safe use of sounds using
Kindle, IBooks, social networks) by completing a set of knowledge in
Goodreads, written multiple-step phonics,
Skype, You Tube, directions/instructions. syllabification and
Wordpress word parts.

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 Manipulating English language sounds,


Virtual communities using knowledge in phonics, R.3. distinguishes
and Networks syllabification and word parts by between factual and
 Facebook, Twitter, practicing minimal pair sounds: /dʒ and fictional text.
LinkedIn, ʃ/s.
Instagram.
Pair/Group feedback: for comparing what
New Media and Public
he/ she understood and did, explaining
Safety
his/her own strategies for conveying
- tabloid, yellow
meaning.
journalism, print
media, media bias
Reading for the second time
sponsor,
 Distinguishing between factual and
mainstream,
fictional text factual: (based on true
smartphone,
knowledge found in expository texts,
tablets, IPad,
e.g., magazine articles, science
Newspaper, radio,
books and non-fiction literature, e.g.,
advertisement,
biographies, memoirs), while fiction
platforms, blog,
(based on inventions containing
website, entries,
characters, plot, setting and themes,
blogosphere,
e.g. novels, short stories).
broadcasting.
Post-reading: for reacting to the content of
The Magical World of
the text or for focusing on features/ language
Apps
forms and self/ co-assessment.
- Use, monthly
visitors, compete
Oral and Written Production
rank, last updated,
number of Using technically
Interaction in asking for, giving and
downloads, designed
telling information and expressing
opinions instruments such
opinions about media, virtual
communities, apps and safety as rubrics and

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- WhatsApp, Waze, checklists and, with


Line, Trip Advisor, Checking the guidance of the
Photo Editors,  comprehension of tasks given by the teacher, the
Dropbox, Bitmoji, teacher. learner…
- Snapchat, Planning
Crackle.  language structure and content needed SI.1. asks for and
for asking for, giving, telling information gives opinions about
and expressing opinions about media, the latest media,
virtual communities, apps and safety, virtual communities,
using a sentence frame of familiar and apps.
dialogues, supported by physical or
online resources. SI.2. gives
Elaborating information on
 by practicing new language patterns for media, virtual
giving and telling information. communities and
Using apps security.
 turn-taking tactics to complete the
requirements of the task and ensure SI.3. expresses
equal participation by all. comments about
Interacting media, virtual
 asking for, giving and offering information communities, apps
and expressing comments about media, and safety and
virtual communities, apps and safety, in otherwise
pair-share or a small group situation, contributes, in a
performing relevant conversational small group situation.
exchanges.

Description of basic information, Using technically


experiences and summary of a simple designed
story he/she read about media, apps, instruments, and
virtual communities, networks and with the guidance
security

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Planning of the teacher, the


 a presentation by selecting the learner…
appropriate resources to be used in small
groups or whole class. SP.1. describes
Organizing media, apps, virtual
 a presentation about basic information, communities and
his/her past experience and a summary networks.
of a simple story/ information he/she read
about media, apps, virtual communities,
SP.2. describes
networks, and security.
experiences with
Rehearsing
media, apps, virtual
 the presentation prepared in advance
communities and
with peers.
Describing networks.
 basic information, experiences and a
SP.3. summarizes a
summary of a simple story he/she read
simple
about media, apps, virtual communities
story/information
and networks and security by expressing
he/she read about
one’s needs, justifications and plans
media, apps, virtual
using the past and future tense in
communities and
complete sentences modeled on
networks relying on
previously learned sentence frames.
language used in the
story.

Production of a narrative paragraph/ e- Using technically


mail, based on real or an imagined event designed
that includes characters, plot, and instruments, for
setting about media, apps, virtual self-and co-
communities or networks
assessment and
Production with the guidance

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 Pre-writing a narrative paragraph of an of the teacher, the


event, and an e-mail, based on a real or learner…
imagined event that includes characters, W.1. writes about an
plot, and setting about media, apps, event using simple,
virtual communities or networks. coherent, and well-
 Drafting simple descriptions and short, written sentences.
simple texts by using word choice,
connecting words (and, but, because) W.2. writes an e-mail
and a series of sentence frames within a
about media, apps,
shared writing activity, and then
virtual communities
independently writing.
or networks.
 Drafting an e-mail about media, apps,
virtual communities or networks including
Subject (a description of the topic of the
message), Sender (From the sender's
Internet email address), Date and time
received (On), Reply-to (the email
address that will become the recipient of
your reply), Recipient to: (First/last
name of email recipient), Recipient
email address (the internet mail address
of the recipient), Attachments (files that
are attached to the message), and Body
(actual content).
 Revising narrative paragraph/ e-mail,
based on real or an imagined event by
looking for mistakes (e.g., subject-verb
agreement; pronoun and article
agreement; capitalization; using
commas, etc.) and spelling and basic
punctuation accurately enough to be
followed most of the time, using
capitalization: at the beginning of

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sentences, proper nouns, the pronoun


“I,” proper adjectives, titles, and
abbreviations; using commas: to
punctuate items in a series, dates, direct
address, introductory words, phrases,
clauses, compound sentences.
 Editing a narrative paragraph of an
event, or e-mail, based on real or an
imagined event that includes characters,
plot, and setting about media, apps,
virtual communities or networks.

Integrated Mini Project

Participating, thinking, acting out, responding


and sharing:
 A digital discussion on the benefits,
importance and/or advantages of using
social media.
 A video campaign against cyberbullying,
using apps like Movie Maker, PowToon,
Dvolver.

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Level 9th Unit 3


Themes:
1. What´s on TV?
Scenario: Lights, Camera & Action 2. The Best Show Ever…
3. Through the Lens of the Documentary
4. Daily News
Enduring Understanding: Television programs and documentaries may influence people´s lives, positively or negatively.

Essential Question: What impact does television/documentaries have on our lives?


Linguistic Competencies Goals
Learner can…
L.1. understand the gist of dialogue from a movie, a trailer for a film, or the events in a
news story when the visuals provide contextual support.

L.2. understand the main idea of an age appropriate audio-visual presentation.

L.3. understand media presentations on familiar events or places delivered clearly and
at a slow pace.

R.1. understand the important information in simple, clearly drafted print materials such
Oral and Written
as T.V. guides, newspapers, and documentary reports.
Comprehension
R.2. understand English language sounds using knowledge in phonics, syllabification
and word parts.

R.3. understand subject specific words when encountered in text.

R.4. understand the main idea and supporting details in straightforward physical or
electronic letters and messages.

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SI.1. start, sustain and close simple face to face or telephone conversations with peers
about what´s on TV, the best show, documentaries and news, though there may be
some difficulty in understanding and being understood from time to time.

SP.1. describe what is occurring in a film or book, and indicate his/her personal opinion
about it.

SP.2. give a short prepared presentation dramatizing a TV show/news.


Oral and Written
Production
W.1. write simple, short descriptions of TV programs, the best show, documentaries and
news without using an aid such as a dictionary.

W.2. write personal reactions to film reviews, checking written sentences to look for
mistakes (e.g., subject-verb agreement, capitalization, spelling, basic punctuation, etc.)

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Level: 9th Unit 3

Learn to know Learn to do Learn to be and Suggested Mediation Strategies Assessment


Live in Community Strategies
Grammar & Functions Psycho-social Pre-teaching
Sentence Frames
-
Demonstrating  Participating in warm-up activities such
Simple Present Tense  Describing ethical and moral as brainstorming, brain gym activities,
what’s on TV,
 The special effects values when predictions and generative questions.
favorite TV
are fantastic/ choosing  Engaging in activation of prior
programs, programs for
terrible. knowledge and socializing unit goals.
documentary and
 The best scene / personal  Introducing different text types
news. enjoyment/
the worst scene is (oral/written) using visual aids,
when… growth. technology, key vocabulary, graphic
 Expressing - Assuming
 When I see a show a organizers, sounds, grammar and
agreement or critical thinking
about __, I sentence frames.
disagreement position towards
wonder…
with information issues presented Oral and Written Comprehension
from in
Simple Past Form:
documentaries
 I saw/watched __. documentaries, Distinction of events or places in the Using technically
and news. TV programs, designed
 In the movie there dialogue of a movie, a trailer, when
was a … shows and news. people speak at normal speed, the main instruments, and
 Describing with the guidance
 You did not watch idea of media presentations
feelings and Sociocultural of the teacher, the
that movie.
emotions about learner…
 I thought the film Planning
daily news. - Demonstrating
was great/OK/
fantastic… respect for other Pre-listening: by motivating, L.1. gets the gist of a
 Initiating, people´s contextualizing, preparing and stating the dialogue in a movie,
 The actors/
maintaining and preferences in task goal, sharing what he /she knows about a trailer for a film, or
costumes /are/ is
closing documentaries, the topic, predicting what the audio/video is the events in a news

conversations about, listing possible difficulties strategies story when the
about TV

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Simple Past Tenses programs, TV programs, for coping with them and showing visuals provide
 How was the documentaries shows and news. responsibility when doing the tasks. contextual support.
movie? and news.
 Did you see the Social Language Listening for the first time: to audio L.2. recognizes the
show last night? Discourse Markers Samples recordings, videos or conversations for main idea of an age
 The - Get the show on general understanding of the text. appropriate audio-
Linkers: sequential
documentaries the road  Getting the gist of a dialogue in a movie, visual presentation.
– past time (later)
were interesting. - Live up to my a trailer for a film by taking notes, retelling
- She saw a
Regular Verbs: expectations main ideas/concepts and L.3. distinguishes the
key
documentary and
 accept, announce, - Mind blowing points/details using complete sentences.main idea in media
then thought it
balance, change, - I give it two presentations on
over for a while.
list, among others. thumps up! Pair/Group feedback: for comparing what familiar events or
Later, she
Irregular Verbs: - Breaking news he/ she understood and explaining his/her places delivered
watched it again,
 become, get, own strategies for conveying meaning and clearly, and at a slow
to see if she had
learn, make, sell, Idioms checking understanding. pace.
missed anything
sit, win, among  It´s a wrap.  Recognizing the main idea when people
important. After
others.  It´s in the can. speak at normal speed by answering
that, she shared
 Come rain or literal questions about text. (e.g., who,
the information
Present Perfect: shine what, when, where, why, which, and
with her mom.
Form: how).
Finally, she
have/has + past Proverbs / Quotes  Distinguishing the main idea in media
wrote a paper
participle (+, -,?)  No news is good presentations on familiar events or
about it.
 Have you seen the news. -- Italian places delivered clearly and at a slow
film before? proverb pace by answering literal questions about
 I have seen the text (e.g., who, what, when, where, why,
film before. which, and how).

Phonology Listening for the second time


 Distinguishing the dialogue of a movie,
 Decoding English a trailer, when people speak at normal
graphemes that speed, the main idea of media

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sound different in presentations on familiar events or


Spanish: A, H, I, J, places by responding to social
Q, R, U, Z. conversations by rephrasing/repeating
information, asking questions to clarify or
 Minimal pair confirm comprehension, and expressing
sounds: one’s thoughts after practicing with
s/z modeled sentence frames.
sip / zip
sue /zoo Post-listening for reacting to the content of
place /plays the text or for focusing on features/ language
rice / rise forms and self/ co-assessment.
ice/eyes
Discrimination of sounds important Using technically
 minimal pair subject specific words and information designed
sounds: in straightforward letters and messages instruments such
s/θ as rubrics and
sin / thin Planning checklists and, with
sum / thumb the guidance of the
sank / thank Pre-reading: Stating the task goal, sharing teacher, the
sink / think what he/she knows about the topic, learner…
saw / thaw predicting what the text is about supported
by typographical and visual clues, listing R.1. identifies the
Vocabulary possible difficulties and strategies for coping important information
them. in simple, clearly
What´s on TV? drafted print
- comedy/sitcoms, Reading for the first time materials such as
soap operas,  Identifying the important information by T.V. guides,
westerns, weather answering literal questions about text newspapers
forecast, news, (e.g., who, what, when, where, why, provided.
talk show, game which, and how).
show, sport  Manipulating sounds using knowledge R.2. manipulates
in phonics, syllabification and word parts English language

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programs, by decoding English graphemes that sounds using


cartoons sound different and practicing minimal knowledge in
pair sounds. phonics,
The Best Show syllabification and
Ever… Reading for the second time word parts.
- prime time,  Extracting subject specific words by
showcase, using context cues for interpreting the R.3. extracts subject
episode, trailer, meaning with greater accuracy. specific words when
full-length film,  Differentiating the important encountered in text.
short-length film, information, in straightforward letters and
host messages by determining the main idea R.4. discriminates
and supporting details in text and the main idea and
The World Through answering literal questions about text. supporting details in
the Lens of the straightforward
Documentary Post-reading: for reacting to the content of letters and physical
- film crew, the text or for focusing on features/ language or electronic
premiere, real forms and self/ co-assessment. messages.
world screenwriter,
screenplay, role, Oral and Written Production
supporting
actor/cast/ Interaction starting, maintaining and Using technically
filmmaker, real closing a short face to face/over the designed
people, feature phone conversation about what´s on TV, instruments, and
films, series, film the best show, documentaries and news with the guidance
documentaries, of the teacher, the
box office, hit, Checking learner…
documentaries,  comprehension of tasks given by the
voice-overs, teacher. SI.1. starts, sustains
narrator, title Planning and closes simple
screens, host,  language structure and content needed face to face or
outstanding roles for the task by using sentence frames telephone
models. conversations with

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supported by physical or online peers though there


Daily News resources. may be some
 Newsreader, Elaborating difficulty in
journal, press,  questions, answers and expressions understanding and
headlines, to cover including asking for help and giving help being understood
a story, to verify, by viewing similar scenes, analyzing from time to time.
eyewitness
them in a whole group with teacher
reports, breaking
news, rolling news. direction, taking notes for sentence
patterns.
Using
 turn-taking tactics to complete the
requirements of the task and ensure
equal participation by all.
Interacting
 by starting, maintaining and closing a
short face to face/over the phone
conversation about what´s on TV, the
best show, documentaries and news by
asking and responding to the speaker in
a prepared dialogue using complete
sentences (e.g., retelling an event,
asking for information).

Description what is occurring in a film or Using technically


book and giving personal opinions in designed
dramatized presentations instruments such
as rubrics and
Planning checklists and, with
 a presentation by selecting the the guidance of the
appropriate resources to be used in small teacher, the
groups or whole class. learner…

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Organizing SP.1. describes what


 a presentation/ dramatization by is occurring in a film
practicing previously learned sentence or book, and
structures for describing, and giving indicates his/her
opinions to prepare spoken comments personal opinion
about what is occurring in a film or book, about it.
within a small or whole group.
Rehearsing SP.2. gives a short
 the presentation by reviewing ways to prepared
ask clarification questions and confirm presentation
understanding, practicing them with a dramatizing a TV
partner or small group. show/news.
Describing/Dramatizing
 what is occurring in a film or book and
giving personal opinions by participation
in small group presentations while using
sentence frames supported by images.

Production of simple, short descriptions Using technically


of personal experiences and reactions, designed
using conventions accurately instruments, for
self-and co-
Production assessment and
 Pre-writing simple, short descriptions of with the guidance
personal experiences and reactions by of the teacher, the
choosing the topic and sentence frames
learner…
while participating in a shared writing
activity, and then independently writing.
W.1. writes simple,
 Drafting simple, short descriptions of
short descriptions of
personal experiences and reactions by
using capitalization: at the beginning of personal
sentences, proper nouns, the pronoun experiences without

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“I,” proper adjectives, titles, and using an aid, such as


abbreviations; using commas: to a dictionary.
punctuate items in a series, dates,
greetings and closings of letters, direct W.2. writes personal
address, introductory words, phrases, reactions to a piece
clauses, compound sentences. of age-appropriate
 Revising simple, short descriptions of literature.
personal experiences and reactions in a
pair-share activity.
 Editing simple, short descriptions of
personal experiences and reactions
before publishing.

Integrated Mini Project

Participating, thinking, acting out, responding


and sharing:
 Literary Talent Show: “Let the show
begin”
 A digital commercial based on a
marketing survey.

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Level 9th Unit 4


Themes:
1. Success vs. Fame
Scenario: In the Public Eye! 2. National Role Models
3. Contributions of Outstanding Figures to Society
4. Breaking News: Read All About It
Enduring Understanding: Both ordinary people and outstanding national and international figures leave positive contributions to
society.
Essential Question: How do ordinary people and outstanding figures contribute in human rights, education, cultural awareness,
science, art and politics?
Linguistic Competences Goals
Learner can…
L.1. understand small group discussion between two or more native speakers if that
conversation is unhurried and if the student is familiar with the topic under discussion in a
video recording.

L.2. understand the main points of a relatively long discussion if it concerns a familiar topic
and if the people involved use Standard English and do not speak too quickly.

L.3. understand the most important information in a news broadcast (television, Internet)
Oral and Written
when visuals support the message.
Comprehension
R.1. identify relevant information and draw conclusions.

R.2. identify English language sounds using knowledge in phonics, syllabification and
word parts.

R.3. understand factual text and simple reports on familiar topics (e.g., charts and graphs,
movie review, and interviews).

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SI.1. offer opinions and comments about outstanding figures’ positive and questionable
actions in readings, texts, reports, and breaking news examined in class in a small group
situation.

SI.2. interview others about nationally and internationally outstanding figures if the
questions have been prepared beforehand. Sometimes, pose a further question without
having to pause very long to formulate the question.

Oral and Written


SP.1. describe personal and other people’s stories of success.
Production
SP.2. describe contributions of nationally and internationally outstanding figures.

W.1. write a narrative paragraph of personal and other people’s stories of success,
checking written sentences to look for mistakes (e.g., subject-verb agreement,
capitalization, spelling, basic punctuation, etc.).

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201
Learn to know Learn to do Learn to be and Suggested Mediation Strategies Assessment Strategies
Live in Community
Grammar & Functions Psycho-social Pre-teaching
Sentence Frame
 Adopting a non-  Participating in warm-up
Past Perfect Form:  Describing
judgmental activities such as brainstorming,
Subj + had + past personal
attitude towards brain gym activities, predictions
stories of
participle. others’ and generative questions.
success.
Example: differences.  Engaging in activation of prior
I had been a couch  Demonstrating knowledge and socializing unit
potato for a long time  Describing
empathy towards goals.
achievements
until I was diagnosed others  Introducing different text types
with diabetes. and
(oral/written) using visual aids,
contributions
Sociocultural technology, key vocabulary,
Third Conditional of nationally
graphic organizers, sounds,
and
Form:  Respecting grammar and sentence frames.
if + past perfect, internationally
everyone's
...would + have + outstanding
opinions. Oral and Written Comprehension
figures.
past participle.  Promoting
Example: strengths and Retelling small group Using technically
If we had taken a  Expressing
abilities while discussions, the main points of designed instruments,
taxi, we wouldn't opinions, a relatively long discussion, and and with the guidance of
working in
have missed the agreement the teacher, the learner…
groups. the most important information
plane. and
in news broadcast
She wouldn't have disagreement L.1. identifying information
Social Language
been tired if she had about Planning in small group discussions
Samples
gone to bed earlier. outstanding between two or more native
 black sheep
figures’
 in the spotlight Pre-listening: by motivating, speakers, if that
positive and conversation is unhurried
 breaking news contextualizing, preparing and

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Past Participle questionable stating the task goal, sharing what and if the student is familiar
Verbs: actions. Idioms he /she knows about the topic, with the topic under
 loved, admitted,  to wear one's predicting what the audio/video is discussion in a video
hurried, traveled,  Initiating and heart on one's about, listing possible difficulties recording.
spoken, bitten, closing sleeve strategies for coping with them and
drunk, eaten, conversations  to be an open showing responsibility when doing L.2. summarizes the main
flown. about book the tasks. points of a relatively long
outstanding  to show one's discussion if it concerns a
Past Continuous figures. true colors Listening for the first time familiar topic and if the
Subj. + auxiliary be +  to have a heart of  Identifying information in small people involved use
main verb. Discourse gold group discussions by Standard English and do
- I was watching Markers responding in complete not speak too quickly.
- She, he, it was Proverbs / Quotes sentences to questions and
doing …. Connecting words  “Success is not statements by asking questions L.3. retelling main
- They were joking expressing cause final; failure is not and sharing one’s views on ideas/concepts and key
... and effect, fatal: it is the facts, ideas, and/or events. points/details.
- Have you been contrast: courage to
working there?  On the other continue that Pair/Group feedback: for
hand, we counts.” Winston comparing what he/ she understood
Phonology could go to the ~S. Churchill and explaining his/her own
movies and  The only way to strategies for conveying meaning
- minimal pair have some do great work is and checking understanding.
sounds: food. to love what you  Summarizing the main points
ŋk / ŋ However, this do. If you haven’t of a relatively long discussion by
think / thing depends on found it yet, keep asking questions and
sank / sang the number of looking. Don’t sharing one’s views on facts,
bank / bang books you’ve settle.” ~Steve ideas and/or events.
rink / ring read. Jobs
sunk / sung Listening for the second time
Initiating and  Retelling in small group
- minimal pair closing a discussions, the main points of
sounds: conversation

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-t / -d Initiating even a relatively long


heart / hard  Can I talk to discussion, and the most
plate / played you for a important information in a news
bet / bed minute? broadcast by using complete
bought / bored sentences and/or taking notes
 Excuse me,
hurt / heard on a graphic organizer.
please. Do
you have a
- Variant vowels Post-listening for reacting to the
minute?
and diphthongs content of the text or for focusing on
(-oi, -ou). features/ language forms and self/
Continuing
" -oi in Boy", co-assessment.
"-ou in goat" Anyway….
So, as I was Differentiation of relevant Using technically
saying … information, drawing designed instruments,
Vocabulary Okay conclusions, sounds, phonics, and with the guidance of
syllabification, and word parts, the teacher, the learner…
Success and Fame Closing charts and graphs, factual text
- Difference  It´s been nice and simple reports in different R.1. identifies relevant
between talking to you. text structures information to draw
success and Bye. conclusions.
fame,  I´m sorry, I Planning
- Success in little have to go R.2. recognizes English
things, (personal now. Pre-reading: Stating the task goal, language sounds using
success stories),  I must go sharing what he /she knows about knowledge in phonics,
Proudest, most  See you later. the topic, predicting what the text is syllabification and word
difficult to about supported by typographical parts.
achieve, most and visual clues, listing possible
useful today. difficulties and strategies for coping R.3. discriminates
them. information in factual texts
and simple reports on
Reading for the first time familiar topics.

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National Role  Identifying relevant information


Models Then –and- to draw conclusions by using
Now. key words, diagrams, and
- Positive role illustrations to support reading
models in sports, comprehension.
music, art,  Recognizing relevant
health, and other information by taking notes,
fields then- and- responding in complete
now, athletic, sentences to questions and
balance, statements in academic
behavior, discussions.
discipline,
exercise, healthy Pair/Group feedback: for
habits, daily comparing what he/ she understood
routine, and did, explaining his/her own
contributions. strategies for conveying meaning.
 Manipulating sounds using
Contributions of knowledge in phonics,
Nationally and syllabification and word parts by
Internationally practicing minimal pair sounds:
Outstanding Figures ŋk/ŋ / t/- d and variant vowels
- positive effect, and diphthongs.
set a good
example, live, Reading for the second time
act,  Differentiating information in
humanitarian charts and graphs, factual texts
efforts, fighting and simple reports in different
social injustices, text structures by answering
raising money, literal questions about texts
sick or injured (e.g., who, what, when, where,
people, when, why, which, and how),
supporting,

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relief, efforts signal words in text that indicate


contributing comparison /contrast (e.g.,
financially to similarly, on the other hand,
hospitals, however, yet, in spite of) using
hosting free them in a sentence, complete
events, support specific graphic organizers to
philanthropic show relationships between
efforts. details and sentence frames
aimed at monitoring
Breaking News: comprehension.
Read All About It
- Those we Post-reading: for reacting to the
admire, resent, content of the text or for focusing on
- those who features/ language forms and self/
inspire us, are co-assessment.
good role
models Oral and Written Production
- those whose
behavior is Interaction by interviewing Using technically
sometimes others, offering opinions and designed instruments, for
brought into comments about nationally and self-and co-assessment
internationally outstanding
question, and with the guidance of
figures
- appearance, the teacher, the learner …
treatment, Checking
plastic surgery,  comprehension of tasks given SI.1. offers an opinion about
image, nutrition, by the teacher. outstanding figures’ positive
popularity, Planning and questionable actions in
- pictures, videos,  language structure and content readings, texts, reports, and
movies, celebrity needed for the task by viewing breaking news examined in
breakups, blogs, celebrities’ interviews, deriving class.
newspaper, question types supported by
physical or online resources.

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magazine, latest Elaborating SI.2. offers comments and


couples, gossip.  offering opinions and comments otherwise contributes in a
including asking for help and small group situation.
giving help by viewing sentence
structures for agreeing or SI.3. interviews others
disagreeing. about nationally and
Using internationally outstanding
 turn-taking tactics to complete figures if the questions have
the requirements of the task and been prepared beforehand.
ensure equal participation by all.
Interacting
 interviewing others, offering
opinions and comments about
nationally and internationally
outstanding celebrities by using
sentence structures
spontaneously for giving
opinions and justifications to
prepare comments spoken
within a small or whole group.
Finally, performing interviews.

Description of personal and Using technically


other people’s stories of designed instruments
success and contributions of such as rubrics and
nationally and internationally checklists and with the
outstanding figures. guidance of the teacher,
the learner …
Planning
 a presentation by selecting the SP.1. describes personal
appropriate resources to be and other people’s stories
used in small groups. of success.

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Organizing SP.2. describes


 a presentation by using contributions of nationally
supporting details and examples and internationally
in complete sentences. outstanding figures.
Rehearsing
 the presentation with peers.
Describing
 personal and other people’s
stories of success and
contributions of nationally and
internationally outstanding
figures by participating in small
group presentations while using
sentence frames and
illustrations.

Production of narrative Using technically


paragraph about personal and designed instruments for
other people’s stories of self-and co-assessment
success. and with the guidance of
the teacher, the learner…
Production
W.1. writes a narrative
 Pre-writing: narrative paragraph of personal and
paragraph by using previously other people’s stories of
learned sentence structures for success.
giving opinions or describing
events within a small or whole
group.
 Drafting narrative paragraph
topic sentence (purpose of the

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208

story), body (topic itself) and


concluding sentence (closure to
the story).
 Revising narrative paragraph
by checking subject-verb
agreement; pronoun and article
agreement, capitalization (at the
beginning of sentences, proper
nouns, the pronoun “I,” proper
adjectives, titles, and
abbreviations), using commas:
(to punctuate items in a series,
dates), spelling and punctuation
accurately in a pair-share
activity.
 Editing narrative paragraph
before publishing.

Integrated Mini Project

Participating, thinking, acting out,


responding and sharing:
 A blog about national celebrities
using pictures/ collage.
 A bibliographic timeline of a
successful person.

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Level 9th Unit 5

Themes:
1. Home Emergencies
Scenario: Unexpected Situations 2. Emergency Traveling Situations
3. Unanticipated Appointments
4. Making a Complaint at a Restaurant
Enduring Understanding: Unexpected situations are faced better with informed knowledge and a positive attitude.

Essential Question: How can we react positively in unexpected situations?


Linguistic Competencies Goals
Learner can…
L.1. understand main ideas and some key details in many television, radio, and web-
based broadcasts/announcements dealing with unexpected situations if the people talk
clearly.

L.2. understand the main points of even a relatively long discussion about unexpected
situations if the people involved do not speak too quickly.

L.3. understand a small group discussion between two or more native speakers, about
Oral and Written
unexpected situations if that conversation is unhurried and supported by video recording.
Comprehension
R.1. understand texts of various lengths as long as the words used are familiar and/or
concern areas of student interest.

R.2. identify English language sounds using knowledge in phonics, syllabification and
word parts.

R.3. understand academic explanations and examples with aid of word list and/or
dictionary support.
SI.1. offer suggestions in unexpected situations.
Oral and Written
Production
SI.2. make complaints and unanticipated appointments in different situations.

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SI.3. interview others about unexpected situations if the questions have been prepared
beforehand. Sometimes, pose a further question without having to pause very long to
formulate the question.

SP.1. describe unexpected personal situations.

SP.2. retell an unexpected situation read/heard in class.

W.1. write a narrative paragraph on a personal experience related to a home emergency,


unexceptional traveling situations, unanticipated appointments or complaints, checking
written sentences to look for mistakes (e.g. subject-verb agreement, capitalization,
spelling, basic punctuation etc.).

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Level: 9th Unit 5

Learn to know Learn to do Learn to be and Suggested Mediation Strategies Assessment


Live in Strategies
Community
Grammar & Functions Psycho-social Pre-teaching
Sentence Frames
 Staying calm in - Participating in warm-up activities such as
Wh-Questions  Describing a brainstorming, brain gym activities,
unexpected
- When will he have home predictions and generative questions.
situations.
emergency and
the surgery?  Making - Engaging in activation of prior knowledge
- When did he lose unexceptional and socializing unit goals.
thoughtful
traveling
his tooth? decisions when - Introducing different text types
- How far is your situation. (oral/written) using visual aids, technology,
facing
clinic? unexpected key vocabulary, graphic organizers, sounds,
- What seems to be  Requesting
situations. grammar and sentence frames.
the problem? unanticipated
·
appointments. Oral and Written Comprehension
Sociocultural
Simple present tense
- I need to make an  Complaining at Retelling main ideas and some key details Using technically
a restaurant  Demonstrating
appointment. in many television, radio, and web-based designed
empathy to
- I need to renew my broadcasts /announcements, the main instruments, and
 Initiating and others in
prescription. points of relatively long, small group with the
closing unexpected
- My child needs to discussion in unexpected situations guidance of the
conversations situations.
come in for a teacher, the
about  Demonstrating
check-up. Planning learner …
unexpected an attitude of
situations. support and
Future Tense: Pre-listening: by motivating, contextualizing, L.1. recognizes
service.
Use of "will and going preparing and stating the task goal, sharing main ideas and
to". what he /she knows about the topic, predicting some key details
Social Language
what the audio/video is about, listing possible in television, radio,
Samples

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212

- I will buy a ticket Discourse difficulties strategies for coping with them and and web-based
for next week. Markers  Keep calm showing responsibility when doing the tasks. broadcasts
- I’m going to look /announcements
Connecting words
for help at this Idiom Listening for the first time: to audio
expressing cause
place.  to get the ball recordings, videos or conversations for general L.2. discriminates
and effect, contrast:
- I’m going to find rolling understanding of the text. the main points of
- On the other
another flight.  to have the ball a relatively long
hand, we could
in one's court Pair/Group feedback: for comparing what discussion about
go to the clinic.
Phrasal Verbs  to keep one's he/she understood and explaining his/her own unexpected
- However, this
- ask around, back eye on the prize strategies for conveying meaning and checking situations.
depends on the
up, break down, understanding.
number of
call around, call - Recognizing main ideas and some key L.3. retells main
passengers.
back, calm down, Proverbs / Quotes details in television, radio, and web-based ideas/concepts
catch up, check in,  One of the true broadcasts/ announcements by responding and key
Initiating and
check out, come tests of in complete sentences to questions and points/details.
closing a
forward, do over, leadership is statements.
conversation
find out, get the ability to  Differentiating the main points of a
around, get away, recognize a relatively long discussion and small group
take off. Initiating problem before discussion by responding in complete
 Can I talk to you it becomes an sentences to questions, taking notes, and
Future Continuous for a minute? emergency. -- sharing one’s views on facts, ideas, and/or
- I am going to begin  Excuse me, Unknown events.
by asking you to fill please. Do you Author
out this form. have a minute?  We only have Listening for the second time
- You won’t find a what we give. --  Retelling main ideas and some key details
dentist on the Continuing Isabel Allende in many television, radio, and web-based
weekend. broadcasts /announcements
- She is going to call Anyway….
 Differentiating the main points of even a
911. So, as I was saying
relatively long, small group discussions in
Okay
unexpected situations by retelling
information.

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Present Perfect Closing Post-listening for reacting to the content of the


Continuous  It´s been nice text or for focusing on features/ language forms
talking to you. and self/ co-assessment.
- I've been waiting for Bye.
over 30 minutes Interpretation of main ideas and some key Using technically
 I´m sorry, I have
and my meal still details, academic explanations and designed
to go now.
hasn't come. manipulating English language sounds instruments, and
 I must go. See
- I have been on the using knowledge in phonics, syllabification with the
you later.
phone for over 40 and word parts guidance of the
minutes waiting for teacher, the
your answer. Reading for the first time learner …
 Distinguishing main ideas and some key
Phonology details, in academic explanations by making R.1. distinguishes
connections to text while reading (e.g. Text- main ideas and
- Silent letters to-text, text-to-self, and text-to-world). some key details
(kn, wr, gn)  Manipulating English language sounds in texts of various
using knowledge in phonics, syllabification lengths.
- Pronunciation of and word parts by practicing silent letters,
irregular present irregular present verbs ending in third R.2. distinguishes
verbs ending in person singular and minimal pair sounds: ʃ English language
third person /tʃ sounds using
singular “-s”, knowledge in
“-es”, “-ies”. Pair/Group feedback: for comparing what he/ phonics,
she understood and did, explaining his/her own syllabification and
- Minimal pair strategies for conveying meaning. word parts.
sounds:
ʃ /tʃ Reading for the second time R.3.interprets
shoes/choose  Interpreting academic explanations by academic
sheep/cheap identifying words used for chronological explanations.
wash/watch sequence, comparison/ contrast, cause
mash/match /effect and using relevant sentence frames
cash/catch

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Vocabulary and main ideas, some key details, academic


explanations and manipulating English
Home Emergencies language sounds using knowledge in
Body parts phonics, syllabification and word parts by
- head, face, eyes, applying reading strategies and using text
ear, nose, cheek, structure elements to aid comprehension.
mouth, lip, tongue,
chin, chest, Post-reading: for reacting to the content of the
shoulder, back, text or for focusing on features/ language forms
elbow, hand, arm. and self/ co-assessment.

Common illnesses Oral and Written Production


and symptom
- headache, Interaction by making complaints and Using technically
earache, appointments, interviewing others, offering designed
stomachache, suggestions about unexpected situations instruments such
sore throat, cold, as rubrics and
virus, cough, Checking checklists and,
infection, rash - comprehension of tasks given by the with the
sunburn, runny teacher. guidance of the
nose, dizzy, Planning teacher, the
nauseous, vomit,  language structure and content needed for learner…
bruise, swollen, the task by viewing or reading dialogues
itchy. using relevant functional language, SI.1. offers
Medicines analyzing them in a whole group with suggestions in
- prescription, teacher direction and supported by physical unexpected
injection, stitches, or online resources. situations.
aspirin lotion, Elaborating
capsule, pill,  complaints and appointments, interviews SI.2. makes
ointment antacid, offering suggestions, commenting on points complaints and
cold tablets, cough of view, and assumptions about unexpected appointments.
syrup. situations including asking for help and

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Emergency Traveling giving help by viewing dialogues and taking SI.3. interviews
Situations notes for sentence patterns. others about
- Stay calm, Using unexpected
buying ticket, e- - turn-taking tactics to complete the situations if the
ticket, schedules, requirements of the task and ensure equal questions have
box office, participation by all. been prepared
announcements, Interacting beforehand.
complaint, - making complaints and appointments,
luggage claim offering suggestions, commenting on points
check in, check of view, and assumptions about unexpected
out, deliver, delay, situations by practicing asking and
departure, responding to peers in a small group, finally
destination, fare, performing interviews.
hitchhike, counter,
passenger, Description of personal and other people’s Using technically
operator, on foot, unexpected situations designed
waiting room, flat instruments for
tire, broken bike, Planning self-and co-
lost luggage, - a presentation by selecting the appropriate assessment and
delayed flight, resources to be used in small groups. with the
flights cancelled Organizing guidance of the
- a presentation by repeating what has been teacher, the
Unanticipated said or experienced and convey this learner…
Appointments information to another.
- barber shop/ Rehearsing SP.1. describes
dentist/vet/ beauty - the presentation with peers. personal
parlor /clinic Describing unexpected
do, doctor, say, - personal and other people’s unexpected situations.
dosage, every four situations by using modeled sentence
hours, frames, practicing them in dialogues and SP.2. retells an
performing them in small group unexpected
presentations. situation

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Making a Complaint a read/heard in


Restaurant class.
Complaints
- menu, ordering Production of narrative paragraphs about a Using technically
food, making, tip, home emergency, unexceptional traveling designed
Café, Snack Bar, situations, unanticipated appointments or instruments for
Fast Food complaints. self-and co-
Restaurant, Pub assessment and
Starters/Appetizers Production with the
/ Soups, Main - Pre-writing narrative paragraphs by using guidance of the
Courses, Meat/ previously learned sentence structures for teacher, the
Fish/Vegetarian) describing events and real events that learner …
Desserts, include characters, plot, and setting.
Beverages - Drafting a narrative paragraph with topic W.1. writes a
sentence (purpose of the story), body (the narrative
topic itself) and concluding sentence paragraph about a
(closure to the story). home emergency,
- Revising narrative paragraph by checking everyday situation,
subject-verb agreement; pronoun and appointments or
article agreement, capitalization (at the something you
beginning of sentences, proper nouns, the made a complaint
pronoun “I,” proper adjectives, titles, and about.
abbreviations), using commas: (to
punctuate items in a series, dates), spelling
and punctuation accurately and introductory
words, phrases, clauses, compound
sentences in a pair-share activity.
- Editing narrative paragraphs before
publishing.

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217

Integrated Mini Project

Participating, thinking, acting out, responding


and sharing:
- An emergency home/school protocol
(brochure, poster, booklet)
- A recommendation chart to prevent
emergencies at home/school
- A short video of an unanticipated
appointment

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218

Level 9th Unit 6


Themes:
1. Keep it simple
Scenario: Open a Book, Open Your Mind 2. Show me: Comic Strips
3. Biographies of Writers
4. The Moral of the Costa Rican Legend is …
Enduring Understanding: Literature opens the imagination and adds value to cultural knowledge and language.

Essential Question: How can literature change the way we see the world?
Linguistic Competencies Goals
Learner can…
L.1. understand the main points of a relatively long discussion if it concerns a familiar topic
and if the people involved use Standard English and do not speak too quickly.

L.2. understand the most important information about (poems, comic strips, biographies
and the moral of the story) when visuals support the message.

L.3. understand small group discussion between two or more native speakers, if that
conversation is unhurried and if the student is familiar with the topic under discussion in a
Oral and Written
video recording.
Comprehension
R.1. understand relevant information to draw conclusions.

R.2. manipulate English language sounds using knowledge in phonics, syllabification and
word parts.

R.3. understand factual texts and simple reports on familiar topics.

SI.1. offer an opinion about comic strips, biographies and Costa Rican legends examined
in class.

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SI.2. interview others about biographies and Costa Rican legends if the questions have
been prepared beforehand. Sometimes, pose a further question without having to pause
very long to formulate the question.

SP.1. describe his/her favorite comic strips.

Oral and Written SP.2. describe biographies of national and international writers.
Production
SP.3. retell a Costa Rican legend read/heard in class.

W.1. write a narrative paragraph about a Costa Rican legend.

W.2. write a biography of famous writers, checking written sentences to look for mistakes
(e.g. subject-verb agreement, capitalization, spelling, basic punctuation, etc.).

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Level: 9th Unit 6


Learn to know Learn to do Learn to be and Suggested Mediation Strategies Assessment
Live in Community Strategies
Grammar & Functions Psycho-social Pre-teaching
Sentence Frames
 Appreciating the - Participating in warm-up activities such
Reported Speech:  Expressing ideas as brainstorming, brain gym activities,
aesthetic and
present and feeling predictions and generative questions.
emotional
through simple
- She said she elements of - Engaging in activation of prior knowledge
liked ice cream. poems. and socializing unit goals.
literature.
- He said he was  Perceiving - Introducing different text types
living in CR.  Describing (oral/written) using visual aids, technology,
literary texts with
- She said she personal comic key vocabulary, graphic organizers,
a critical eye.
hadn’t seen you. strips. sounds, grammar and sentence frames.

 Describing Sociocultural
Simple Passive: Oral and Written Comprehension
Object+verb to be+ biographies of
past participle verb national and  Valuing the
Retelling the main points of a relatively Using technically
international action of giving
- This writer's long discussion, the most important designed
writers. and receiving
articles are read information with visual support, and small instruments, and
constructive
by many people. group discussions between two or more with the guidance
 Initiating and feedback.
native speakers in a video recording of the teacher, the
closing  Implementing
Second Conditional: learner…
conversations assertive
Form: Planning
about communication
if + past simple, L.1. distinguishes the
biographies and with others.
...would + infinitive. Pre-listening: by motivating, contextualizing, main points of a
- If I won the Costa Rican preparing and stating the task goal, sharing relatively long
lottery, I would legends. Social Language what he /she knows about the topic, predicting discussion if it
buy a big house. Samples what the audio/video is about, listing possible concerns a familiar
- She would pass difficulties strategies for coping with them and topic and if the
the exam if she Discourse Markers  Book smart vs. showing responsibility when doing the tasks. people involved use
ever studied. street smart Standard English

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Phonology Connecting words  Idioms Listening for the first time: to audio and do not speak too
expressing cause  read between the recordings, videos or conversations for quickly.
Minimal pair sounds: and effect, contrast, lines general understanding of the text.
v/b etc.:  déjà vu - Distinguishing the main points of a L.2. summarizes the
vote/boat  silver lining relatively long discussion, the most most important
very/berry  On the other important information with visual support information about
van/ban hand, we could Proverbs / Quotes by responding in complete sentences to (poems, comic strips,
vest/best go to the movies  You know you’ve questions and statements and asking biographies and the
vet/bet and have some read a good book questions, sharing one’s views on facts, moral of the story)
food. when you turn ideas, and/or events. when visuals support
Minimal pair sounds: the message.
 However, this the last page and
ɪ/i feel a little as if Pair/Group feedback: for comparing what
depends on the
ship/sheep you have lost a he/she understood and explaining his/her own L.3. retells small
number of books
friend. -- Paul strategies for conveying meaning and group discussion
it/eat you’ve read.
hit/heat Sweene checking understanding. between two or more
bin/bean - Summarizing the main points of a native speakers, if
Initiating and closing
live/leave relatively long discussion by retelling main
that conversation is
a conversation
ideas/concepts and key points/details unhurried and if the
Vocabulary using complete sentences and/or taking student is familiar
Initiating notes in a graphic organizer. with the topic under
Keep it simple:  Can I talk to you discussion in a video
Haikus/ Limerick. for a minute? Listening for the second time: for more recording.
- Haikus Poem,  Excuse me, detailed understanding of the text.
three lines, please. Do you - Retelling the main points of a long
popular activity, have a minute? discussion, the most important information
(9th to 12th with visual support, and small group
centuries from Managing interaction discussions between two or more native
Japan) ”, Haikus Interrupting speakers in a video recording by taking
masters Basho,  Sorry to interrupt notes, responding in complete sentences
Issa, Buson, you but … to questions and statements in academic
poets,  I have a question. discussions by asking questions and

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countryside,  Could I interrupt sharing one’s views on facts, ideas, and/or


nature here? events.
- Cinquain, five-line
poem, describes a Closing Post-listening for reacting to the content of
person, place or the text or for focusing on features/ language
thing.  It´s been nice forms and self/ co-assessment.
talking to you.
Show me: Comic Bye. Differentiation of relevant information, Using technically
Strips.  I´m sorry, I have drawing conclusions, sounds, phonics, designed
- computers, writing to go now. syllabification, and word parts, charts and instruments, and
material, web  I must go. See graphs, factual text and simple reports in with the guidance
pages, you later. different text structures about of the teacher, the
- layout, artist, Haiku/Limerick poems, comic strips, learner…
cartoonist, writer, Changing the topic biographies and Costa Rican legends
speech balloon, R.1. recognizes
Anyway…
caricature, image. Planning relevant information
By the way, there´s
- attribute, to draw conclusions.
something else I
characteristic, Pre-reading: Stating the task goal, sharing
wanted to tell you.
impact, ambition, what he /she knows about the topic, predicting R.2. recognizes
what the text is about supported by English language
Resuming a
Biographies of typographical and visual clues, listing possible
sounds using
conversation
National and difficulties and strategies for coping them. knowledge in
Anyway…
international writers. phonics,
Anyway what I was
- nature, house, Reading for the first time syllabification and
saying?
poets, school,  Identifying relevant information to draw word parts.
What were we talking
buildings, society, conclusions by using key words, diagrams,
about?
books, lecture and illustrations to support reading R.3. discriminates
To get back to what I
theatres, comprehension. information in factual
was saying
readings, poems,  Manipulating English language sounds text and simple
writing, novel, plot, using knowledge in phonics, syllabification reports on familiar
Continuing
material, writer, and word parts by practicing minimal pair topics.
Anyway….
impact, sounds: v/b- ɪ/i.

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educational So, as I was saying Pair/Group feedback: for comparing what he/
institutions, Okay she understood and did, explaining his/her
ambition, own strategies for conveying meaning.
achievement,
diary, influence, Reading for the second time
life story  Differentiating relevant information,
perspective, drawing conclusions, sounds, phonics,
theme, setting, syllabification, and word parts, charts and
protagonist, point graphs, factual text and simple reports in
of view. different text structures by distinguishing
signal words in text that indicate
The Moral of the comparison /contrast (e.g., similarly, on
Costa Rican legend the other hand, however, yet, in spite of)
is… using them in a sentence, complete
- Legends, culture specific graphic organizers to show
past, stories relationships between details and
moral, The answering literal questions about texts
“Cadejos”, La (e.g., who, what, where, when, why, which,
“Segua”, The Ox- and how).
less Carts, The
Souls, The Stone Post-reading: for reacting to the content of
of Aserri and The the text or for focusing on features/ language
Witch Zarate, forms and self/ co-assessment.
Iztaru legend,
Witch of Escazu, Oral and Written Production
Legend of
Turrialba, etc. Interaction by interviewing others, Using technically
offering opinions and comments about designed
biographies and Costa Rican legends instruments for
examined in class self-and co-
assessment and
with the guidance

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Checking of the teacher, the


- comprehension of tasks given by the learner…
teacher.
Planning SI.1. offers an
- language structure and content needed for opinion about
the task by using supporting details and Haikus, comic strips,
examples in complete sentences biographies and
supported by physical or online resources.
Costa Rican legends
Elaborating
examined in class.
- offering opinions and comments including
asking for help and giving help by viewing
SI.2. interviews
sentence structures for agreeing or
others about
disagreeing.
biographies and
Using
Costa Rican legends
- turn-taking tactics to complete the
if the questions have
requirements of the task and ensure equal
been prepared
participation by all.
beforehand.
Interacting
- by interviewing others, offering opinions
and comments about biographies and
Costa Rican legends by using sentence
structures spontaneously for giving
opinions and justifications to prepare
comments spoken within a small or whole
group and finally, performing interviews.

Using technically
Description of favorite comic strips,
designed
biographies of national and international
instruments, and
writers and Costa Rican legends
with the guidance
of the teacher, the
learner…

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Planning SP.1. describes


- a presentation by selecting the appropriate his/her favorite comic
resources to be used in small groups. strips.
Organizing
- a presentation by using supporting details SP.2. describes
and examples in complete sentences. biographies of
Rehearsing national and
- the presentation with peers. international writers.
Describing
- favorite comic strips, biographies of SP.3. retells a Costa
national and international writers and Rican legend
Costa Rican legends by participating in read/heard in class.
pair presentations while using sentence
frames and illustrations.

Using technically
Production narrative paragraphs about
designed
different Costa Rican legends and
biographies about national and instruments for
international writers and authors self-and co-
assessment and
Production with the guidance
- Pre-writing a narrative paragraph about a of the teacher, the
Costa Rican legend by using previously learner…
learned sentence structures for giving
opinions or describing events within a W.1. writes narrative
small or whole group. paragraphs of
- Drafting narrative paragraph topic famous Costa Rican
sentence (purpose of the story), body legends.
(topic itself) and concluding sentence
(closure to the story). W.2. writes
- Drafting a biography (date and place of biographies of
birth; death, if pertinent; major famous Costa Rican

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achievements/education/ work facts/ what or international


makes the person significant. writers or author.
- Revising narrative paragraph and
biography by checking subject-verb
agreement; pronoun and article
agreement, capitalization (at the beginning
of sentences, proper nouns, the pronoun
“I,” proper adjectives, titles, and
abbreviations), using commas: (to
punctuate items in a series, dates),
spelling and punctuation accurately in a
pair-share activity.
- Editing narrative paragraph and
biography before publishing.

Integrated Mini Project

Participating, thinking, acting out, responding


and sharing:
- A play based on a legend/ biography
- Legend on a comic strip format (digital/
paper)
- A literary fair

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Level
B1 Grade 9-10
Integral Development and Communicative Competence
At this stage, the learner can...
have a level-appropriate language (words, phrases, formulaic expressions) and topical
Learn to know
knowledge related to domains, scenarios and themes.
use level-appropriate linguistic and topical resources in order to listen, read, speak and write
Learn to do in response to level and age-appropriate tasks, integrating language and topical knowledge,
skills and abilities (KSAs) within domains, scenarios and themes.
use personal and social dispositions (e.g., engagement, attitudes, cooperation, turn taking,
Learn to be and live in empathy, and other universal values) when interacting and producing in the target language
community and taking time to search for words using oral and body language for transferable learning
beyond the classroom setting (enduring understanding).
Speaking
Listening Reading (spoken interaction & Writing
production)
CEFR STANDARDS CEFR STANDARDS CEFR STANDARDS CEFR STANDARDS

 Can note the main points  Can comprehend texts  Can sustain  Can produce short, basic
of oral texts at a normal containing more varied conversations related paragraphs with a topic
speed related to personal sentence and to personal and sentence and supporting
and educational domains. vocabulary within educational routines details within an expository
expository, narrative, and domains with genre. Sentences start to
INTEGRATION OF procedural and fluency. connect with each other.
LANGUAGE SKILLS transactional genres.  Can maintain  Can produce a narrative
interactions related to paragraph with characters,
 Can recognize key points INTEGRATION OF public and vocational plot and setting.
in T.V programs radio, LANGUAGE SKILLS domains with
web-based broadcast hesitation, backtracking
announcements, videos,  Can read texts on familiar and repairing while
audio recordings to ask topics to start, maintain, searching for
for clarification and and close a vocabulary and
expressing thoughts conversational exchange grammar structures.
(listening to speak). (reading to speak/listen).
 Can interpret online  Can read different
explanations supported passages to summarize

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by resources to convey information (reading to INTEGRATION OF INTEGRATION OF LANGUAGE


meaning in texts (listening write). LANGUAGE SKILLS SKILLS
to read).  Can read familiar and
 Can write different text unfamiliar topics for self-  Can interpret  Can write to exchange
types heard to check correction after listening information by asking personal experiences (writing
comprehension in to the oral version for clarification and to speak).
collaborative work before (reading to listen). confirm understanding  Can use graphic organizers to
editing (listening to write when listening to texts plan language, content and
/speak). (listening to speak). express information (writing to
 Can exchange speak/write).
information supported  Can react to an oral text
by a written source for expressing written thoughts
completing information and feelings (listening to
(speaking to read/write) write).
 Can use written
sources to explain and
justify points of view
(reading to speak).

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Level 10th Unit 1

Themes:
1. Help wanted
Scenario: Love What We Do! 2. Jobs
3. Interviewing
4. Working to Live or Living to Work?
Enduring Understanding: The different jobs and occupations make communities function well in society.

Essential Question: In what ways do people’s jobs or occupations contribute to our community and life in society?

Linguistic Competencies Goals


Learner can…
L1. understand the main points, concepts, key points and details in television programs, radio, and web-
based broadcasts/announcements dealing with subjects of interest if the people talk slowly and clearly.

L2. follow a small group discussion between two or more native speakers if that conversation is unhurried
and if the learner is familiar with the topic under discussion in a video/audio recording about jobs and
occupations.

L3. understand when people speak at normal speed on familiar topics. There may be a need to repeat
Oral and Written particular words and phrases or help in clarifying particular details.
Comprehension R1. understand factual text and simple reports on familiar topics (e.g., news accounts, blog posts, Twitter
feeds) about jobs and occupations.

R2. understand charts and graphs.

R3. manipulate English language sounds using knowledge in phonics, syllabification and word parts.

R4. understand textbook or online explanations and examples with aid of word list and/or dictionary, key
words, diagrams, and illustrations to support reading comprehension.

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SI1. summarize what has been said and convey this information to another about job and occupation ads
in dialogues and interviews.

SI2. explain what he/she means with another word when he/she can´t think of the exact word.

SI3. ask someone for clarification of what others have just said or for confirmation in order to correct some
basic mistakes.

SI.4. manage conversations and interviews about personal experiences, feelings, opinions and reactions
on a job or occupations, justifying main points of view, assumptions and plans, briefly.

Oral and Written


SP1. retell a simple story read/heard in class about a job fair or job experience.
Production
SP.2. describe in detail personal job experiences and information about job fair supported by online/physical
information.

W1. write a resume for requesting a job, based on ads (newspaper, internet, radio).

W2. write a cover letter for a dream job or occupation, using simple, coherent, and well-written sentences
and check written resume or cover letter to look for mistakes (subject-verb agreement, pronoun and article
agreement, capitalization, using commas, sentence sense, word order, text structure, concrete ideas, etc.).

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Level: 10th Unit 1

Learn to know Learn to do Learn to be and Suggested Mediation Strategies Assessment


Live in Community Strategies
Grammar & Functions Psycho-social Pre-teaching
Sentence Frames
 Describing past  Being aware of - Participating in warm-up activities, such
Contractions/future experiences and planning for the as icebreakers (e.g. evocative quotation,
tense (will) tense future. active brain gym, scenario, photo or
storytelling,
 I´ll be a good  Willing to face the song), improvisational acting out and
feelings,
doctor. challenge of generative question.
emotions, and
 I’ll work as a attitudes in getting a job. - Engaging in activation of prior
volunteer knowledge and schemata, eliciting
personal life.
someday. information (e.g. predictions, setting a
Sociocultural scene, brainstorming to review and
Adverbial phrases of  Expressing eliciting new language: vocabulary,
degree extent and opinions about sounds and language forms and
job and  Being aware of
probability socializing unit goals.
basic protocols
 My father´s job is occupations (in - Introducing different text types
really nice. family and local for participating (oral/written) visual aids, technology, key
 My family is very context). in a job interview. vocabulary grammar and sentence
happy about my  Respecting other frames.
job aspirations.  Expressing people’s jobs and
agreement and occupations. Oral and Written Comprehension
Indications of time disagreement  Promoting job
(Now, then, when, opportunities for Distinguishing main points, concepts, Using technically
about jobs and
soon, ago, the year all people key points and details in television designed
occupations.
before last, last year, programs, radio, and web-based instruments such
by the time I was) broadcasts/ announcements, as a questionnaire
 Managing
 The year before Social Language video/audio recording discussions and for co-assessment
interaction
last, my cousins Samples social conversations, spoken at and self, with the
(interrupting,

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and I spent the changing topic)  To get your foot normal speed, about jobs and guidance of the
summer doing in interviews in the door/on the occupations teacher, the
volunteer work in ground. learner…
my community. Discourse Markers  Job opening from Planning
 By the time, I was 9 to 5. L1. recognizes key
12, I dreamed of Connecting words Pre-listening: by motivating, points in television
being an expressing; contextualizing, preparing and stating the programs, radio,
Proverbs / Quotes
astronaut.
- cause and  If you want to task goal, sharing what he /she knows about and web-based
effect: Why? know the value of the topic, predicting what the audio/video is broadcasts/
Comparative and
Because I had so your job, just about, listing possible difficulties strategies announcements,
superlative forms of
adverbs much fun, I will never imagine when for coping with them and showing video/audio
 The occupation I forget that day. you don’t have it. responsibility when doing the tasks. recordings
like the most. Is - For this/that – Unknown discussions and
playing reason ___. Author Listening for the first time to video/audio social
professional  Your time is recordings discussions and social conversations
soccer. Linkers: sequential limited, so don`t conversations, supported by images during. about jobs and
 I enjoyed the job topast time. waste it living - Recognizing key points in television occupations.
the fullest. - Later, he someone else`s programs, radio, and web-based
 The ad is offering asked me about my life. -- Steve Jobs broadcasts/ announcements. L.2. discriminates
the best job job expectations main points,
opportunities this during the interview. Pair/Group feedback: for comparing what concepts, key points
year. - After that, I he/ she understood and explaining his/her and details from
want to become a own strategies for conveying meaning and television programs,
Past perfect teacher. checking understanding. radio, and web-
 I had hoped to - Finally, the based broadcasts/
become a manager asked me Listening for the second time by retelling announcements,
technician. to submit my information of television programs, radio, small group
 I had worked resume. and web-based broadcasts/ discussion, between
during a summer announcements, video/audio recordings two or more native
vacation job at the discussions and social conversation. speakers, in a
beach.  Differentiating main points concepts, video/audio
key points and details during

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Reported speech  Distinguishing main ideas, key points recording at normal


(range of tenses) and details on familiar topics from speed.
 I told my parents video/audio recording discussions and
that I will become social conversations of native speakers, L3. distinguishes
the best lawyer. spoken at normal speed particular details main ideas, key
 My family told me by asking clarification questions and points and details on
that they had a list expressing thoughts about jobs and familiar topics when
of 10 more places occupations, supported by note-taking people speak at
they want to visit
techniques. normal speed.
before 2025.
 The news
Post-listening task: reacting to the content
reported that
most jobs are of the text or for focusing on features/
requiring English- language forms by rephrasing information,
speaking asking questions, and expressing thoughts.
applicants. - self and co-assessment using a variety
of instruments for overall comprehension
Wh-questions in the of the text.
past
 Where did you Interpreting factual texts and simple Using technically
want to work? reports on news, accounts, blog posts, designed
 What other Twitter feeds, charts and graphs, instruments such
occupation did textbook or online explanations about as a checklist, for
you like? jobs and occupations co- and self-
assessment, and,
Broader range of Planning with the guidance
intensifiers such as of the teacher, the
too, enough Pre-reading: previewing the title, pictures, learner…
 The interview was illustrations, headings, subheadings, general
too long. information and structure in the text and R.1. recognizes
 Thank you, we stating the task goal., sharing what he /she factual texts and
have enough knows about the topic, predicting what the simple report to
information for text is about supported by typographical and answer literal

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now. visual clues, listing possible difficulties and questions about a


strategies for coping with them. text about jobs and
Managing Interaction occupations.
Interrupting Reading for the first time to draw
 Sorry to interrupt conclusions, supported with images and key R.2. discriminates
you but… words, by answering literal questions (e.g., information of charts
 I have a who, what, when, where, when, why, which, and graphs read.
question.… and how).
 May I interrupt? - Recognizing factual texts and simple R.3. manipulates
 Sorry, I just reports from charts, graphs, sounds, English language
wanted to say
during words sound using
- Differentiating relevant information of knowledge in
Changing the topic
charts and graphs during phonics,
 Anyway…
syllabification.
 By the way,
Pair/group feedback for conveying
there´s something
else I wanted to meaning. R.4. interprets
mention…  Manipulating English language word textbooks or online
sounds, using prior knowledge in explanations and
Can/Could phonics, syllabification and word parts examples.
 Can you work on when reading texts.
Saturdays?
 Could you work Reading for the second time with aid of
extra hours? word list and/or dictionary, key words,
 Could you work at diagrams, and illustrations to support reading
night? comprehension by using structure elements
and manipulating sounds to aid
Vocabulary comprehension, recognizing words used for
chronological sequences, comparison/
Help wanted. contrast, cause/effect and using relevant
 Accountant, actor, sentence frames, word lists, charts,
architect, artist, diagrams, illustrations and phonological
knowledge.

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assembler, baker,  Interpreting textbooks or online


bus driver, explanations and examples.
butcher,
construction Post-reading for reacting to the content of
worker, farmer, the text or for focusing on features/ language
delivery person, forms by answering yes/no questions and
firefighter, - self and co-assessment, applying what
fisherman, lawyer, was read in other situations using a
pharmacist, police variety of instruments for overall
office, taxi driver, comprehension of the text.
waiter.
Oral and Written Production
Job descriptions.
 Act, assemble Production of face to face conversations, Using technically
components, retelling information, substituting words designed
bake, construct and using clarification tactics in a job instruments such
things, cook, interview as an anecdotal
deliver pizza, report for self-
design building, Checking assessment, and,
drive a taxi, file, fly - comprehension of tasks given by the with the guidance
an airplane, grow teacher. of the teacher, the
vegetables, Planning learner…
operate - language structure and modeled frames
equipment, sell for interactive exchanges. SI.1. summarizes
Rehearsing
cars, translator. what has been said
- interviews and summarizing what has
on modeled
been said on modeled sentence frames
Interviewing sentence frames to
to convey information to another, by
 resume writing, using modeled sentence frames convey information
(objective, dialogues with peers, in choral reading/ to another.
experience, speech in small group.
education, SI.2. explains what
references) he/she means with

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 preparing for the Elaborating another word when


interview  questions for checking he/she can´t think of
(company meaning/clarification or grammar form the exact word.
philosophy, confirmation for reported speech
activities, including asking for help and giving SI.3. asks someone
products, support to peers and paraphrasing what for clarification or for
competition) has been said to enhance knowledge. confirmation that a
 Common Production form is correct in
questions at an - of face-to-face conversations, retelling some basic
interview (talk information, substituting words and using mistakes.
about yourself, clarification tactics in a job interview by
why you are asking for opinions, justifying main points SI.4. produces face
interested in that of view, assumptions and plans, briefly, to face conversations
position, using relevant language and turn-taking and interviews about
knowledge about tactics. personal
company, reasons experiences,
to leave your last feelings, opinions
job, experience, and reactions about
strengths, salary a job or occupation.
range.
Description in detail of simple stories, Using technically
Working to Live or personal job experiences and job fairs. designed
Living to Work? instruments, such
 Reasons Planning as a learning log,
 Challenges - a spoken presentation by selecting the and with the
 Rewards appropriate materials and resources to guidance of the
be used in small groups or whole class. teacher, the
 Stress
Organizing learner…
- a presentation by retelling a simple story
read or heard in class. SP.1. retells a simple
story read or heard in
class about a

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Rehearsing description of a job


 the spoken presentations by describing fair or job
in detail a personal job experience and experience.
information supported by online
information and images. SP.2. describes in
Describing detail, about a
- in detail simple stories and a personal job personal job
experience and job fairs information, experience and
using appropriate delivering techniques information at job
(eye contact, volume, posture) and fairs supported with
interaction. online/physical
information

Production of a resume, and formal Using technically


cover letter for applying a job position designed
instruments for
Production self-assessment.
- Pre-writing a resume and a cover letter Such as a rubric
for a job position by following a model. and with the
- Drafting writing a resume (objective,
guidance of the
experience, education, references) in pair-
teacher, the
share.
- Drafting writing a cover letter, including learner…
salutation (the hello), opening
W.1. writes a resume
(introduction and position requested),
hook (examples of work performance for requesting a job,
and achievement), knowledge based on an ad
(information you know about place or (newspaper, internet,
company), close (summary of what are radio).
you are offering).
W.2. writes a cover
letter for a dream job

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- Revising the draft with partner, checking or occupation, using


conventions and word choice (subject- simple, coherent,
verb agreement, pronoun and article and well-written
agreement, capitalization, using sentences.
commas, sentence sense, word order,
text structure, concrete ideas, etc.).
- Editing of a resume, and the cover letter
for a job position before publishing.

Integrated Mini Project

Participating, thinking, acting out, responding


and sharing:
- A report, gathering information and
insights into the job market and
occupations offered in the
community/province/ Costa Rica,
including requirements, salaries and
working conditions, statistical information
collectively.
- Write a letter as though the learner is now
50 years old and writing to his/her current
self with advice.

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Level 10th Unit 2

Themes:
Scenario: Stories Come in All Shapes and 1. Tell me a Story
Sizes 2. Thumbs Up/Thumbs Down
3. The Reviews Are In*
4. You Should Read This
Enduring Understanding: Everything from tweets, memes, poems, posts, blogs, comics, short stories, videos and more reveal truths
and beliefs about the writers and their culture.
Essential Question: What do the stories we share say about us?
Linguistic Competencies Goals
Learner can…
L1. understand the main points of a relatively long discussion on a familiar topic, related
to stories in Standard English.

L2. understand specific details from many web-based broadcasts/ memes, comics, posts,
poems dealing with subjects of interest if the people talk clearly.

R1. understand specific factual text and simple reports on familiar topics (e.g., movie
Oral and Written reviews, interviews, tweets, posts, etc.).
Comprehension
R2. recognize English language sounds using knowledge in phonics, syllabification and
word parts.

R.3. understand texts of various lengths, as long as the words used are familiar and/or
concern areas of learners’ interest (e.g., tweets, memes, poems, posts, blogs, comics,
short stories, videos) supported by the use key of words, diagrams, and illustrations.

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SI1. repeat what has been said and convey this information to another person.

SI.2. talk in detail about tweets, memes, poems, posts, blogs, comics, short stories,
videos.

SP1. describe what is occurring in tweets, blogs, short stories, videos, including his/her
personal opinion about them.

SP2. sustain a conversational exchange with a peer in the classroom when the topic is
familiar, though there may be some difficulty in understanding and being understood from
time to time.

SP3. express opinions of a short story, play, essay, or poem examined in class.

W1. express what has been learned, how it has been learned, and learning goals for the
future.

Oral and Written W2. summarize simple text dealing with familiar subjects (e.g., short stories, videos,
Production blogs) and check written sentences to look for mistakes (subject-verb agreement,
pronoun and article agreement, capitalization, indentation, commas, appropriate
vocabulary and connecting ideas and required format) spelling and basic punctuation
accurately enough to be followed most of the time.
* The Reviews Are In = When a new play or movie opens, the reviews in newspapers and online start occurring at relatively the same time. Reviews can be positive or negative.

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Level: 10th Unit 2

Learn to know Learn to do Learn to be and Suggested Mediation Strategies Assessment


Live in Community Strategies
Grammar & Language Functions Psycho-social Pre-teaching
Forms
 Describing  Practicing self- - Participating in warm-up activities, such
Present tense experiences questioning as icebreakers (e.g. evocative quotation,
A _______ is someone and events strategies on a active brain gym, scenario, photo or
who _______. about stories text before song), improvisational acting out and
(writer, editor, designer, and film making generative question.
artist, graphic designer, reviews. decisions. - Engaging in activation of prior
illustrator, producer,  Respecting knowledge and schemata, eliciting
director, poet, blogger)  Talking about others’ opinions information (e.g. predictions, setting a
films and and emotions. scene, brainstorming to review and
Past tense books. eliciting new language: vocabulary,
I just read a book about sounds, language forms, and socializing
… unit goals.
 Expressing Sociocultural
- Introducing different text types
Last night I saw a movie opinions about (oral/written) visual aids, technology, key
about__. stories and film  Demonstrating vocabulary grammar and sentence
reviews. a frames.
Conditionals, 2nd and nonjudgmental
3rd  Summarizing position toward
 If I had enough stories other's diverse Oral and Written Comprehension
time, I would have previously read intercultural
watched the movie and film skills, beliefs Distinguishing main points and specific Using technically
again. reviews. and values. details of relatively long discussions designed
 If I had had  Willing to share related to stories, from many web-based instruments for
enough money, I own broadcasts/ memes, comics and posted co-assessment.
would have bought poems and with the
Discourse contributions in
the book and DVD. Markers collaborative guidance of the

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 If I were you, I work Planning teacher, the


would post more on Connecting words respectfully. learner…
Facebook. expressing cause  Being aware of Pre-listening: by motivating,
and effect, contrast importance of contextualizing, preparing and stating the L1. recognizes the
Determiners etc. constructive task goal, sharing what he /she knows about main points of even
 All the memes I  On the other feedback. the topic, predicting what the audio/video is a relatively long
saw today were hand, we could about, listing possible difficulties strategies discussion on
about Mother’s Day. stay at home Social Language for coping with them and showing familiar topic,
 Neither the responsibility when doing the tasks. related to stories on
and watch a samples
characters nor the
plot interested me. video.  Thumbs up standard English.
 None of the themes  However, this (down) Listening for the first time to audio
you mentioned are depends on the  Like (e.g. I got recordings, videos or conversations, for L2. extracts specific
my favorites. kind of book. three “likes” on general understanding of the text, supported details from many
 Therefore, it is my post) by images comparing what he/she web-based
Phrases for understood, and sharing one’s views on broadcasts/
interesting to
summarizing facts, ideas, and/or events and explaining memes, comics,
watch the new Idioms
 There are more
similarities than movie.  *The reviews are his/her own strategies. posts, poems.
differences. in! - Recognizing the main points of a
 They are really  Make a long story relatively long discussion, related to
quite different short stories during
because…  Read between
 One of the few Pair/Group feedback: for comparing what
the lines
similarities/ he/ she understood and explaining his/her
differences is… own strategies for conveying meaning and
Proverbs / Quotes
Phrases for organizing  A picture is worth checking understanding.
 The most striking/ a thousand
most obvious/ most words. -- Listening for the second time for
important/ most Unknown Author confirming information individually by
apparent/ only/ responding to questions, making
main similarity/  No man is an
comparisons, agreeing or disagreeing,
difference is… island. -- John
expressing opinions, using combinations of
Donne
sentence frames previously learned,

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 Another/ An  Today a reader, regarding positive attitudes and stories of


additional (subtler) tomorrow a successful people.
similarity/ difference leader. - Extracting the main points and specific
is… details from many web-based
~Margaret Fuller
broadcasts/ memes, comics and posted
Modals
poems, supported by images and
 The author might
underlining/ circling key words and taking
have used fewer
notes.
characters.
 The movie should
Post-listening: reacting to the content of the
have had more
text or focusing on features/ language forms
action.
by rephrasing information, asking questions,
and expressing thoughts and
Reported speech
- self & co-assessment using a variety of
(range of tenses)
instruments (script–sound recognition,
information gaps) for overall
 The lead in the
comprehension of the text.
movie then said that
he would marry. Recognition of specific factual text and Using technically
 Social media is simple reports on familiar topics and designed
reporting that various lengths (e.g., movie reviews,
instruments such
people are making interviews, tweets, posts, etc.)
as a learning log,
the photo viral.
Planning and, with the
 The reviewer guidance of the
indicated that he
Pre-reading stating the task goal, teacher, the
didn’t like the
previewing the title, pictures, illustrations, learner…
movie.
headings, subheadings, general information
and structure in the text and sharing what he R1. discriminates
/she knows about the topic, predicting what factual information
the text is about supported by typographical from texts and
simple reports on
familiar topics.

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Vocabulary and visual clues, listing possible difficulties


and strategies for coping them. R2. manipulates
Tell me a Story Reading for the first time by underlining or English language
 writer, editor, circling key words, pointing to, writing, sounds using
designer, artist, drawing, raising his/her hand, brief, simple knowledge in
graphic designer, instructions in texts. phonics,
illustrator, producer, - Differentiating factual information from
director, poet, texts and simple reports during R.3. Recognizes
blogger - Manipulating English language sounds information from
by using prior knowledge in phonics, texts of various
Thumbs Up/Thumbs syllabification and word parts when lengths.
Down reading texts during
 tweets, memes,
poems, posts, Pair/group feedback for comparing what
blogs, comics, short he/ she understood and did, explaining
stories, videos, his/her own strategies for conveying
reviews, summary, meaning.
literary analysis,  Recognizing main information from
fiction, nonfiction. texts of various lengths during

The Reviews Are In* Reading for the second time by answering
 characters, yes/no questions and
character
development, plot, Post-reading for reacting to the content of
action, exposition, the text or for focusing on features/ language
storytelling. forms and self and co assessment.

You Should Read This Oral and Written Production


 compose, create,
post, present Interaction: repeating what has been Using technically
said and conveying this information to designed
another person and talking in detail instruments for

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 graphics, about tweets, memes, poems, posts, self-assessment.,


illustrations, blogs, comics, short stories, videos such as a
pictures, photos, checklist, and with
line art, images Planning the guidance of
 language structure and content needed the teacher, the
 metaphors,
for the task given by the teacher by using
comparisons, learner…
combinations of previously learned
contrasts,
relevant sentence frames for cause and
descriptions. SI.1. repeats what
effect supported by physical or online
resources. has been said and
Elaborating conveys this
 simple face-to-face conversations and information to
informal discussions including asking for another person.
help and giving help by practicing in
dialogues/ modeled sentence frames for SI.2. interacts in a
asking for reported speech and using face to face
combinations of previously learned conversation talking
relevant sentence frames with social in detail about
courtesies for interrupting, changing tweets, memes,
topic, resuming or continuing an poems, posts,
interaction. blogs, comics, short
Repeating stories, videos
 what has been said, using turn-taking when interacting in
tactics to complete the requirements of pairs or small
the task and ensuring equal participation. groups.
Interacting
 by giving and asking personal opinions
and starting, maintaining and closing
simple face-to-face conversations and
informal discussions about stories, from
many web-based broadcasts/ memes,
comics and posted poems, within a small
or whole group.

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Expression of personal opinions of a Using technically


short story, play, essay or poem, designed
sustaining a conversational exchange instruments such
with a peer and descripting about what is as a rubric and,
occurring in tweets, blogs, short stories, with the guidance
videos of the teacher, the
Planning learner…
 a presentation about healthy living,
positive attitudes, plans for success and SP1. describes
stories of successful people by selecting what is occurring in
the appropriate resources to be used in tweets, blogs, short
small groups. stories, videos,
Organizing including his/her
 a presentation by using previously personal opinion
learned relevant sentence frames,
about them.
supporting details and examples.
Rehearsing
SP2. sustains a
- the presentation with peers by using
relevant previously learned sentence conversational
frames for giving opinions and exchange with
justifications to prepare comments. peers.
Describing
 what is occurring in tweets, blogs, short SP3. expresses
stories, videos, expressing personal opinions of a short
opinions of a short story, play, essay or story, play, essay,
poem. or poem examined
Sustaining in class.
 a conversational exchange with peers
after viewing similar scenes, analyzing
them in a whole group with teacher
direction; then, practicing asking and
responding to peers in a small group by

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making comparisons, and describing


events before presentation.
Expressing
 opinions of a short story, play, essay, or
poem examined in class.

Production of narratives about what has Using technically


been learned, how it has been learned, designed
and learning goals for the future, instruments for
summarizing simple text dealing with co-assessment
familiar subjects about short stories, and self-
videos, blogs and checking grammar assessment, such
conventions, spelling and punctuation as a rubric, and
with the guidance
Production of the teacher, the
 Pre-writing a narrative text about what learner…
has been learned, how it has been
learned, and learning goals for the future, W1. expresses
summarizing simple text about familiar what has been
subjects of short stories, videos, blogs learned, how it has
and checking grammar conventions, been learned, and
spelling and punctuation within a small learning goals for
group or individually. the future.
 Drafting the narrative text by completing
specific graphic organizers and sentence W2. summarizes
frames aimed at monitoring simple text dealing
comprehension, restating a main idea in with familiar
a few words, including a topic sentence subjects. (e.g.,
(what you are writing about), supporting short stories,
sentences (logical sequence of steps), videos, blogs).
concluding sentence (an emphasis on
the final product or process desired).

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 Revising the narrative text by checking


sentence sense and ideas and looking
for mistakes (subject-verb agreement,
pronoun and article agreement,
capitalization, indentation, commas,
appropriate vocabulary and connecting
ideas and required format) spelling and
basic punctuation accurately enough to
be followed most of the time, pair-share
activity.
 Editing the written production before
publishing.

Integrated Mini Project

Participating, thinking, acting out, responding


to and sharing collectively:
 A story in several formats (genres): short
story, comic, post, tweet, meme.
 A short reflection/reaction written about
the essential question of the unit in a blog
 A reader`s theater using various literary
genres.

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Level 10th Unit 3

Themes:
1. These Are My People
Scenario: A World of Differences 2. Cultures, Subcultures and Cliques
3. Cultural Norms and Cultural Storms
4. I Am Not My Hair*
Enduring Understanding: The world is made up of diverse people groups who nurture one another.
Essential Question: How does understanding people’s differences help us all become better human beings?
Linguistic Competencies Goals
Learner can…
L.1. understand many television, radio, and web-based broadcasts/ announcements
dealing with subjects of interest if the people talk clearly.

L.2. follow the main idea of audio text if the topic is familiar and the text can be replayed.

R.1. read textbook explanations and examples with aid of word list and/or dictionary support.
Oral and Written
Comprehension
R.2. manipulate English language sounds using knowledge in phonics, syllabification and
word parts.

R.3. understand many subject specific words when encountered in text (e.g., diversity,
culture, cultural norms, stereotypes) support reading comprehension by key words,
diagrams and illustrations.
SI.1. repeat what has been said and convey this information to another person.

SI.2. express opinions about cultural identity and cultural diversity.

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SP.1. express opinions on familiar subjects and ask for others’ opinions.

SP.2. derive interviews from others, if the questions have been prepared beforehand.
Sometimes, can pose a further question without having to pause very long to formulate the
Oral and Written question.
Production
SP.3. explain and justify, briefly points of view, assumptions and plans.
W.1 express what has been learned, how it has been learned, and learning goals for the
future related to cultural diversity.

W.2 write a simple, short descriptive narrative paragraph of personal experiences on cultural
diversity, without using an aid such as a dictionary, and check it to look for mistakes (subject-
verb agreement, pronoun and article agreement, capitalization, using commas, sentence
sense, word order, text structure, concrete ideas, spelling and basic punctuation, etc.).
*I am not my hair = your hair does not determine who you are; you are not defined solely by your appearance.

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Level: 10th Unit 3


Learn to know Learn to do Learn to be and Suggested Mediation Strategies Assessment
Live in Community Strategies
Grammar & Sentence Functions Psycho-social Pre-teaching
Frame
 Describing  Appreciating and  Participating in warm-up activities,
Broader range of people and celebrating own such as icebreakers (e.g. evocative
intensifiers such as too, places, feelings, diversity quotation, active brain gym,
enough emotions, and (cultural, gender, scenario, photo or song),
 Jocks spend too attitudes. sexual improvisational acting out and
much time in the orientation, generative question.
gym.  Expressing religion,  Engaging in activation of prior
 nerds/ computer opinions, disability, ethnic, knowledge and schemata, eliciting
lab; pretty agreement and and age). information e.g., predictions, setting
girls/looking in the disagreement.  Valuing and a scene, brainstorming to review
mirror; theater preserving own and eliciting new language:
geeks/theater;  Managing personal vocabulary, sounds, language
stoners/inhaling; /country´s forms, and socializing unit goals.
interaction
 Introducing different text types
shy kids/alone) (resuming or cultural identify.
(oral/written) visual aids,
 I have heard continuing).
technology, key vocabulary
enough racist Sociocultural
grammar and sentence frames.
comments.
Discourse Markers  Valuing an open-
Conditionals, 2nd and minded Using technically
Oral and Written Comprehension
3rd Connecting words communication designed instruments
 If we had more expressing cause as a strategy to Extracting main ideas of audio texts
for co and self-
understanding, and effect, contrast: future assessment, such as a
and many television, radio, and
we would get along understanding. descriptive scale, and
web-based broadcasts/
with other people. - On the other  Showing announcements
with the guidance of
 If I have been born hand, we could empathy: putting the teacher, the
somewhere else, I go to the clinic. oneself in the learner…

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would have acted - However, this shoes of others’ Planning L.1. distinguishes many
differently than I do depends on the and listening to television, radio, and
now. number of their needs. Pre-listening: by motivating, web-based broadcasts/
 If we could make passengers.  Adopting a non- contextualizing, preparing and stating announcements.
people listen to judgmental the task goal, sharing what he /she
each other, we Initiating and closing attitude towardsknows about the topic, predicting what L.2. extracts main idea
might see peace in a conversation others the audio/video is about, listing possible of audio texts in many
cultural
the world. Initiating diversity. difficulties strategies for coping with television, radio, and
 Can I talk to you them and showing responsibility when web-based broadcasts/
Contrasting opinions for a minute? Social Language doing the tasks. announcements.
 On the one hand,  Excuse me, samples
different cultures please. Do you  Crossing cultures Listening for the first time to audio
are very interesting. have a minute?  People groups recordings of long conversations from
On the other  Ethnic videos for general understanding,
(or
hand, different Managing interaction cultural) bias supported by images.
cultures can cause Interrupting  Distinguishing main ideas of many
misunderstandings.  Sorry to interrupt Idioms television, radio, and web-based
 Mind you, he is still you but …  Seek first to broadcasts/ announcements.
very much a citizen  I have a understand and
of Costa Rica. question. then to be Pair/Group feedback: for comparing
 All societies have  Could I interrupt understood what he/ she understood and explaining
cultural norms. here?  To walk a mile in his/her own strategies for conveying
Even though someone’s meaning and checking understanding.
norms influence our Closing shoes
values, attitudes,  It´s been nice  To see eye to Listening for the second time for
and how we talking to you. eye confirming information individually by
behave, we are See you later.  All walks of life underlining / circling words or phrases,
often unaware that  I´m sorry, I have asking/ responding to literal questions
we are influenced to go now. about text (e.g., who, what, when,
at all.  Must go. Proverbs / Quotes where, why, which, and how) in
complete sentences to questions and
statements, sharing one’s views on

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Wh- questions in the Changing the topic  Diversity is the facts, ideas, and/ or events, following
past - Anyway…, by the one true thing we multiple step directions, instructions,
 What clique are way, there´s all have in and procedures which include
you a part of? something else I common. prepositional phrases
 What are some wanted to tell Celebrate it  Extracting main idea of audio texts
cultural norms that you… every day. -- during
Costa Ricans Unknown Author
have? Resuming a Post-listening: reacting to the content
 What makes a conversation  All the human of the text or for focusing on features/
Costa Rican Costa - Anyway…, beings were born language forms by rephrasing
Rican? anyway, what I wonderfully information, asking questions, and
was saying? different. ~Dr. expressing thoughts before
Phrasal verbs - What were we José Angel  self and co-assessment: using a
 When I hang out talking about? Livraga variety of instruments (script–sound
with people like me, - To get back to recognition, information gaps) for
we often talk down what I was overall comprehension of the text.
to people not like saying
us. Interpreting read textbook Using technically
 We don’t put up explanations, examples and many designed instruments
with bullying. Continuing subject specific words when such as a learning log,
 I speak up when I - Anyway…. encountered in text about diversity, and, with the guidance
hear someone - So, as I was culture, cultural norms, and of the teacher, the
putting another saying stereotypes learner…
person down. - Well…
Planning R.1. recognizes
Managing interaction textbook explanations
Resuming a Pre-reading stating the task goal, and examples.
conversation previewing the title, pictures,
 Anyway, what I was illustrations, headings, subheadings, R.2. manipulates
saying? general information and structure in the English language
text and sharing what he /she knows sounds using prior
 What were we
about the topic, predicting what the text knowledge in phonics,

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talking about? is about supported by typographical and syllabification and word


 To get back to what visual clues, listing possible difficulties parts.
I was saying and strategies for coping with them.
Continuing  Recognizing simple instructions R.3. interprets many
 Anyway…. and textbook explanations and subject specific words
 So, as I was saying examples during when encountered in
 Okay text.
Reading for the first time by circling
Expressing agreement/ key words and supported by diagrams
disagreement and illustrations and the aid of word list
 I think so too … and/ or dictionary.
 Well, not really…  Manipulating English language
 I’m sorry but I think word sounds by using prior
you’re wrong. knowledge in phonics.
 I see what you
mean, but … Pair/Group feedback for comparing
 Yes, I agree. comprehension of vocabulary, self-
questioning (on what he/ she
 No, I disagree.
understood and did) explaining his/her
own strategies for conveying meaning.
Modals
 Distinguishing many subject
 Cliques are small
specific words supported by reading
exclusive groups of
comprehension by following
people that might
multiple step directions,
choose to separate
instructions, and procedures which
themselves from
include prepositional phrases,
others.
 Interpreting relationships between
 Stereotypes may
main ideas and supporting ideas.
be positive or
negative.
Reading for the second time for
 Subculture is a
clarifying and confirming predictions
group having traits

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they have to follow about text for accuracy by answering


that are different and formulating literal, predictive,
from others within evaluative, and/ or personal response
the same culture. questions.

Vocabulary Post-reading, summarizing main ideas


and interpreting information
These Are My People (chronological sequence,
 maleku, cabécar, comparison/contrast, cause/effect and
bribri, ngäbe, using relevant sentence frames) for
buglé, boruca, drawing conclusions and self and co-
térraba, assessment, applying what was read
in other situations using a variety of
chorotega, huetar
instruments for overall comprehension
 Hang out, talk
of the text.
down, put up, take
out, speak up, put
down
Oral and Written Production
 Some types of
stereotypes
Expression of opinions and Using technically
include:
interaction repeating what has been designed instruments
Gender, Race,
said for co- and self-
Age, Ethnicity,
assessment, such as
Religion, Sexual
Checking rubrics, and with the
orientation, Body
 comprehension of tasks given by guidance of the
type, Dress,
the teacher. teacher, the learner…
Income,
Planning
Career/job, country
 language structure and content SI.1. repeats what has
of origin, city of
needed for the task by using linking been said and convey
origin words for time sequence and using this information to
combinations of previously learned another person.
relevant sentence frames.

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Cultures, Subcultures Elaborating SI.2. expresses opinions


and Cliques  lengthy conversations including about cultural identity
 Jocks, geeks, asking for help and giving help by and c diversity.
nerds, stoners viewing, practicing and performing
(examples of sentence structures for asking
elaboration questions and open-
cliques).
ended questions.
 values, attitudes,
Using
behavior,
 turn-taking tactics to complete the
background,
requirements of the task and ensure
interests, skills,
equal participation by all.
exclusive,
Interacting
separate,
 In a conversation by repeating what
stereotypes,
has been said and conveying this
reputation, peers
information to another person and
asking for reported speech in
performing dialogues.
Cultural Norms and
Expressing
Cultural Storms
 opinions about cultural identity and
 Prejudice, racist,
diversity.
cliques, ethnic,
form, peace,
Explanation of opinions on familiar Using technically
insensitive,
subjects, formulation of question designed instruments
misunderstandings,
and points of view, briefly justifying, such as a checklist,
culture, subculture,
assumptions and plans and, with the guidance
citizen, cultural
norms, influence, of the teacher, the
Planning learner…
society, positive,
 a presentation about inventions,
negative, typical.
living in a tech world and the next SP.1. expresses
wave of innovations and how opinions on familiar
I Am Not My Hair*
Internet is used in a safe way by subjects and ask for
 education level,
others’ opinions.

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257

school or college selecting the appropriate resources


attended, married or to be used in small groups. SP.2. asks question to
single, introverted or Organizing others if the questions
extroverted, language,  a presentation by using a large have been prepared
complexion, hair or skin number of different words, beforehand.
color, clothing, body expressions, and previously learned
art, political party, relevant sentence frames, SP.3. explains points of
favorite sports, favorite supporting details and examples. view, justifying
Rehearsing
teams assumptions, and plans,
 the presentation with peers, using briefly.
sentence structures for giving
opinions and justifications to
prepare comments spoken within a
small or whole group.
Explaining
 points of view and opinions on
familiar subjects, by deriving
question types in interview
interventions and points of view,
justifying, assumptions and plans,
briefly, though there may be pauses
for self-correction by participating,
in a comprehensible and fairly fluent
manner, small group presentations
supported by functional language
and illustrations.

Production of what has been


Using technically
learned, how it has been learned,
and learning goals for the future and designed instruments
a simple, short descriptive narrative for assessment, such
paragraph of personal experiences as a rubric, and with
(without using an aid, such as a

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dictionary) about related to cultural the guidance of the


diversity teacher, the learner…

Production W.1. writes completing


 Pre-writing of what has been specific graphic
learned, how it has been learned, organizers and
and learning goals for the future and sentence frames aimed
a simple, short descriptive narrative at monitoring
paragraph of related personal comprehension.
experience (without using an aid,
such as a dictionary), related to W.2.writes a simple,
cultural diversity. short descriptive
 Drafting of what has been learned, narrative paragraph
how it has been learned, and based on real or
learning goals about for the future imagined event related
by completing graphic organizers. to cultural diversity,
 Drafting a simple, short descriptive including characters,
narrative paragraph related to a plot, and setting.
personal experience (without using
an aid, such as a dictionary), related
to cultural diversity, using
supporting details, and variations of
sentence frames previously learned
along with signal words to convey
thoughts in a connected manner.
 Revising the production by
checking subject-verb agreement;
pronoun and article agreement,
capitalization (at the beginning of
sentences, proper nouns, the
pronoun “I,” proper adjectives, titles,
and abbreviations), sentence

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sense, word order, text structure,


concrete ideas, using commas: (to
punctuate items in a series, dates),
spelling and punctuation accurately
in a pair-share activity.
 Editing a simple, short descriptive
narrative paragraph related to a
personal experience (without using
an aid, such as a dictionary) related
to cultural diversity, individually
before publishing.

Integrated Mini Project

Participating, thinking, acting out


responding and sharing collectively:
 A survey to gather findings,
regarding cultural norms and
cliques at their school.
 A cultural fair – “A Little Closer to
Home” – (similar to what Culture
Day is) including various cliques
that can be found in their schools
and others. The key is to encourage
representing the groups respectfully
and reflecting on the essential
question of the unit.

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Level 10th Unit 4

Themes:
Scenario: Caution: Fragile World. 1. What Makes Something Sustainable
Handle with Care 2. Products and Practices around the World.
3. Products and Practices in Costa Rica
4. Am I Environmentally friendly?
Enduring Understanding: Sustainable development is a “glocal” (global and local) issue where all citizens share a common
sustainable responsibility to preserve the planet for future generations.
Essential Question: Why is it important to focus on sustainable development?
Linguistic Competencies Goals
Learner can…
L.1. understand the main points of even a relatively long discussion if it concerns a
familiar topic and if the people involved use Standard English and do not speak too
quickly.

L.2. follow the main idea of audio text about our sustainable world.

L.3. understand the most important information in a news broadcast (television, Internet)
when visuals support the message about the fragile world and the way of mitigating
Oral and Written
effects responsibly.
Comprehension

R.1. use key words, diagrams, and illustrations to support reading comprehension

R.2. manipulate English language sounds using knowledge in phonics, syllabification and
word parts.

R.3. understand the important information in simple, clearly drafted printed materials such
as newspapers, charts and graphs with some understanding of sustainable development.

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SI. 1. verbally indicate willingness to participate in activities.

SI. 2. sustain a conversational exchange with a peer in the classroom when the topic is
familiar, though there may be some difficulty in understanding and being understood from
time to time.
SP.1. express opinions about the fragile world and the way of mitigating effects
responsibly, welcoming questions with others’ opinions.

SP.2. explain and justify points of view briefly about the topic.
Oral and Written
Production
W.1. summarize simple text dealing with the subject.

W.2. describe events (e.g., sustainable practices at home or school) using complete
sentences that are connected to each other in expository paragraphs and check written
paragraphs to look for mistakes (subject-verb agreement, pronoun and article agreement,
capitalization, using commas, sentence sense, word order, text structure, concrete ideas,
etc.).

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Level: 10 th Unit 4

Learn to know Learn to do Learn to be and Suggested Mediation Strategies Assessment


Live in Community Strategies
Grammar & Functions Psycho-social Pre-teaching
Sentence Frames
 Describing  Willingness to  Participating in warm-up activities, such
Comparative/Superlat experiences and put into practice as icebreakers (e.g. evocative quotation,
ive sustainable sustainable active brain gym, scenario, photo or
 Sustainable practices. practices song), improvisational acting out and
agriculture  Expressing  Analyze, think in generative question.
produces food that opinions about a critical and  Engaging in activation of prior knowledge
is less harmful to products and creative way, and schemata, eliciting information (e.g.
the environment. make decisions predictions, setting a scene,
practices around
 Sustainable the world.  Find creative brainstorming to review and eliciting new
farming focuses  solutions and language: vocabulary, sounds and
Expressing language forms and socializing unit goals.
on raising food opinions about show initiative
 Introducing different text types
that is healthier products and  Allow others to
than other types. (oral/written) visual aids, technology, key
practices in express
vocabulary grammar and sentence
 Sustainable Costa Rica. themselves and
frames.
farming is the  Expressing my to decode their
best decision for own commitment emotions Oral and Written Comprehension
our future. towards -
Sociocultural