III Nivel Descriptores 2018 Inglés

Ministerio de Educación Pública
Dirección de Desarrollo Curricular

Departamento de Educación de Personas Jóvenes y Adultas
DESCRIPTORES PARA LAS INSTITUCIONES IPEC,

Y CINDEA DE LA EDUCACIÓN DE PERSONAS
JÓVENES Y ADULTAS
San José, Costa Rica

2018
Dirección Desarrollo Curricular
PRESENTACIÓN
El presente documento denominado “Directrices y Lineamientos Técnico-Administrativos en las

modalidades de Educación de Personas Jóvenes y Adultas”, es el producto de un proceso de
coordinación de la Dirección Curricular en los Departamentos de Educación de Personas Jóvenes
y Adultas, Tercer Ciclo y Educación Diversificada, I y II Ciclos, Evaluación de los Aprendizajes
y la Dirección de Educación Técnica y Capacidades Emprendedoras del Ministerio de Educación
Pública.
Esta coordinación involucra autoridades nacionales, regionales, así como docentes, estudiantes,
padres de familia y organizaciones gubernamentales y no gubernamentales, que apoyan y
fortalecen la Educación de Personas Jóvenes y Adultas (EPJA), para obtener mayor cobertura,
equidad, inclusión y calidad en los procesos educativos.
El propósito de este documento es garantizar el uso transparente y eficiente de los recursos

públicos disponibles para los servicios educativos y la puesta en práctica de las diferentes
modalidades de la Educación de Personas Jóvenes y Adultas (EPJA).
El Departamento de Educación de Personas Jóvenes y Adultas (DEPJA) de la Dirección de

Desarrollo Curricular, es el ente técnico responsable de analizar, formular, planificar, asesorar,
investigar, evaluar y divulgar todos los aspectos relacionados con el currículo de la educación de
personas jóvenes y adultas y la prestación del servicio de educación pública en los ciclos, niveles
y modalidades de la EPJA que se encuentran debidamente autorizados.
Los lineamientos técnicos para las modalidades EPJA dadas en este documento, mantienen el
sustento en la Política Educativa actual y en el marco legal vigente.
Rige a partir de su publicación.
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OFERTA CONVENCIONAL PLAN DE

ESTUDIOS PARA LA EDUCACIÓN DE
JÓVENES Y ADULTOS
INGLÉS III NIVEL
3
MÓDULO 71
NOS COMUNICAMOS EN OTRAS LENGUAS
ATINENCIA: INGLÉS
NIVEL III
ÁREA SOCIO PRODUCTIVA
TIPO DE MÓDULO CONVENCIONAL
CRÉDITOS 12
NÚMERO 5
PERÍODOS 4
Purpose
The purpose of studying English in the Educational System is the development of the learner’s communicative
competence as well as the knowledge, skills, abilities, values, and competences of a 21st century citizen. This requires
the implementation of innovative communicative language teaching methodologies. These methodologies are supported
by principles established in the Common European Framework of Reference for languages (CEFR), the Action-Oriented
Approach and the Educating for a New Citizenship Policy pillars: Sustainable Development, Digital Citizenship and Global
Citizenship.
Education for a new citizenship envisions learners as active agents of change able to:
 use knowledge, skills, and abilities beyond school contexts.
 express their own points of view.
 practice peaceful conflict resolution and search for democratic solutions.
 harmonize social and economic development and environmental sustainability.
 take action in favor of sustainability of local, national and global resources.

 be aware of a global world where national borders have become more diffused.
 use ICTs and access to knowledge networks as tools for communication, innovation, and proactive social service.
 reflect and use critical thinking processes.
 be compassionate national and global citizens.
 practice democratic principles such as freedom of expression and religion, respect for plurality and cultural
diversity (sexual, linguistic, and ethnic) as stated in the Costa Rican Constitution.
 defend and protect Human Rights and be against all forms of discrimination.
The Common European Framework of Reference for Languages in the Costa Rican Context
The CEFR for Languages is used in the English curricular reform as a reference for the following considerations:
 It provides a common basis for the development of language syllabi, curriculum guidelines, textbooks, and
assessment.
 It describes what language learners do at different levels of proficiency within particular domains and scenarios.
 It defines 6 reference levels of proficiency, defined by means of appropriate “Can Do” performance descriptors to
assess learners´ performance at each stage.
 It provides a common terminology that can be adapted for all languages and educational contexts.
The CEFR defines communication as a social act, where learners are social agents, developing a range of general and
specific communicative language competences, moving from learning about the language to learning to communicate in t
he language in active, spontaneous, and authentic language interaction. Most of the tasks to be accomplished have a mea
ningful communication objective, for example, solving a problem in a given scenario.
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The CEFR defines competences as “the sum of knowledge, skills and characteristics that allow a person to perform
actions in society.” (p.9). They are comprised of general and specific competences as shown in the following charts.
General competences consist of knowledge, skills, and abilities to learn and existential competence that are not
language-specific but learners use them when performing all kinds of actions including language activities.
Table 1: General Competences
General Competences
Declarative Skills and Existential Ability to
Knowledge know-How knowledge Learn
Resulting Ability to Culture Language &
from carry out related Communicati
empirical metacognitiv factors on
and and e (willingness Awareness
formal procedures to engage
knowledge accompanie with other General
d by forms people in Phonetic
and social Awareness &
existencial interaction) Skills
competence Study skills
Knowledge Practical Attitudes
of the World Skills Motivations Heuristic
Sociocultura Values Skills
l Knowledge Intercultural Beliefs
Skills Cognitive
Intercultural Styles
Awareness Personality
Factors
Self-image
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The specific- language competences are called upon by the learner when performing language tasks: linguistic,
sociolinguistic and pragmatic.
Table 2: Specific Competences

Specific competences
Linguistic Sociolinguistic Pragmatic
Competence Competence Competence
Lexical Social Relations Discourse
Grammatical Politeness Competence
Semantic Conventions Functional
Phonological Expressions of Folk Competence
Orthographic Wisdom
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 comp
onents:
 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.
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 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 specific scenarios of how
to act in a given social event or how to participate in a job interview.
The following table describes Costa Rican general descriptors according to CEFR English proficiency bands for Third
Cycle (II Level) and Diversified Education (III Level):
Table 3.
 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
A1 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-
Basic User 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-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
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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).
 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).
 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).
A2
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
strategies) resources to integrate topical content from oral and written text to perform a goal-
Basic User 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.
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 Can use A2 level, grade level and age appropriate digital and telecommunication resources to
 Can give, receive, and respond to feedback at critical stages of the creative process.
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.
Independent  Can understand the main points of clear standard input on familiar matters regularly encountered
User in work, school, and leisure like a radio or TV program when the delivery is relatively slow and
B1 clear.
 Can understand texts that consist mainly of high frequency every day or job-related language.
 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.
 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.
EXTENSION OF THE CEFR STANDARDS - INTEGRATION OF LANGUAGE ABILITIES
 Can use B1 level, grade level and age appropriate linguistic (e.g., complex verb forms), socio-
Independent cognitive (e.g., deduction/induction, inference strategies) and socio-affective (e.g., cooperating or
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User 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
B1  Can give, receive, and respond to feedback at critical stages of the creative process.
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.
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Mediation of Learning
A shift from communicative to action-oriented language teaching requires the design and implementation of concrete,
meaningful and relevant real-life situations for students to demonstrate their English language abilities through tasks. This
envisions the English classroom as a social, collaborative, action-oriented linguistic environment. (Perrot, 2010).
Tasks are a key feature in the mediation of learning. Task accomplishment by an individual involves the strategic
activation of specific linguistic competences (linguistic, pragmatic and socio-linguistic) along with a range of socio-
cognitive competences in order to carry out a set of purposeful actions in a particular domain (interpersonal,
transactional, academic and professional) with a clearly defined goal and a specific outcome. Tasks can be extremely
varied in nature and may involve language activities, to a greater or lesser extent. For example, creative (painting, story
writing), skills based (repairing or assembling something), problem solving (jigsaw, crossword), routine transactions
(interpreting a role in a play, taking part in a discussion, giving a presentation, planning a course of action, reading and
replying to an e-mail message, etc.). A task may be quite simple or extremely complex (e.g., studying a number of related
diagrams, instructions, and assembling an unfamiliar and intricate apparatus). A particular task may involve a greater or
lesser number of steps or embedded sub-tasks and consequently the boundaries of any one task may be difficult to
define (CEFR, p. 157).
Most of the tasks performed involve some sort of text, and all texts have the purpose of performing (and enabling us to
perform) tasks. Examples of texts in everyday life include bus schedules, city maps, bulletin boards, voice messages, and
announcements over a personal announcement system. Planning a task provides an opportunity to think about these
different types of texts and their linguistic and cultural characteristics. (Piccardo, p.30 2014) Tasks, as with any activity in
real life, require reading or speaking as a means of achieving a specific goal other than (or in addition to) a language goal.
The CEFR emphasizes the social nature of actions. Tasks sometimes require different levels of co-operation with others
(other users or learners). In performing even the most solitary task, a user/learner must consult materials produced by
other individuals, and this task will generally have an impact beyond the user/learner performing it.
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General Mediation Principles for Third Cycle and Diversified Education
 English teaching places priority on the fine-tuning of learners communicative competence involving oral
comprehension and oral and written communication, so that they become independent users of English and can
reach level A2+ or B1 based on the descriptors of the CEFR.
 Teachers can select three or four goals per week from the units. They can combine oral or written comprehension
with oral and written production, depending on the pedagogical purpose of the lesson.
 Teachers start each theme of a unit’s scenario and lesson with a warm-up activity. Then, they share the learning
goals, and essential question with the students and the expected outcome for that day or week.
 The enduring understanding is shared by the teacher at the beginning of each unit to connect students with the
core ideas that have lasting value beyond the classroom.
 Lessons follow a task-based approach combined with the action-oriented approach.
 Grammar is developed by combining both inductive and deductive instruction within meaningful context.
 Teacher makes sure that all learners understand task instructions.
 Teachers should ensure learners know how to use strategies through teacher scaffolding and modeling, peer
collaboration and individual practice.
 Learners have at their disposition useful words, phrases and idioms that they need to perform the task. It could be
an audio recording with the instructions and the pronunciation of the words and phrases needed.
 The task could involve the integration of listening and speaking or reading and writing and are given to students
individually, in pairs, or teams.
 The learners complete the task together using all resources they have. They rehearse their presentation, revise
their written report, present their spoken reports or publish their written reports.
 Teacher monitors the learners’ performance and encourages them when necessary.
 Preparation time, clarification and wait time is given to the learners to prepare and answer questions when asked.
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 The learners consciously assess their language performances (using rubrics, checklist and other technically
designed instruments that are provided and explained to them in advance). Teachers assess performance, provide
feedback in the form of assistance, bring back useful words and phrases to students ‘attention, and provide
additional pedagogical resources to students who need more practice.
 At the end of each unit, the learners develop and present integrated mini-projects to demonstrate mastery of the
unit goals.
 The enduring understanding and essential question are central to articulate the three learnings: learn to know,
learn to do and learn to be and live in community. The integrated mini-project is an opportunity for students to
integrate these three learnings in a single task.
 Teach and plan English lessons in English to engage learners socially and cognitively.
The teacher must follow a set of integrated sequence procedures as presented below to develop the different linguistic
competences:
a. Oral Comprehension: Planning (pre-listening, motivating, contextualizing, explaining task goal); listening for the
first time (general understanding); pair/group feedback; listening for the second time (more detailed understanding); and
self/co assessment.
b. Written Comprehension: Planning (pre-reading, explaining task goal, use typographical clues, list
difficulties/strategies to cope them); while-reading reading for the first time; pair/group feedback, reading for the second
time, post–reading (for reacting to the content or focusing on features /language forms and self /co assessment).
c. Oral Production: Spoken interaction (planning, organizing, rehearsing, and interacting) and spoken production
(planning, organizing, rehearsing, and producing).
d. Written Production: Pre-writing, drafting, revising, editing and publishing.
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Strategies for Teaching the Linguistic Competences
Listening
Listening is one important language skill and has to be developed in the early stages of language learning. Learners must
be prepared to listen, understand, and answer in an appropriate way, which is essential for effective communication.
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 to provide contextualization and potentially better
comprehension. Teachers must provide students with opportunities to listen to a variety of texts. At the initial stages,
conversations, short messages, free discussions, interviews, 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,
broadcasts, narratives, lectures, and presentations on academic topics including digital literacy for using information
technologies.
Active Listening Attitudes in English
It is important that teachers help students to develop and show an appropriate disposition for dealing with ambiguity
when listening and interacting. This will help students to experience meaningful and engaging interaction in any social
setting. In order to achieve this, the teacher should combine verbal and nonverbal listening techniques.
Nonverbal Cues
• Use body language to show you are listening.
• Make eye contact with the person with whom you are in dialogue.
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Verbal
• Make affirmations.
• Ask relevant questions or summarize what the person with whom you are in dialogue has been saying.
The approach to this skill in this syllabus implies strategies from discrete listening to global listening. Discrete listening
means listening for detail whereas global listening refers to listening for the main idea. Both of them involve different
types of listening performances, and they will be shown by level in a rising progression from Preschool to the Diversified
Education Cycle.
Secondary school
There are a variety of listening techniques for developing listening skills and getting listening performances from
students. They are intensive, responsive, selective, extensive and interactive listening. Selective listening consists of
scanning information from oral long messages. Some examples are listening to radio broadcasts, stories, conversations,
and TV advertisements. Tasks include identifying specific details such as names, dates, descriptions. Extensive listening
is getting the main idea of a message by using prior knowledge. It includes listening to lectures, documentaries, and
movie clips. Some tasks are summarizing and note taking to reconstruct an oral message. Interactive performance is the
integration of all the above types of listening. Some tasks are participating in group discussions, debates, and real life
interactions. The process of recognizing sounds at this level is almost automatic. However, teachers need to reteach the
recognition of sounds if students show difficulty with some of them.
All Levels
There is a common core for developing listening skills in all the levels, such as:
a. Listen for the gist. Learners listen for the main idea in a text in order to gain a macro perspective. By using visual
cues, learners can convey meaning from different texts.
b. Listen for details. Students listen and look out for specific pieces of information such as key sounds, words or
phrases. The use of what, when, where, why and how questions will guide students.
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c. Listen selectively. Learners will listen purposefully and specifically to parts of a text according to the purpose of
the listening and the task. Teachers will guide students in organizing information using organizational strategies (e.g.,
classifying, comparing) for better mental retention.
d. Listen to make predictions. Learners will anticipate the intended message. They will listen more purposefully and
attentively when they make predictions by using the context of the spoken discourse.
The CEFR descriptors will be used to assess students´ listening abilities and provide follow-up to their progress.
Reading
Reading is the interaction between the reader and the text to construct implied or literal meaning. This skill intends to
expose students to different types of texts and genres such as fiction, non-fiction, autobiographies, fables and fairytales,
academic and non-academic texts by experiencing different reading techniques and developing different reading
strategies. As it was defined in the listening section, there are several types of reading techniques that can be used in
teaching reading. They include perceptive, selective, interactive, and extensive reading. These techniques can also be
used to assess students’ performances in reading. Examples of perceptive reading performances include reading aloud,
multiple choice, and picture-cued items. Selective reading performances are gap filling, matching tasks, and editing.
Interactive reading examples of performances are cloze reading, scanning, and ordering tasks. Finally, extensive reading
includes skimming, summarizing, note-taking, outlining, and digital literacy skills.
• ability to hear and manipulate the sounds of the language through the development of phonemic awareness,
• ability to apply knowledge of letter-sound correspondence to identify words, for example, decoding through
phonics.
Secondary school
At this level, learners will continue to develop and refine their reading comprehension strategies such as anticipation,
scanning, skimming, predicting, reading between the lines, making inferences, summarizing, and evaluating. These
include decoding words and phrases in long and short texts, applying critical thinking skills, using content and cultural
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information to interpret texts and respond critically.

All Levels
There is a common method for developing reading skills at all the levels. These are:
a. Activating schemata for the interpretation of texts
b. Identifying general ideas
c. Finding specific information
d. Finding links and connections between events
Speaking
Speaking is divided into two areas: spoken interaction and spoken production; both of them describe specific language
users’ roles. In the first one, the language user functions as a speaker and as a listener. There is participation of one or
more interlocutors. Different socio-cognitive and collaborative strategies are constantly employed during interaction.
Some examples of interactive activities include:
• transactions,
• casual conversation,
• informal discussion,
• formal discussion,
• debates and interviews.
The second one describes the production of an oral text received by an audience of one or more listeners. Some
examples of activities can be:
• public address (information, instructions, etc.),
• addressing audiences (speeches at public meetings, university lectures, sermons, entertainment, sports
commentaries, sales presentations, etc.).
They may involve reading a
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• written text aloud;

• speaking from notes,
• acting out a rehearsed role;
• speaking spontaneously and singing.
Secondary school
Learners will keep developing their oral English proficiency as they progress through high school. Oral performances
include participating in personal exchanges, role-plays, interviews, talk shows, debates, oral presentations and impromptu
speeches.
All levels
The teaching of speaking at all levels aims at the practice and production of speech that is fluent and phrasal, not limited
to isolated words. The learner has to be taught survival language and fillers to negotiate and get meaning across in and
out of the classroom (for example, “excuse me”, “What did you say?” “How do you say…?” “Well…”, “you know…”, “I
mean”). Learners have to perform real life tasks that can be used in real exchanges out of the classroom setting.
Therefore, more of the speaking tasks must have an interactive and spontaneous outcome. Learners should be taught
words, phrases, idioms and colloquial language. Phonemic awareness along with phonological awareness will be
developed progressively so that learners get the stress, rhythm and intonation of natural English speech. (Brown, 2001).
Finally, the quality and quantity of learners´ exposure to English as well as their use of English is fundamental. As the
saying goes, “practice makes perfect”.
Writing
Writing is the skill that emphasizes through graphic symbols the formal expression of thought. Students need to know how
to write different types of texts. When asking learners to write, it is important to consider their age, interests, and
proficiency level. It is important to get students to write a wide variety of texts. Writing as a process includes the following
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steps:
• Brainstorming
• Organization of information through graphic organizers and outlines
• Drafting and revision
• Editing and final copy
To get students to become proficient writers, provide first a model to follow. Dictation is one example. It could be a word, a
phrase, or a sentence. This is known as copying. After copying, learners will do writing exercises to refine grammar and
mechanics. Then they move into guided-writing where they follow a given pattern for expressing personal thoughts and
ideas. Next, learners are ready to do free writing. At this stage, learners have already acquired the necessary skills to
write their own sentences, paragraphs, stories, biographies or essays.
Secondary school
Writing is closely connected to reading. By being exposed to different types of texts, learners get insights about how to
write. It is expected that at this level, learners are completely literate in their native language and have started developing
the writing process in Spanish at school. Therefore, it is easier for them to transfer some of their literacy skills into the
target language and even refine their writing skills in English. Some basic principles to take into account are the following.
Writing has four basic stages pre-writing, drafting, revising, and editing. To make writing attractive to learners, it is
important to provide authentic writing tasks like responding to an e-mail or digital message to a friend.
All levels
A balance must be kept between the perspective of teaching writing as a process and as a product. Initiate first with
phonemic awareness development. Spend a lot of time in pre-writing work and provide a lot of modeling, drilling, writing
exercises and then guided writing activities. Make sure that the writing activities emerge naturally from previous reading,
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listening or oral work. Praise learners for their writing products. Display the writing productions of students and keep
them in a writing portfolio. Create rubrics for self-assessment, peer assessment and teacher´s assessment of students´
writing.
The CEFR descriptors will be used to assess students´ writing abilities and provide follow-up to their progress.
Assessment
Evaluation and assessment are different. Brindley (Brindley, 1989) defines evaluation as “broader in scope, and
concerned with the overall program” (qtd.In Coombe, Folse & Hubley, p15). On the other hand, assessment refers to all
the strategies used to collect information on a learner’s knowledge, skills, and abilities, usually at the classroom level.
Assessment practices go beyond what has traditionally been performed in the English classroom, which has been focused
mainly on measuring the mastery of language contents, in detriment of language skills and communicative competence.
Assessment is a purposeful, continuous, contextualized, authentic, reflective, investigative, systematic and multiphase
process, which responds to these four fundamental questions: Why assessing learning? What to assess? How to assess
it? Which are the pedagogical implications?
The answer to the first question deals with understanding that each learner is different, has particular needs, strengths
and weaknesses. The purpose of assessment is to serve each learner’s learning and growth. To prevent student’s failure
and allow timely intervention, assessment allows teachers to detect learning gaps, so that learners can receive the
support needed to be successful. The “what” of assessment involves having clarity about the knowledge, skills, abilities,
and attitudes (learn to know, learn to do, learn to be and live in community) that learners have to develop as established in
the curriculum goals or “can do performance descriptors”. This implies that assessment will mainly be performance-
based. Learners are required to demonstrate through integrated-skills tasks within a domain, scenario, and theme,
specified knowledge, skills and abilities using the target language. Assessment can also be a discrete point, which means
the use of selected response tasks to isolate and measure discrete units of grammatical knowledge, which encompasses
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grammatical, semantic and pragmatic knowledge - form, meaning and use (Purpura, 2014, p. 9). Assessment will also be
authentic which means that the assessment task will simulate real-life situations within domains and scenarios beyond the
classroom setting, and the socio-cognitive, socio-affective, Sociocultural and linguistic demands upon the learner will be
similar to the one of a speaker in a target language setting.
Classroom assessment mirrors the learning goals, content of instruction and instructional practices, therefore,
curriculum, teaching, and assessment must be coherent for learning goals to be achieved and learners’ communicative
competence to be developed. This is true for large-scale testing as well. Classroom assessment should also enable
learners to demonstrate their learning in multiple ways, from multiple angles, thus serving as learning experiences
themselves. Classroom assessment should also promote students’ reflection and the use of an array of learning
strategies and resources (Teachers of English to Speakers of Other Languages, 2001, p. 8).
Planning lessons carefully, therefore, is of paramount importance. The “how” of assessment is related to the techniques
and instruments teachers design to collect accurate data on students’ performances. The teaching and learning approach
that is promoted in the curriculum is mainly Action-Oriented or performance-based. This means that tasks are designed
as prompts to elicit linguistic performances using various socio-cognitive, Sociocultural, and affective resources from
learners. Task design, task performance, and assessment become a fundamental unit of instructed learning; tools such
as analytic and/or holistic scales, rubrics, progress indicators and checklists play an important role for obtaining valid and
reliable qualitative and quantitative data about students´ learning and performance.
General Principles for Assessing Language Competences
Performance-based assessment is based on three cornerstones: diagnostic, formative and summative assessment. Each
of them play an important role in the English classroom.
Diagnostic assessment is intended to improve information to stakeholders to improve the learner’s experience and their
level of achievement. It looks backwards rather than forwards. It assesses what the learner already knows and/or the
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nature of difficulties that the learner might have, which, if undiagnosed, might limit their engagement in new learning. It
identifies the starting line to develop the competence. It also identifies students’ needs and areas of intervention.
Formative assessment is used to monitor student learning. It helps to identify students’ strengths and weaknesses and
target areas that need work and to recognize where students are struggling and address problems immediately. It can be
used by instructors to improve their teaching and improve students’ learning. It also evaluates students in the process of
“forming” their competences and skills with the goal of helping them to continue that growth process. In short, it focuses
on the process to develop competence by using information from the analysis of weaknesses and strengths in portfolios,
assignments, or different products.
Summative assessment is centered in the strategies implemented to develop competence. It evaluates student learning at
the end of an instructional unit by comparing it against a standard or benchmark. The information provided by this type of
assessment can be used formatively to guide their efforts and activities in subsequent courses.
When assessing by competences, it is necessary to focus on:
1. Selecting the goal(s) or can do statements and linguistic skills.
2. Determining the type of task the learner has to perform in real-life within the theme and scenario of the unit, e.g.,
introducing someone, greeting someone, giving personal information.
3. Selecting a task that will allow the learner to demonstrate what they can do.
4. Selecting the indicators and performance levels (criteria) that will be used to assess the performance of the
learner during the task.
5. Informing in advance and discussing with students the criteria that will be used to assess the task so they know
what is expected and can assess their own performance as well.
To cope with the approaches used in the design of this syllabus, the assessing techniques should reflect the dynamic
classroom procedures and should promote critical thinking among the students in any learning task they perform such as:
information-gap, opinion-gap, problem-solving, games and critical cultural incidents which help the learners appreciate
their own culture and the culture of the target language. The components of assessment and their weight are in line with
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MEP Learning Assessment Regulations.
Template Elements
The following images show the official template for the new plan format for Third Cycle (II Level) and Diversified
Education (III Level) :
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25
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.
A question, which fosters understanding and critical thinking for students to transfer their learnings to
Essential Question
new context.
Linguistic
The knowledge, skills and abilities which are called upon when performing language acts
Competence
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
What a learner can produce in an oral and/or written way
and Written Production
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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Scope and Sequence of Scenarios and themes for Diversified Education (III Level) and the distributed CEFR Bands per
period
III LEVEL
I PERIOD II PERIOD III PERIOD IV PERIOD
Love What We Do! Caution: Fragile World - Recipes for Success Get Ready. Get set. Go!
SCENARIOS
Handle with Care

Stories Come in All Shapes HighTech, HighTouch From the Wheel to the Really???
and Sizes Drone (Controversial issues)
A World of Differences What Comes Next? The Earth–Our Gift and
Our Responsibility
III LEVEL
I PERIOD II PERIOD III PERIOD IV PERIODO
BANDS
CEFR
Band B1 Band B1 Band B1 Band B1
III Level
BAND: B1
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.
Learn to be and live in use personal and social dispositions (e.g., engagement, attitudes, cooperation, turn taking,
27
community empathy, and other universal values) when interacting and producing in the target language
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 vocabulary within educational routines details within an expository
domains. expository, narrative, and domains with genre. Sentences start to
procedural and fluency. connect with each other.
INTEGRATION OF transactional genres.  Can maintain  Can produce a narrative
LANGUAGE SKILLS interactions related to paragraph with characters,
INTEGRATION OF public and vocational plot and setting.
LANGUAGE SKILLS domains with
 Can recognize key points hesitation, backtracking
in T.V programs radio, and repairing while
web-based broadcast  Can read texts on searching for
announcements, videos, familiar topics to start, vocabulary and
audio recordings to ask maintain, and close a grammar structures.
for clarification and conversational exchange
expressing thoughts (reading to speak/listen).
(listening to speak).  Can read different INTEGRATION OF INTEGRATION OF LANGUAGE
 Can interpret online passages to summarize LANGUAGE SKILLS SKILLS
explanations supported information (reading to
by resources to convey write).  Can interpret
meaning in texts  Can read familiar and information by asking  Can write to exchange
(listening to read). unfamiliar topics for self- for clarification and personal experiences (writing
 Can write different text correction after listening confirm understanding to speak).
types heard to check to the oral version when listening to texts  Can use graphic organizers
comprehension in (reading to listen). (listening to speak). to plan language, content and
collaborative work before  Can exchange express information (writing
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editing (listening to write information supported to speak/write).

/speak). by a written source for  Can react to an oral text
completing information expressing written thoughts
(speaking to read/write) and feelings (listening to
 Can use written write).
sources to explain and
justify points of view
(reading to speak).
III Level
BAND: B1
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 manage more  Can maintain  Can write longer texts with
of oral texts at a normal complex texts in the interactions related to more varied sentence
speed related to public public (transactional) public (transactional) structures and a wider range
(transactional) and and vocational and vocational of vocabulary through a
vocational (professional) (professional) domains (professional) domains series of connected
domains. within transactional (job with emerging fluency paragraphs within expository
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applications/situations, while still relying on (advertisement, resume,

INTEGRATION OF rental forms). practiced language speech), narrative
LANGUAGE SKILLS  Can apply strategies patterns. (biography, personal
before, during and after  Can ask for travelogue) and transactional
reading a text in order to clarification, check for (question and answer
 Can interact in comprehend more comprehension in less interview) genres. Sentences
conversations in order to accurately longer texts predictable situations. connect with each other in a
share oral/written (narrative, expository).  Can explain a problem more cohesive manner.
information (listening to and propose a solution.
speak/write).  Can handle routines
 Can listen to different and familiar topics with
opinions or points of view INTEGRATION OF spontaneous INTEGRATION OF LANGUAGE
of native speakers of LANGUAGE SKILLS utterances. SKILLS
English in order to INTEGRATION OF
express argumentations LANGUAGE SKILLS
(listening to speak).  Can extract specific  Can organize thoughts and
information in short  Can rehearse opinions expressed by group
media reports, presentations participants for writing
straightforward factual supported by notes and persuasive paragraphs
and printed texts to illustrations and peer (listening to write).
share inferences feedback (writing to  Can write about online or
(reading to write/speak). read/speak). printed controversial issues
 Can interpret passages  Can express for presenting meaningful
for explaining own arguments/opinions information to audiences, e.g.
strategies to convey when exchanging Impromptu speech (reading
meaning about interactions (listening to write/speak).
controversial issues to speak).
(reading to speak/write).  Can interact in long
conversations with
peers and others about
controversial issues
using interaction and
production strategies
(listening to speak).
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I PERIOD
(BAND B1)
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 particular
words and phrases or help in clarifying particular details.
Oral and Written
R1. understand factual text and simple reports on familiar topics (e.g., news accounts, blog posts, Twitter feeds)
Comprehension
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.
SP1. retell a simple story read/heard in class about a job fair or job experience.
Oral and Written
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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Unit 1
Learn to know Learn to do Learn to be and Live Suggested Mediation Strategies Assessment
in Community Strategies
Grammar & Sentence Functions Psycho-social Pre-teaching
Frames
 Being aware of - Participating in warm-up activities, such as
 Describing past
Contractions/future planning for the icebreakers (e.g. evocative quotation, active
tense (will) tense experiences and
future. brain gym, scenario, photo or song),
 I´ll be a good storytelling,
 Willing to face the improvisational acting out and generative
doctor. feelings, emotions,
challenge of question.
 I’ll work as a and attitudes in
getting a job. - Engaging in activation of prior knowledge
volunteer someday. personal life.
and schemata, eliciting information (e.g.
predictions, setting a scene, brainstorming
Adverbial phrases of  Expressing
Sociocultural to review and eliciting new language:
degree extent and opinions about job vocabulary, sounds and language forms and
probability and occupations  Being aware of socializing unit goals.
 My father´s job is (in family and local basic protocols for - Introducing different text types (oral/written)
really nice. context). participating in a visual aids, technology, key vocabulary
 My family is very job interview. grammar and sentence frames.
happy about my job  Expressing  Respecting other
aspirations. agreement and people’s jobs and Oral and Written Comprehension
disagreement occupations. Using technically
Indications of time about jobs and Distinguishing main points, concepts, key
 Promoting job designed
(Now, then, when, soon, points and details in television programs,
occupations. instruments such as
ago, the year before opportunities for all radio, and web-based broadcasts/
a questionnaire for
last, last year, by the people announcements, video/audio recording
 Managing co-assessment and
time I was) discussions and social conversations,
interaction self, with the
spoken at normal speed, about jobs and
 The year before guidance of the
(interrupting, Social Language occupations
last, my cousins teacher, the learner…
changing topic) in Samples
and I spent the Planning
interviews  To get your foot in L1. recognizes key
summer doing
volunteer work in
the door/on the points in television
Discourse Markers Pre-listening: by motivating, contextualizing,
ground. programs, radio,
my community. preparing and stating the task goal, sharing what
 Job opening from and web-based
 By the time, I was Connecting words he /she knows about the topic, predicting what
broadcasts/
12, I dreamed of expressing;
9 to 5. the audio/video is about, listing possible
announcements,
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being an astronaut. - cause and difficulties strategies for coping with them and video/audio
effect: Why? Because Proverbs / Quotes showing responsibility when doing the tasks. recordings
Comparative and I had so much fun, I  If you want to discussions and
superlative forms of know the value of Listening for the first time to video/audio social conversations
will never forget that
adverbs your job, just recordings discussions and social about jobs and
day. conversations, supported by images during. occupations.
 The occupation I - For this/that imagine when you
- Recognizing key points in television
like the most. Is don’t have it. –
reason ___. programs, radio, and web-based L.2. discriminates
playing professional Unknown Author main points, concepts,
soccer. broadcasts/ announcements.
Linkers: sequential  Your time is key points and details
 I enjoyed the job to past time. limited, so don`t from television
Pair/Group feedback: for comparing what he/
the fullest. - Later, he programs, radio, and
waste it living she understood and explaining his/her own
 The ad is offering asked me about my someone else`s strategies for conveying meaning and checking
web-based
the best job broadcasts/
job expectations life. -- Steve Jobs understanding.
opportunities this announcements, small
during the interview.
year. group discussion,
- After that, I Listening for the second time by retelling
between two or more
want to become a information of television programs, radio, and
native speakers, in a
Past perfect web-based broadcasts/ announcements,
teacher. video/audio recording
 I had hoped to video/audio recordings discussions and social
- Finally, the at normal speed.
become a conversation.
technician.
manager asked me to  Differentiating main points concepts, key
submit my resume. L3. distinguishes main
 I had worked points and details during ideas, key points and
during a summer  Distinguishing main ideas, key points and details on familiar
vacation job at the details on familiar topics from video/audio topics when people
recording discussions and social speak at normal
beach.
conversations of native speakers, spoken at speed.
Reported speech (range normal speed particular details by asking
of tenses) clarification questions and expressing
 I told my parents thoughts about jobs and occupations,
that I will become supported by note-taking techniques.
the best lawyer.
 My family told me Post-listening task: reacting to the content of
that they had a list the text or for focusing on features/ language
of 10 more places forms by rephrasing information, asking
questions, and expressing thoughts. Using technically
they want to visit
- self and co-assessment using a variety of designed
before 2025.
instruments for overall comprehension of the instruments such as
 The news reported a checklist, for co-
text.
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that most jobs are and self-assessment,

requiring English- Interpreting factual texts and simple reports and, with the
speaking on news, accounts, blog posts, Twitter feeds, guidance of the
applicants. charts and graphs, textbook or online teacher, the learner…
explanations about jobs and occupations
Wh-questions in the R.1. recognizes factual
past Planning texts and simple report
to answer literal
 Where did you want
Pre-reading: previewing the title, pictures, questions about a text
to work? illustrations, headings, subheadings, general about jobs and
 What other information and structure in the text and stating occupations.
occupation did you the task goal., sharing what he /she knows
like? about the topic, predicting what the text is about R.2. discriminates
supported by typographical and visual clues, information of charts
Broader range of listing possible difficulties and strategies for and graphs read.
intensifiers such as too, coping with them.
R.3. manipulates
enough
Reading for the first time to draw conclusions, English language
 The interview was supported with images and key words, by words sound using
too long. answering literal questions (e.g., who, what, knowledge in phonics,
 Thank you, we have when, where, when, why, which, and how). syllabification.
enough information - Recognizing factual texts and simple
for now. reports from charts, graphs, sounds, during R.4. interprets
- Differentiating relevant information of textbooks or online
Managing Interaction explanations and
charts and graphs during
Interrupting examples.
 Sorry to interrupt Pair/group feedback for conveying meaning.
you but…  Manipulating English language word
 I have a question.… sounds, using prior knowledge in phonics,
 May I interrupt? syllabification and word parts when reading
 Sorry, I just wanted texts.
to say
Reading for the second time with aid of word
Changing the topic list and/or dictionary, key words, diagrams, and
 Anyway… illustrations to support reading comprehension
 By the way, there´s by using structure elements and manipulating
something else I sounds to aid comprehension, recognizing
wanted to words used for chronological sequences,
comparison/ contrast, cause/effect and using
36
mention… relevant sentence frames, word lists, charts,

diagrams, illustrations and phonological
Can/Could knowledge.
 Can you work on  Interpreting textbooks or online
Saturdays? explanations and examples.
 Could you work
extra hours? Post-reading for reacting to the content of the
text or for focusing on features/ language forms
 Could you work at by answering yes/no questions and
night? - self and co-assessment, applying what
was read in other situations using a variety
Vocabulary
of instruments for overall comprehension of Using technically
Help wanted. the text. designed
 Accountant, actor, instruments such as
Oral and Written Production an anecdotal report
architect, artist,
for self-assessment,
assembler, baker, Production of face to face conversations, and, with the
bus driver, butcher, retelling information, substituting words and guidance of the
construction worker, using clarification tactics in a job interview teacher, the learner…
farmer, delivery
person, firefighter, Checking SI.1. summarizes what
fisherman, lawyer, - comprehension of tasks given by the has been said on
teacher. modeled sentence
pharmacist, police
Planning frames to convey
office, taxi driver, information to another.
- language structure and modeled frames for
waiter.
interactive exchanges.
Rehearsing SI.2. explains what
Job descriptions. he/she means with
- interviews and summarizing what has been
 Act, assemble another word when
said on modeled sentence frames to convey
components, bake, he/she can´t think of
information to another, by using modeled
construct things, the exact word.
sentence frames dialogues with peers, in
cook, deliver pizza, choral reading/ speech in small group. SI.3. asks someone for
design building, clarification or for
drive a taxi, file, fly Elaborating confirmation that a
an airplane, grow  questions for checking meaning/clarification form is correct in some
vegetables, operate or grammar form confirmation for reported basic mistakes.
equipment, sell speech including asking for help and giving
cars, translator. support to peers and paraphrasing what has SI.4. produces face to
37
been said to enhance knowledge. face conversations

Interviewing Production and interviews about
 resume writing, - of face-to-face conversations, retelling personal experiences,
(objective, information, substituting words and using feelings, opinions and
experience, reactions about a job
clarification tactics in a job interview by
or occupation.
education, asking for opinions, justifying main points of
references) view, assumptions and plans, briefly, using Using technically
 preparing for the relevant language and turn-taking tactics. designed
interview (company instruments, such as
philosophy, a learning log, and
activities, products, Description in detail of simple stories, with the guidance of
personal job experiences and job fairs. the teacher, the
competition)
learner…
 Common questions Planning
at an interview (talk - a spoken presentation by selecting the SP.1. retells a simple
about yourself, why appropriate materials and resources to be story read or heard in
you are interested used in small groups or whole class. class about a
in that position, Organizing description of a job fair
or job experience.
knowledge about - a presentation by retelling a simple story
company, reasons read or heard in class. SP.2. describes in
to leave your last detail, about a
job, experience, personal job
strengths, salary Rehearsing experience and
range.  the spoken presentations by describing in information at job fairs
detail a personal job experience and supported with
Working to Live or information supported by online information online/physical
Living to Work? and images. information
 Reasons Describing
 Challenges - in detail simple stories and a personal job
Using technically
 Rewards experience and job fairs information, using designed
 Stress appropriate delivering techniques (eye instruments for self-
contact, volume, posture) and interaction. assessment. Such as
a rubric and with the
guidance of the
teacher, the learner…
Production of a resume, and formal cover
letter for applying a job position W.1. writes a resume
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for requesting a job,

Production based on an ad
- Pre-writing a resume and a cover letter for (newspaper, internet,
a job position by following a model. radio).
- Drafting writing a resume (objective,
experience, education, references) in pair-share. W.2. writes a cover
- Drafting writing a cover letter, including letter for a dream job
or occupation, using
salutation (the hello), opening (introduction
simple, coherent, and
and position requested), hook (examples of well-written sentences.
work performance and achievement),
knowledge (information you know about
place or company), close (summary of what
are you are offering).
- Revising the draft with partner, checking
conventions and word choice (subject-verb
agreement, pronoun and article agreement,
capitalization, using 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.
39
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?
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 reviews,
Oral and Written 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.
W2. summarize simple text dealing with familiar subjects (e.g., short stories, videos, blogs) and
Oral and Written check written sentences to look for mistakes (subject-verb agreement, pronoun and article
Production 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.
41
Unit 2
Grammar & Language Functions Psycho-social Pre-teaching
Forms
 Describing  Practicing self- - Participating in warm-up activities, such as
Present tense experiences and questioning icebreakers (e.g. evocative quotation, active
A _______ is someone events about strategies on a brain gym, scenario, photo or song),
who _______.
stories and film text before improvisational acting out and generative
(writer, editor, designer,
artist, graphic designer, reviews. making decisions. question.
illustrator, producer,  Respecting - Engaging in activation of prior knowledge
director, poet, blogger)  Talking about others’ opinions and schemata, eliciting information (e.g.
films and books. and emotions. predictions, setting a scene, brainstorming
Past tense to review and eliciting new language:
I just read a book about  Expressing vocabulary, sounds, language forms, and
… opinions about Sociocultural socializing unit goals.
Last night I saw a movie - Introducing different text types (oral/written)
stories and film
about__.  Demonstrating a visual aids, technology, key vocabulary
reviews.
nonjudgmental grammar and sentence frames.
Conditionals, 2nd and 3rd
 If I had enough  Summarizing position toward
time, I would have stories previously other's diverse
Oral and Written Comprehension
watched the movie read and film intercultural skills,
beliefs and Using technically
again. reviews. Distinguishing main points and specific
designed
 If I had had enough values. details of relatively long discussions related
instruments for co-
 Willing to share to stories, from many web-based broadcasts/
money, I would have assessment. and
Discourse Markers own contributions memes, comics and posted poems
bought the book and with the guidance
DVD. in collaborative of the teacher, the
Connecting words
 If I were you, I would work respectfully. learner…
expressing cause Planning
post more on and effect, contrast  Being aware of
L1. recognizes the
Facebook. etc. importance of Pre-listening: by motivating, contextualizing,
main points of even a
 On the other constructive preparing and stating the task goal, sharing what
relatively long
hand, we could feedback. he /she knows about the topic, predicting what
Determiners discussion on familiar
the audio/video is about, listing possible
 All the memes I stay at home and
difficulties strategies for coping with them and
topic, related to
Social Language
42
saw today were watch a video. samples showing responsibility when doing the tasks. stories on standard
about Mother’s  However, this  Thumbs up (down) English.
Day. depends on the  Like (e.g. I got Listening for the first time to audio recordings,
videos or conversations, for general L2. extracts specific
 Neither the kind of book. three “likes” on my
understanding of the text, supported by images details from many
characters nor the  Therefore, it is post) comparing what he/she understood, and sharing web-based
plot interested me. interesting to one’s views on facts, ideas, and/or events and broadcasts/ memes,
 None of the watch the new Idioms explaining his/her own strategies. comics, posts,
themes you movie.  *The reviews are - Recognizing the main points of a relatively poems.
mentioned are my in! long discussion, related to stories during
favorites.  Make a long story
short Pair/Group feedback: for comparing what he/
Phrases for  Read between the she understood and explaining his/her own
summarizing lines strategies for conveying meaning and checking
 There are more understanding.
similarities than Proverbs / Quotes
Listening for the second time for confirming
differences.  A picture is worth
information individually by responding to
 They are really a thousand words. questions, making comparisons, agreeing or
quite different --Unknown Author disagreeing, expressing opinions, using
because…  No man is an combinations of sentence frames previously
 One of the few island. -- John learned, regarding positive attitudes and stories
similarities/ Donne of successful people.
differences is… - Extracting the main points and specific
 Today a reader,
details from many web-based broadcasts/
tomorrow a leader.
Phrases for organizing memes, comics and posted poems,
~Margaret Fuller
 The most striking/ supported by images and underlining/
most obvious/ most circling key words and taking notes.
important/ most
apparent/ only/ Post-listening: reacting to the content of the
main similarity/ text or focusing on features/ language forms by
difference is… rephrasing information, asking questions, and
expressing thoughts and
 Another/ An
- self & co-assessment using a variety of
additional (subtler)
instruments (script–sound recognition,
similarity/
information gaps) for overall comprehension
difference is…
of the text.
43
Modals Recognition of specific factual text and

 The author might simple reports on familiar topics and various
have used fewer lengths (e.g., movie reviews, interviews, Using technically
characters. tweets, posts, etc.) designed
instruments such
 The movie should Planning as a learning log,
have had more and, with the
action. Pre-reading stating the task goal, previewing guidance of the
the title, pictures, illustrations, headings, teacher, the
Reported speech (range subheadings, general information and structure learner…
of tenses) in the text and sharing what he /she knows
about the topic, predicting what the text is about R1. discriminates
 The lead in the movie supported by typographical and visual clues, factual information
then said that he listing possible difficulties and strategies for from texts and simple
would marry. coping them. reports on familiar
Reading for the first time by underlining or topics.
 Social media is circling key words, pointing to, writing, drawing,
reporting that people raising his/her hand, brief, simple instructions in R2. manipulates
are making the photo texts. English language
viral. - Differentiating factual information from sounds using
 The reviewer texts and simple reports during knowledge in
indicated that he - Manipulating English language sounds by phonics,
didn’t like the movie. using prior knowledge in phonics,
R.3. Recognizes
syllabification and word parts when reading information from texts
texts during of various lengths.
Pair/group feedback for comparing what he/

she understood and did, explaining his/her own
Vocabulary strategies for conveying meaning.
 Recognizing main information from texts of
Tell me a Story various lengths during
 writer, editor,
designer, artist, Reading for the second time by answering
graphic designer, yes/no questions and
illustrator, producer,
director, poet, Post-reading for reacting to the content of the
blogger text or for focusing on features/ language forms
and self and co assessment.
44
Thumbs Up/Thumbs Oral and Written Production

Down
 tweets, memes, Interaction: repeating what has been said
poems, posts, blogs, and conveying this information to another
comics, short stories, person and talking in detail about tweets, Using technically
memes, poems, posts, blogs, comics, short designed
videos, reviews,
stories, videos instruments for
summary, literary self-assessment.,
analysis, fiction, Planning such as a checklist,
nonfiction.  language structure and content needed for and with the
the task given by the teacher by using guidance of the
The Reviews Are In* combinations of previously learned relevant teacher, the
 characters, character learner…
sentence frames for cause and effect
development, plot, supported by physical or online resources.
SI.1. repeats what
action, exposition, Elaborating has been said and
storytelling.  simple face-to-face conversations and conveys this
informal discussions including asking for information to
You Should Read This help and giving help by practicing in another person.
 compose, create, dialogues/ modeled sentence frames for
post, present asking for reported speech and using SI.2. interacts in a
 graphics, illustrations, face to face
combinations of previously learned relevant
pictures, photos, line conversation talking
sentence frames with social courtesies for in detail about
art, images interrupting, changing topic, resuming or tweets, memes,
 metaphors, continuing an interaction. poems, posts, blogs,
comparisons, Repeating comics, short stories,
contrasts,  what has been said, using turn-taking tactics videos when
descriptions. to complete the requirements of the task and interacting in pairs or
ensuring equal participation. small groups.
Interacting
 by giving and asking personal opinions and
Using technically
starting, maintaining and closing simple designed
face-to-face conversations and informal instruments such
discussions about stories, from many web- as a rubric and,
based broadcasts/ memes, comics and with the guidance
posted poems, within a small or whole of the teacher, the
group. learner…
45
Expression of personal opinions of a short SP1. describes what

story, play, essay or poem, sustaining a is occurring in tweets,
conversational exchange with a peer and blogs, short stories,
descripting about what is occurring in videos, including
tweets, blogs, short stories, videos his/her personal
Planning opinion about them.
 a presentation about healthy living, positive
attitudes, plans for success and stories of SP2. sustains a
successful people by selecting the conversational
appropriate resources to be used in small exchange with peers.
groups.
SP3. expresses
Organizing
opinions of a short
 a presentation by using previously learned story, play, essay, or
relevant sentence frames, supporting details poem examined in
and examples. class.
Rehearsing
- the presentation with peers by using
relevant previously learned sentence frames
for giving opinions and justifications to
prepare comments.
Describing
 what is occurring in tweets, blogs, short
stories, videos, expressing personal
opinions of a short story, play, essay or
poem.
Sustaining Using technically
 a conversational exchange with peers after designed
viewing similar scenes, analyzing them in a instruments for co-
whole group with teacher direction; then, assessment and
practicing asking and responding to peers in self-assessment,
a small group by making comparisons, and such as a rubric,
describing events before presentation. and with the
Expressing guidance of the
teacher, the
 opinions of a short story, play, essay, or
learner…
poem examined in class.
W1. expresses what
Production of narratives about what has has been learned,
46
been learned, how it has been learned, and how it has been
learning goals for the future, summarizing learned, and learning
simple text dealing with familiar subjects goals for the future.
about short stories, videos, blogs and
checking grammar conventions, spelling and W2. summarizes
punctuation simple text dealing
with familiar subjects.
Production (e.g., short stories,
 Pre-writing a narrative text about what has videos, blogs).
been learned, how it has been learned, and
learning goals for the future, summarizing
simple text about familiar subjects of short
stories, videos, blogs and checking grammar
conventions, spelling and punctuation within
a small group or individually.
 Drafting the narrative text by completing
specific graphic organizers and sentence
frames aimed at monitoring comprehension,
restating a main idea in a few words,
including a topic sentence (what you are
writing about), supporting sentences
(logical sequence of steps), concluding
sentence (an emphasis on the final product
or process desired).
 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.
47
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.
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?
Learner can…
L.1. understand many television, radio, and web-based broadcasts/ announcements dealing with
subjects of interest if the people talk clearly.
Oral and Written
Comprehension
L.2. follow the main idea of audio text if the topic is familiar and the text can be replayed.
48
R.1. read textbook explanations and examples with aid of word list and/or dictionary support.
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.
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 question.
SP.3. explain and justify, briefly points of view, assumptions and plans.
Oral and Written W.1 express what has been learned, how it has been learned, and learning goals for the future
Production 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.).
49
Unit 3
Learn to know Learn to do Learn to be and Live Suggested Mediation Strategies Assessment Strategies
in Community
Frame
 Describing people  Appreciating and  Participating in warm-up activities,
Broader range of and places, celebrating own such as icebreakers (e.g. evocative
intensifiers such as too, feelings, emotions, diversity (cultural, quotation, active brain gym, scenario,
enough
and attitudes. gender, sexual photo or song), improvisational acting
 Jocks spend too
orientation, out and generative question.
much time in the
 Expressing religion, disability,  Engaging in activation of prior
gym.
opinions, ethnic, and age). knowledge and schemata, eliciting
 nerds/ computer
agreement and  Valuing and information e.g., predictions, setting a
lab; pretty scene, brainstorming to review and
disagreement. preserving own
girls/looking in the eliciting new language: vocabulary,
personal
mirror; theater  Managing sounds, language forms, and
/country´s cultural
geeks/theater; interaction socializing unit goals.
identify.
stoners/inhaling; (resuming or  Introducing different text types
shy kids/alone) continuing). Sociocultural (oral/written) visual aids, technology,
 I have heard key vocabulary grammar and sentence
enough racist  Valuing an open- frames.
comments. Discourse Markers minded Using technically
communication as designed instruments for
Conditionals, 2nd and Connecting words Oral and Written Comprehension co and self-assessment,
a strategy to future
3rd expressing cause and such as a descriptive
effect, contrast: understanding. Extracting main ideas of audio texts and scale, and with the
 If we had more
 Showing empathy: many television, radio, and web-based guidance of the teacher,
understanding, we
- On the other putting oneself in broadcasts/ announcements the learner…
would get along
hand, we could go the shoes of
with other people. L.1. distinguishes many
to the clinic. others’ and
 If I have been born Planning television, radio, and web-
- However, this listening to their
somewhere else, I based broadcasts/
depends on the needs. Pre-listening: by motivating,
would have acted announcements.
number of  Adopting a non- contextualizing, preparing and stating the
differently than I do
task goal, sharing what he /she knows
50
now. passengers. judgmental attitude about the topic, predicting what the L.2. extracts main idea of
 If we could make towards others audio/video is about, listing possible audio texts in many
people listen to Initiating and closing a cultural diversity. difficulties strategies for coping with them television, radio, and web-
conversation and showing responsibility when doing the based broadcasts/
each other, we
Initiating tasks. announcements.
might see peace in Social Language
 Can I talk to you samples
the world. Listening for the first time to audio
for a minute?  Crossing cultures
recordings of long conversations from
Contrasting opinions  Excuse me,  People groups videos for general understanding,
 On the one hand, please. Do you  Ethnic (or cultural) supported by images.
different cultures have a minute? bias  Distinguishing main ideas of many
are very interesting. television, radio, and web-based
Managing interaction Idioms broadcasts/ announcements.
On the other hand,
Interrupting  Seek first to
different cultures
 Sorry to interrupt understand and Pair/Group feedback: for comparing what
can cause
you but … then to be he/ she understood and explaining his/her
misunderstandings.
 I have a question. understood own strategies for conveying meaning and
 Mind you, he is still checking understanding.
 Could I interrupt  To walk a mile in
very much a citizen
here? someone’s shoes
of Costa Rica. Listening for the second time for
 All societies have  To see eye to eye confirming information individually by
Closing
 All walks of life underlining / circling words or phrases,
cultural norms.  It´s been nice
Even though asking/ responding to literal questions
talking to you. See about text (e.g., who, what, when, where,
norms influence our you later. why, which, and how) in complete
Proverbs / Quotes
values, attitudes,  I´m sorry, I have to sentences to questions and statements,
 Diversity is the one
and how we go now. true thing we all sharing one’s views on facts, ideas, and/ or
behave, we are  Must go. events, following multiple step directions,
have in common.
often unaware that instructions, and procedures which include
Celebrate it every prepositional phrases
we are influenced at Changing the topic day. -- Unknown  Extracting main idea of audio texts
all. - Anyway…, by the
Author during
way, there´s
Wh- questions in the something else I  All the human Post-listening: reacting to the content of
past wanted to tell
 What clique are you beings were born the text or for focusing on features/
you… wonderfully language forms by rephrasing information,
a part of?
different. ~Dr. asking questions, and expressing thoughts
 What are some Resuming a before
José Angel
cultural norms that conversation  self and co-assessment: using a
Livraga
51
Costa Ricans have? - Anyway…, variety of instruments (script–sound

 What makes a anyway, what I recognition, information gaps) for
Costa Rican Costa was saying? overall comprehension of the text.
Rican? - What were we
Using technically
talking about? Interpreting read textbook explanations,
designed instruments
Phrasal verbs - To get back to examples and many subject specific
such as a learning log,
 When I hang out words when encountered in text about
what I was saying and, with the guidance of
diversity, culture, cultural norms, and
with people like me, the teacher, the learner…
stereotypes
we often talk down
to people not like Continuing R.1. recognizes textbook
Planning
us. - Anyway…. explanations and
- So, as I was examples.
 We don’t put up Pre-reading stating the task goal,
with bullying. saying previewing the title, pictures, illustrations,
R.2. manipulates English
 I speak up when I - Well… headings, subheadings, general information
language sounds using
and structure in the text and sharing what
hear someone prior knowledge in
he /she knows about the topic, predicting
putting another phonics, syllabification and
what the text is about supported by
word parts.
person down. typographical and visual clues, listing
possible difficulties and strategies for
R.3. interprets many
Managing interaction coping with them.
subject specific words
Resuming a  Recognizing simple instructions and
when encountered in text.
conversation textbook explanations and examples
 Anyway, what I was during
saying?
 What were we Reading for the first time by circling key
talking about? words and supported by diagrams and
 To get back to what illustrations and the aid of word list and/ or
dictionary.
I was saying
 Manipulating English language word
Continuing
sounds by using prior knowledge in
 Anyway….
phonics.
 So, as I was saying
 Okay Pair/Group feedback for comparing
comprehension of vocabulary, self-
Expressing agreement/ questioning (on what he/ she understood
disagreement and did) explaining his/her own strategies
 I think so too … for conveying meaning.
 Well, not really…
52
 I’m sorry but I think  Distinguishing many subject specific

you’re wrong. words supported by reading
 I see what you comprehension by following multiple
mean, but … step directions, instructions, and
 Yes, I agree. procedures which include prepositional
 No, I disagree. phrases,
 Interpreting relationships between
Modals main ideas and supporting ideas.
 Cliques are small
exclusive groups of Reading for the second time for clarifying
people that might and confirming predictions about text for
choose to separate accuracy by answering and formulating
literal, predictive, evaluative, and/ or
themselves from
personal response questions.
others.
 Stereotypes may Post-reading, summarizing main ideas and
be positive or interpreting information (chronological
negative. sequence, comparison/contrast,
 Subculture is a cause/effect and using relevant sentence
frames) for drawing conclusions and self
group having traits
and co-assessment, applying what was
they have to follow read in other situations using a variety of
that are different instruments for overall comprehension of
from others within the text.
the same culture.
Oral and Written Production Using technically

Vocabulary
designed instruments for
Expression of opinions and interaction co- and self-assessment,
These Are My People such as rubrics, and with
 maleku, repeating what has been said
the guidance of the
cabécar, bribri, Checking teacher, the learner…
ngäbe, buglé,  comprehension of tasks given by the
SI.1. repeats what has
boruca, térraba, teacher.
been said and convey this
Planning information to another
chorotega,
 language structure and content needed person.
huetar for the task by using linking words for
 Hang out, talk time sequence and using combinations SI.2. expresses opinions
53
down, put up, take of previously learned relevant sentence about cultural identity and
out, speak up, put frames. c diversity.
down Elaborating
 Some types of  lengthy conversations including asking
stereotypes include: for help and giving help by viewing,
practicing and performing sentence
Gender, Race, Age,
Ethnicity, Religion, structures for asking elaboration
Sexual orientation, questions and open-ended questions.
Body type, Dress, Using
Income, Career/job,  turn-taking tactics to complete the
country of origin, requirements of the task and ensure
city of origin equal participation by all.
Interacting
Cultures, Subcultures  In a conversation by repeating what
and Cliques
has been said and conveying this
 Jocks, geeks,
information to another person and
nerds, stoners
asking for reported speech in
(examples of
performing dialogues.
cliques).
Expressing Using technically
 values, attitudes,  opinions about cultural identity and designed instruments
behavior, diversity. such as a checklist, and,
background, with the guidance of the
interests, skills, Explanation of opinions on familiar teacher, the learner…
exclusive, separate, subjects, formulation of question and
stereotypes, points of view, briefly justifying, SP.1. expresses opinions
assumptions and plans on familiar subjects and
reputation, peers
ask for others’ opinions.
Planning
 a presentation about inventions, living SP.2. asks question to
Cultural Norms and others if the questions
Cultural Storms in a tech world and the next wave of
have been prepared
 Prejudice, racist, innovations and how Internet is used in beforehand.
cliques, ethnic, a safe way by selecting the appropriate
form, peace, resources to be used in small groups. SP.3. explains points of
insensitive, Organizing view, justifying
misunderstandings,  a presentation by using a large number assumptions, and plans,
culture, subculture, of different words, expressions, and briefly.
previously learned relevant sentence
54
citizen, cultural frames, supporting details and

norms, influence, examples.
society, positive, Rehearsing
negative, typical.  the presentation with peers, using
sentence structures for giving opinions
I Am Not My Hair* and justifications to prepare comments
 education level, spoken within a small or whole group.
school or college Explaining
attended, married or  points of view and opinions on familiar
single, introverted or subjects, by deriving question types in
extroverted, language, interview interventions and points of
complexion, hair or skin
view, justifying, assumptions and plans,
color, clothing, body art,
political party, favorite briefly, though there may be pauses for
sports, favorite teams self-correction by participating, in a
comprehensible and fairly fluent Using technically
manner, small group presentations designed instruments for
supported by functional language and assessment, such as a
illustrations. rubric, and with the
guidance of the teacher,
Production of what has been learned, the learner…
how it has been learned, and learning
goals for the future and a simple, short W.1. writes completing
descriptive narrative paragraph of specific graphic organizers
personal experiences (without using an and sentence frames
aid, such as a dictionary) about related aimed at monitoring
to cultural diversity comprehension.
Production W.2.writes a simple, short

descriptive narrative
 Pre-writing of what has been learned,
paragraph based on real
how it has been learned, and learning or imagined event related
goals for the future and a simple, short to cultural diversity,
descriptive narrative paragraph of including characters, plot,
related personal experience (without and setting.
using an aid, such as a dictionary),
related to cultural diversity.
 Drafting of what has been learned,
55
how it has been learned, and learning

goals about for the future by completing
graphic organizers.
 Drafting a simple, short descriptive
narrative paragraph related to a
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 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.
Participating, thinking, acting out

responding and sharing collectively:
 A survey to gather findings, regarding
56
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.
*I am not my hair = your hair does not determine who you are; you are not defined solely by your appearance.
57
II PERIOD
(BAND B1)
Unit 1
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?
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 effects
responsibly.
Oral and Written
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.
58
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,
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.).
59
Unit 1
Frames
 Willingness to put  Participating in warm-up activities, such as
 Describing
Comparative/Superlativ into practice icebreakers (e.g. evocative quotation, active
e experiences and
sustainable brain gym, scenario, photo or song),
 Sustainable sustainable
practices improvisational acting out and generative
agriculture practices.
 Analyze, think in a question.
produces food that  Expressing
critical and  Engaging in activation of prior knowledge
is less harmful to opinions about
creative way, and schemata, eliciting information (e.g.
the environment. products and
make decisions predictions, setting a scene, brainstorming to
 Sustainable farming practices around review and eliciting new language:
 Find creative
focuses on raising the world. vocabulary, sounds and language forms and
solutions and
food that is  Expressing socializing unit goals.
show initiative
healthier than other opinions about  Introducing different text types (oral/written)
 Allow others to
types. products and visual aids, technology, key vocabulary
express
 Sustainable farming practices in Costa grammar and sentence frames.
themselves and to
is the best decision Rica.
decode their Oral and Written Comprehension
for our future.  Expressing my Using technically
emotions
own commitment designed instruments
- Distinguishing main points of even a for co and self-
Future continuous towards
Sociocultural relatively long audio text and the most assessment, such as a
 By the year 2025, sustainable important information in news broadcast checklist, and with the
83 per cent of the practices.  Practicing a (television, internet), when visuals support guidance of the
expected global responsible the message about the fragile world and the teacher, the learner…
population of 8.5 consumption of way of mitigating effects responsibly
billion will be living goods. L.1. paraphrases the
in developing Planning main points of a
 Valuing
countries. relatively long
collaborative Pre-listening: by motivating, contextualizing, discussion using
Discourse teamwork. preparing and stating the task goal, sharing what standard English.
Modals Markers he /she knows about the topic, predicting what
 People should  Taking
sustainable the audio/video is about, listing possible L.2. extracts the main
60
protect the actions in difficulties strategies for coping with them and points of audio texts.
environment. It Connecting words protecting the showing responsibility when doing the tasks.
makes good sense. expressing cause and environment. L.3. extracts the most
effect, contrast: Listening for the first time to audio recordings, important information in
 Stores must give  Giving and
videos or conversations, supported by images by news broadcast
out recyclable - On the other receiving underlining / circling words or phrases or note (television, internet).
plastic bags. hand, we could constructive taking.
 The government take care of the feedback.  Recognizing the main points of even a
ought to improve planet. relatively long discussion by paraphrasing
the public - However, this is n information during
transportation Social Language
everybody’s examples
system. business. Pair/Group feedback: for comparing what he/
she understood and explaining his/her own
Giving opinions: strategies for conveying meaning and checking
Tag questions Initiating and closing a  I agree understanding.
 People should conversation
 I totally agree with  Differentiating and extracting the main
select energy- Initiating
efficient cars.  Can I talk to you you. points of a relatively long discussion during
Shouldn’t they? for a minute?  Exactly!
 I couldn’t agree Listening for the second time to confirm own
 We need to reduce  Excuse me, information and to clear standard speech by
our carbon dioxide please. Do you more.
combining and summarizing sentence frames
footprint. Don’t we? have a minute?  That’s true. previously learned.
 You’re absolutely  Extracting the most important information in
Wh- Questions/ Yes-no Managing interaction right. news broadcast main idea of audio texts
questions Interrupting  I agree with some, about fragile world and the way of mitigating
 Am I environmentally  Sorry to interrupt but not all, of what effects responsibly.
friendly? you but … you are saying:
 What are some of  I have a question. Perhaps, but … Post listening organizing classroom talks and
the sustainability  Could I interrupt presentations of TV/
 That may be the
practices you here? Internet programs, academic discussions and
case, however …
currently use in  self and co-assessment: using a variety of
your house or Closing  I disagree
instruments (script–sound recognition,
school?  I’m sorry, I can’t
 It´s been nice information gaps) for overall comprehension
 When your agree with …
talking to you. See of the text. Using technically
parents purchase  I’m sorry, but I designed instruments
you later.
goods for your  I´m sorry, I have disagree. Interpretation of the important information in for co and self-
house, which  I’m afraid that isn’t simple, clearly drafted print materials assessment and with
to go now. the guidance of the
aspects influence right (newspaper, charts and graphs, diagrams),
61
their decision on  Must go.  Nonsense! key words, and illustrations to support teacher, the learner…
what to buy and  That makes no reading comprehension about sustainable
by how much? Changing the topic development R.1. discriminates key
sense.
 What should we do - Anyway…, by the words, diagrams, and
way, there´s Planning illustrations to support
to increase Idioms reading comprehension.
awareness about something else I  Buy local. Think Pre-reading stating the task goal, previewing the
sustainable wanted to tell global. title, pictures, illustrations, headings, R.2. manipulates
development you…  Reuse. Recycle. subheadings, general information and structure in English language
practices? Reduce. the text and sharing what he /she knows about sounds using knowledge
 Do you have any Resuming a  Join the green the topic, predicting what the text is about, in phonics,
conversation supported by typographical and visual clues, syllabification and word
ideas on how to side.
- Anyway…, listing possible difficulties and strategies for parts.
minimize the use of
anyway, what I  A ray of sunshine. coping them
plastic bags and
was saying?  A race against Reading for the first time to newspapers, charts R.3. interprets the
Styrofoam boxes?
- What were we time. and graphs by using combinations of sentence important information in
 Be clean, go green frames previously learned and using context to simple, clearly drafted
talking about? unlock the meaning of unknown words and print materials
Connectors for Cause
and Effect and - To get back to relevant information. (newspaper, charts and
Proverbs / Quotes
Phrases for giving what I was saying
 Necessity is the  Differentiating key words, diagrams, graphs graphs, diagrams).
advice and illustrations in simple, clearly drafted
mother of
 Because print materials.
Continuing invention. --
sustainable farming  Manipulating English language word sounds
does not endanger - Anyway…. Unknown Author
by using prior knowledge in phonics.
public health, I - So, as I was
saying, Well… - A little bit of mercy
recommend you
makes the world Pair/Group feedback for comparing what he/
support it. she understood and did, explaining his/her own
less cold and more
 We should practice strategies for conveying meaning.
just.  Interpreting important information to support
sustainability in ~Pope Francis
raising animals and reading comprehension when answering
see that they are literal questions about text (e.g., who, what,
treated humanely, when, where, why, which, and how).
allowed to carry out
Reading for the second time in simple, clearly
their normal
drafted print materials (newspaper, charts and
behaviors. graphs, diagrams) by summarizing main ideas
and supporting details.
Connecting words for
Compare and Contrast Post-reading for reacting to the content of the
62
 Wind power and text, for focusing on features/ language forms

solar energy have and drawing conclusions
risen in popularity  self and co-assessment, applying what was
remarkably over the read in other situations using a variety of
instruments for overall comprehension of the Using technically
past decade; designed instruments
however, they are text.
for co-assessment and
still used less than Oral and Written Production self-assessment, such
traditional forms of as a checklist, and
Interaction: starting, maintaining and closing with the guidance of
energy. simple face-to-face conversation, expressing the teacher, the
 Switches from feelings and explaining the reasons for them learner…
petrol to diesel and regarding natural disasters, environmental
fuel-saving problems, helping nature, nonprofits and SI.1. indicates verbally
technologies have NGOs willingness to participate
been the main in activities.
Checking
drivers of reduction
 comprehension of tasks given by the teacher. SI. 2. starts, maintains
of CO2 emissions;
Planning and closes a
however, we need  language structure and content needed for conversational
to do more. the task. exchange with a peer in
Elaborating the classroom.
 simple face-to-face conversational exchange
Vocabulary
with a peer in the classroom to express
What Makes Something feelings and explain the reasons for them
Sustainable including asking for help and giving help by
 Sustainability using combinations of previously learned
 Environmentally relevant sentence frames (e.g., I feel upset
friendly about…; I'm sorry to tell you).
 Eco-friendly Using
- Biodegradable  turn-taking tactics to complete the
- Carbon footprint requirements of the task and ensure equal
participation by all.
Energy efficient
Interacting
Products and Practices  face-to-face conversational exchange with a
around the World. peer, using sentence structures for agreeing Using technically
- Caution, fragile, or disagreeing (previously practiced and then designed instruments
sustainable, use them spontaneously, to express feelings for co-assessment,
63
sustainable and explain the reasons for them, within such as a rubric, and
practices, harmful, small and then whole group settings and with the guidance of
fuel-efficient, finally performing interviews. the teacher, the
learner…
energy-efficient,
reusable, endanger, Explanation of opinions, deriving questions
from others’ opinions and justifying briefly SP.1. expresses
emissions, carbon points of view about the fragile world and the opinions about the
footprint, minimizes, way of mitigating effects responsibly fragile world and the
energy way of mitigating effects
consumption, Planning responsibly, deriving
alternative.  a presentation about explanation of opinions, questions for others’
deriving questions from others’ opinions and opinions.
- reduce, reuse, and
recycle justifying points of view briefly about the SP.2. explains and
fragile world and the way of mitigating effects justify points of view
responsibly. briefly about the topic.
Products and Practices Organizing
in Costa Rica  a presentation by using a large number of
 locally, pesticides, different words, expressions, and previously
biodegradable, learned relevant sentence frames, supporting
Styrofoam, toxics, details and examples.
reduction, carbon Rehearsing
dioxide,  the presentation with clear pronunciation and
population, speaking at a normal speed by viewing or
barriers
reading dialogues using relevant functional
 natural health language, analyzing them in a whole group
products
with teacher direction, taking notes for
 printed on
sentence patterns. Then practicing asking
recycled paper
and responding to peers in a small group.
Am I Environmentally Explaining
friendly?  opinions, deriving questions from others’
 User-friendly opinions and justifying points of view briefly Using technically
about the fragile world and the way of designed instruments
 environment-
mitigating effects responsibly while using for co-assessment and
friendly with the guidance of
 ecofriendly sentence structures for giving opinions and
the teacher, the
alternatives justifications to prepare comments spoken learner…
 committed to within a small or whole group.
64
green choices W.1. summarizes simple

 going green Production: summarizes simple text and text dealing with the
expository paragraphs of sustainable subject.
practices at home or school), using complete
sentences that are connected to each other W.2. describes events
(e.g., sustainable
Production practices at home or
 Pre-writing summaries of simple text and school) using complete
descriptions of sustainable practices at home sentences that are
or school), using complete sentences that are connected to each other
within expository
connected to each other, spelled correctly
paragraphs.
and with basic punctuation, accurate enough
to be followed most of the time.
 Drafting summaries of simple text by
restating a main idea in a few words.
 Drafting expository paragraphs of
sustainable practices at home or school),
using complete sentences that are connected
to each other, spell correctly and with. basic
punctuation, accurate enough to be followed
most of the time which includes thesis
statement (that states a position/claim) main
reasons (arguments), facts and examples
(evidence) conclusion (most important details
of the argument and what you want the
reader to do) while also acknowledging
contrasting opinions with new structures
(e.g., on the one hand, Yet on the other
hand…).
 Revising expository paragraphs: a)
informative b) cause and effect or c)
comparison/contrast. They include a topic
sentence, supporting details, and a
conclusion. (Check the use of complete
sentences that are connected to each other,
subject-verb agreement; pronoun and article
65
agreement, capitalization (at the beginning of

sentences, proper nouns, the pronoun “I,”
proper adjectives, titles, and abbreviations),
sentence sense, word order, text structure,
concrete ideas, using commas (to punctuate
items in a series, dates),spelling and
activity.
 Editing the expository paragraphs,
individually before publishing.
Participating, thinking, acting out responding and

sharing:
 A sustainable school proposal for the high
school authorities with ideas on how to
promote sustainable practices among
learners and staff (including easy-to-follow
sustainable actions for the high school
community).
 “How Big Is our Footprint?” Survey, using
web tools, calculating the ecological
footprints (the amount of natural resources
consumption per year), for determining the
footprint of the entire class.
 Running discussion about reducing the
footprint, responsibility for subsequent
generations, the impact of their consumption,
and more.
 Organizing and implementing an Eco cafe
66
Unit 2
Themes:
1. Hot Apps
Scenario: #HighTech HighTouch 2. Danger Zones in a Digital World
3. Tech Tools for Positive Change
4. My Future is in My Hands
Enduring understanding: Technology is a powerful tool and, in the right hands, it can make the world a better or worse place.
Essential Question: How can technology help me make my world better?

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. understand when people speak at normal speed on familiar topics. There may be a need to
repeat particular words and phrases.
Oral and Written
Comprehension R.1. understand factual text and simple reports on familiar topics (e.g., movie review, interviews,
and meeting agendas).
R.2 identify and manipulate English language sounds using knowledge in phonics, syllabification
and word parts.
R.3. understand clear, simple instructions with some visual support (e.g., how to use an app).
SI.1. ask questions about procedures.
Oral and Written SI.2. start, sustain and close a conversational exchange with a peer in the classroom when the
Production topic is familiar, though there may be some difficulty in understanding and being understood from
time to time.
67
SP.1. express opinions on familiar subjects and ask for others’ opinions.
SP.2. explain and justify points of view, briefly, about the digital world.
W.1. summarize simple text dealing with familiar subjects.
W.2. describe applications or tech tools (e.g., apps, video games, programs, tech tools) using
complete sentences that are connected to each other and check written paragraphs for mistakes
(subject-verb agreement, pronoun and article agreement, capitalization, using commas, sentence
sense, word order, text structure, concrete ideas, etc.).
68
Unit 2
Learn to know Learn to do Learn to be and Live Suggested Mediation Strategies Assessment Strategies
in Community
Frames
Simple Passive  Giving directions  Being aware of - Participating in warm-up activities, such as
 Instagram was and advice about the ethical icebreakers (e.g. evocative quotation,
created as an useful hot apps. responsibility active brain gym, scenario, photo or song),
online, photo- when up or improvisational acting out and generative
sharing, video-  Giving directions downloading data question.
sharing and social and advice about from the web. - Engaging in activation of prior knowledge
networking service. Danger Zones in a  Thinking critically and schemata, eliciting information (e.g.
 This app was Digital World when searching predictions, setting a scene, brainstorming
designed to and visiting to review and eliciting new language:
provide free  Describing tech websites. vocabulary, sounds, language forms, and
video and tools for positive socializing unit goals.
phone calls, changes in - Introducing different text types
messaging and people´s lives. Sociocultural (oral/written) visual aids, technology, key
group chats for vocabulary grammar and sentence frames.
up to 50 people.  Expressing  Practicing e-
Oral and Written Comprehension
 Emoticons were opinions about safety and ethical
designed to help how my future is in digital Using technically
Extracting information from many
make texts regulations. designed instruments
my hands. television, radio, and web-based
shorter.  for assessment, such as
Being socially broadcasts/ announcements, spoken
a reflective
 Hashtags were Discourse Markers creatively, and interactions at normal speed and main ideas
questionnaire, and with
created to help reflectively. of audio text, on familiar topics
the guidance of the
search for Connectors responsible when teacher, the learner…
information. (Cause and effect) Planning
interacting with
Present Perfect  I think/I believe others digitally Pre-listening: by motivating, contextualizing,
L.1. recognizes many
Continuous that people  Respecting television, radio, and web-
preparing and stating the task goal, sharing
 I have been using share too much based broadcasts/
everyone's what he /she knows about the topic, predicting
information announcements.
Facebook. You opinions. what the audio/video is about, listing possible
should too. online. difficulties strategies for coping with them and
L.2. recognizes
69
 You have been  I think my cell Social Language showing responsibility when doing the tasks. information from spoken
looking for a new phone is more examples interactions spoken at
video game to than a phone, so  High tech Listening for the first time to audio normal speed.
recordings, videos or conversations, of the text,
play. What do I should get to  Smart phone
supported by images comparing what he/she L.3. extracts main idea
you suggest? use it in class.  Buzzword
understood, and sharing one’s views on facts, and specific details and
 Apps make life  Deep dive ideas, and/or events and explaining his/her own getting the gist of audio
Present Perfect easier; therefore,  Abbreviations: strategies. texts, on familiar topics.
 I have used I try to keep up (BTW =By The - Recognizing many television, radio, and
Instagram but I with the latest Way, FYI =For web-based broadcasts/ announcements
don’t really like versions, so: Your Information, and conversations at normal speed
it. because, IMO=In My
 We have consequently, for Opinion, Pair/Group feedback: for comparing what
purchased a new this reason LOL=Laughing he/she understood and explaining his/her own
computer. I think strategies for conveying meaning and checking
Out Loud or /Lots
it’s much faster. understanding.
Of Laughs) - Extracting main idea and details of from
 The class has
many television, radio, and web-based
watched Idioms
broadcasts/ announcements, spoken
YouTube videos  Going viral
to learn English. interactions of people when spoken at
 Break new ground
I like it when we normal speed and main idea of audio text,
 On the same
do that. on familiar topics by paraphrasing/
wavelength
repeating information, asking questions and
 Pull the plug expressing one’s thoughts, responding to
Imperatives
 Reinvent the social conversations and expressing one’s
 Use a nickname
wheel thoughts, using combinations of
instead of your real
 Light years ahead summarizing sentence frames previously
name.
 On the same learned.
 Check your settings.
wavelength
 Delete old accounts.
 Leading edge Listening for the second time for confirming
 Get anti-virus information by responding to questions, making
 Bells and whistles
software. comparisons, agreeing or disagreeing,
 Guard your personal Proverbs / Quotes expressing opinions, using combinations of
information.  The future sentence frames previously learned, regarding
positive attitudes and stories of successful
depends on what
Sequencing people.
we do in the
 First, go to the Apps
present. Post-listening reacting to the content of the
70
store ~Mahatma Gandhi text or for focusing on features/ language forms

 Then, search for the by rephrasing information, asking questions,
app you want.  Social and digital and expressing thoughts.
- self and co-assessment using a variety of
 Next, tap to media is a bullet
train, and that instruments (script–sound recognition,
download
bullet train s not information gaps) for overall
 Finally, check the Using technically
coming home. -- comprehension of the text.
settings. designed instruments
Howard Schultz for co-assessment and
Interpreting factual text and simple reports self-assessment, such
Noun Phrases and clear, simple instructions with some
 __Mary___ needs to as descriptive scale,
visual support (e.g., how to use an app) and with the guidance
know (math,
of the teacher, the
science, logic, etc.) Planning learner…
so he/she can____.
(job function) Pre-reading stating the task goal, previewing R.1. recognizes factual
the title, pictures, illustrations, headings, text and simple reports on
 (software engineers,
subheadings, general information and structure familiar topics (e.g., movie
systems analysts, in the text and sharing what he /she knows
web developers, review, interviews,
about the topic, predicting what the text is about meeting agendas).
graphic designers) supported by typographical and visual clues,
listing possible difficulties and strategies for R.2. manipulates English
First conditional coping them. language sounds using
 If I were you, I would - Recognizing main ideas about factual text knowledge in phonics,
be aware of and simple reports on familiar topics (e.g., syllabification and word
(cyberbullying, movie review, interviews, meeting agendas) parts
identity theft, online and supporting details.
predators, R.3.interprets clear,
Reading for the first time by underlining or simple instructions with
 hacking, copyright
circling key words, pointing to, writing, drawing, some visual support (e.g.,
infringement, how to use an app).
raising his/her hand, brief, following simple
plagiarism) instructions in texts or combinations of
sentence frames previously learned to unlock
the meaning of unknown words.
Vocabulary  Manipulating English language word
sounds by using prior knowledge in phonics
Hot Apps
during
-Facebook, WhatsApp,
Instagram, Twitter
social apps Pair/Group feedback for comprehension of
71
interactive apps, vocabulary, self-questioning for comparing what

multimedia apps, text, he/ she understood
tag, google apps, surf
emoticons, applications Reading for the second time
(apps), hashtags, line - Interpreting factual text and simple
(video chat) reports, simple instructions with some
hangouts visual support by summarizing, inferring
Skype, Messenger
main ideas of each paragraph, key word,
Viber, Spotify
explaining his/her own strategies for
Danger Zones in a conveying meaning.
Digital World Post-reading for reacting to the content of the
 Virus, spam, text or for focusing on features/ language forms
 Risks of the digital and self and co assessment. Using technically
designed instruments
world: cyber-
Oral and Written Production for co-assessment.,
bullying, identity such as a learning log,
theft, hacking, Interaction by starting, maintaining and and with the guidance
copyright closing a face-to-face with peer of the teacher, the
infringement, conversational exchange learner…
plagiarism
Checking SI.1. asks questions
Tech Tools for Positive - comprehension of tasks given by the about procedures.
Change teacher.
 Social network, Planning SI.2. starts, sustains and
- language structure and content needed for closes a conversational
website, sites,
the task. exchange with a peer in
storyboard, the classroom when the
Elaborating
Audacity, Google,
- starting, sustaining and closing a face-to- topic is familiar.
Dropbox, YouTube
face conversational exchange with peers.
Prezi, moviemaker,
Using
- turn-taking tactics to complete the
My Future is in My
requirements of the task and ensure equal
Hands
participation by all.
 Technology to
Interacting
improve life not only
- face-to-face conversational exchange by
within a career or
profession asking questions about procedures,
 Software engineers, practicing and viewing similar scenes,
(analyzing them in a whole group with
72
systems analysts, teacher direction), taking notes for

web developers, sentence patterns, modeled sentence
graphic designers frames for asking for clarification and Using technically
confirmation, within small and then, whole designed instruments
 Instagram,
group settings, finally performing for co and self-
Facebook, Twitter, assessment, such as a
interviews.
Snapchat checklist, and with the
Giving opinions, explanations and justifying the learner…
points of view about hot apps, danger zones
and tools for a positive digital world in our SP.1. expresses opinions
future and asks for others’
opinions about the digital
Planning world.
- a presentation for giving opinions about hot
apps, danger zones and tools for a positive SP.2. gives explanations
and justifications on
digital world in our future supported by
points of view, briefly.
appropriate resources to be used in small
groups.
Organizing
- a presentation by using a large number of
different words, expressions, and
frames, supporting details and examples.
Rehearsing
- the presentation with clear pronunciation
and speaking at a normal speed.
Giving opinions, explanations and justifying
- points of view about hot apps, danger
zones and tools for a positive digital world
in our future, using sentence pattern Using technically
structures to prepare spoken comments, designed instruments
viewing or reading dialogues using relevant for co and self-
functional language, analyzing them in a assessment, such as
small/ whole group or with teacher rubrics, and with the
direction.
the learner…
73
Production of summaries of information of W.1. summarizes simple

simple texts and expository paragraphs text dealing with familiar
about tech tools (e.g., apps, video games, subjects.
programs, tech tools), using complete
sentences that are connected to each other W.2. writes expository
paragraphs about tech
Production tools (e.g., apps, video
- Pre-writing summaries of information and games, programs, tech
descriptions. tools), using complete
- Drafting summaries of information by sentences that are
connected to each other.
restating a main idea in a few words using
simple sentences.
- Drafting an expository paragraph which
includes thesis statement (that states a
position), main reasons (arguments), facts
and examples (evidence), conclusion
(most important details of the argument and
what you want the reader to do) while also
acknowledging contrasting opinions with
new structures (e.g., on the one hand, Yet
on the other hand…).
- Revising simple sentences, an opinion and
descriptive paragraphs by checking
beginning of sentences, proper nouns, the
pronoun “I,” proper adjectives, titles, and
abbreviations), using commas: to punctuate
items in a series, dates, greetings and
closings of letters, direct address,
introductory words, phrases, clauses,
compound sentences., spelling and
activity.
- Editing writing an expository paragraph
that includes a topic sentence, supporting
74
details, and a conclusion after modeling

and practice with relevant paragraph
frames, individually before publishing.
Participating, thinking, acting out and

responding and sharing:
- Own app, explaining what it will do, how it
will work, what it will look like.
- Giving own opinions/ answers to the
Essential Question of the unit, using
available technology or posters/paper.
75
Unit 3
Themes:
1. Pass or Fail?
Scenario: What Comes Next? 2. College or Career?
3. Study Here or Abroad?
4. Getting By or Getting Ahead?
Enduring Understanding: Every day people are faced with choices - some big, some small - and the way people react to those choices shape
their future.
Essential Question: How do decisions we make today change our lives tomorrow?
Learner can…
L.1. understand when people speak at normal speed on familiar topics. There may be a need to
repeat particular words and phrases.
R.1. understand factual text and simple reports on familiar topics (e.g., interviews).
Oral and Written
Comprehension R.2. manipulate English language sounds using knowledge in phonics, syllabification and word
parts.
R.3. use key words, diagrams, and illustrations to support reading comprehension.
R.4. understand texts of various lengths as long as the words used are familiar and/or concern
areas of student interest.
SI.1. interview others if the questions have been prepared beforehand. Sometimes, can pose a
further question without having to pause very long to formulate the question.
SI.2. sustain a conversational exchange with a peer in the classroom when the topic is familiar,
SP.1. describe personal goals and intentions.
Oral and Written
Production
SP.2. express and ask for others´ opinions and needs on familiar subjects.
76
SP.3. explain and justify points of view, assumptions, and future plans, briefly.
W.1. summarize simple text dealing with familiar subjects.
W.2. write a report on an important personal experience (e.g., graduating from school, getting
interviewed, and choosing a career) and check written summaries and reports to look for
mistakes (subject-verb agreement, pronoun and article agreement, capitalization, using commas,
sentence sense, word order, text structure, concrete ideas).
77
Unit 3
Frames
 Being aware of  Participating in warm-up activities, such
 Describing
Past Tense own strengths as icebreakers (e.g. evocative quotation,
 I passed all my feelings, emotions,
and limitations. active brain gym, scenario, photo or song),
subjects but I failed and attitudes
 Thinking improvisational acting out and generative
to understand some about my goals for
critically about question.
things very well. passing or failing.
my own future  Engaging in activation of prior knowledge
 I want to be like my for setting my and schemata, eliciting information (e.g.
 Giving advice and
brother who went goals. predictions, setting a scene, brainstorming
suggestions about
away to college.  Managing own to review and eliciting new language:
deciding to go to
 I respected my emotions and vocabulary, sounds, language forms and
college or career.
friend’s choice to self-control when socializing unit goals.
study at INA and  Introducing different text types
 Describing interacting with
now he is a great (oral/written) visual aids, technology, key
experiences, others.
mechanic. vocabulary grammar and sentence frames.
events and
opinions about Sociocultural
Modals
 I might stay in my studying locally or Oral and Written Comprehension
 Being open to
hometown, or go to abroad. Using technically
give and receive Understanding information when people
San José to study. designed
 Stating obligation
constructive speak at normal speed on familiar topics instruments for co
 You might schedule feedback. and the main idea of audio text if the topic
and necessity and self-assessment,
your interview in the  Showing interest is familiar and the text can be replayed such as a checklist,
about getting by or
morning, or you and respect for and with the
getting ahead in Planning
could wait until the other´s life and guidance of the
the future. Pre-listening: by motivating, contextualizing, teacher, the learner...
afternoon. feelings with a
Discourse Markers preparing and stating the task goal, sharing
 You should ask non-judgmental what he /she knows about the topic, predicting L.1. recognizes when
yourself exactly Connecting words attitude. what the audio/video is about, listing possible people speak at
what you want from expressing cause and difficulties strategies for coping with them and normal speed on
a job or a career. effect, contrast: showing responsibility when doing the tasks. familiar topics. There
 What could the - On the other Social Language may be a need to
78
speaker say in hand, I am going samples Listening for the first time to audio repeat particular words
answer to the to work hard to  A bright future recordings, videos or conversations, of the text, and phrases.
question? reach my goals.  The near future supported by images comparing what he/she
 For the time being understood, and sharing one’s views on facts, L.2. extracts the main
 Should you write - However, it will
ideas, and/or events and explaining his/her idea of audio text if the
about the paragraph take lots of effort  In the near
own strategies. topic is familiar and the
you read? and sacrifices. future...  Recognizing when people speak at text can be replayed.
 Getting by/getting normal speed the main idea of audio text.
Present continuous Initiating and closing a ahead.
 I’m doing my conversation
Pair/Group feedback: for comparing what
homework this Initiating Idioms he/she understood and explaining his/her own
evening.  Can I talk to you  The future’s so strategies for conveying meaning and checking
 I’m starting for a minute? bright, I gotta understanding.
university in  Excuse me, wear shades.  Extracting main idea of audio text if the
January. please. Do you  It’s just around topic is familiar and the text can be
have a minute? the corner. replayed.by paraphrasing/ repeating
 We´re planning to
 Time flies. information, asking questions and
study in San José
Managing interaction  Different strokes expressing one’s thoughts, responding to
next year. Interrupting for different folks. social conversations and expressing one’s
 My teacher is  Sorry to interrupt  I’ve had a change thoughts, using combinations of
thinking of taking a you but … of heart. summarizing sentence frames previously
sabbatical year after  I have a question.  Hedge your bets learned.
next year.  Could I interrupt Listening for the second time for confirming
 As for now, I am here? Proverbs / Quotes information by responding to questions, making
only focusing my  If you want to comparisons, agreeing or disagreeing,
attention on Closing achieve expressing opinions, using combinations of
finishing my studies.  It´s been nice greatness, stop sentence frames previously learned, regarding
talking to you. See asking for positive attitudes and stories of successful
Phrasal Verbs you later. people.
permission. --
 You should shape  I´m sorry, I have to Unknown Author Post-listening reacting to the content of the
up or you will have go now. text or for focusing on features/ language forms
to drop out of  Must go.  I've learned that by rephrasing information, asking questions,
school. making a 'living' is and expressing thoughts.
 You need to find out Changing the topic not the same  self and co-assessment using a variety of
what your choices - Anyway…, by the thing as 'making a instruments (script–sound recognition,
are. way, there´s life'. -- Maya information gaps) for overall
 Don’t give up your something else I Angelou comprehension of the text.
79
dreams. wanted to tell

you… Interpretation of factual text and simple Using technically
Going to reports on familiar topics, texts of various designed
To talk about plans and Resuming a lengths as long as the words used are instruments for co
intentions conversation familiar and self-assessment,
 I’m going to have an - Anyway…, such as a reflective
interview next week. Planning log, and with the
anyway, what I
guidance of the
 He is going to move was saying? Pre-reading stating the task goal, previewing teacher, the learner…
to the U.S. for an - What were we the title, pictures, illustrations, headings,
exchange program. talking about? subheadings, general information and structure R.1. recognizes factual
- To get back to in the text and sharing what he /she knows text and simple reports
what I was saying about the topic, predicting what the text is on familiar topics.
If clause about supported by typographical and visual
 We won’t be able to clues, listing possible difficulties and strategies R.2. manipulates
Continuing
get into the for coping them. English language
- Anyway….
university if we don’t sounds using
So, as I was saying,
pass the Reading for the first time by underlining or knowledge in phonics,
Well…
bachillerato. circling key words, pointing to, writing, drawing, syllabification and
raising his/her hand, brief, following simple word parts.
 If I graduate from
instructions in texts or combinations of
high school, I will try sentence frames previously learned to unlock R.3. uses texts of
to get a job soon. the meaning of unknown words. various lengths as long
 Recognizing factual text and simple as the words used are
Adjectives reports on familiar topics, key words, familiar.
 I am a critical and diagrams, and illustrations and texts of Identifying relevant
business-oriented information and
various lengths.
person. drawing conclusions.
 Manipulating English language word
 I am math-oriented, sounds by using prior knowledge in R.4. interprets texts of
so I’d like to study phonics, syllabification and word parts. various lengths as long
something related to as the words used are
that field. Pair/Group feedback for comprehension of familiar and/ or
vocabulary, self-questioning for comparing concern areas of
Wh- questions what he/ she understood. student interest.
 What are your goals  Interpreting factual text and simple reports
for the future? and texts of various lengths as long as the
 What do you plan to words used are familiar and/or concern
do after graduating areas of student interest, supported by
80
from high school? some visual support.

 Where would you
like to study? Reading for the second time by summarizing,
 Which profession inferring main ideas of each paragraph, key
word, explaining his/her own strategies for
should I choose? conveying meaning.
Post-listening for reacting to the content of the

Vocabulary text or for focusing on features/ language forms
and self and co- assessment.
Pass or Fail?
 Success, failure, Oral and Written Production
choice, pass, fail, Using technically
Interaction: interviewing others by starting, designed
College or Career? maintaining and closing simple face-to-face instruments for co
 College, university, conversation and self-assessment,
such a
career, study
Checking questionnaire, and
abroad, decision, with the guidance of
 comprehension of tasks given by the
decide, enroll, the teacher, the
teacher.
analytical, artistic, learner…
Planning
musical, athletic,
 language structure and content needed for SI.1. interviews others
compassionate,
the task. if the questions have
competent,
Elaborating been prepared
 simple face-to-face conversation by using beforehand.
Study Here or Abroad?
combinations of previously learned relevant
 Exchange
sentence frames, viewing interviews, SI.2. starts, sustains
program, and closes a
deriving question types, practicing them in
academics, conversational
dialogues.
choose, decision exchange with a peer
Using in the classroom when
making, goals.
 turn-taking tactics to complete the the topic is familiar.
requirements of the task and ensure equal
Getting by or Getting
Ahead? participation by all.
 Short- and long-
term goals, getting
Interacting
by/ getting ahead, Using technically
 face-to-face conversation exchanges
disciplined, down- designed
expressing feelings within small and then
81
to-earth, hard- whole group settings and finally performing instruments for co
working, interviews. and self-assessment,
responsible, goal- such as a checklist
and with the
oriented (business-;
Description of personal goals and guidance of the
math-; music, etc.) teacher, the learner…
intentions, expression and asking for
others´ opinions and needs about personal
plans for the future SP.1. describes
personal goals and
Planning Intentions.
 a presentation about decisions for the
future by selecting the appropriate SP.2. expresses and
resources to be used in small groups. asks for others´
Organizing opinions and needs.
 a presentation by using a large number of
SP.3. explains and
different words, expressions, and justifies points of view,
previously learned relevant sentence assumptions, and
frames, supporting details and examples. plans, briefly.
Rehearsing
 the presentation with clear pronunciation
and speaking at a normal speed by
describing personal goals, expressing and
asking for others´ opinions and needs while
viewing or reading dialogues using relevant
functional language, analyzing them in a
whole group with teacher direction, taking
notes for sentence patterns and then,
practicing asking and responding to peers
in small groups.
 Describing personal goals and intentions,
expressing and asking for others´ opinions
and needs about personal plans for the
future by using future tense in complete
sentences modeled on previously learned
sentence frames while participating in a
comprehensible manner with beginning Using technically
82
fluency, providing appropriate responses to designed

given formal and informal situations instruments for co
(though there may be pauses for self- and self-assessment,
such as rubrics, and
correction), supported by illustrations within
with the guidance of
a small or whole group. the teacher, the
learner…
Production of a summary of a text and a
report based on real events/personal W.1. restates a main
experience and, using accurate spelling and idea in a few words.
basic punctuation and grammar
conventions W.2.writes a one-page
report based on real
Production events.
 Pre-writing a summary of text and a
report, using accurate spelling and basic
punctuation and grammar conventions
within a small group.
 Drafting a summary of a text.
 Drafting a report based on real
events/personal experience which
includes: a) a summary, b) background
(which is optional and not always
necessary), c) a body (main contents), the
content may even include a simple, small
chart or diagram. (When using headings
and a list, it is more effective to write a
short sentence or phrase to introduce the
list) and d) recommendation or conclusion
(use either one, depending on the
subject/purpose of your report).
 Revising sentence frames, ideas,
elements of the report, checking subject-
verb agreement; pronoun and article
agreement, capitalization (at the beginning
of sentences, proper nouns, the pronoun
“I,” proper adjectives, titles, and
83
abbreviations), sentence 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 the report individually before
publishing.
Participating, thinking, acting out, responding

and sharing:
 Essay about future plans.
 A multi-step research Career Research:
“Planning my Future”- Gallery Walk
(learners explore different careers and
professions they want to pursue, complete
with educational requirements, salary and
job opportunities)
84
III PERIOD
(BAND B1)
Unit 1
Themes
1. Ingredients for Healthy Living
Scenario: Recipes for success 2. Add a Pinch of a Positive Attitude
3. Follow the recipe: A Plan for success
4. Give me a Taste: Stories of Successful People
Enduring Understanding: A positive attitude and a healthy life style help people to be successful in life.
Essential Question: What is successful living?

Learner can…
L.1. understand the main points and the important details of audio recordings provided
standard language is used regarding ingredients for healthy living, positive attitude,
plans for success, and stories of successful people.
L.2. understand the important details in a relatively long conversation that is overheard
regarding positive attitudes and stories of successful people.
Oral and Written
R.1. understand the main conclusions from straightforward, factual texts on subjects
Comprehension
like, healthy living, positive attitudes, plans for success, and stories of successful people
satisfactorily.
R.2. find specific information in straightforward printed text about healthy living, positive
attitudes, plans for success, and stories of successful people (e.g., magazines,
brochures, information on the Internet).
SI.1. give and ask personal opinions in an informal discussion with friends, agreeing and
disagreeing politely regarding healthy living, positive attitudes, plans for success, and
Oral and Written
stories of successful people.
Production
SI.2. start, maintain and close simple face-to-face conversations on about healthy living,
85
positive attitudes, plans for success, and stories of successful people.
SP.1. express feelings about healthy living, positive attitudes, plans for success, and
stories of successful people and explain why I felt that way.
SP.2. express arguments about healthy living, positive attitudes, plans for success, and
stories of successful people well enough to be followed without difficulty most of the
time.
W.1. write his/her reflective letter (“dear me…) about own healthy living, attitudes and
plans for a successful future.
W.2. write an expository paragraph regarding healthy living, positive attitudes, plans for
success, and stories of successful people, comparing and contrasting different opinions
on the topic and check written paragraphs or letters to look for mistakes (subject-verb
agreement, pronoun and article agreement, capitalization, using commas, sentence
sense, word order, text structure, concrete ideas, etc.).
86
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 Frame
- Working on my - Participating in warm-up activities,
2nd conditional if +  Expressing such as icebreakers (e.g. evocative
own strengths
past simple, opinions,
and limitations. quotation, active brain gym, scenario,
would/could + agreement and
infinitive - Being flexible photo or song), improvisational acting
disagreement
about healthy and open to out and generative question.
 What would habits. changes to reach - Engaging in activation of prior
you do if you success in many knowledge and schemata, eliciting
ran low of  Describing areas of life. information (e.g. predictions, setting a
water and experiences and scene, brainstorming to review and
fresh food? events about eliciting new language: vocabulary,
Sociocultural
 If I were a having a positive
sounds, language forms and socializing
couch attitude in
potato, I everything. - Supporting unit goals.
would classmates to - Introducing different text types
 Describing future reach goals (oral/written) visual aids, technology, key
future continuous plans to become together. vocabulary grammar and sentence
will be + present successful. - Promoting frames.
participle
healthy habits for
 Kristen will  Describing past
improving my Oral and Written Comprehension
be arriving experiences of
soon in order successful people family and
to help with classmates lives. Distinguishing the main point and the Using technically
the important details of audio recordings designed
community Discourse Markers and relatively long conversations instruments for co
Social Language
event and self-
Samples regarding positive attitudes and stories
 Will you be Linkers: sequential – assessment, such
- Couch potato of successful people as a learning log,
joining the past time (later)
organization  He finished his - Fitness freak and with the
guidance of the
87
of the letter of intent and Planning teacher, the

festival? then went out for Idioms learner…
a while. Later, he - In the bag Pre-listening: by motivating,
Modals: should looked at it again L.1. distinguishes
contextualizing, preparing and stating the
have, might have, to see if he had the main points and
etc. missed anything Proverbs / Quotes task goal, sharing what he /she knows the important details
 You should important. After - Success is a about the topic, predicting what the of audio recordings.
go on a diet that, he changed journey not a audio/video is about, listing possible
 You might some things he’d destination. -- difficulties and strategies for coping with L.2. distinguishes
plan your written before. Unknown Author them. the important details
future Finally, he placed - Better late than in a relatively long
it in his portfolio. conversation.
never. – Listening for the first time: to audio
Phrasal verbs,
Unknown Author recordings, videos or conversations,
extended.
 Get ahead supported by images, by underlining/
 In order to get Connecting words circling words or phrases, responding to
ahead at work, expressing cause questions, or following multiple step
she is working and effect, contrast, directions, instructions, and procedures.
long hours and etc.: - Distinguishing main points and the
volunteering for  On the other
important details of audio recordings by
many projects. hand, we could
study for the test using previously learned language,
 Draw up
and then go out. connections and strategies,
 However, this
Vocabulary depends on your Pair/Group feedback: for comparing what
attitude towards he/she understood, sharing one’s views on
Healthy living life challenges. facts, ideas, and/or events and, and
- exercising, explaining his/her own strategies for
healthy eating, Markers to structure conveying meaning and checking
drugs, informal spoken
abstinence understanding,
discourse - Distinguishing important details in a
activity, benefit - Yes, I suppose so.
balance, care - I know how you relatively long conversation that is
control, feel overheard
decisions - You know, I don´t
diet, effect like her either. Listening for the second time: for
88
education, confirming information individually by

fitness responding to questions, making
flexibility comparisons, agreeing or disagreeing,
gain
expressing opinions, using combinations of
improvement
sentence frames previously learned,
Positive attitude
 helping out Post-listening: reacting to the content of
friends, role the text or for focusing on features/
models, language forms by rephrasing information,
cooperate with asking questions, and expressing thoughts
the community
and self and co-assessment using a
activities and
events, variety of instruments (script–sound
adaptable recognition, information gaps) for overall
affectionate comprehension of the text.
brave, bright Using technically
broad-minded Interpretation of main conclusions and designed
calm, specific information in straightforward, instruments for co
determined and self-
factual texts about healthy living,
emotional assessment, such
energetic positive attitudes, plans for success and as anecdotal report
friendly, stories of successful people and with the
optimistic guidance of the
passionate Planning teacher, the
polite, reliable learner…
Pre-reading: stating the task goal,
R.1. interprets the
Follow the recipe: a previewing the title, pictures, illustrations, main conclusions
plan for success headings, subheadings, general information from straightforward,
 Perseverance, and structure in the text and sharing what factual texts.
determination, he /she knows about the topic, predicting
humility, goal R.2. extracts specific
setting, what the text is about supported by
typographical and visual clues, listing information in
planning, goals, straightforward
objectives, possible difficulties and strategies for coping
printed text.
reflective, smart with them.
89
plan, fight,
persistent Reading for the first time: by answering
determined literal questions about text. (e.g., who, what,
stubborn,
when, where, why, which, and how) and
tireless, untiring
locating information for a specific purpose
that is
Give me a taste: relevant, irrelevant, or missing in functional
Stories of successful
text. (e.g., illustrations, diagram, sequence,
people
 Hard-working, signal words) supported with visuals.
trained - Recognizing the main conclusions from
outdoor, fitness straightforward, factual texts about
family, friends healthy living, positive attitudes, plans
open minded, for success, and stories of successful
healthy, wise people satisfactorily by looking at the
text together and discussing ideas and
using prompt questions,
Pair/Group feedback: for comprehension

of vocabulary, self-questioning (on what
he/she understood for comparing what he/
she understood and did, explaining his/her
own strategies for conveying meaning.
- Interpreting main conclusions from
straightforward, factual texts about
healthy living, positive attitudes, plans
for success, and stories of successful
people.
Reading for the second time: by

answering yes/no questions and
summarizing, inferring main ideas of each
paragraph.
90
- Extracting specific information in

straightforward printed text
Post-reading: for reacting to the content of

the text or for focusing on features/
language forms self and co assessment
applying what was read to other situations
using a variety of instruments for overall
comprehension of the text.
Using technically
Oral and Written Production
designed
instruments for co
Interaction giving and asking personal and self-
opinions and starting, maintaining and assessment., such
closing simple face-to-face as checklist, and
conversations and informal discussions with the guidance
about healthy living, positive attitudes, of the teacher, the
learner…
plans for success, and stories of
successful people SI.1. gives and asks
personal opinions in
Checking an informal
 comprehension of tasks given by the discussion.
teacher.
SI.2. starts,
Planning
maintains and
 language structure and content needed closes simple face-
for the task by using combinations of to-face conversation.
frames for cause and effect supported
with physical or online resources.
Elaborating
 simple face-to-face conversations and
91
informal discussions including asking for

help and giving help by using
combinations of previously learned
relevant sentence frames with social
courtesies for interrupting, changing
topic, resuming or continuing an
interaction.
 Using turn-taking tactics to complete
the requirements of the task and ensure
equal participation by all.
Interacting
 by giving and asking personal opinions
and starting, maintaining and closing
simple face-to-face conversations and
informal discussions about healthy
living, positive attitudes, plans for
success, and stories of successful
people within a small or whole group.
Finally performing interviews. Using technically
designed
Description of feelings and arguments instruments for co
about healthy living, positive attitudes, and self-
plans for success, and stories of assessment., such
as a rubric, and
successful people with the guidance
of the teacher, the
Planning learner…
 a presentation about healthy living,
positive attitudes, plans for success and SP.1. expresses
stories of successful people by selecting feelings about
healthy living,
the appropriate resources to be used
positive attitudes,
small groups. plans for success,
92
Organizing and stories of

 a presentation by using previously successful people.
learned relevant sentence frames,
SP.2. expresses
supporting details and examples.
arguments about
Rehearsing healthy living,
 the presentation with peers. positive attitudes,
Describing plans for success,
 feelings and arguments about healthy and stories of
living, positive attitudes, plans for successful people.
people by participating in individual
presentations while using sentence Using technically
frames and illustrations. designed
instruments for co-
Production of reflective letter and assessment and
expository paragraph regarding healthy with the guidance
of the teacher, the
living, positive attitudes, plans for learner…
people W.1. writes his/her
Production reflective letter
(“dear me…) about
- Pre-writing: a reflective letter and a own healthy living,
attitudes and plans
detailed description about healthy living,
for a successful
positive attitudes, plans for success, and future.
stories of successful people within a
small or whole group by writing a text W.2. writes an
containing supporting arguments with expository
evidence. paragraph on
- Drafting: an expository paragraph using healthy living,
attitudes and plans
first a graphic organizer to suit the
for a successful
purpose of the interaction or future.
93
presentation including a topic sentence

(what you are writing about),
supporting sentences (logical
sequence of steps), concluding
sentence (an emphasis on the final
product or process desired)
 Drafting: a reflective letter including
heading (address, date, and greeting),
the body and closing (the ending and
the signature).
 Revising: reflective letters and
expository paragraphs by checking
beginning of sentences, proper nouns,
the pronoun “I,” proper adjectives, titles,
and abbreviations), sentence sense,
word order, text structure, concrete
ideas, using commas: (to punctuate
items in a series, dates), spelling and
activity.
 Editing reflective letter and expository
paragraph individually before
publishing.
Participating, thinking, acting out,

responding and sharing:
 “A Life Project” Essay
94
- A “Memory Box Treasure writing mini

project.
Unit 2
Themes:
1. Inventions that Have Changed our Lives
Scenario: From the Wheel to the Drone 2. Living in a Tech World
3. Safety First
4.The Next Wave of Innovations
Enduring Understanding: Technology requires responsible users for an effective ethical response.
Essential Question: How can technology make us closer or further apart?

Learner can…
L.1.understand detailed oral instructions when supported by visuals such as textbook
illustrations regarding technology.
L.2. understand the main points of stories and other text read aloud in the classroom
related to inventions, living in a tech world, safety, and the next wave of innovations.
Oral and Written R.1. follow simple instructions, for example for a video or computer game, using familiar
Comprehension type of technological devices, using social networks, and creating electronic accounts (e.g.
Facebook, Twitter, Instagram, etc.).
R.2. understand relations between main ideas and supporting ideas in topical articles and
reports in which the authors are presenting and defending a particular point of view in
regards to technological advance.
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
SI.1. participate in relatively lengthy conversations with peers on subjects of common

interest such as technology, safety, and technological innovations.
SI.2. express opinions and make suggestions about inventions, living in a tech world,
safety, and the next wave of innovations while actively participating in group work.
SP.1. describe inventions, living in a tech world and the next wave of innovations, in a
comprehensible and fairly fluent manner using a large number of different words and
expressions, though there may be pauses for self-correction.
Oral and Written
SP.2. explain how internet is used in a safe way.
Production
W.1. write short detailed descriptions about objects of interest explaining the advantages
and disadvantages involved (e.g. as digital games, innovations, inventions).
W.2. write an expository essay about safety while working on line and check written
paragraphs or descriptions to look for mistakes (subject-verb agreement, pronoun and
article agreement, capitalization, usi

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Ministerio de Educación Pública

Dirección de Desarrollo Curricular

DESCRIPTORES PARA LAS INSTITUCIONES IPEC,

San José, Costa Rica

El presente documento denominado “Directrices y Lineamientos Técnico-Administrativos en las

El propósito de este documento es garantizar el uso transparente y eficiente de los recursos

El Departamento de Educación de Personas Jóvenes y Adultas (DEPJA) de la Dirección de

Rige a partir de su publicación.

OFERTA CONVENCIONAL PLAN DE

INGLÉS III NIVEL

 take action in favor of sustainability of local, national and global resources.

Table 1: General Competences

Table 2: Specific Competences

Adapted from Piccardo, Berchoud, Cignatta, Mentz, Pamula, 2011, p. 35

EXTENSION OF THE CEFR STANDARDS - INTEGRATION OF LANGUAGE ABILITIES

EXTENSION OF THE CEFR STANDARDS - INTEGRATION OF LANGUAGE ABILITIES

General Mediation Principles for Third Cycle and Diversified Education

 Teacher makes sure that all learners understand task instructions.

Strategies for Teaching the Linguistic Competences

Active Listening Attitudes in English

information to interpret texts and respond critically.

• written text aloud;

General Principles for Assessing Language Competences

MEP Learning Assessment Regulations.

Suggested Mediation Strategies Organized, purposeful and scaffolded learning experiences

Assessment Strategies Required evidence of student´s learning

Handle with Care

Band B1 Band B1 Band B1 Band B1

editing (listening to write information supported to speak/write).

applications/situations, while still relying on (advertisement, resume,

Linguistic Competencies Goals

R2. understand charts and graphs.

that most jobs are and self-assessment,

mention… relevant sentence frames, word lists, charts,

been said to enhance knowledge. face conversations

for requesting a job,

Integrated Mini Project

Participating, thinking, acting out, responding

Modals Recognition of specific factual text and

Pair/group feedback for comparing what he/

Thumbs Up/Thumbs Oral and Written Production

Expression of personal opinions of a short SP1. describes what

Integrated Mini Project

Participating, thinking, acting out, responding to

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

Costa Ricans have? - Anyway…, variety of instruments (script–sound

 I’m sorry but I think  Distinguishing many subject specific

Oral and Written Production Using technically

citizen, cultural frames, supporting details and

Production W.2.writes a simple, short

how it has been learned, and learning

Integrated Mini Project

Participating, thinking, acting out

cultural norms and cliques at their

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

W.1. summarize simple text dealing with the subject.

 Wind power and text, for focusing on features/ language forms

green choices W.1. summarizes simple

agreement, capitalization (at the beginning of

Integrated Mini Project

Participating, thinking, acting out responding and

Essential Question: How can technology help me make my world better?

SI.1. ask questions about procedures.