PLANIFICACIÓN CURRICULAR POR UNIDAD DE APRENDIZAJE

MÓDULO PRESENCIAL
Servicio: CSID12000
Desarrollo de procesos de comunicación en inglés a nivel principiante
Unidad de aprendizaje N°1 Desarrollo de Procesos Cotidianos

Duración de UA: 90 horas / 30 sesiones Fecha de inicio de UA: 17/01/2022 Fecha de finalización de UA: 28/02/2022
Docente: Ana Yancy Vargas Marín / Ana Victoria Ramírez Blanco Lugar: Centro Regional Polivalente y Finca Didáctica de Naranjo José
German Barrantes Alvarado
Capacidad del ser: Aprendizaje Permanente. Priorizar opciones para la Capacidad del convivir: Adaptabilidad. Adecuar su comportamiento
actualización de conocimientos con base en sus posibilidades y recursos según los requerimientos del entorno y del contexto, para desempeñarse
disponible con eficacia y eficiencia.

Valor asociado: Responsabilidad Valor asociado: Compromiso

Capacidad actitudinal para reforzar: (Opcional) <partiendo de su apreciación sobre el grupo, en caso de que considere necesario reforzar otra capacidad
actitudinal diferente a las que se indiquen en el diseño curricular, anótela aquí.> Caso contrario, puede eliminar esta fila.

S1 Capacidad procedimental Saberes Técnicas didácticas Recursos D

● <Traslade del módulo las ● <Traslade los saberes ● <Plantee las técnicas didácticas que podría ● <Enumere los recursos <distri
<Anote capacidades procedimentales y correspondientes para utilizar para el logro de las capacidades y necesarios para cada estrategia buya el
el distribúyalas o agrúpelas según cada capacidad saberes> metodológica, así como los tiempo
número la duración de las sesiones> procedimental> materiales necesarios para el por
de desarrollo de las diversas sesione
sesión> capacidades> s>

1
Jan 17th Comprensión auditiva. (Programa del módulo y ● 1.4 Teachers welcome students and then
1.1 Diferenciar el significado de reglamentos.) they introduce themselves in Spanish. Classroom #5 15’
palabras y expresiones básicas de (Uso de teams) (Name, place, etc.) (living) Synchronous.
una conversación entre otras (Lista de distribución) Ppt for Ss.
personas cuando se habla claro, (Otro canal de ● Covid-19 regulations at INA
15’
despacio y con pausas que le comunicación)
1
Número de sesión.
1
 permitan el reconocimiento,
recuerdo y asimilación del
significado del vocabulario y del
discurso.
Comprensión de lectura.
1.2 Demostrar comprensión del
propósito principal de textos,
anuncios publicitarios, o
instrucciones simples
especialmente cuando haya apoyo
visual, que los textos le sean
familiares y exista oportunidad de
relectura.
Expresión escrita.
1.3 Redactar textos acerca de
descripciones sobre objetos,
personas, escenarios u otros,
asuntos personales cotidianos o de
terceras personas, así como de
interacción en socializaciones con
frases y oraciones simples
recurriendo al diccionario de ser
necesario.
Expresión oral.
1.4 Desarrollar procesos de
2 comunicación oral, simples y
Jan 18th predecibles, tales como ejecución
de instrucciones, elaboración de
descripciones y la interacción en
socializaciones, de manera
respetuosa haciendo uso de control
gramatical y fonológico limitados
al nivel principiante, con posibles
pausas y reinicios para la selección
de vocabulario y expresiones para
el mejoramiento de la
comunicación.
Presentaciones ● 1.2 Teachers and student read the syllabus Anexo #2
(I’m ….., I live...., I am … of the module and the most important Reglamentos
years old, People call me…, articles of the regulations.* (knowing, living) 7:30 – 10:30 (9 - 9:15)
My favorite color is...)
● 1.1/1.4 Teachers present the methodology
of the module (knowing and living)
Synchronous..
● 1.4 Diagnosis Test. Teachers ask Ss to Rubric for the diagnosis
introduce themselves and include any
information they know in English (diagnosis)
(being and living) Synchronous.
Homework: Check the alphabet
Assign homework as well as basic phrases such as:
How do you say…?
What’s ___ call in English?
How do you spell_?, etc.
Round table:
Extra activity: Questions asking for opinions,
● 1.4 Sts reflect on the importance of values examples, etc
such as: responsibility and compromise for
their learning process, as well as for their
improvement professionally and personally
(being and living).
● Warm up: . 2.5 h
Abecedario 1.4. Gaming: order and pronunciation of letters.
Each person will have a number, then the teacher Alphabet on the board.
will start mentioning the first letter and then person
# 1 mentions the next letter, and so on. If a person
mispronounces the letter, they should start spelling
again.
● 1.4. Chain of words. The teacher gives a
number to each Ss and then gives a word to
the first person, s/he spells it and then s/he
has to mention a word with the last letter the
2
 teacher said, also s/he needs to spell it, then
person #2 does it and so on.

https://www.youtube.com
● 1.1 & 1.3. Ss fill in with information about
/watch?v=rrjWWZud-B8
last names according to what they listen.
Then they will check their answers, the 5:44
teachers will clarify any doubts and correct if
necessary.

● 1.1 & 1.3. Teachers model a situation https://

(spelling reference) www.biographyonline.net/
Teachers say and spell names of famous people or people/famous-100.html
important words for Ss to write in their notebooks
or in pieces of paper. They should write their Words selected by teachers
answers as fast as they can, they will be checked
and some people will be asked to spell the words Pieces of paper
again for the rest of the class.

1.1 Comprensión auditiva.

1.2 Comprensión de lectura. ● 1.4 Pair work. Ss say their full names and
1.3 Expresión escrita. spell them for the member of the class
Notebooks
1.4 Expresión oral. Frases básicas: behind or in front of them. They apply the
● How do you pattern given by the teachers from the
say…? model situation (doing, knowing, living)
Synchronous

●Wrap up:
1.4 a- Teachers elicit personal information from Ss.
(names, last names) using the board.

3
 Homework:
1.4 b. Ss answer questions about basic phrases. Liveworksheets 1,2 and 3
Presentaciones y despedidas.
Introduce myself and introduce
other people.
3 Presentaciones y 1.4. Warm up: Checking through questions or 2.5 h
Jan 19th despedidas. situations about the greetings and leave takings, Situations presented by the
which would be the best to use in some teachers
particular /different occasions. (Boss greets you in
the morning,etc)

1.2, 1.3 & 1.4Pair work. Charts. Classify greeting

and leave takings into formal and informal. Then Charts to complete (Juan ´s).
check with T pronunciation or doubts.

1.4. Ts model introducing themselves.

Ss Introduce themselves in groups (Pair work/
trios)
wheel of names:
wrap up: G1
Some classmates are requested to introduce https://wheelofnames.com/es/
another classmate to the rest of the class.

1.1 Comprensión auditiva. Ts ask randomly some Ss about the proper use of G2:
1.2 Comprensión de lectura. some vocabulary already studied in Class https://wheelofnames.com/es/
1.3 Expresión escrita.
1.4 Expresión oral.
Extra activity: Ss pretend to be someone else by
using objects they have. (glasses, hats, wigs, etc), Teachers
and play introducing the fake character (either in General classroom
groups or in the general group)
Self Study:
Verb be
Pronouns
Personal information
questions
Basic adjectives
Bring a toy

4

1.1 Comprensión auditiva.
1.2 Comprensión de lectura.
1.3 Expresión escrita.
1.4 Expresión oral. relacionado con información
4 1.4 Each S makes up a character and introduces it
Jan 20th
1.1 Comprensión auditiva.
1.2 Comprensión de lectura.
1.3 Expresión escrita.
1.4 Expresión oral.
5 1.4 Warm up Each S makes up a character and
Jan 21st
1.1 Comprensión auditiva.
1.2 Comprensión de lectura.
1.3 Expresión escrita.
Verbo be  1.4. Warm up: Ss describe what the people on Ppt. Different characters/popular 2.5 h
Pronombres, sujeto, objeto, the ppt are, or look like. people to be described using
posesivos.  verb be
Adjetivos y vocabulario
1.1. & 1.4 Ts model a situation. Then Ss work in
personal  (two groups). First they work with the questions
Preguntas de información. according to the given answers; in the general Model conversation.
(What’s your/his/her name? group volunteers send the questions they consider Descriptions of people.
What’s your last name?) are the best for each answer; then they work with
Preguntas para deletrear. distinct groups asking each other the checked
Is that _____?) questions.
Objects Ss bring
to the class giving its characteristics, they choose
an object they have (teddy bear, barbie, etc).
Wheel of names and questions
1.4. Wheel of questions. (Ana)
https://www.classtools.net/
Extra activity: filling the gap activity. random-name-picker/
54_BhcbZU
https://wheelofnames.com/es/
Self Study:
Days and months
2.5 h
introduces it to the class giving its characteristics, Objects at home
they choose an object they have at home (teddy
bear, barbie, etc).
Monitoring activity: Pair evaluation.
1.1 & 1.3 Ss are given a number to work Charts to complete.
in pairs, they listen to a person giving Answers sheet
different information, they should Whatsapp Chat
complete the distinct answers. Then Audio from Katelyn
send a picture of their answers to the
Htts://www.youtube.com/watch?
pair, who is going to check them. v=F-u7ymBoBW4
5
 1.4 Expresión oral. Can you name three consecutive
Ss try to answer a riddle: days without using the words
Días/ Meses  Monday, Tuesday, Wednesday,
Thursday, Friday, Saturday, or
Sunday? Answer: Yesterday,
Today, and Tomorrow.

1.1 & 1.3. BOrooms. (3 groups) Ss work Ppt celebrations.

completing the chart with information about (Wilbert)
schedules of distinct people. They listen to the
schedules and complete them (doing). Youtube videos /audios
https://
1.4. Ppt Ss are asked about the months of
www.youtube.com/watch?
the celebrations and activities done.
v=jXVujrUF9F0

Self Study:
 Countries, nationality and
languages.
Definite and indefinite
articles
Demonstrative adjectives

6 Países nacionalidades e 1.4 Warm up: guessing game. ppt, flags and Ppt flags and sites. 2.5 h
Jan 24th idiomas  important sites from different countries. Ts ask
Artículos definidos e about the places
indefinidos
Demonstrative adjectives 1.2 & 1.4 They are given different profiles they Profiles for each S.
should pretend they are those people and present (Wilbert)
their information to the rest of the group.
1.1 Comprensión auditiva.
1.2 Comprensión de lectura. 1.4 Ts show a ppt with famous people and Ss
1.3 Expresión escrita. answer questions about them. Ppt on famous people
1.4 Expresión oral.

Wrap up: Stop: country, language, nationality.

Pieces of paper

6
 Self study
Word by word pages: 42, 43, 44
and 45
Order of adjectives

Adjetivos descriptivos  1.2. & 1.4 Warm up: Adjectives to organize Adjectives ppt . Ana 2.5 h
Orden de adjetivos  according to the material checked at home.

1.4. Ppt. Ts model a description of a famous

person, then they show distinct pictures, Ss should Ppt. Famous people’s pictures.
use adjectives to describe them and talk about
1.1 Comprensión auditiva. various features using the model situation as a
1.2 Comprensión de lectura. guide.
1.3 Expresión escrita.
1.4 Expresión oral. 1.3 & 1.4 Ss write a description about a classmate Notebooks
and read it to the class, they try to guess who is
being described.

7 1.1. Wrap up:

Jan 25th Listening. Identify who is being described Pictures and audio.
according to the audio. https://
www.eslvideo.com/
quiz.php?id=..

Homework:
Prepare a presentation of
someone important for them to
show next class.

Self-study:
Adjectives

8 Review: Ss present the description of the important person Ppt of chosen people 2.5 h
Jan 26th Adjetivos descriptivos  to the class.
Orden de adjetivos 

7
 Values
Value: responsibility. Ss make comments about it Video about value
https://askinglot.com/how-can-
we-show-responsibility

Ss pretend to be in charge of picking up a

person from the airport, you ask for the
description of the foreigner to your boss.

You are in charge of an auction and people

must describe the objects being sold using
distinct adjectives.

Wrap up:
Ss tell to solve given situations
respectfully.

1.1 Comprensión auditiva. Self study:

1.2 Comprensión de lectura. Weather, seasons and time
1.3 Expresión escrita. expressions.
1.4 Expresión oral. Clothing word by word (page
66)
9 Clima / estaciones  1.4 Warm up: Ss tell what is the weather like in
Jan 27th Preposiciones y expresiones their zone.
de tiempo 

1.4. Ppt pictures of countries or places from around Ppt pictures countries or places
the world and CR. They mention how and what’s from CR (Ana) weather
the weather like. Ts model the situation first.

1.4. Ts model what activities are done during the

day, and/or according to the different seasons. Ppt created by Ss.

1.4. BOrooms. (3 groups) Ss look for pictures of

places they would like to visit or pretend to be
travel agents selling vacation packages. They
prepare a small presentation to show the class and

8

1.1 Comprensión auditiva.
1.2 Comprensión de lectura.
1.3 Expresión escrita.
1.4 Expresión oral.
10
Jan 28th
1.1 Comprensión auditiva.
1.2 Comprensión de lectura.
11 1.3 Expresión escrita.
Jan 31st 1.4 Expresión oral.
talk about things they must take into account about
the weather.
https://www.youtube.com/
1.1. Ss listen to people talking about the weather watch?v=1x1HndNAh88 OR
and answer different questions taking into account https://www.youtube.com/watch
time expressions ?v=gzPA-YKJmVk
Wrap up:
Ss say what season is being described by
T
Self study:
basic verbs
Can
Verbos básicos  Warm up: Ss mimic the verb and the class guesses Papers with verbs 2.5 h
Can the action.
1.4. Ts model the situation of an interview then Ss
work in pairs where they pretend to be interviewed
by a person about activities they like or dislike,
what they can or can’t do; applying for an
exchange program or an aupair job.
1.4. Ts model asking and giving information of
activities they do and can/can’t do on a regular
basis.
1.4. Ss work in pairs they will talk about things
they can/can’t do at certain places.(church,
airplane, museum, etc)
Wrap up: Ts describe verbs for ss to guess which
verb is mentioned.
Self'study:
Routines  
Advebr of frequency
Rutinas   1.1 & 1.4- Warm up: Ts ask Ss about their routines Rutinas 
Adverbios de frecuencia What is something you always do in the  
morning/afternoon/night? Adverb
9

1.1 Comprensión auditiva.
1.2 Comprensión de lectura.
1.3 Expresión escrita.
12 1.4 Expresión oral.
Feb 1st
ios de
1.1 & 1.3 Ss take notes about activities people do https://www.youtube.com/ frecuen
by listening and watching their videos. watch?v=RP1AL2DU6vQ cia
https://www.youtube.com/
watch?v=L31ExXwlsVc
1.1 & 1.4. Ts ask Ss about changes they have on
their routines with the current situation and
according to the video to discuss the changes on
some areas like: diet, exercise, job, social life,
classes, etc.
Some people share general changes in their lives.
1.1 & 1.4. Ts model the situation, the doctor
interviews you about your routines in order to
advice you to make changes or include more
physical activities. Then, Ss work in groups,
pretending to be doctors and patients too, including
the frequency and the activities they usually do.
Wrap up:
1.1 & 1.4- Wheel of questions about what they https://www.classtools.net/
can/can’t do to be and keep healthy mainly now random-name-picker/
with the covid situation. 49_U6CX2Q
https://wheelofnames.com/es/#
Warm up: Wheel of verbs, each student Wheel of names:
https://wheelofnames.com/es/
makes sentences.
cne-bw6
Monitoring activity: self-evaluation. 1.2
&1.3. Reading. Writing. Later, Ts check Texts, questions, rubric
answers with the whole class.
Sts go to the BOrooms to chat about different
topics.
10
 1.1 Comprensión auditiva.
1.2 Comprensión de lectura.
1.3 Expresión escrita.
1.4 Expresión oral.
13
Feb 2nd
Information questions
1.1 Comprensión auditiva.
1.2 Comprensión de lectura.
1.3 Expresión escrita.
1.4 Expresión oral.
Self study
Simple present tense
e/s to verbs
Yes/no questions
Information questions
Homework:
Interview a person about
his/her routine and present
it to the class.
Presente simple  1.4. Ss perform their oral presentation about the Ppt created by Ss.
Yes/no questions routine of the person they interviewed.
1.1 & 1.4 Ts model sentences about
actions people usually do. Then they work
Pictures:
in pairs. They describe what the people on
https://en.islcollective.com/engli
their pictures do. You are the assistant at a sh-esl-worksheets/grammar/pres
clinic and need to change the ent-simple-tense/jobs-
appointments of different people, they occupations-speaking-cards/
would be mentioning why the person 68842
can/can’t and the activities they do at the
suggested times. Dentist / Hairdesser/
Psychologist /doctor.
1.1. & 1.4. Group work. People are Roommates Questionnaire
looking for a roommate and need to
interview candidates to find the best one.
1.3. The class is divided into two teams.
Ss pick an occupation at random, then the Teams
rest of the class asks a questions until they Papers with occupations.
guess what is it.
Wrap up: Ss guess what the people on the
11

14
Feb 3rd
1.1 Comprensión auditiva. Information questions
1.2 Comprensión de lectura.
1.3 Expresión escrita.
1.4 Expresión oral.
1.1 Comprensión auditiva.
1.2 Comprensión de lectura.
1.3 Expresión escrita.
1.4 Expresión oral.
pictures do. Ts give descriptions on what Activities people do on
do distinct people do on their jobs and different occupations.
they have to mention the name of the
occupation.
Self Study:
Adverbios de frecuencia
simple present: negative
and questions
Present simple  Warm up: Mimic game. Ts or pictures and Ss have activities / pictures 2.5 h
Yes/no questions to mention what s/he does.
1.2 & 1.4. Ss create a chain story about their daily
Negative sentences routines after answering the questions given. Then
they present it to the class
Ts model a situation where they pretend to be a
social worker and a student and mention their
situation, what they do/don’t do.
1.1. & 1.4.Ss ask their classmates about their daily
routines to find what they have in common.
Next, they report their findings: We both like
to... they gather in 2 groups.
Some questions: can you tell me your day-to-day
responsibilities:
Can you describe yourself?
What kind of activities do you like/DISLIKE to do?
How do you usually solve difficulties/have a
problem?
Describe your IDEAL routine/workday?
What is something your feel proud of?
They mention 2 true sentences and 1 incorrect
about what Ss said during the class.
Wrap up: Ss make up the routine of a famous
person and presents it to the class they have to Self study:
include frequency adverbs positive and negative Preposiciones de lugar 
12
 sentences. Word by word: page 8
There + be
1.3. & 1.4. Extra activity: students write a
1.1 Comprensión auditiva. paragraph about what they like to do on the Vocabulario de la casa
1.2 Comprensión de lectura. weekends. Word by word: 20 to 27
1.3 Expresión escrita. Sustantivos plurales
1.4 Expresión oral.
Warm ups: 1. Ss listen for specific words on house Song: “Your house” by Alanis 2.5 h
parts. Morissette.
https://www.youtube.com/
Preposiciones de lugar  watch?v=PrfrJtH6uA0
There + be
Vocabulario de la casa 1. Ss follow teacher’s instructions and perform
Sustantivos plurales
them using their objects. (the notebook is on your
head, the pencil is under the chair)

1.1 & 1.4 ppt. Ts show a picture and model Material: house 1 & 2
sentences describing the location of objects using
prepositions. Then ask Ss about objects in the
1.1 Comprensión auditiva. picture.
15 1.2 Comprensión de lectura. Pictures with different objects
Feb 4th 1.3 Expresión escrita. 1.1. & 1.4 Find differences in 2 pictures shown by and location (Ana) one on
1.4 Expresión oral. Ts. whatsapp and the other projected
on Teams.

Microsoft board
1.4. Borooms, they pretend to be real estate agents,
Ss describe what their house has as for selling it or
renting it.

Wrap up: collective drawing on the board. Self Study:

Vocabulario de la ciudad (36 to
41)
Ocupations (word by word: 112,
113, 114)
16 Vocabulario de la ciudad Warm up: 2 wheels: one with Ss’ names https://www.classtools.net/ 2.5 h
Feb 7th Ocupaciones and another with prepositions. random-name-picker/4_SaDJEg

1.1 & 1.4. Ts model a situation, person

moved to a new location and asks neighbors about
the goods and services. Where can I get...? Then
13
 they work in pairs asking and answering about that.

1.1. & 1.4. Ss describe the places/facilities the

city offers and the occupations we have and what
services they offer. Real estate agent. Community.

1.4 . You (are applying for)/won a scholarship to

move to your dreamed city: describe how it would
be.

Wrap up: Ts ask about items/services and where

can they be got to the class. Guessing.

Study
Homework: Word by Word:
pages from 112 to 117 please!
17 Vocabulario de la ciudad 1.1. & 1..4. Warm up: guessing game about places Chart with 2.5 h
Feb 8th Ocupaciones around town. Taboo Ss describe place/occupations places/occupations and
without using the given words.
forbidden words. Ana
1.1. & 1.3 Ss watch a video about people talking video (interchange)
about their jobs, they should answer distinct questions Ana
questions about it.
Occupation for each S
1.1 & 1.4 Ts model the activity. Then Ss are Doctor, waiter, teacher,
given an occupation, they describe their activities
and the places where they can work.
security person, actor,
architect, chef,
receptionist, tour guide,.
1.3. & 1.4. You are counselors and are helping Profiles
people to find the best job according to their
preferences (profiles)

Wrap up: Ss pop up a place for a classmate to

say an occupation. (Chain) compete.
Homework
Ss research about famous
people and talk about them
to the class.

14
 Preposiciones de lugar  1.4 Warm up:
There + be  Ss present their info about a famous person to the Ppt made by Ss or pictures
Artículos definidos e class. The teacher gives feedback and makes
indefinidos  comments if necessary.
Sustantivos plurales Exercise
Ss solve an exercise about occupations. Projector
18
Feb 9th
1.4. Ss work in pairs, they have a house at the
beach, the mountain, the city, etc; and they want to
rent it in Airbnb, describe it and talk about their
neighborhood, facilities/services it has.

1.4 Wrap up: Ss mention if they will rent or not the

offered place, what they like and dislike about it.
19 Monitoring activity: hetero evaluation G1
Feb 10th https://www.classtools.net/
1.4 There is a meeting about classmates
1.1 Comprensión auditiva. random-name-picker/
1.2 Comprensión de lectura.
that went to a training years before. you 62_SE6aZk
1.3 Expresión escrita. talk about how your lives have changed,
1.4 Expresión oral. routines/activities, frequency, what house G2:
they have talk about how other people https://www.classtools.net/
have changed too. random-name-picker/
73_jEcYAK

https://wheelofnames.com/es/#

Value: compromise https://wheelofnames.com/es/#

Self study:
Giving directions
Direcciones y puntos
cardinales 
Modo imperativo

15

1.1 Comprensión auditiva.
1.2 Comprensión de lectura.
1.3 Expresión escrita.
1.4 Expresión oral.
20
Feb 11th
1.1 Comprensión auditiva.
1.2 Comprensión de lectura.
1.3 Expresión escrita.
1.4 Expresión oral.
21
Feb 14th
1.1 Comprensión auditiva.
1.2 Comprensión de lectura.
1.3 Expresión escrita.
1.4 Expresión oral.
Warm up: completing a map. Giving directions and Map(Ana)
Preposiciones de lugar  completing the picture with the name of the places.
There + be 
Artículos definidos e 1.1. & 1.4. Ss listen to an exercise and work with a Audio on teacher’s resources
indefinidos  map to go from one point to another by following
Sustantivos plurales the directions given on the audio.
1.1 & 1.4 You are an agent delivering products at a
city you don’t know, you call and ask people about
their directions.
1.1 & 1.4 Ss need to work in pairs, so they need to
give their direction to the social worker who is
going to visit them and interview them about the
scholarship.
Wrap up:
1.1. & 1.4. Ss write their location to tell DHL
where their house is to get products bought on
Amazon. A couple of them, give this info orally.
Self-study:
electronics, verbs to fix things.
Modo imperativo: Warm up: Simon says: Ss do as told only when T 2.5 hrs
directions, electronics, says “Simon says”.
fixing things, electrical
appliances, 1.1. & 1.3. Video with examples of imperative https://www.youtube.com/
mood. Ss take notes of examples of this, to watch?v=UMLNIZJfA8M
share with the class.
1.1 & 1.4 Ts model an explanation. Ss are Each choose an appliance
salespeople, they explain how to operate an how to operate it.
appliance to the customer (they use the pictures blender, coffee maker,
then they have or look for one on the internet): microwave oven, washing
blender, coffee maker, microwave oven, washing machine, tv, iron, printer,
machine, tv, iron, printer, stereos, rice cooker. stereos, rice cooker.
1.1. & 1.4. Teacher model conversation explaining
how to use an item to a person. (pairs). Ss work in
a call center explaining customers how to perform
distinct tasks: turn on a computer, internet browser,
word and save it, shutdown a computer, start a
16

1.1 Comprensión auditiva.
1.2 Comprensión de lectura.
1.3 Expresión escrita.
1.4 Expresión oral.
1.1 Comprensión auditiva.
1.2 Comprensión de lectura.
1.3 Expresión escrita.
1.4 Expresión oral.
22
Feb 15th
1.1 Comprensión auditiva.
1.2 Comprensión de lectura.
1.3 Expresión escrita.
1.4 Expresión oral.
23
Feb 16th
cellphone, etc.
Wrap up: guessing game on appliances we have at
home. Descriptions given by teachers
Extra activity: “Technology fair”: Ss create a
device and explain its functioning to the class, its
features and more.
Homework:
Make up a really useful
invention or device
1.4 & 1.1 Warm up: presentation about 2.5
devices they created.
1.4 Then jeopardy on general vocabulary Jeopardy Crear
as review.
Interchange #2
1.1 & 1.4. The class watches a video about
Presentation plus
a city tour and complete the chart with the
Victoria, British Columbia
correct information. Then the answers are
shared and commented.
Provinces wheel
1.1 & 1.4 Ss are given a province, They https://
are in charge of planning a vacation trip;
wheelofnames.com/es/8vs-
they should plan activities to do there and yu5
present them to make the arrangements
and reservations before traveling. Each
pair prepares ideas on what to do to
convince the rest to agree with them.
Homework: finish presentation to show it Homework: finish
next day. presentation to show it
next day.
Warm up: 1.1 & 1.4 Ss present about the Ppt. made by Ss 2.5 h
provinces they researched about.
17
 1.1 Comprensión auditiva.
1.2 Comprensión de lectura. 1.1 & 1.4 You are an influencer and create Videos created or searched by
1.3 Expresión escrita. a video (look for a video) giving advice on the Ss
1.4 Expresión oral.
certain tours and places to visit in our
country. The class watches the videos and
make comments about the places or which
activities they like the most or they dislike
and why.
Homework:
1.1. & 1.4 Teachers model the “Pictures of the
conversation: You are a tour guide, you communities”
show the community to a group of Monteverde, Puerto Viejo,
foreigners. Ss are asked to do the same Perez Zeledón, Zarcero,
with the assigned places to show their Quepos, San Carlos,
classmates Sarapiquí, zona de los
Santos, Liberia, Nicoya,
Puntarenas.
Wrap up: Ts ask about places Ss
remember about the presentation of their
1.1 Comprensión auditiva. classmates and why they would like to go
1.2 Comprensión de lectura. there.
24 1.3 Expresión escrita.
1.4 Expresión oral.
Tour sencillo guiado Ss present about their tour around distinct 2.5 h
Feb 17th
por la ciudad cities from CR.

1.1, 1.3. & 1.4 Ss create a tour visiting

distinct attractions and different provinces,
they offer the packages to the class.
1.1 Comprensión auditiva.
Include price, food, accommodation,
1.2 Comprensión de lectura.
1.3 Expresión escrita. entertainment, activities, schedules, etc.
1.4 Expresión oral. (pairs)

Wrap up: pop-up vocabulary.

1.4 Ss answer the questions given on the https://wheelofnames.com/
wheel of Fortune. es/bp8-3cs

18
 Tour sencillo guiado Monitoring activity: hetero evaluation. 2.5 h
por la cuidad Ss work in pair, they are given a map and
https://wheelofnames.com/
they should pretend one is the city mayor
es/#
and the other an investor. They ask and
answer questions about the places,
attractions and other aspects about the
city.
25 Create the rubrics for the “actividades de
Feb 18th monitoreo”

Extra activity: You have to meet with your

teachers to talk about important aspect on
1.1 Comprensión auditiva. your learning process. Discuss with your
1.2 Comprensión de lectura.
classmates to find out the perfect day and
1.3 Expresión escrita.
1.4 Expresión oral. time to meet with them. Map

26
Feb 21st Check rubrics and give topics to Ss. https://docs.google.com/
forms/d/
1yvXeX5_CNi6Lnaq3ON_Eb
WiClG5WTb71pj6E2L6Wag8
/edit
Value: commitment MODIFICAR

https://www.youtube.com/
Warm up: Ss play Who wants to be a watch?v=Nrl0YLC-KtM
millionaire? General questions about
https://www.youtube.com/watch
Costa Rica and the world. ?v=Nrl0YLC-KtM

Jeopardy. Review topics.

Who wants to...
1.1. & 1.3. & 1.4. Ss have to create
their dreamed condo with all the Jeopardy module01
services and facilities required in a
given area by the beach. (city planner)

19
 ● Repaso de todos los temas
vistos
Review of all topics
1.1 & 1.3 Ss listen to a dating game, take https://www.esl-lab.com/
notes and answer some questions easy/dating-game/
about it. Presentation Plus-
Interchange 1, unit 6,
page 38 and unit 2
page 12

You have to meet with your teachers to

27 talk about important aspect on your
Feb 22nt
learning process. Discuss with your
classmates to find out the perfect day and
time to meet with them.

1.3. & 1.4. Ss have to create their dreamed

condo with all the services and facilities
required in a given area by the beach. (city
planner)

● ● Actividad de Comprobación
Listening Final
Los y las estudiantes realizan la actividad de escucha
28 en un formulario Microsoft en linea de forma
Feb individual
23rd ● Actividades de Comprobación
Writing Final
Los y las estudiantes realizan la actividad escrita en un
formulario Microsoft en linea de forma individual.
Actividades de Comprobación https://
29 Speaking Final wheelofnames.com/es/#
Feb 24th Los y las estudiantes realizan la actividad con la
escogencia de parejas y temas al azar.
30 ● Feedback
Feb 25th
Feb 28th
Actividad de Comprobación: <Ubique una fila como esta, con la Actividad de comprobación correspondiente, según se requiera. En caso de que la unidad
de aprendizaje esté exenta de actividad de comprobación, elimine la fila>

20
 Duración total de la UA 90 h
Observaciones:

Notas:
●

VIRTUAL ACTIVITIES FOR STUDENTS:

1. https://www.presence.io/blog/53-virtual-activity-ideas-to-keep-college-students-engaged-during-covid-19/

2. https://www.hollyclark.org/2020/04/21/virtual-learning-ideas/

3. https://games4esl.com/virtual-classroom-games-and-activities/

4. https://www.pinterest.com/homeschlprek/virtual-activities-for-kids/

5. https://www.vivifystem.com/blog/2020/6/1/icebreakers-for-distance-learning

6. https://symondsresearch.com/icebreakers-for-online-teaching/

7. https://ditchthattextbook.com/20-virtual-field-trip-ideas-and-activities-for-your-classroom/

8. https://daveburgess.com/50-back-to-school-activities-for-the-remote-learning-classroom/

21