I Nivel Primero y Segundo Grados Asignatura: INGLÉS...

El presente documento constituye una guía flexible para que el docente oriente los procesos de mediación pedagógica. 1

Dirección de Desarrollo Curricular

DEPARTAMENTO PRIMERO Y SEGUNDO CICLOS

Organización de objetivos y contenidos de los programas de estudio de Inglés de Primero y Segundo Ciclos, en el contexto del Programa de Aula Edad, Acuerdo 08-06-2013 del Consejo Superior de Educación.

I Nivel Primero y Segundo Grados Asignatura: INGLÉS

Organización de Objetivos Organización de Contenidos Priorización de aprendizajes por

evaluar STUDY BLOCK: SOCIALIZING

COGNITIVE TARGETS: Expressing

Formal and informal greetings, introductions, and leave-takings

The date and weather conditions

Basic classroom language

The importance of learning English LISTENING

Imitating sounds.

Identifying basic information on different topics.

Following directions and simple commands. SPEAKING

Exchanging information on different topics.

Responding with single words, and phrases to what is heard.

FUNCTIONS

Exchanging greetings, introductions and leave takings.

Talking about the weather.

Using basic classroom language.

Using days of the week.

Asking for and giving information.

Responding physically to commands. LANGUAGE

Greetings.

Introductions.

Leave-takings.

Days of the week, months of the year, weather conditions

Classroom language.

Commands

EXPRESSIONS

The students:

Imitate sounds, words, phrases and sentences through repetition.

Recognize greetings, introductions leave takings, types of weather conditions and classroom commands orally and aurally.

Demonstrate understanding of specific and general information by using expressions and role plays on the topic being studied.

Perform commands given by models.

Share information with their classmates on the topic being studied.

Answer questions on different topics.

Produce simple short statements.


Hello, hi, good morning, good afternoon, etc.

What day is today?

Bye, good-bye, so long, see you later.

Stand up, sit down, short prayer, open, close, etc.

What day is today?

Today is …

What’s the weather like?


STUDY BLOCK: MY BODY COGNITIVE TARGETS: Identifying and talking about

Parts of the body

Body communication: Verbal and non-verbal

Numbers

Physical appearance

Myself as a unique person LISTENING

Imitating sounds.


Understanding familiar language and simple sentences.

SPEAKING

Describing a variety of human and inanimate things.

Responding with single words, and phrases to what is heard.

Asking and responding to questions.

FUNCTIONS

Recognizing parts of the body.

Describing people, actions and different types of items.

Using numbers in daily actions.

Using basic classroom language.


LANGUAGE

Parts of the body: face, hands, head, etc.

Numbers from 1-25

Actions: walking, running, jumping, etc.

Shapes: oval, round.

Sizes: long, short, among others.

Colors blond, black, auburn, blue, among others.

Actions.

EXPRESSIONS

What is this?

This is my hand.

What is she doing?

She is walking.

How many fingers do you have?

I have ten fingers.

See you tomorrow.

I don’t understand.

Can I go to the bathroom?

I’m hungry.

What color is your hair?

How does she/he look like?

She is tall/short

I walk with...

I touch with my...

The students:

Imitate words phrases or sentences through repetition.

Recognize parts of the body, numbers and actions by using visual material and realia.


Perform commands from oral stimuli.

Describe parts of the body using numbers, colors, etc.

Describe visual materials and realia of their surroundings.

Participate in oral tasks such as role playing and information exchanges.

Ask and respond to questions in different situations.


STUDY BLOCK: MY FAMILY COGNITIVE TARGETS: Asking for and giving information about

Nuclear and extended family members

Feelings related to extended family ties

Family activities LISTENING

Getting the gist of short statements.

Identifying the main point or important information from oral stimulus.

Understanding familiar language in simple sentences spoken at near normal speed.

SPEAKING

Responding with single words and short phrases to what is seen or heard.

Producing statements and conversations from audio/visual devices.

Using expressions that show emotions in different social settings

FUNCTIONS

Distinguishing among family members.

Describing family relationships.

Expressing feelings.

Reporting events and activities. LANGUAGE

Nuclear family and extended family.

Feelings: happiness, enjoyment, tenderness.

Size: short, tall, fat , thin. EXPRESSIONS

Who is this?

This is my father.

He is a boy/girl.

Color the rectangle.

What color is the rectangle?

How many brothers do you have?

My father is tall.

I feel happy.

My father cooks lunch.

My mom goes to work.

I help at home.

How do you feel today?

I’m …

My mother is a …

The students:

Imitate words, phrases and sentences through repetition .

Demonstrate understanding of specific and general information by using expressions and role plays on the topics being studied.

Identify a variety of items in oral form.

Perform guided oral tasks.

Describe family members, feelings and activities by using visual materials and realia.

Produce simple short dialogues.

Apply familiar language in different contexts.

STUDY BLOCK: LIKES AND DISLIKES

COGNITIVE TARGETS: Describing and exchanging information about

Different kinds of food and beverages, using the five senses

Domestic animals

Storybooks

Hobbies, leisure activities

Traditional games

Kinds of clothing

FUNCTIONS

Describing domestic animals

Understanding information from different stories.

Recognizing foods and beverages.

Describing different types of items.

Expressing likes and dislikes

Identifying traditional games

Performing fairly tales.

The students:

Recognize food, beverages, clothing and pet animals orally and aurally.

Imitate words, phrases and sentences through repetition.


Produce simple short dialogues about the topics being studied.


LISTENING

Imitating sounds in context.

Following directions.

Understanding familiar language spoken at a normal speed.

Guessing global meaning from audio/visual devices

SPEAKING

Describing animated and inanimate items.

Responding orally using familiar vocabulary.

Expressing likes and dislikes on different topics.

LANGUAGE

Food: Fruits: orange, banana, lemon, and apple.

Vegetables: tomato, corn, and carrot.

Dessert: cookies, ice cream.

Meat: chicken, fish.

Beverages: water, milk, juice, and soda.

Pet animals: dog, cat, and rabbit.

Storybooks: The Ugly Duckling.

Hobbies: I like to play soccer, I like to watch T.V and Nintendo.

Clothing:

Review: colors, size, shapes and numbers.

Traditional games.

EXPRESSIONS

This is an apple.

It’s red.

This is a lemon.

A lemon is sour.

How many lemons do you see? I see lemons.

This is/ These are…

The dog is…

That apple is sweet.

I like cats. I don’t like dogs.

Apply familiar language to express preferences, likes and dislikes.

Describe different types of items by using visual material, realia and role plays.


STUDY BLOCK: MY SCHOOL COGNITIVE TARGETS: Describing and sharing information about

Parts of the school

School supplies

Shapes, sizes, colors, and numbers

How to tell time LISTENING

Showing comprehension of short phrases and expressions.

Understanding conceptual meaning specially quantity and amount, and location.

Deducing information. SPEAKING

Describing items

Responding orally using simple vocabulary.


Asking and responding to questions.

FUNCTIONS


Describing school activities.

Identifying duties.

Asking and answering questions.

Locating different objects

LANGUAGE

School objects.

School activities.

Shapes, colors, sizes.

Duties.

Numbers 25-30.

EXPRESSIONS

The school is big.

This is the principal’s office.

What is this?

What color is this? It’s brown.

How many pens do you have?

The shape of the … is …

Every Monday we practice…

Where is the car? It’s between the doll and the truck.

The students:

Recognize school objects, personal belongings and toys orally and aurally.

Locate people and objects through directions or commands

Produce simple questions and answer them in a context.

Describe different types of items by using visual material or realia.

Express preferences on the topic being studied.


STUDY BLOCK: MY COMMUNITY COGNITIVE TARGETS: Exchanging information about

Goods and services

Community services

Means of transportation

Traffic signs LISTENING


Getting the gist of short statement.

Reacting to directions and commands.

Understanding familiar language and simple sentences.

SPEAKING


Responding to oral, visual and corporal stimuli.

Participating in short conversations.

FUNCTIONS

Identifying occupations objects, goods and services.

Understanding information from different sources.

Locating community services.

Describing means of transportation.

Describing basic traffic signs

LANGUAGE

Occupations: doctor, teacher, engineer and nurse.

Means of transportation: car, bus, bike, plane, truck

Traffic signs: light, stop.

Community Services: school, hospital, church, bank.

Goods and services.

Basic traffic signs.

EXPRESSIONS

Who is s/he? S/he is a doctor.

What is she doing? She is teaching.

Where is s/he? S/he is at school.

What is this? It’s a plane.

I like to travel by bus.

Walk, the light is red.

Stop, the light is green.

Slow down, the light is changing to yellow.

The students:

Discriminate sounds, word and expressions by checking different sentences.

Make short descriptions of the topics being studied by using visual material and realia

Produce simple questions and answer them in a context.


Give opinions comments and points of view on the topic focused on.


STUDY BLOCK: MY

ENVIRONMENTAL EDUCATION COGNITIVE TARGETS: Expressing and talking about

Ways to take care of plants and animals

Ways to take care of natural resources

Ecological activities in and out of the school LISTENING


Understanding familiar language spoken at near normal speed..

Gathering information in oral form.

Showing comprehension in oral tasks. SPEAKING


Exchanging information.

Taking part in simple structured conversations at least three or four exchanges.

FUNCTIONS

Identifying objects and different types of animals.

Understanding information from different sources.

Recognizing the importance of nature.

LANGUAGE

Natural resources: river, lake, beach, volcano, rock, tree, plants, water.

Animals: monkey, lizard, tiger, dolphin. EXPRESSIONS:

This is a tree.

The lake is clean.

Water the plants.

Let’s plant a tree.

Use the trash can.

Put garbage in the trashcan.

Protect the animals, plants and rivers.

Save energy.

Don’t pollute the rivers.

Feed the animals.

Don’t burn trash.

Protect the animals, plants and rivers.

The students:

Recognize ways of taking care of plants and animals orally and aurally.

Produce short sentences in the target language.


Discriminate sounds and expressions by checking sentences.

Apply language to give opinions, comments and points of view.

Describe a variety of situations


II Nivel: Tercero y Cuarto Grados Asignatura: Inglés

Organización de objetivos Organización de contenidos Priorización de aprendizajes por evaluar


STUDY BLOCK: SOCIALIZING COGNITIVE TARGETS: Exchanging information about and using the language to express

Personal data

Ways of meeting new people

Importance of speaking English in my community

Forms of interaction using classroom language

Ways to exchange formal and informal greetings, introductions and leave-takings

Ways of extending and accepting invitations

The importance of speaking English in my community

LISTENING

Identifying basic language in clear defined

situations.

Showing comprehension in oral tasks.


Responding to audio, visual, and body stimuli.

Brainstorming different items.

Identifying basic traits in oral form.

SPEAKING

Participating in dialogues, conversations, and

others.

Substituting words for equivalent meaningful

items.

Contrasting information.

Pronouncing correctly (songs, poems, and

riddles) familiar language

FUNCTIONS

Identifying the date and weather conditions.

Describing the importance of speaking

English.

Exchanging formal and informal greetings,

introductions and leave-takings.

Expressing ways of meeting people.

Extending and accepting invitations.

Interacting appropriately in the classroom

setting.

Expressing the importance of different topics.

LANGUAGE CONTENT

Days of the week: Sunday, Monday,

Tuesday,...

Months of the year: February, April, June…

Numbers from 1 to 30.

Weather conditions: sunny, cloudy, rainy.

Greetings: formal/informal

Introductions

Leave-takings.

Extending and accepting invitations. (Would

you like… / I would like….)

EXPRESSIONS

What’s the weather like?

It’s a sunny day.

Hi, what’s up?

Pretty good.

Nice to meet you.

Good bye.

May I go to the restroom?

Good afternoon.

The students: Recognize greetings, introductions, weather

conditions, and classroom language orally and

aurally.

Produce simple questions and answering them

in a context.

Participate in oral tasks using the target

language individually and in pairs.

Produce short sentences in the target

language.

Extract ideas, main points and general

information from auditory and visual devices.

Express opinions, ideas through completion of

charts and tables among others.


How old are you?

I am ten years old.

Can you lend me…?

Would you please help me with…?

English in my community.


STUDY BLOCK: KEEPING HEALTHY

COGNITIVE TARGETS: Exchanging information about

Personal hygiene Exercising to keep healthy

Healthy and junk food

Numbers, sizes and shapes

Internal body organs

Common diseases in Costa Rica

Symptoms and treatment of common diseases

Forms to maintain a healthy way of living

Health centers

LISTENING

Identifying basic information on different

topics.

Getting the gist of short statements and

simple familiar phrases.

Reacting to directions, commands and

requests.

Understanding explicit information.

Identifying global meaning from oral

messages.

SPEAKING

Expressing ideas and opinions.

Naming and describing items.

Participating in conversations, dialogues and,

others.

Applying familiar language to improve

pronunciation.

Asking and giving information using familiar

and concrete language.

FUNCTIONS Describing parts of the body.

Identifying personal hygiene habits.

Describing exercises.

Identifying healthy and junk food.

Saying numbers.

Showing understanding of explicit information

Asking for and giving information

Identifying main points

Filling in charts.

Discussing health problems.

LANGUAGE

Parts of the body: lips, wrist, back, etc.

Actions: brush your teeth; wash your hands,

etc.

Numbers to 60.

Food: fish, chicken, milk, hamburger, hot dog,

French fries, etc.

Diseases such as:

Flu, dengue, hepatitis, cholera among

others.

Symptoms: Headache, backache, pain in the

legs among others

EXPRESSIONS

What are these? These are my lips.

What are some good habits that you have to

practice?

I have to brush my teeth three times a day.

Do you like to exercise?

You’d better take a…

The students: Show comprehension in oral tasks.

Produce simple questions and answers in the

target language.

Imitate words, phrases and sentences through

repetition.

Recognize parts of the body, numbers and

healthy and junk food by using visual material

and realia.

Describe items about the topic being studied.

Perform guided tasks given by models.

Ask for information.

React to new vocabulary or material.

Express ideas and information in oral form on

the topics being studied.

.


My body hurts.

I’m not feeling so well.

Internal body organs such as: heart, liver, and

stomach among others.


STUDY BLOCK: HOME AND FAMILY

COGNITIVE TARGETS: Exchanging basic information about

Identification and description of parts of the house

Identification and location of furniture

Preferences related to family activities

My own nuclear and extended family

Rights and duties in my family

My favorite part of the house and its furniture

LISTENING Showing comprehension in oral tasks.



situations. Responding to audio, visual and body stimuli.

Actively connecting new information to

information. previously learned.

Listening to and imitating sounds.

SPEAKING

Expressing preferences about different

activities.

Describing items.

Comparing people and things.

Participating in conversations, dialogues, and

others.

Responding with single words or short

phrases to what is seen or heard.

FUNCTIONS Identifying parts of the house.

Describing parts of the house.

Identifying and locating furniture.

Expressing likes and dislikes related to family

activities.

Identifying and describing nuclear and

extended family.

Identifying and describing rights and duties in

the family.

LANGUAGE

Family members:

Father, mother, uncle, grandfather, step

mother, etc.

Parts of the house:

Kitchen, living room, bedroom, garage, etc.

Furniture:

Stove, refrigerator, microwave oven, sofa, etc.

Actions: watch T.V., go on a picnic, etc.

Extended family ( cousin, mother in law,

godmother).

I like to wash dishes but I don’t like to clean

the house.

I love to watch T.V. and listen to music.

I love the living room.

Furniture (bed, rug, closet, chair, sofa).

My bed is big

EXPRESSIONS

Who is this?

He is my grandfather.

Where is the refrigerator?

The students: Identify different elements by pointing, naming,

and checking them.

Imitate words, phrases and sentences through

repetition.

Participate in oral tasks by using the target


Perform guided oral tasks.

Establish similarities and differences on the

topic being studied.

Apply vocabulary in different situations.

React to new

vocabulary or material.

Describing items about the topic being studied

correctly.


It is next to the stove.

Where do you sleep?

What’s your favorite part of the house?

What do you like to do with your family? I like

to go camping.


STUDY BLOCK: MY PREFERENCES

AND SOCIAL LIFE

COGNITIVE TARGETS: Expressing personal opinions about

Tableware and manners

Farm animals

Identification and description of different articles of clothing,

Different kinds of food and beverages in my community.

Ways to express preferences about different kinds of food, beverages, hobbies, storybooks and leisure time activities.

Costa Rican folk tales, legends, and songs

LISTENING



Imitating sounds.


SPEAKING


activities.

Contrasting information.

Organizing information in expository

language.

READING

Identifying the main point or important

information in the text.

FUNCTIONS

Recognizing foods and beverages.

Identifying domestic and farm animals.

Understanding information from different

stories.


Showing understanding of explicit information.

Imitating sounds.

Presenting information in oral form.

Finding out information.

Filling in charts.

LANGUAGE

Food: Fruits: pineapples, grapes, peaches,

strawberries...

Vegetables: cabbage, corn, lettuce...

Dessert: cake, lollipop.

Meat: chicken, fish...

Beverages: coffee, milk, juice...

Animals: dog, cat, cow sheep...

Fairy tales.

Review: colors, size, shapes and numbers.

Clothing: blouse, dress, skirt…

Tableware. (Spoon, knife, fork, plate, napkin,

cup).

Leisure time activities (play football,

basketball, read, watch T.V., swim).

EXPRESSIONS

What’s your favorite fruit? It’s …

This is a cow. It’s big.

This is a lollipop. It is sweet.

I like to play soccer. I don’t like to swim.

The students: Show comprehension in oral tasks.

Recognize food, beverages, clothing and

domestic and farm animals by using visual

material and realia.

Imitate words, phrases and sentences by

repeating.

Participate in oral tasks using the target


Perform in guided oral tasks.

Produce short statements orally about the


Extract ideas, main points, and general

information from auditory and visual devices.

Express opinions, ideas and feelings in oral

and written form about the topic being studied.

Us the new language properly on different

tasks.

Fill in charts properly.

Produce short pieces of writing about the topic


Skimming to obtain the gist of the text.

WRITING

Transferring oral information.

Expressing feelings ideas interests and

concerns in written form.

What color is the dress? It is red.

I like to play soccer. I like to read.

Cinderella is my favorite fairy tale.

(That sounds good. / Can you give me the…/

I like…/

I prefer… I would like to go to the…/


STUDY BLOCK: HOLIDAYS AND

CELEBRATIONS IN MY REGION

COGNITIVE TARGETS: Using the language to refer to

Holidays and celebrations in my region

Food and beverages for holidays and celebrations

Music and dances

LISTENING

Brainstorming different items.

Identifying global meaning from oral

messages.

SPEAKING

Participating in conversations and dialogues.

Applying familiar language to improve

pronunciation.

READING

Indicating the main point or important



WRITING

Manipulating the script of a language.

Writing short compositions.

FUNCTIONS Asking for and giving information about

different topics.

Interacting appropriately in the classroom

setting.

Identifying main points.

Describing and explaining a topic.

LANGUAGE

Holidays in my community

Typical food in my community.

Typical beverages.

Regional recipes.

Regional music and dances.

EXPRESSIONS

We celebrate Virgen del Mar, Día de San

Rafael, etc

I like chorreadas, pozol, rice and beans, etc

Let’s prepare tamal mudo, pan de elote, etc.

The students: React to new vocabulary or material.


and written form on the topic being studied.

Understand reading comprehension by

performing different tasks.

Read new vocabulary or material about the



STUDY BLOCK: MY COMMUNITY

AND COSTA RICAN IDENTITY

COGNITIVE TARGETS: Talking about

Community helpers

Jobs occupations and community helpers

Duties and responsibilities within the community, pedestrian, riding a bike, at the park

General information about Costa Rica

Costa Rica’s democratic manifestations

My province

The most visited places in my province

LISTENING

Showing comprehension in oral tasks.


situations.


Identifying the main point or important

information from an oral context.

SPEAKING


activities.

Participating in conversations, dialogues, and

others.

Responding with single words or short

phrases to what is seen or heard.

Exchanging information about different topics.

READING

FUNCTIONS


sources.

Locating community helpers.

Asking for and giving information about Costa

Rica.

Expressing opinions about different topics.

LANGUAGE

Occupations: doctor, teacher, carpenter,

baker.

Community services: school, hospital,

church, bank.

Duties and responsibilities:

Pedestrian, riding a bike at the park.

information about Costa Rica

Places: park, museum, hotel, mall, bookstore,

library, etc.

EXPRESSIONS

Where does s/he work? S/he works in the

bakery. What is she doing? She is teaching.

Where is s/he he? He /she is at school.

Ride your bike at the park.

Don’t play soccer in the street.

My country is …

There are … in my …

My province is …

People like to visit…

The students:

Show comprehension in oral tasks about the


Recognize occupations and community

services using visual materials and realia.

Produce simple questions and answer them in

a context.

Participate in oral tasks by using the target



language.


Understand reading comprehension by

performing different tasks.


and written form about the topic being studied.

Fill in charts properly.


Drawing information from short written

passages.


WRITING

Transferring into drawings, tables, graphs,

and others oral information.

Expressing ideas feelings and concerns in a

written form.


STUDY BLOCK: MY

ENVIRONMENTAL EDUCATION

COGNITIVE TARGETS: Expressing personal opinions about

Ways to take care of plants and animals

Ways to protect the environment and nature

Natural resources in my province

Pollution in my province

Ways of preventing pollution

LISTENING

Understanding familiar language spoken at

near normal speed.

Identifying basic information on different

topics.

Reacting to directions, commands and

requests.

Brainstorming on different items.

SPEAKING


activities.

Describing animals and objects.

Analyzing the consequences of actions.

Describing situations and events.

READING

Identifying the main point of important


Recognizing the script of a language.

FUNCTIONS

Describing different ways to take care of

animals, plants, natural resources and

environment.


sources.

Asking for and giving information about the

importance of natural resources.

Talking about pollution.

Discussing issues on the prevention of

pollution.

LANGUAGE

Ways to take care of plants and animals.

Ways to take care of natural resources.

Ecological activities in- and- out of school.

Natural resources (rivers, volcanoes, flora,

fauna).

Types of pollution (water, air, land, sound).

EXPRESSIONS

Don’t pollute the rivers.

Have you ever visited a volcano? Yes, I have.

Let’s appreciate our natural resources.

The beach is polluted.

Let’s save the dolphins.

What can we do to stop pollution?

Let’s recycle.


Protect the animals.

Dispose the garbage properly.

Water pollution is a big problem in…

Let’s clean the river.

The students:

Show comprehension in oral tasks about the


Recognize ways of protecting nature by using

visual material and realia.



Apply the target language in a variety of

situations.

Describe pictures, events or experiences in

oral and written form about the topic being

studied.

Perform reading exercises based on readings

and dialogues.

Complete diagrams, crossword puzzles,

stories, etc.

Exchange information, feelings and ideas in

oral and written form.


WRITING

Producing short pieces of writing.

Selecting appropriate words to complete a

short conversation or a text.


III Nivel: Quinto y Sexto Grados Asignatura: Inglés

Organización de objetivos Organización de contenidos Priorización de aprendizajes por evaluar


STUDY BLOCK: SOCIALIZING

COGNITIVE TARGETS: Expressing

Forms of interaction using classroom language

Ways of meeting new people (formal and informal greetings, introductions, and leave-takings

Ways of extending, accepting, and refusing invitations

Pen-pals, a means to make new friends

Ways of asking for and denying permission

Ways of using the telephone

Ways of asking for and giving information on the phone

Ways of receiving and leaving messages

The importance of English as a global language

Information about exchange programs LISTENING


Identifying the main points of an oral stimulus. SPEAKING

Maintaining a conversation stating acceptance and denial.

Responding with single words or short phrases to what is seen or heard.

Knowing when and how to interrupt a conversation.

READING

FUNCTIONS

Greeting, introducing and saying good bye.

Extending invitations.

Accepting and rejecting invitations.


Recognizing the importance of English.

Asking for and denying permission.

Using a telephone.

Receiving and leaving messages.

Interacting with others.

LANGUAGE

Formal and informal greetings (review)

Extending, accepting and refusing invitations

Telephone conversations.

Personal Information

EXPRESSIONS

Would you like to come to my party?

Yes, I would like to... I’d like to

I’m sorry, I need to study tonight.

What do you do on weekends?

Would you like to exchange mail with me?

My interests are ...

Why is English so important in the world

Can I go to...

May I go to...

Yes, you may.

May I speak to...?

Hold on.

One minute please.

This is...

The number is...

Is...at home?

Yes, but he/she is today? Because...

Would you mind passing me the glue?

Please, lend me your notebook?

The students:

Write invitations letters and post cards

Complete diagrams, crossword puzzles, stories, etc.

Check pronunciation and listening comprehension.

Generate questions and answers about different topics.

Apply vocabulary in different situations.

Participate in different activities.

Understand reading comprehension.

Infer from a reading selection.

Produce correct sentences in oral and written form.


Extracting the main idea from supporting details.

Guessing details and general meanings from short passages.

Applying basic reading skills such as skimming, scanning, anticipating, and reviewing a text.

Taking notes to record important information.

WRITING

Substituting words for meaningful items in written form.


Transferring oral/aural and visual information into written form.


STUDY BLOCK: TAKING CARE OF

MY BODY

COGNITIVE TARGETS: Having the ability to express information about

Internal body organs

Diseases and epidemics in Costa Rica and the World

Symptoms and treatment of uncommon diseases

Ways of fighting common diseases in Costa Rica

Health centers

Diseases and internal organs

Teen-tips, How to cope with myself?

Challenges and joys of growing up LISTENING


Understanding information in the class.

Understanding familiar language and simple sentences spoken at near normal speed.

SPEAKING

Describing items, situations and events.

Expressing opinions, feelings and ideas.

Planning and organizing information in expository language such as presentations, oral and written reports.

Participating in pair and group discussions.

Formulating and asking questions about different topics

READING

Representing information read in visual form.

FUNCTIONS

Describing situations and places.

Discussing diseases and health problems.


Describing diseases and epidemics in the world.

Comparing physical and emotional differences between boys and girls during teen years.

Discussing health and diseases.

Expressing ideas, opinions, likes and dislikes. LANGUAGE

Internal organs: brain, heart, liver, stomach, lungs, kidneys, spinal cord, intestines, etc.

Common Diseases: Flu, Dengue, mumps, chickenpox, measles, cold, cholera, cancer, AIDS, etc.

Symptoms: diarrhea, headache, backache, rash, cough, sore throat runny nose, chest pain, cramps, vomit, etc.

Treatment: prescription, medicine, pills, injection/shot, rest in bed, exercise, blood test, X-rays, diet, etc.

Do you know what AIDS is?

AIDS is ...

Some of the symptoms are ...

Girls develop faster than boys.

Boys are… than girls.

I think that eating junk food is detrimental to our health.

I like to do exercise.

I dislike… EXPRESSIONS:

Ouch! That hurts!

What happened? What’s the problem?

What’s wrong with you?

The students:

Follow different instructions.


Express ideas, feelings, and opinions on different topics.

Show comprehension of texts, conversations and passages.

Describe pictures orally.

Respond to different questions in oral or written form.

Write short passages.

Identify and apply vocabulary in different situations.

Understand main ideas.

Match words with pictures.

Produce structures, vocabulary, pronunciation and intonation.

Improve reading vocabulary.



Guessing details and general meanings from short passages

Extracting the main ideas and important details from written texts like songs, poems, riddles, stories, folk tales, etc.

WRITING

Selecting appropriate words to complete a short conversation or text.

Writing short compositions.

How do you feel today? I am sick.

I have an upset stomach. I have an allergy, the mumps, the measles, fever, a cold.

Would you like some ointment, an aspiring, some alcohol, a piece of cotton, some gauze, a pill, a bandage aid, etc.

Get well, soon.

You should take some medicine.


STUDY BLOCK: FAMILY

RELATIONSHIPS

COGNITIVE TARGETS: Defending my point of view about

Family and family relationships

Types of families in Costa Rica

Likes and dislikes about the duties in my family

Furniture according to parts of the house

Information about types of families all over the world

Differences and similarities between Costa Rican families and those from English speaking countries

High-tech helping families in the world LISTENING

Guessing the general meaning of short conversations and passages.

Identifying the main point or important information in the text.

Understanding familiar language. SPEAKING

Expressing likes, dislikes and needs.

Sharing and requesting information.

Describing objects and places. Imitating correctly the pronunciation of words.

Talking about concrete situations, events, and facts using familiar language.

READING

Understanding simple vocabulary and expressions presented in familiar contexts

FUNCTIONS

Asking for and giving information on family issues.

Talking about family ties, roles and activities.

Identifying and describing parts of the house.

Describing and comparing objects.

Expressing ideas, opinions, likes and dislikes.

Expressing the importance of different topics. LANGUAGE

Extended family (aunt, uncle, niece, cousin, father in law, godfather, daughter-in law).

Family types ( single parent family, adopted child).

Computers

High tech

Appliances: oven, microwave oven, refrigerator, stove, TV.

Furniture: couch, dining room table, china cabinet, wall unit, bed, closet, cabinet.

Responsibilities.

EXPRESSIONS

Who washes the dishes, makes dinner, does the laundry?

Who takes care of (looks after) the children?

Don’t be shy, aggressive, noisy

Furniture:

Where is the chair? It is in your bedroom.

Where is the couch? It is in the living room.

What’s your favorite place in the house?

I like my bedroom very much.

My bedroom is small, it has ... They are used to...

A computer includes a monitor, a mouse and a large keyboard.

.... is cheaper than...

The students:

Identify vocabulary in different situations.


Match pictures with meanings.

Express ideas, feelings, and opinions on different topics.

Show comprehension of texts, conversations and passages.

Describe pictures or experiences orally.

Respond to different questions in oral or written form..


Discriminate sounds, words or expressions.

Identification of specific details.

Produce simple dialogues and short conversations both verbally and in writing.

Understand sentences and short paragraphs


Drawing meanings from oral and written sources.

Extracting the main ideas and important details from written texts like songs, poems, riddles, stories, etc.

Identifying the main ideas of a text. WRITING

Writing letters, messages, post cards and simple stories.

Substituting words for meaningful items in written form.

Summarizing short texts, events, and personal experiences in a written form.

Do you have a ... in your home?

Which is your favorite modern invention? Why?

Appliances: oven, microwave oven, refrigerator, stove, TV.

Furniture: couch, dining room table, china cabinet, wall unit, bed, closet, cabinet.

Responsibilities.


STUDY BLOCK: COSTA RICA AND

THE ENGLISH SPEAKING

COUNTRIES: CUSTOMS AND

TRADITIONS


Typical dishes and beverages from Costa Rica and English speaking countries

Formal and informal invitations to go out

Different forms of entertainment in Costa Rica and English speaking countries

English speaking countries folk tales, legends, and songs

LISTENING

Understanding a range of familiar statements and questions.

Responding to language spoken at near normal speed in everyday circumstances.

SPEAKING

Sharing social and cultural traditions and values.

Retelling information.

Expressing plans for the future based on personal experiences.

Taking part in brief prepared tasks of at least two or three exchanges.

READING

Scanning information from texts.

Identifying the main ideas of a text.

FUNCTIONS

Identifying Costa Rican typical food.

Describing food and traditions.

Describing places.

Giving opinions about different topics.

Expressing opinions, ideas, likes and dislikes.


Talking about eating habits.

LANGUAGE

Typical food and beverages: gallo pinto, picadillos, tortillas, tamales etc.

Recipes.

Shopping places of the community: supermarket, department store, mall, shoe store.

Table manners when dining out: Menu, appetizers, salads, main course, side dishes, desserts

Forms of entertainment.

Formal and informal invitations.

EXPRESSIONS

May I take your order

please?

Yes, please. For main course I’d like the …

I like to go shopping.

I like to play basketball

My favorite hobby is…

La Llorona is a popular folk tale.

Cut up, peel, chop, stir, pour, boil the …

My favorite typical dish is...

What about you?

I like...but I dislike...

What are the ingredients for pumpkin pie...?

Wash your hands before eating.

The students:

Check reading exercises based on readings and dialogues.


Rearrange scrambled information, stories, comic strips and sentences correctly.

Exchange information, feelings and ideas.

Respond to different questions in oral or written form.

Produce short dialogues and conversations in oral and written form.



Answer different questions correctly.

Describe events.

Produce oral and written statements.

Use the new language properly.


Understand main ideas.

Write sentences correctly.

Check written exercises based on readings and dialogues


Understanding short phrases presented in a familiar context.

WRITING

Writing short passages and conversations.

Composing and adapting simple written material.

Making short substitutions in a short, familiar written task.

Reproducing in written forms concepts, ideas, and opinions on different topics.

Don’t talk while eating.

Costa Rican and British people like to watch football games on T.V.

Would you like to come?

I love to…


STUDY BLOCK: HOLIDAYS AND

CELEBRATIONS IN COSTA RICA AND

AROUND THE WORLD


Holidays and celebrations in Costa Rica and around the World

Food and beverages for holidays and celebrations

Music and dances, and folk tales

Comparison of holidays and celebrations within Costa Rica and English speaking countries

LISTENING


Identifying main points from oral stimulus.


Sharing points of view. SPEAKING

Describing situations and events.

Comparing and contrasting information.

Expressing likes and dislikes.

Responding with single words or short phrases to what it is seen or heard.

Exchanging basic information. READING

Extracting relevant information on different topics

Applying basic reading skills such as skimming, scanning, anticipating, and reviewing a text.

FUNCTIONS


Comparing and contrasting events.

Describing Costa Rican holidays and celebrations.

Commenting on holidays and celebrations.

Explaining what celebrations represent and mean.

Describing items, events and experiences.


Describing recipes.

Describing music , dances, and folk tales.

LANGUAGE

Holidays and Celebrations in Costa Rica and around the world

types of food, music, clothing, etc.

Food and beverages

Folk tales.

EXPRESSIONS

Who was ...? (Juan Santamaria, Christopher Columbus,etc.)

When is it celebrated?

How is it celebrated? How do you celebrate …?

What is your favorite holiday? Why?

Do you prepare special dishes?

Do you wear a special type of outfit?

Happy birthday

Happy Valentine’s Day

Merry Christmas/ I wish you a Merry Christmas

Happy New Year.

People in Costa Rica celebrate Christmas with...

The students:

Respond to questions properly.

Describe events, situations or pictures in written and oral form.

Draw pictures according to teachers instructions.

Produce questions and answers in oral and written form.

Complete paragraphs or conversations correctly.

Produce pieces of writing.

Identify or extract ideas, main points and general information from auditory and visual devices.

Express opinions, ideas and feelings.

Use the new language properly.



Reading passages about different topics to fill in charts, complete texts, make associations.

WRITING

Writing letters, messages, post cards and simple stories.

Comparing and contrasting information in written form.

Selecting words to complete meanings, sentences and paragraphs.

People in other English speaking countries celebrate New Year’s...

On Independence I like to...

Turkey is prepared in the United States with...

Tamales are prepared in Costa Rica with...

Some typical dances in Costa Rica are...

La Segua is a popular folk tale in Costa Rica.


STUDY BLOCK: COSTA RICAN

BEAUTIES

COGNITIVE TARGETS: Communicating about

Costa Rica natural beauty, its resources, and its weather conditions

The seven provinces of Costa Rica

The most visited places in my country

Cultural diversity

Human rights in my country

English speaking countries

Identification and description of outstanding landmarks in the world

Ways to preserve and improve democracy

Cultural diversity in the world

The most visited places in the world LISTENING

Transferring information heard in written or oral form.

Guessing the general meaning of short conversations and passages.

Identifying the main points of short conversations or passages.

Understanding familiar language and simple sentences spoken at near normal speed.

SPEAKING

Describing places and people.

Expressing ideas and opinion using clear pronunciation.

Sharing and requesting information.

Asking questions about different topics.

FUNCTIONS

Describing Costa Rican natural resources.

Describing places and events.

Describing weather conditions.

Asking for and giving information on Costa Rica’s tourist sites.

Expressing opinions and ideas on different topics.

Describing the flora and fauna of Costa Rica.

Expressing opinions about different topics and situations.

LANGUAGE

Costa Rican natural beauties.

Provinces: Include most important traits in terms or people, products, economical activities, natural beauties, etc.)

Beaches: white sand, quiet, clean, etc.

Climate: spring like, hot, cool, rainy, dry, etc.

Trees: Guanacaste, Chicle, etc.

Fauna: Bat, reptile, bug, tepezquintle, white tail deer

National Parks.

Biological reserves.

Flora

Democracy.

EXPRESSIONS:

How do you get to ...?

What’s your favorite national park?

What kind of national parks are there in your province?

Have you ever seen a quetzal, a jaguar, etc.?

Why do you like ... National Park?

How would you protect ... National Park?

What’s your favorite place to visit in your community?

The students:

Respond to questions properly.

Describe events, situations or pictures in written and oral form.


Match words with pictures or maps.

Participate in different activities ( role-plays, etc.

Produce questions and answers.

Complete paragraphs or conversations correctly.

Produce pieces of writing.

Read and React to new vocabulary or material.

Express opinions, ideas and feelings.



READING

Representing information read in visual form.

Scanning information from texts.

Demonstrating knowledge through applications in a variety of contents.

Getting the gist of short statements WRITING


Selecting appropriate words to complete a short conversation or text.

Manipulating the script of a language.

Transferring visual or oral information into written forms through completing charts, tables among others.

What are some human rights? Right to education, health services, have a family.

Why are human rights important?

How can human rights be promoted? Being tolerant. Respecting private life. biological reserves in our country.

In a biological reserve you can find...

Flora and fauna are varied.

In Costa Rica there are many different types of birds, snakes, butterflies, etc.

There are many species of orchids, roses, trees, medicine plants, etc.

Democracy is…

Treats to a democratic state.

Lack of participation.

Disobeying rules

Taking care of public institutions.

Lack of information about Human Rights.

Factors that preserve democracy.

Respecting the opinion of the majority.

I wish...

I consider...

I think...

We should...


STUDY BLOCK: MY

ENVIRONMENTAL EDUCATION

COGNITIVE TARGETS: Communicating about

Use and misuse of natural resources in my country

Influence of technology on the environment

Natural disasters

Ways of preventing natural disasters

Pollution around the world

Advantages and disadvantages related to the use of technology and the environment

LISTENING

Guessing details and general meanings from short passages.

Following oral and written directions.

Showing listening comprehension when exchanging information.

SPEAKING

Sharing information.

Making suggestions.

Discussing alternatives and consequences.

Imitating the pronunciation of words correctly.

Participating in pair and group discussions READING

Identifying details in familiar material.

Skimming information

Extracting details and main points from stories and other texts.

Drawing meanings from oral and written sources.

FUNCTIONS

Talking about environmental problems and their effects.

Discussing issues on the prevention of natural disasters.

Asking for and giving information about the importance of taking care of the environment

Expressing opinions about different topics.

Identifying uses of different inventions. .

LANGUAGE

Environmental language: Factories, industries, chemicals, oil, pollution, fertilizer, etc.

Types of pollution.

Technology. EXPRESSIONS


Don’t burn trash.

Let’s save energy, electricity, water, etc.

Let’s fight deforestation.

Don’t destroy trees.

What kind of pollution do you know of in your community?

Can we prevent/ control …?

Don’t pollute, poison the rivers, etc.

We must recycle.

We must take of our environment.

Erosion is caused by cutting down trees, polluting, burning soil, etc.

Chemicals factories cause a lot of problems in the environment.

High tech machines cause noise pollution

The students:

Describe events, situations in written and oral form.


Match words with pictures or maps.

Participate in different activities ( role-plays, etc.

Produce questions and answers in oral and written form.

Complete paragraphs or conversations correctly

Express ideas and opinions.

Follow instructions.

Produce pieces of writing. Check pronunciation and listening

comprehension.

Produce structures, vocabulary, pronunciation and intonation.

Produce correct sentences.


Infer from a reading.

Write sentences correctly.


WRITING

Substituting individual words and sets of phrases.


Summarizing short texts, events, and personal experiences in a written form.

Writing letters, messages, postcards, and simple stories.

I Nivel Primero y Segundo Grados Asignatura: INGLÉS...

Documents

Transcript of I Nivel Primero y Segundo Grados Asignatura: INGLÉS...