· Web viewLa persona docente iniciará su trabajo del segundo periodo con los aprendizajes base que se le brindan en la PAB, y dándole continuidad al trabajo del primer periodo

Viceministerio AcadémicoDirección de Desarrollo Curricular

Transformación Curricular, una apuesta por la calidad educativa.

Plantilla de Aprendizajes Base Curso lectivo 2020-2021

a. Aspectos administrativos:Nivel: Tercero Ciclo: Primero

Modalidades: I y II Ciclos de la Educación General Básica

b. Presentación: El Ministerio de Educación Pública ante la emergencia ocasionada por la pandemia COVID- 19 y con la finalidad de

garantizar el derecho a la educación, por medio de la educación a distancia en el 2020 y la educación combinada en el

2021; ha solicitado a los diferentes niveles, ciclos y modalidades del sistema educativo, la priorización de aprendizajes

base.

Por esta razón, el Departamento de Dirección Curricular realizó una consulta a personas docentes y personas asesoras

regionales de las distintas regiones educativas del país que imparten la asignatura de Inglés del nivel Primero, donde se

les preguntó cuáles aprendizajes esperados lograron desarrollar hasta el 24 de mayo, fecha en que se suspendió el

presente curso lectivo por la emergencia de COVID19; así como los nuevos aprendizajes esperados seleccionados para

el trabajo del segundo periodo en la educación combinada.

El contexto actual en el que la educación combinada es la respuesta para continuar con el proceso educativo ante el

aumento de casos positivos por COVID- 19, amerita retomar las Plantilla de Aprendizaje Base 2020, para el segundo

período del presente curso lectivo.



Aspectos importantes por considerar

a) Las metas de aprendizaje u objetivos lingüísticos seleccionados en las PAB, se consideran fundamentales y están

vinculados a competencias/habilidades. Los escenarios y bloques de estudio por articular son los saberes

fundamentales que se deben retomar para fortalecer el logro de la competencia o habilidad lingüística.

b) Posterior a la realización de una consulta, se han priorizado los aprendizajes correspondientes a las unidades 1, 2,

3, 4 y 5, de primero a quinto año, y las unidades 1, 2, 3, 4, 5, 6 y 7 en sexto año, del programa de estudio, para

cada nivel. La unidad 6 del programa de estudios 2016, se articulará con la primera unidad en cada uno de los

niveles en el 2022, para lo cual se facilitará, posteriormente, los aprendizajes base de esas unidades.

c) La persona docente iniciará su trabajo del segundo periodo con los aprendizajes base que se le brindan en la PAB,

y dándole continuidad al trabajo del primer periodo. Por ejemplo, si finalizó en la unidad 2 en el primer periodo,

inicia con los assessment strategies de la unidad 3 priorizados en este documento.

d) En caso de que la persona docente no haya concluido la unidad 2, entre julio y agosto podrá retomarla y

terminarla

e) La persona docente debe tomar en cuenta el informe descriptivo de logro del primer periodo, para identificar áreas

de mejora en cada una de las cuatro competencias lingüísticas, que puedan ser retomadas en los procesos de

mediación pedagógica del segundo periodo. Así mismo, debe tomar en cuenta la realidad de la comunidad del

centro educativo, las necesidades y características de la persona estudiante, para contextualizar y dar pertinencia

a los procesos de construcción del conocimiento.

f) En el segundo periodo, no se elaborará el mini proyecto integrador, con el fin de dar más atención al desarrollo de

las competencias lingüísticas consignadas en las PAB, lo que a la vez le permite a la persona docente avanzar

más en la implementación del planeamiento didáctico.



g) Se recomienda consultar la matriz de ruta de nivelación académica para el segundo periodo en el proceso de

implementación de la PAB en lo referente a articulación, recursos y distribución mensual.

h) La matriz de ruta de nivelación académica se debe cubrir en el segundo periodo del 2021, tomando en cuenta la

distribución mensual presentada.

i) Al final de cada unidad, se incluye la rúbrica de nivel de logro. La persona docente la llenará con base en los

assessment strategies e indicadores de aprendizaje desarrollados durante la mediación pedagógica.

j) En el mes de enero, se recomienda realizar un repaso de los assessment strategies sugeridos por cuanto focalizan

elementos importantes de articulación con el nivel siguiente.

LevelThird

Unit 1 Scenario: Our Family to do list

Linguistic Competence

Prioritized Assessment Strategies 2020/2021

Indicators of Learning Suggested Didactic Strategies

Oral Comprehension Listening

L.2. Responds to comprehension questions about key vocabulary words (household items location).

L.2.1. responds to comprehension questions like “Where is ____? It’s _____ about household items location supported by pictures.

No aplica.



Written Comprehension Reading

R.2. Appreciates readings analyze and enjoy texts.

R.2.1. shows appreciation for short readings about simple requests related to household chores analyze and enjoy texts by offering to read aloud in the class.

No aplica.

Written Comprehension Phonemic Awareness

R.PA.3. Blends English graphemes using knowledge of word parts, syllabification and phonemic awareness

R.PA.3.1. blends English graphemes and phonemic awareness (CVC words, am word family) for creating new words.

No aplica.



R.PA.3.2. blends English graphemes and phonemes ab word family for creating new words.

No aplica.



R.PA.3.3. blends English graphemes and phonemic awareness (CVC words, an word family) for creating new words.

No aplica.





R.PA.3.4. blends English graphemes and phonemic awareness (CVC words, ad word family) for creating new words.

No aplica.

Oral Production Spoken Interaction Speaking

SI.1. Provides one word answers to basic questions.

SI.1.1. answers to basic questions like Can you pass me a _____? by using one word Sure!, nothing, nowhere, none.

No aplica.


SI.2. Interacts in a simple way provided others are prepared to repeat, rephrase, and speak slowly.

SI.2.1. talks in a simple way about the location of household items, working in pairs speaking slowly and supported by pictures.

No aplica.

Written Production Writing

W.2. Fills in gapped texts using a word list of familiar words.

W.2.1. fills in gapped texts using a word list of family chores.

No aplica.

Rúbrica de nivel de logro para InglésImportante:

1. Recordar que la rúbrica permite valorar el logro de la persona estudiante en relación con los descriptores de las

competencias lingüísticas al finalizar cada una de las guías de trabajo autónomo.

2. Valorar el nivel de logro de la persona estudiante, representa evidenciar su proceso de adquisición, descrito en el



estrategia de evaluación y el indicador de aprendizaje, y permite a la persona docente la toma de decisiones en

relación con el acompañamiento y los apoyos pedagógicos para que alcance el nivel propuesto.

3. El nivel de logro se define tomando en cuenta el assessment strategy, el indicator of learning y el criterio

correspondiente para cada uno de los niveles de logro (Not yet achieved, In progress, Achieved).

Assessment Strategy Indicator of Learning

Achievement level 1. Not yet achieved Learner cannot

achieve the task

correctly.

2. In progressLearner can achieve

the task with some

difficulty and needs

improvement.

3. Achieved Learner can fully

achieve the task

without any

difficulty



LevelThird

Unit 2 Scenario: Families celebrate together!





L.1. Recognizes the most important information in a straightforward talk.

L.1.1. identifies information about family celebrations in a straightforward talk supported by pictures.

Guías de Trabajo Autónomo S6 https://aulavirtualabierta.mep.go.cr/seccion/ingles-tercero/ingles-1-tercero/


L.1. Recognizes the most important information in a straightforward talk.

L.1.2. recognizes the most important information about family celebrations in a straightforward talk supported by pictures.

Guías de Trabajo Autónomo S6 https://aulavirtualabierta.mep.go.cr/seccion/ingles-tercero/ingles-1-tercero/




L.2. Recognizes key vocabulary words by answering questions.

L.2.1. recognizes key vocabulary words about birthday´ s celebration by answering questions.

Birthday celebration are very popular all around the world. How do you celebrate birthdays in your family? https://www.youtube.com/watch?v=7jrTgtX8q9k


L.3. Recognizes numbers, times and other pieces of short information, if given slowly and clearly.

L.3.1. recognizes numbers from 1 to 31 in simple audios about time and dates, if given slowly and clearly and supported by images.

Learners review months of the year and ordinal numbers with this song https://www.youtube.com/watch?v=JABPMyXTZcsReview days of the week with this song https://www.youtube.com/watch?v=LIQsyHoLudQReview cardinal numbers and questions about celebrations https://www.youtube.com/watch?v=ZqzNhBlpVHM



L.3.2. recognizes times expressions (every Christmas, every Sunday, for my birthday) related to telling time and dates, if given slowly, clearly and supported with pictures.

Learners review months of the year and ordinal numbers with this song https://www.youtube.com/watch?v=JABPMyXTZcsReview days of the week with this song https://www.youtube.com/watch?v=LIQsyHoLudQReview cardinal numbers and questions about celebrations https://www.youtube.com/watch



?v=ZqzNhBlpVHMWritten Comprehension Reading

R.1. Identifies previously encountered high-frequency words.

R.1.1 identifies high-frequency words about time expressions (every, for) by underline the words in the reading story.

Teacher and learners read aloud Family Celebrations in Costa Rica mini bookhttps://online.flippingbook.com/view/426279/Here is the Didactic Sequence for the reading http://www.mep.go.cr/sites/default/files/guia-didactica.pdf



R.1.2 identifies high-frequency words about frequency adverbs (always, never, sometimes) by completing reading chart.



R.2. Shows understanding and enjoyment of text heard or read sequencing pictures.

R.2.1. shows understanding and enjoyment of text heard or read about family celebration by sequencing pictures.



R.PA.4. Blends English graphemes and phonemes using knowledge of word parts

R.PA.4.1. blends English graphemes and phonemes –ap word family for creating new words.

Learners watch a video of ap word family to see the blending graphemes and phonemes to create new wordshttps://www.youtube.com/watch



?v=ZqtW8NefbxA&t=3sThen will do the ap word family worksheet http://www.growinglittleminds.net/2015/06/working-with-word-families.html



R.PA.4.2. blends English graphemes and phonemes –ag word family for creating new words.

Learners watch a video of ag word family to see the blending graphemes and phonemes to create new wordshttps://www.youtube.com/watch?v=OJFG26oV6b8Makes CVC Phonetic Reading blocks follow the link to guide youhttps://www.adventure-in-a-box.com/diy-printable-cvc-rods-with-phonetic-reading-blocks/



R.PA.4.3. blends English graphemes and phonemes –op word family for creating new words.

Learners watch a video of op word family to see the blending graphemes and phonemes to create new wordshttps://www.youtube.com/watch?v=KVU8dFsBhtULearners use a memory game to practice CVC words in pairs https://www.youtube.com/watch?v=CQC5HQYr5l8



R.PA.4.4. blends English graphemes and phonemes –og word family for creating new words.

Learners watch a video of og word family to see the blending graphemes and phonemes to create new words



Learners read the -og word family reading comprehension worksheet https://www.teacherspayteachers.com/Product/Word-Family-Reading-Comprehension-Passages-1941314


SI.1. Interacts in a simple way. SI.1.1. talks in a simple way about family celebrations with a partner using information like “What is your favorite celebration?” Do you celebrate Christmas? Do you celebrate Mother´s day? Do you celebrate birthdays? Yes, I do/ No, I don’t.

Learners work in pairs asking and answering Yes/No questions. Do you celebrate Christmas? Do you celebrate Mother´s day? Do you celebrate birthdays? Do you eat rice with chicken during birthdays? Learners answer: Yes, I do/ No, I don’t.


SI.2. Answers simple questions using individual words, expressions, or short sentences.

SI.2.1. answers simple questions like When is your birthday? How do you celebrate …? using individual words, expressions, or short sentences and working with a partner.

Learners work in pairs having a conversation. Asking for their family birthday’s dates like: When is your mother’s birthday? When is your dad´s birthday? What do you do in that special dates?

Spoken Production Speaking

SP.1. Talks about family celebrations and traditions.

SP.1.1. talks about family celebrations and traditions by bringing a poster or picture of one family celebration and how is the celebration.

Teacher asks learners to bring a picture of their favorite celebration to share in class. Also, can use a calendar, time expression, frequency adverbs and prepositions to describe the picture.




SP.1. Talks about family celebrations and traditions.

SP.1.2. tells time when describing family celebrations like When do you celebrate__? by saying month and date.

Teacher asks learners to bring a picture of their favorite celebration to share in class. Also, can use a calendar, time expression, frequency adverbs and prepositions to describe the picture.


SP.2. Expresses how they are feeling.

SP.2.1. expresses how they are feeling in relation to traditions and celebrations by participating in a family celebration role-play.

Teacher uses pictures of family celebrations and ask learners to express how they are feeling.













achieve the task

correctly.


the task with some


improvement.


achieve the task

without any

difficulty

LevelThird

Unit 3 Scenario: May I help you?

Linguistic Prioritized Assessment Indicators of Learning Suggested Didactic Strategies



Competence Strategies 2020/2021Oral Comprehension Listening

L.1. Recognizes simple information about a place.

L.1.1. recognizes simple information about a community helpers by pointing to pictures.

Learners sing the song about community helpers https://www.youtube.com/watch?v=TiZoHudqFq8Learners recognize simple information about community services https://www.youtube.com/watch?v=EfD2k9beP-4&feature=youtu.be


L.1. Recognizes simple information about a place.

L.1.2. recognizes simple information about a community services by pointing to pictures.

Learners sing the song about community helpers https://www.youtube.com/watch?v=TiZoHudqFq8Learners recognize simple information about community services https://www.youtube.com/watch?v=EfD2k9beP-4&feature=youtu.be



L.2.1. recognizes numbers from 1 to 100 in relation to quantity and prices, if given slowly and clearly supported by pictures.

Learners listen to the dialogue to recognize numbers, money and asking about prices.https://www.youtube.com/watch?v=I9YYtue3_Cs&t=35s





L.2.2. recognizes other pieces of short information like prices, if given slowly and clearly by using money pictures.

Learners listen to the dialogue to recognize numbers, money and asking about prices.https://www.youtube.com/watch?v=I9YYtue3_Cs&t=35s



L.3.1. identifies key vocabulary words about goods and services in the community by answering questions like What´s this? It´s a/an... Where do I get some …?How much is it?

Learners listen and recognize key vocabulary words https://www.youtube.com/watch?v=qh3Ra7nDnqI Then role-play the situation with a different good and service to answer questions.



L.3.2. recognizes key vocabulary words about goods and services in the community by answering questions like What´s this? It´s a/an . Where do I get some …?How much is it?

Learners listen and recognize key vocabulary words https://www.youtube.com/watch?v=qh3Ra7nDnqI Then role-play the situation with a different good and service to answer questions.



R.1.1. identifies high-frequency words like (this, is, a, and, but, the, he, she, in, at) in a reading text about community helpers and community services by underlining the words.

Learners read aloud the Career Day storyhttps://www.youtube.com/watch?v=soKRa6D90WQthen identify high frequency words like (people and places they work)

Written Comprehension

R.2. Shows understanding and enjoyment of text heard or read

R.2.1. shows understanding and enjoyment of text heard

Learners follow May I help you? Mini book reading in this link and



Reading sequencing pictures. or read about community helpers and services by sequencing pictures.

then complete the reading comprehension activities http://recursos.mep.go.cr/2019/ingles/minibooks/navigation/third.html


R.PA.3.1. Blends spoken phonemes to form two-letter words.

R.PA.3.1.1. Blends English graphemes and phonemes –ob, -ip, –ig and -in to form words.

Learners watch a video of ig and in word family to see the blending graphemes and phonemes to create new wordshttps://www.youtube.com/watch?v=fQaKEIncXRU

https://www.youtube.com/watch?v=CiH0V9oAFiMHere is the White board game template https://www.pinterest.com/pin/726838827334005172/?nic_v1=1aDqQvGr3VH%2BTPi1ZwHy974HhCJ8aLs18CNSZDSsI4jnEamCd02cyumyW2HDQykz4k


R.PA.3.2. Reads English graphemes with the ending (tion, -sion) and the phonemes ɜ: / ɔ: using knowledge of phonemic awareness.

R.PA.3.2.1 Reads English graphemes with the ending (tion, -sion) using knowledge of phonemic awareness.

Learners watch the video to recognize the prefixes is the beginning and the suffixes is the end of words.https://www.youtube.com/watch?v=mZ3TyZznTf0 https://www.youtube.com/watch?v=V__uO0p5fhsLearners reads English graphemes with the ending (tion, -sion) and the phonemes ɜ: / ɔ:



https://www.youtube.com/watch?v=q1-h63fewUcLearners can make a puzzle to practice https://missgiraffesclass.blogspot.com/2015/09/prefixes-and-suffixes-teaching-ideas.html


R.PA.3.2. Reads English graphemes with the ending (tion, -sion) and the phonemes ɜ: / ɔ: using knowledge of phonemic awareness.

R.PA.3.2.2. reads English graphemes in minimal pair sounds ɜ: / ɔ: using knowledge of phonemic awareness.

Learners watch the video to recognize the prefixes is the beginning and the suffixes is the end of words.https://www.youtube.com/watch?v=mZ3TyZznTf0 https://www.youtube.com/watch?v=V__uO0p5fhsLearners reads English graphemes with the ending (tion, -sion) and the phonemes ɜ: / ɔ:https://www.youtube.com/watch?v=q1-h63fewUcLearners can make a puzzle to practice https://missgiraffesclass.blogspot.com/2015/09/prefixes-and-suffixes-teaching-ideas.html


SI.1. Interacts in a simple way. SI.1.1. asks in a simple way about things he/she can buy at a clothing store with a partner and supported by pictures.

Learners in pairs interact in a simple way using conversation starters provide by the teacher like the example in the video A woman is buying things at the grocery store.https://www.youtube.com/watch?v=GlNbzAGZC2M





SI.2.1. answers simple questions like Can you help me? How much does it cost? Can I have … please? using individual words, expressions, or short sentences work with a partner and visual aids.

Learners in pairs create a dialogue and ask each other Example: Where can I get a cake? In the bakery Who sell the bread? What is this place? This is the bookstore How much is this? How much money do you have? https://www.youtube.com/watch?v=b5t9K-Mb7wc


SP.1. Names goods and services in the community with clear pronunciation.

SP.1.1. names goods and services in the community like This is a book. This is a doctor with clear pronunciation and support by pictures.

Learners watch the to recognize the difference between a good and service https://www.youtube.com/watch?v=Umq76iNkhx0Later some volunteer name goods and services in the community and finally completed https://www.youtube.com/watch?v=saYo7wRiKwM


SP.2. Provides basic information about community and community helpers using visuals.

SP.2.1. gives basic information about community helpers and services in short presentation using visuals aids.

Learners can use sentence frames and pictures to produce vocabulary about community helpers, places in town, goods and services, using the ideas of sorting mats community workers in the following link. https://www.themeasuredmom.com/sorting-mats-for-community-workers/ Later share with classmates




W.2. Uses emerging knowledge of words to write authentic texts.

W.2.1. uses words about good and services in the community to write authentic texts supported by a picture.

Learners individually write a short story like the example in the video and using all their knowledge. https://www.youtube.com/watch?v=lqSBEc1WLTk













achieve the task

correctly.


the task with some


improvement.


achieve the task

without any

difficulty

LevelThird

Unit 4 Scenario: Getting Around Town!







L.1. Identifies the most important information in a straightforward talk.

L.1.1. identifies the most important information about community places in a straightforward talk supported by pictures or drawings.

Learners listen to the song Where are you going? In addition, learners recognize and tell the places in the community.https://www.youtube.com/watch?v=krPMYK2aY3o


L.2. Responds to comprehension questions about key vocabulary words.

L.2.1. responds to comprehension questions like “Where are you going? about community places I am going to … by pointing to the picture.

Learners are going to sing the song Where are you going? Holding up a picture of every place they mention https://www.youtube.com/watch?v=OkfROvtrDl8


L.3.1. Recognizes and follows basic 1 to 2 step instructions from peers for getting to a place.

L.3.1.1. identifies 1 to 2 basic step instructions (on the corner, next to, across from) from peers for getting to a place.

Learners listen; recognize traffic signs and instructions for getting to a place.https://www.youtube.com/watch?v=-t2oX6zQEyUThen review meaning of each sign by pointing pictures.


L.3.1. Recognizes and follows basic 1 to 2 step instructions from peers for getting to a place.

L.3.1.2. recognizes 1 to 2 basic step instructions (on the corner, next to, across from) from peers for getting to a place.

Learners listen; recognize traffic signs and instructions for getting to a place.https://www.youtube.com/watch?v=-t2oX6zQEyUThen review meaning of each sign by pointing pictures.

Oral L.3.1. Recognizes and follows L.3.1.3. follows 1 to 2 basic Learners listen; recognize traffic



Comprehension Listening

basic 1 to 2 step instructions from peers for getting to a place.

step instructions (on the corner, next to, across from) from peers for getting to a place.

signs and instructions for getting to a place.https://www.youtube.com/watch?v=-t2oX6zQEyUThen review meaning of each sign by pointing pictures.


R.1. Recognizes specific information in short text messages including short greetings.

R.1.1. recognizes specific information about community places in short text messages including short greetings “be careful,” “excuse me.” by highlighting to match with the picture.

Learners read along the story City places to recognize specific information and later answer some questions https://www.youtube.com/watch?v=K6qfTmOVj0w


R.2. Shows understanding of texts read sequencing pictures correctly.

R.2.1. shows understanding of texts read about community places by sequencing pictures correctly.

Learners read along My Neighborhood story https://www.youtube.com/watch?v=tldpnkt_fE4and then to show understanding of texts can identify the beginning, middle and end by sequencing pictures of the story.


R.PA.4. Blends English graphemes and phonemes

R.PA.4.1. blends English graphemes and phonemes –it and -ill word family to create new words.

Learners watch a video of -it and -ill word family to see the blending graphemes and phonemes to create new wordshttps://www.youtube.com/watch?v=D2r8GsJP4ag&t=3sill https://www.youtube.com/watch?v=AsU7OYsvpaohttps://www.youtube.com/watch?v=2LO3e631GRM

Written R.PA.4. Blends English R.PA.4.2. blends English Learners watch a video of –ug, -



Comprehension Phonemic Awareness

graphemes and phonemes graphemes and phonemes –ug, -ub, -up word family to create new words.

ub and –up word family to see the blending graphemes and phonemes to create new wordshttps://www.youtube.com/watch?v=zZBzXdVihCoub https://www.youtube.com/watch?v=PYkWs2_JmgEuphttps://www.youtube.com/watch?v=isHJCau4eAIhttps://www.youtube.com/watch?v=45_DdNrVR2kReview ug, ub, up https://www.youtube.com/watch?v=RMSpnCA3EBs



R.PA.4.3. blends English graphemes and phonemes to create new words. Minimal pair sounds: Y [ j ] as yellow vs J [ dʒ ] as jello sound

Learners watch the video to see the difference between these two soundhttps://www.youtube.com/watch?v=EKII6NscMbgThen can practice with other words pair sounds



R.PA.4.4. blends English graphemes and phonemes. Consonants blends (bl, dr, st) but not limited to create new words.

Learners watch the videos to learn phonics blends of two consonants blends (bl, dr, st) but not limited blhttps://www.youtube.com/watch?v=vXQyGf9YwLMdrhttps://www.youtube.com/watch?v=9ngGJfgSyxk



sthttps://www.youtube.com/watch?v=4MqCXAzcIl4Later learners read along to story is call Two Friend and look for blending in the words. https://www.youtube.com/watch?v=1OgDU6Ww3CE


SI.1. Meets and takes leave of people using appropriate expressions.

SI.1.1. uses greetings and leave-taking expressions appropriate when meeting people in a community place or supported by pictures.

Learners listen to using pedestrian crossing and then do a role-play a situation in pairs. Teacher provides learners a poster with traffic signs and directions expression https://www.youtube.com/watch?v=KwTr7B7ncxk


SI.2. Asks for the location of a familiar object.

SI.2.1. asks for the location of community places How can I get…? by showing a direction map.

Teacher makes pairs and give then cards with place in the community with different locations. Learners have a conversation asking each other, Example. Excuse me; Where is the pharmacy? Can you help me to get to the school? How can I get to the police station?


SP.1. Names some common words or objects in familiar environments.

SP.1.1. names some common words about different community places like This is my community and this is the library using pictures.

Teacher provides learners with story sequence cards, they work in small groups and take turns to produce a conversation using picture story sequence about community places https://www.pinterest.com/pin/533254412127605743/?



nic_v1=1aXzBVz5xnuJ6cdXPR%2F1vjAQKSADArhTrdDthSY6ZHajkoqvhHMHRSxSXynie9fXtX


SP.2. Describes location of familiar places using short sentences.

SP.2.1. describes location of community places using short sentences and a community map.

Learners watch the video and then teacher make groups and give each group a map of town. Learners describe location of places in the map as they saw in the videohttps://www.youtube.com/watch?v=jWY6N9QXmEY


W.2. Answers simple questions using individual words, expressions, or short sentences

W.2.1. answers simple questions like Where is the Library? using individual words, expressions, or short sentences and supported by a picture.

Teacher prepares a worksheet with a map of a town and asks some questions to learners. Where is the ______? How can I get there? Directions: First, Then, Next, Turn right, Turn left, Go straight, walk, go up/down













achieve the task

correctly.


the task with some


improvement.


achieve the task

without any

difficulty



LevelThird

Unit 5 Scenario: Fun Places and Spaces





L.1. Recognizes the names of outdoor and indoor activities.

L.1.1. identifies the names of outdoor activities if is supported by pictures.

Learners recognize the names of outdoor and indoor activities said in the videohttps://www.youtube.com/watch?v=YkeIkmzYSz4Later, they can share what is his/her favorite activity.



L.1.2. recognizes the names of outdoor activities if is supported by pictures.




L.1.3. identifies the names of indoor activities if are show visual aids.






L.1.4. recognizes the names of indoor activities if are show visual aids.



L.2. Recognizes what is being said provided people speak slowly and carefully

L.2.1. recognizes what is being said about indoor and outdoor activities if people speak slowly and carefully and using visual aids.

Learners listen to the video and recognize the indoor or outdoor activities when they are ask; What do you like doing? https://www.youtube.com/watch?v=N1o4oOXLOZc


L.3. Follows simple instructions including directions.

L.3.1. follows simple instructions to do indoor activities supported by pictures.

Learners listen and sing the Learning Directions song to follow instruction to get to a place. Then teacher use a map of the city to practice instructions and directions.https://www.youtube.com/watch?v=-btE6kmcNk4


L.3. Follows simple instructions including directions.

L.3.2. follows simple directions to do outdoor activities getting to a place supported by pictures.

Learners listen and sing the Learning Directions song to follow instruction to get to a place. Then teacher use a map of the city to practice instructions and directions.https://www.youtube.com/watch?v=-btE6kmcNk4


R.1. Recognizes main points in short texts in picture books and illustrated material.

R.1.1. gets the gist of a short text in picture books and illustrated material about the

Learners read along the conversation in the video and recognize some of outdoor and



diversity of Costa Rica by answering simple questions.

indoor activities they like to do.https://www.youtube.com/watch?v=tgVtVoxzwDI


R.1. Recognizes main points in short texts in picture books and illustrated material.

R.1.2. recognizes main points in short texts in picture books about indoor and outdoor activities by discriminating the illustrated material.

Learners read along the conversation in the video and recognize some of outdoor and indoor activities they like to do.https://www.youtube.com/watch?v=tgVtVoxzwDI


R.PA.2. Imitates the letters of the alphabet in order.

R.PA.2.1. imitates each sound of the letters of the alphabet in words related to indoor and outdoor activities right after the teacher using pictures, songs, chants.

https://www.youtube.com/watch?v=OaSSlLyXCh8


R.PA.2.1. Reads English graphemes and phonemes using knowledge of word parts, syllabification and phonemic awareness.

R.PA.2.1.1. reads English graphemes and phonemes using knowledge of word parts, syllabification and phonemic awareness. Blends English graphemes and phonemes. Consonants blends (ng) ending to create new meaning.

Learners are learning Phonics words ending with 'ng'https://www.youtube.com/watch?v=dwoIHyRsETAPractice the “ng” sound with other words https://www.youtube.com/watch?v=jmtOKfTEBh8



R.PA.2.1.2. reads English graphemes and phonemes using knowledge of word parts, syllabification and phonemic awareness blends English graphemes and phonemes –un, -ut word family to create new meaning.

Learners watch a video of –un, -ut word family to see the blending graphemes and phonemes to create new wordsunhttps://www.youtube.com/watch?v=M9YdenvtagEut https://www.youtube.com/watch?





v=7-zf5hcvkwA&t=83shttps://www.youtube.com/watch?v=IX1etAgae6I



R.PA.2.1.3. reads English graphemes and phonemes using knowledge of word blends English graphemes and phonemes –et word family to create new meaning.

Learners watch a video of –et word family to see the blending graphemes and phonemes to create new wordsethttps://www.youtube.com/watch?v=fh-zRxSG6N8&t=29s



R.PA.2.1.4. reads English graphemes and phonemes using knowledge of word blends English graphemes and phonemes –eg word family to create new meaning.

Learners watch a video of –eg word family to see the blending graphemes and phonemes to create new wordseghttps://www.youtube.com/watch?v=AanIX91wBichttps://www.youtube.com/watch?v=NEgsJ-xot3w


SI.1. Interacts in a simple way. SI.1.1. talks in a simple way about What do you like to do in your free time? supported by pictures.

Learners sing the song What do you like to do? As an input. Then, get in pairs and have a conversation with the classmate of indoor or outdoor activities they like to do.https://www.youtube.com/watch?v=tYNap8gVNK4

Oral Production Spoken Interaction


SI.2.1. answers simple questions like Do you like playing …? about leisure

Learners watch a situation asking and giving directions to get to the museum



Speaking activities using individual words, expressions, or short sentences and supported by pictures.

https://www.youtube.com/watch?v=IfT4XhfUFkkIn pairs they will do a role-play with the same questions but with different place.Learners watch a video of –eg word family to see the blending graphemes and phonemes to create new wordseghttps://www.youtube.com/watch?v=AanIX91wBichttps://www.youtube.com/watch?v=NEgsJ-xot3w


SP.1. Describes instructions for playing games.

SP.1.1. describes instructions for playing games using visual aids to support the description.

Learners watch the video “How to play jacks” to learn how to describe instructions for playing a game.https://www.youtube.com/watch?v=OwmCInS2pIMAfter that, each one choose one activity and describe the instruction how to play the game.


SP.2. Expresses preferences about spare time activities

SP.2.1. expresses preferences about spare time activities by showing a poster and doing a short performance.

Learners watch the video to understand adverbs of frequency.

https://www.youtube.com/watch?v=tEVIKyTgL40Then in groups, they choose pictures of indoor or outdoor activities to express when classmates ask How often do you -----?




W.2. Fills in gapped text using a word list of familiar words.

W.2.1. fills in gapped text about playing games instructions using adverbs of a word list and according with the pictures.

Learners listen to the dialogs in the video and fill the gaps (using a word list) in the text in their worksheet.https://www.youtube.com/watch?time_continue=56&v=JWtnRlPf5_g&feature=emb_logo

REPASO ENERO


SI.1. Interacts in a simple way. SI.1.1. talks in a simple way about family celebrations with a partner using information like “What is your favorite celebration?” Do you celebrate Christmas? Do you celebrate Mother´s day? Do you celebrate birthdays? Yes, I do/ No, I don’t.

Learners work in pairs asking and answering Yes/No questions. Do you celebrate Christmas? Do you celebrate Mother´s day? Do you celebrate birthdays? Do you eat rice with chicken during birthdays? Learners answer: Yes, I do/ No, I don’t.



SI.2.1. answers simple questions like When is your birthday? How do you celebrate …? using individual words, expressions, or short sentences and working with a partner.

Learners work in pairs having a conversation. Asking for their family birthday’s dates like: When is your mother’s birthday? When is your dad´s birthday? What do you do in that special dates?













achieve the task

correctly.


the task with some


improvement.


achieve the task

without any

difficulty



Nombre de participantes

Asesores nacionales: Ana Campos Centeno y Randall Centeno Hernández

Asesores regionales: Sandra Araya Acuña y Shirley Rojas Leiva

Docentes de inglés de Primero y Segundo Ciclos: Viridiana Alvarado Bejarano, Carol Caballero Rojas y Marianela Marín Ramírez

Jefe del Departamento de Primero y Segundo Ciclos. Richard Navarro Garro

Documents

· Web viewLa persona docente iniciará su trabajo del segundo periodo con los aprendizajes base que se le brindan en la PAB, y dándole continuidad al trabajo del primer periodo