Teacher Guide Module 71 Level III Period IV

Autoridades
Anna Katharina Müller Castro
Ministra de Educación Pública
María del Rocío Solís Gamboa
Viceministra Académica de Educación
Ana Mariela Abarca Restrepo
Directora de la Dirección de Desarrollo Curricular
Rigoberto Corrales Zúñiga

Jefe del Departamento de Tercer Ciclo y Educación
Comisión redactora
Mag. Marianella Granados Sirias,
Asesora Nacional de Inglés, Departamento de Tercer Ciclo y Educación Diversificada
Mag. Alfredo Ortega Cordero,

Asesor Nacional de Inglés, Departamento de Tercer Ciclo y Educación Diversificada
Mag. Andrea Cruz Badilla

Asesora Nacional de Inglés, Departamento de Tercer Ciclo y Educación Diversificada
Scenario: Get Ready. Get set. Go!

Paola Artavia Moya
Asesora Regional de Inglés, Dirección Regional de Occidente
Scenario: Really??? (Controversial issues)

Max Arias Segura
Asesor Regional de Inglés Dirección Regional de Liberia
Docentes de Inglés de Tercer Ciclo y Educación Diversificada
Amalia de la O, Colegio Nocturno de la Cruz
José Enrique Chavarría , Liceo Nocturno de Bagaces
Helena Chaves, Colegio Artístico Felipe Pérez Pérez
Didier Villareal, Liceo de Guardia
Lilliana Ugalde, Colegio José María Gutiérrez
Alejandra Peña, Instituto de Guanacaste
Katherine Williams Jiménez

Dirección de Recursos Tecnológicos , Diseño de portada
Forward letter to the teachers
Dear Teacher,
This module focuses on supporting you as facilitators as you help your colleagues in the process of understanding and
implementing the new English syllabus. Thank you for your commitment to the goal of transforming English Classrooms
across Costa Rica through Action-Oriented Teaching and Learning.
This document contains a range of resources and key elements to assist you in collaborative environments as you make
your way through the four following stages (proposed by Patrick Moran, a respected authority in language teacher
education):
* Knowing about--by understanding the concepts and principles of the curricular English teaching and learning
reform.
* Knowing why--by internalizing the purpose of the English reform as a response to contributing to the formation of
the new citizen the country requires.
* Knowing how--by developing and implementing the action-oriented learning tasks when designing lesson plans,
assessment instruments and follow up actions to best serve learners.
* Knowing oneself--by reflecting upon and reviewing your personal beliefs and teaching practices.
In conjunction with the materials in this module, we are encouraging you to build partnerships with other colleagues and to
contextualize the material and ideas given according to your learners’ needs and context.
Furthermore, we invite you to develop your knowledge and skills as lifelong learners to improve mediation practices and to
build confidence and motivation to teach. To assist you with this ongoing process, we will continue to develop and provide
online digital resources and professional development opportunities.
Best,
Marianella, Alfredo and Andrea
Asesoría Nacional de Inglés Departamento de Tercer Ciclo y Educación Diversificada

Summary of the Syllabus Theoretical Framework
Introduction: Why a new English Curriculum?
1. Learners need an updated curriculum that reflects the knowledge, skills, and
abilities needed to succeed in the information age as 21st century learners.
2. Pre-school, elementary, and secondary school´s curriculum required an update
in order to have more pertinent target content.
3. Learners who receive English lessons in elementary and high schools are not
reaching the expected English proficiency levels after eleven or twelve years of
instruction.
4. Citizens need to possess a number of competences to communicate effectively in the global context and to face the
challenges of an interconnected world. Purpura (2016) summarized these competences as follows:
Over the years, the geopolitical and technological forces in the workplace have increased the knowledge, skills,
and abilities (KSAs) that people need to perform their jobs. We are now asked to read, listen, and synthesize large
amounts of information from several sources via multiple modalities; search for information, judge its accuracy, and
evaluate its applicability; and use communication technologies to collaborate in teams whose members represent a
diverse global community (National Research Council, 1999, 2001). Importantly, many of us are asked to do this in
a second, foreign, or heritage language (L2), requiring competencies for communicating ideas and establishing
relationships in culturally respectful ways (p. 190).
In addition, he stated that:

To succeed in this environment, L2 users must demonstrate that they have the skills needed to process
information, reason from evidence, make decisions, solve problems, self-regulate, collaborate, and learn – and
they need to do this in their L2 (p. 190).
Education for a new citizenship reinforces the need of 21st century learners who integrate proactively in a globalized world
while strengthening their national and global identity.
Source: http://web.tech4learning.com/blog-0/bid/45149/The-21st-century-classroom-where-the-3-R-s-meet-the-4-C-s
The Learner as a New Citizen

Education for a new citizenship envisions learners as active agents of change able to:
 Use knowledge, skills, and abilities beyond school contexts.
 Express their own points of view.
 Practice peaceful conflict resolution and search for democratic solutions.
 Harmonize social and economic development and environmental sustainability.
 Take action in favor of sustainability of local, national, and global resources.
 Be aware of a global world where national borders have become more diffused.
 Use ICTs and access to knowledge networks as tools for communication, innovation, and proactive social service.
 Be compassionate national and global citizens.
 Practice democratic principles such as freedom of expression and religion, respect for plurality and cultural
diversity (sexual, linguistic, and ethnic) as stated in the Costa Rican Constitution.
 Defend and protect Human Rights and be against all forms of discrimination.
Figure 2. Dimension for Educating for a New Citizenship
What are the legal underpinnings and how are they related to language teaching and learning?
Policy for the 21th Century highlights three philosophical trends:
Rationalism Humanism Constructivism

Development of Full realization of Construction and
Understanding complex, challenging, the human being, as reconstruction of
creative and critical a person with rights understandings and
thinking skills, and responsibilities. learnings
Sensitivity to and Problem solving,
Cooperative learning
Implications for awareness of inductive and deductive
and pedagogical
teaching learning styles and teaching, and experiential
scaffolding
affective variables learning
The policy “The School as the Core of the Quality of Costa Rican Education” recognizes three dimensions of learning:
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Learn in g to b e
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Language Learning Considerations
Considerations Understanding Implications for

Language Learning
Philosophical It focuses on the learner as a social agent who is Learning environments and
active, independent, critical, reflective, creative, experiences should promote dialogue
innovative, inquisitive, and respectful of human and creative responses to solve real-
rights. life problems.
Psychological It seeks the whole development of the person Pedagogic mediation is flexible,
and is associated with the person´s affective inclusive, and culturally relevant,
dispositions. respecting the individual differences of
each student in the classroom.
Neurological It is related to the brain’s architecture and how Underscores the importance of starting
maturational processes influence language the learning of foreign languages early
development. in life and in scaffolding the L1 to help
L2 acquisition.
Socio-cognitive It is related to the brain’s architecture (attention, Connects to the complexity and the
short-term long-term working memory) and how it cognitive load of tasks presented to
functions to process information (metacognition) learners.
related to learning and communication.
Socio-cultural It includes the elements of diversity, Addresses learning new behaviors,
interdependence, and interconnection with values, and social skills in line with a
among others. human rights approach and through
democratic participation.
Which pedagogical trends influence the teaching practices?
Socio-constructivism Holism Critical Pedagogy
Learners become producers of

The learner as a responsible Reality as a set of systems, a knowledge, not just consumers.
member of a world community network of connections;
everything is affected and
interdependent.
The Common European Framework of Reference (CEFR)

Implications:
CEFR describes proficiency levels based on  Standard Terminology
accumulated evidence gathered over time  Track student progress
from learner activities, tasks, or projects.  Descriptors – teaching, learning, and assessment
 Learners monitor and take responsibility
 Transferability across settings
 Parent communication
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Costa Rican general descriptors according to CEFR English proficiency bands
A1  Can understand and use familiar everyday expressions and very basic phrases aimed at
the satisfaction of needs of a concrete type.
 Can introduce him/herself and others and can ask and answer questions about personal
details such as where he/she lives, people he/she knows and things he/she has.
 Can interact in a simple way provided the other person talks slowly and clearly and is
prepared to help.
 Can show limited ability to use simple grammatical structures and conventions, such as
punctuation and capitalization.
EXTENSION OF THE CEFR STANDARDS - INTEGRATION OF LANGUAGE ABILITIES

 Can use A1 level, grade level and age appropriate linguistic (e.g. present verb forms),
socio-cognitive (e.g., associating strategies) and socio-affective (e.g., cooperating or
coping strategies) resources to integrate topical content from oral and written text to
perform a goal-oriented product (mini-project) based on an integrated sequence of
activities within a domain, scenario, and theme. Linguistic resources include grammatical
forms and meanings; socio-cognitive resources include a range of meta-cognitive
strategies (planning) and cognitive strategies (revising); and socio-affective resources
consist of strategies such as cooperating and coping.
 Can use A1 level, grade level and age appropriate digital and telecommunication
resources to research, plan, and implement the mini-project.
Basic User  Can give, receive, and respond to feedback at critical stages of the creative process.
 Can use level and age appropriate linguistic resources to integrate information from a
reading, listening or other inputs to perform from one skill modality to another (e.g.,
listening to speak, reading to write) to achieve the goal of the scenario.
 Can display awareness and development of non-cognitive dispositions (such as effort,
perseverance, engagement, empathy, and focus).
 Can understand sentences and frequently used expressions related to areas of most
immediate relevance (e.g., very basic personal and family information, shopping, local
geography, employment).
 Can communicate in simple and routine tasks requiring a simple and direct exchange of
information on familiar and routine matters.
 Can describe in simple terms aspects of his/her background, immediate environment, and
matters in areas of immediate need.
 Can use some simple structures accurately but continues to systematically exhibit basic
A2 errors (such as verbs tenses, use of prepositions, articles).
EXTENSION OF THE CEFR STANDARDS- INTEGRATION OF LANGUAGE ABILITIES

 Can use A2 level, grade level and age appropriate linguistic (e.g. past verb forms), socio-
cognitive (e.g., grouping strategies) and socio-affective (e.g., cooperating or questioning
for clarification strategies) resources to integrate topical content from oral and written text
to perform a goal-oriented product (mini-project) based on an integrated sequence of
activities within a domain, scenario and theme. Linguistic resources include grammatical
forms and meanings; socio-cognitive resources including a range of meta-cognitive
strategies (monitoring) and cognitive strategies (resourcing); and socio-affective resources
consisting of strategies such as cooperating and coping.
 Can use the A2 level, grade level and age appropriate digital and telecommunication
A2 resources to research, plan, and implement the mini-project.
Basic User  Can give, receive, and respond to feedback at critical stages of the creative process.
reading, listening, or other input to perform from one skill modality to another (e.g.,
listening to speak, read to write)in order to achieve the goal of the scenario (e.g. -
 Can understand the main points of clear standard input on familiar matters regularly
encountered in work, school, and/or leisure time like a radio or TV program when the
delivery is relatively slow and clear.
B1  Can understand texts that consist mainly of high frequency every day or job-related
language.
Independent  Can understand the description of events, feelings, and wishes in personal letters.
User  Can deal with most situations likely to arise while travelling in an area where the language
is spoken.
 Can enter into conversations unprepared, on topics that are familiar, of personal interest,
or pertinent to everyday life (e.g., family, hobbies, work, travel and current events).
 Can produce simple connected text on topics, which are familiar, or of personal interest.
 Can narrate a story from a book or film and describe personal reaction.
 Can describe experiences and events, dreams, hopes and ambitions and briefly give
reasons and explanations for opinions and plans.
 Can express self reasonably accurately in familiar, predictable situations and know
enough vocabulary to talk about family, hobbies and interests, work, travel, and news and
current events.
B1 EXTENSION OF THE CEFR STANDARDS - INTEGRATION OF LANGUAGE ABILITIES

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

 Autonomous, works cooperatively, interacts with
others, investigates and solves problems using the
tools at his/her disposal (general and specific
competences).
 Develops metacognitive, reflective and critical thinking
strategies for successful completion of the task.
Teacher  Facilitator, coach, resource person, guide, advisor,
and observer.
 Helps the learner become autonomous and be
successful in the completion of the task.
 Provides effective feedback in the process of learning.
 Shows expert role but shares this responsibility with
the learner.
Learning Resources  Oral or written authentic texts: business cards, bus
tickets, newspaper articles, book excerpts, wikis, bus
schedules, city maps, bulletin boards, voice
messages, and announcements.
 Appropriate to the learner´s needs and competence
level.
 Intercultural perspective
Aims of communicative  Communicative activities become actions that the
activities/tasks learner/social agent performs in order to build up
general competences and communicative language
competences.
 The goal is successful action and accomplishment of
tasks in a particular scenario and domain aligned to
the learner’s life experience and personality.
Learning Environment  Real-world contexts (personal, public, educational and
vocational domain) collaborative, stimulating,
mediated by ICTs.
Assessment  Assessment is based on what the social agent is able

to do in real-life situations or scenarios and the
process he/she requires to develop the competences.
Authentic assessment is favored.
 The acquisition and refinement of general and
communicative competences is a continuous process,
both at school and in the world beyond the school.
Basic Principles of the Action-Oriented Approach
1. The students are social agents that use the target language to perform specific
actions in real life contexts meaningfully.
Communication
The CEFR defines communication Communicative
as a social competence
Tasksact, where learners are social agents,
Tasks are defined as any purposeful action considered
developing a range of general and specific communicative by an individual,
language necessary to
competences,
achieve
The a given
communicative
moving result
from learning in the
language context
about the of a
competences problem
language to involve to be solved,
learningknowledge, an obligation
skills, in
to communicate and to fulfill, or
theunderstanding
language in
aneach
of objective
active, of thetofollowing
be achieved.
spontaneous, three
and This product
components:
authentic mayinteraction.
language be a brochure for tourists, a blog entry, or
a fundraising
 Linguisticproject for a humanitarian
Component: cause.
Deals with the knowledge of phonology, morphology,
lexicon and syntax.
Task accomplishment by an individual involves the strategic activation of specific
 Sociolinguistic
linguistic competences Component: Refers to
(linguistic, pragmatic thesocio-linguistic)
and socio-cultural conditions
along with of language
a range of
use such competences
socio-cognitive as social groupin repertoires or politeness
order to carry out a set ofrules.
purposeful actions in a
particular
 Pragmatic
domain (interpersonal,
Component: transactional,
Covers, among academic and speaker´s
others, professional) andwithreceptor´s
a
clearlyattitudes
defined goal and a specific outcome.
and beliefs, their understanding of the context of an utterance and the
functional use of language; for example, the use in specific scenarios of how to
act in a given social event or how to participate in a job interview.
How are lessons planned?
Lesson planning will be developed based on scenarios that focus on one or more of four different
domains.
Socio- Socio-
interpersonal Transactional
Getting things
Chat with
done/ service
friends/ family
encounter
Academic
Working with Professional
others to figure
Doing a lecture
out a problem
and report on it
A unit is six weeks. Lesson plans are created weekly based on themes. Here is an example of how
it can be done.
Week 1 Week 3
Week 2
Domain Domain
Domain Week 4
Scenario Scenario
Scenario Domain
Enduring Theme 3
Theme 2 Scenario
understanding Language function
Language function Theme 4
Essential question 3
2 Language function 4
Theme 1 Goals
Goals Goals
Language function 1 Three learning
Three learning Three learning pillars
Goals pillars
pillars Assessment
Three learning pillars Assessment
Assessment indicators
Assessment indicators indicators
indicators
Week 5 Week 5&6

Feedback, reinforcement and Sharing and responding
assessment Integrated mini-project
Didactic Planning for Secondary
Term: Level: Unit: Week:
Domain: Scenario: Theme:

Enduring Understanding:
Essential Question: Template Elements
Level
New Citizenship: Grade level of the unit
1 of 6 in a year, includes Scenario,Dimensions
4 themes, Enduring Understanding, Essential Question, Goals, pillars
Unit
of learning, mediation strategies, assessment, and an Integrated Mini Project
Domain Refers to the broad sectors of1.social
Wayslifeof in which social
thinking () agents (learners) operate
Scenario 2. Ways
A real-life context referenced for of
anliving
entireinunit
the world ( )
3. Ways of relating with others ( )
The focus of attention for each week that refers back to the real life scenario. (context rather than
Themes 4. Tools for integrating with the world ( )
content)
Learn to Know Big ideas to guide the teacher that give Learn to Do
importance and meaning to a set ofLearn to Be and
curriculum Live in Community
expectations
Enduring Understanding
and have a lasting value for learners, beyond the classroom. (1 per unit)
Grammar & Sentence Frames Function Psycho-social
Vocabulary Discourse Markers Socio-cultural
Essential QuestionPhonology A question which fosters understanding and critical thinking in learners. (Can be adapted to theme.)
Linguistic
Assessment Strategies & Oral and Written Comprehension (listening and reading); Oral and Written Production (spoken
Competencies
indicators of learning interaction,
Goals
spoken production, writing).
Pedagogical Mediation/ Didactic Sequence Time
Goals Can-do performance descriptors
(Diagnostic, formative,
Oral and Written Comprehension What a learner can understand or can do when listening and/or reading.
summative)
Learner… Learner can
Oral
What a learner can speak and write.
and Written Production Integrated Mini-Project Time
Learning pillar that includes Grammar and sentence frames, Vocabulary, and Phonetic
Learn
Phase: to Know
_______
Awareness/Phonology.
Grammar & Sentence Frame The grammatical components thatReflective Teachingin the unit.
will be covered
What worked well What didn’t work well How to improve
Phonemic Awareness/ The part of the lesson that addresses the Learner’s ability to hear, identify, and manipulate sounds.
Phonology Enduring Understanding Reflection
Vocabulary Words learners need to know to communicate effectively within a domain, scenario, and theme.
Learn to Do Learning pillar that includes Functions and Discourse Markers
The use of spoken discourse and/or written texts in communication for a particular purpose (e.g.
Function
asking and giving information, describing).
Discourse Markers Linking words or phrases that connect one piece of discourse with another one (e.g., and, because).
Learn to Be and Live in The Learning pillar that includes Psycho-social, Sociocultural, Social Language, Idioms, and quotes.
Community
Template Elements
Psycho-social Attitudes, motivations, values, beliefs, cognitive styles, and personality factors.
Sociocultural Politeness conventions, expressions of folk wisdoms, register differences, dialects and accents
Suggested Mediation Strategies Organized, purposeful and scaffolded learning experiences
Assessment Strategies Required evidence of student´s learning
A more complex task which includes a four-phase process (participating, thinking, acting out,
Integrated Mini Project
responding and sharing) that integrates skills and unit’s goals and leads to a final product.
General Mediation Principles for Third Cycle and Diversified Education
English teaching places priority on the fine-tuning of learners’ communicative competence involving oral comprehension and oral
and written communication so that they become independent users of English and can reach the B1 or A2+ level, based on the
descriptors of the CEFR.
 Teachers can select three or four goals per week from the units. They can combine oral or written comprehension with
oral and written production, depending on the pedagogical purpose of the lesson.
 Teachers start each theme of a unit’s scenario and lesson with a warm-up activity. Then they share the essential question
with the learners and the learning goals/expected outcomes for that day or week.
 The enduring understanding is shared by the teacher at the beginning of each unit to connect learners with the core ideas
that have lasting value beyond the classroom.
 Lessons follow a task-based approach combined with the action-oriented approach.
 Grammar is developed by combining both inductive and deductive instruction within a meaningful context.
 The teacher follows a set of integrated sequence procedures as presented below to develop the different linguistic
competences.
Mediation Sequence
Comprehension Production
Oral Written Oral Written
 Planning  Planning  Spoken interaction  Pre-writing
 pre-listening  pre-reading  Planning  Drafting
 motivating  explaining task goal  Organizing  Revising
 contextualizing  use typographical clues  Rehearsing  Editing
 explaining task goal  list difficulties and strategies on how  interacting  Publishing
 Listening for the first time (general to cope
understanding);  Reading for the first time
 Pair/group feedback  Pair/group feedback  Spoken production
 Listening for the second time  Reading for the second time, post–  Planning
(more detailed understanding) reading (for reacting to the content or  Organizing
 Self/co- assessment focusing on features/language forms)  Rehearsing
 Self/co-assessment  Producing
 Teacher makes sure that all learners understand task instructions.

 Teachers should ensure learners know how to use strategies through teacher scaffolding and modeling, peer
collaboration and individual practice.
 Learners have at their disposition useful words, phrases and idioms that they need to perform the task. It could be an
audio recording with the instructions and the pronunciation of the words and phrases needed.
 The task could involve the integration of listening and speaking or reading and writing and is given to learners individually,
in pairs, or teams.
 The learners complete the task together using all resources they have. They rehearse their presentation, revise their
written report, present their spoken reports or publish their written reports.
 Teacher monitors the learners’ performance and encourages them when necessary.
 The learners consciously assess their language performances (using rubrics, checklists and other technically designed
instruments that are provided and explained to them in advance). Teachers assess performance, provide feedback in the
form of assistance, bring back useful words and phrases to learners’ attention, and provide additional pedagogical
resources to learners who need more practice.
 At the end of each unit, the learners develop and present Integrated Mini-Projects to demonstrate mastery of the unit
goals.
 The enduring understanding and essential question are central to articulate the three learnings: learn to know, learn to do
and learn to be and live in community. The Integrated Mini-Project is an opportunity for learners to integrate these three
learnings in a single task.
 Teach and plan English lessons in English to engage learners socially and cognitively.
Classroom Setting in the Action Oriented Approach
When implementing the action oriented lessons in your English class; remember to:
a) Consider learners’ interests and needs.
b) Offer opportunities to work in pairs, in small groups, and as a whole class.
c) Create a context for learning and reflecting.
d) Provide multiple opportunities to develop communicative competence.
e) Use different classroom layouts: the horseshoe, chairs in a circle, traditional rows and nested tables in groups.
Phonological Competence and the Use of RAPPP…
Phonological competence is the ability to recognize and produce the distinctive meaningful sounds of a language, including:
consonants, Vowels, tone patterns, intonation patterns, stress and rhythm.
What to do to learn and teach phonological competence
Recognize
the sound, word stress, sentence stress, intonation, rhythm or notes, often in comparison to something
else.
Isolated
Repetitive
Embedded
Articulate the sound
What does it take to make the sound? (which “tools” are used to make the sound? Teeth, lips, tongue, air,
no air, vibration, no vibration etc.)
Which syllables are stressed? What happens to the non-stressed syllables?
Which notes are involved?
How can I figure out the rhythm?
Practice & Produce

Produce the sound, stress, notes or rhythm
Slowly produce?? the isolated sound, stress, notes or rhythm.
Repeat, slowly gaining speed.
Embedded in a longer utterance
And you can also use
R . A . P. P. P. P. P. P.
• Recognition (aural and cognitive)

• Articulation
• Productive Practice
• They are not linear. But can be... But don’t have to be
Source: Ramirez, R., Scholl, M. Zalazar, L., Cárdenas, N., Rossi, A. Centro Espiral Maná (2017)
How is learning assessed?
Assessment is a purposeful, continuous, contextualized, authentic, reflective, investigative, systematic and multi-phase process,
which responds to these four fundamental questions: Why assess learning? What learning to assess? How to assess it? Which are
the pedagogical implications in the learning?
The purpose of assessment is to serve each learner’s growth and learning. To prevent student’s failure and allow timely
intervention, assessment allows teachers to detect learning gaps so that learners can receive the support needed to be successful.
The “what” of assessment involves gaining clarity about the knowledge, skills, abilities, and attitudes (learn to know, learn to do,
learn to be and live in community) that learners have to develop as established in the curriculum goals or “can do performance
descriptors”. This implies that assessment will mainly be performance-based. Learners are required to demonstrate through
integrated-skills tasks within a domain, scenario and theme, specified knowledge, skills and abilities using the target language.
Assessment can also be discrete point, which means the use of selected response tasks to isolate and measure discrete units of
grammatical knowledge, which encompasses grammatical, semantic and pragmatic knowledge -- form, meaning and use (Purpura,
2014, p 9). Assessment will also be authentic which means that the assessment task will simulate real-life situations within domains
and scenarios beyond the classroom setting, and the socio-cognitive, socio-affective, socio-cultural and linguistic demands on the
learner will be similar to the one of a speaker in a target language setting.
Classroom assessment mirrors the learning goals, content of instruction and instructional practices; therefore, curriculum, teaching,
and assessment must be coherent for learning goals to be achieved and learners’ communicative competence to be developed.
Task design, task performance, and assessment become a fundamental unit of instructed learning; tools such as analytic and/or
holistic scales, rubrics, progress indicators and checklists play an important role for obtaining valid and reliable qualitative and
quantitative data about learners´ learning and performance.
Integrated Mini- Project
A more complex “learn to do” classroom task for each

unit.
 Learners (as social agents) integrate knowledge,
skills and abilities (KSA), within the domain,
scenario, themes, the enduring understanding and
essential questions of the unit
 Proactive (not reactive)
 Interconnected with classroom activities
 Formative, skill-integrated performance
 Collective actions (social dimension)
 Promotes democratic citizenship (CEFR p.12)
 Integrates skills and unit’s goals and leads to a
final product.
AOA Task Oriented to a Product
Keep the end in mind!
Pre-
Language tasks Post-tasks/ Integrated
activities (Mini Tasks Assessment Mini- Project
tasks)
Phases for the Integrated Mini-Project
1. Participating/Negotiating (Week 1 or 2)
Brainstorming, discussing, negotiating, making decisions to form different groups according to their interest, language abilities, etc.
2. Thinking/planning (Week 3 or 4)
Planning, negotiating and finding information collaboratively about the language content and strategies, resources and organizing
the work to distribute assignments among the group members.
3. Acting out/Completing MP (oral/written) (Week 5)
Completing the product, rehearsing, practicing the mini-project presentation.
4. Responding and Sharing (Week 6)
Groups creatively deliver the mini-project, answer questions from the audience and in pairs, or groups self or co-assess it.
7th - Unit 3 – Example

Promoting local tourism
Integrated Mini-Project: Tourist Brochure to support local tourism
Task description:
You want to show the most important tourist attractions to support local tourism.
Design a brochure to promote local tourist attractions. Keep in mind the following
questions to guide your product: Is this an authentic communication action? Is it
useful in everyday life?
Phase 1: Participating to negotiate: (5 or 10 minutes in week 1 or 2)

Choose your mini project and get in groups of 3-4 participants and negotiate in order
to plan the next phase.
Phase 2: Thinking for planning: (5 or 10 minutes in week 3 or 4)
Plan your brochure. Think what to do (the information you need to find, the time and
organization of the work (what to write and distribute what each member is going to
do).
Phase 3: Acting out to complete the Mini Project –oral & written: (week 5)
In your group, complete the brochure in class, rehearse and organize the
presentation.
Phase 4: Responding and sharing (week 6)
creatively present the brochure to the class, respond to questions from the audience
using the instruments to self or co-assess the project (or brochure)
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
Some tasks can

Some tasks can Some tasks can relate Completion of
Introducing relate to Presentatio
relate to Integrated to Integrated Mini- Integrated
Scenario Integrated Mini- n of MP
Mini-Project Project Mini-Project
Project
Participating/ Participating/
Thinking/planning Acting out/
negotiating negotiating Thinking/planning
completing MP Responding
Planning and sharing
Selecting Planning Planning
Integrated Mini- Completion of
Integrated Mini- Integrated Mini- Integrated Mini-Project
Project Integrated Mini- Presenting
Project Project (5-10 min)
(5-10 min) Project the IMP
(5-10 min) (5-10 min)
What is the teacher’s profile to implement this new curriculum?
Teacher’s Profile
What is expected from learners?
Learner´s Exit Profile
Third Level III & IV Period Exit Profile (Learner Exit Profile)
Level B1
Integral Development and Communicative Competence

At this stage, the learner can...
have a level-appropriate language (words, phrases, formulaic expressions) and topical
Learn to know
knowledge related to domains, scenarios and themes.
use level-appropriate linguistic and topical resources in order to listen, read, speak and
Learn to do write in response to level and age-appropriate tasks, integrating language and topical
knowledge, skills and abilities (KSAs) within domains, scenarios and themes.
use personal and social dispositions (e.g., engagement, attitudes, cooperation, turn taking,
empathy, and other universal values) when interacting and producing in the target
Learn to be and live in community
language and taking time to search for words using oral and body language for transferable
learning beyond the classroom setting (enduring understanding).
Speaking
Listening Reading (spoken interaction & Writing
production)
CEFR STANDARDS CEFR STANDARDS CEFR CEFR STANDARDS
 Can note the main points of oral  Can manage more STANDARDS  Can write longer texts
texts at a normal speed related to  complex texts in the  Can maintain with more varied
public (transactional) and vocational public (transactional) interactions related sentence structures and
(professional) domains. and vocational to public a wider range of
 (professional) (transactional) and vocabulary through a
domains within vocational series of connected
transactional (job (professional)  paragraphs within
applications/situations expository
domains with
(advertisement, resume,
, rental forms). emerging fluency speech), narrative
INTEGRATION OF  Can apply strategies while still relying on (biography, personal
LANGUAGE SKILLS before, during and after practiced language  travelogue) and
 reading a text in order to patterns. transactional (question
 Can interact in conversations in comprehend more  Can ask for and answer interview)
order to share oral/written accurately longer texts clarification, check genres. Sentences
information (listening to (narrative, expository). for comprehension connect with each other
speak/write). in less predictable in a more cohesive
INTEGRATION OF situations. manner.
 Can listen to different opinions or
points of view of native speakers LANGUAGE SKILLS  Can explain a
INTEGRATION OF
of English in order to express problem and
LANGUAGE SKILLS
argumentations (listening to  Can extract specific propose a solution.
speak). information in short  Can handle
media reports,  Can organize thoughts
routines and
straightforward factual and opinions expressed
familiar topics with
and printed texts to by group participants for
spontaneous
share inferences writing persuasive
utterances.
(reading to write/speak). paragraphs (listening to
write).
 Can interpret passages INTEGRATION OF
 Can write about online or
for explaining own LANGUAGE SKILLS
strategies to convey printed controversial
meaning about issues for presenting
 Can rehearse meaningful information to
controversial issues presentations audiences, e.g.
(reading to speak/write). supported by notes Impromptu speech
and illustrations (reading to write/speak).
and peer feedback
(writing to
read/speak).
 Can express
arguments/opinion
s when exchanging
interactions
(listening to speak).
 Can interact in
long
conversations with
peers and others
about
controversial
issues using
interaction and
production
strategies
(listening to
speak).
Distribution of Scenarios for the Third Level Module 71: We can communicate in other foreign languages
Domain Scenario
III PERIOD
Socio-Interpersonal and Academic Recipes for Success
Socio-Interpersonal and Academic From the Wheel to the Drone
Socio-Interpersonal and Academic The Earth-Our Gift and Our Responsibility
IV PERIOD
Socio-Interpersonal and Academic Get Ready. Get Set. Go!
Socio-Interpersonal and Academic Really??? (Controversial Issues)

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés
Weekly Sample Lesson

Plans for Third Level III
Period IV
Level III
Period IV
CEF Level to be Reached B1 Basic User/Independent User
Scenario: Get Ready. Get set. Go!
Enduring Understanding Decisions can have positive and negative consequences in the future.
Essential Question How can decisions define my future?
Dimensions
1. Ways of thinking (√)
2. Ways of living in the world (√)
3. Ways of relating with others (√)
4. Tools for integrating with the world (√)
Goals and Assessment Strategies

Week 1 Week 1 Week 2 Week 2 Week 3 Week 3 Week 4 Week 4 Week 5/6
Goals Assessme Goals Assessme Goals Assessm Goals Assessme Assessment
nt nt ent nt
L.1. Understand L.2. SP.1. W.2. Anecdotal
the main point and L.1.distingu understan L.2. Express SP.1 write a W.2. writes reports / rubrics
the important ishes the d the extracts the an opinion expresses descriptiv a / instruments
details of audio main point main main points on an opinion e descriptive for self and co-
recordings, and the points in in a different on paragrap paragraph assessment
provided standard important a relatively topics different h about about
language is used details of relatively long associated topics. universiti universitie Suggested
and the topic is audio long conversatio with es, s, majors Integrated Mini
one of interest recordings. conversat n. everyday majors or or soft project
ion that is life and soft skills skills.
R.1. read short overheard common and  Essay about
media reports on issues check future plans.
familiar events. R.2. (e.g., give written  A multi-step
distinguis a short talk paragrap research
h on the hs or lists Career
between R.2.distingu value of to look Research:
R.1. reads different ishes developing SP.2. for “Planning
SI.1. Speak in a short media text between soft skills). expresses mistakes my Future”-
comprehensible reports on purposes different an (subject- Gallery
and fairly fluent familiar (to inform, text SP.2. argument verb Walk
manner using a events. to argue a purposes Present an clearly agreeme (learners
large number of point, (to inform, argument enough to nt, explore
different words and etc.). to argue a clearly be pronoun different
expressions, point, etc.). enough to understoo and careers and
though there may W.1 list be d most of article professions
be pauses for self- the understoo the time. agreeme they want to
correction. advantag d most of nt, pursue,
SI.1.speaks es and the time. capitaliza complete
in a disadvant tion, with
comprehen ages of W1. Lists using educational
sible and things the commas, requirement
fairly fluent that are of advantages sentence s, salary
manner personal and sense, and job
using a concern disadvanta word opportunitie
large (e.g., ges of order, s)
number of future things that text R.3
different goals, are of structure, extracts
words and universitie personal concrete the key
expressions s, majors, concern ideas, ideas from
, though soft skills, (e.g., future cohesion, narrative
there may careers, goals, etc.). and
be pauses events). universities, expository
for self - majors, soft R.3. texts.
correction. skills, understa
careers, nd most
events). words in
narrative
and
expositor SI.2. .
y text and Participate
extract s in -
the key group
ideas work,
from expressing
those opinions
texts. and
making
SI.2. suggestion
participat s actively.
e in-
group
work,
expressin
g
opinions
and
making
suggestio
ns
actively
Phonology
 Use of prosodic features (stress, intonation, rhythm) to support the message intended to convey.
Theme Theme Theme Theme
1. Get ready: Take a Look 2. Get Set: 3. Surviving or 4. Go! The
at your Dreams and College or Thriving? Future is Now
Fears Career?
Function Function Function Function
Describing dreams and fears Talking about college Describing soft skills Initiating and closing
about the future. or career decisions. needed to be conversations about
successful in working future plans
life. regarding jobs and
studies.
Discourse Markers Discourse Markers Discourse Markers Discourse Markers
Linkers: sequential Connecting words Markers to structure Markers to

– past time (later) expressing cause informal spoken structure informal
- He finished filling out the and effect, contrast, discourse spoken discourse
university applications then he etc.
checked them. - Right - Oh, I know.
- Later, he looked at them - On the other hand,
again, to see if he had missed we take a course to - Really? - Yes, I suppose so.
anything important. sharpen our soft
- After that, he decided to mail skills. - Well, anyway - I know how you
them. feel.
- Finally, he waited for - However, the - Oh, I know.
university’s answer. university offers new - You know, I don´t
majors. like her either.
Grammar & Sentence Frames Grammar &Sentence Grammar & Grammar &
Frames Sentence Frames Sentence Frames
Adverb
Modals Future continuous Embedded
- My professor of literature tells Will+ be+ gerund Questions
stories well. Might, may, probably
- In this university, you hardly - Alex will be arriving - Main question /
have to work. It´s easy. - We may go to later today. He should statement +
college next year. be punctual to keep interrogative+
- We might not have his job. subject + verb +
time off during test Complex questions object / complement
evaluation week. tags
- This job is - Do you know when
interesting, isn’t it? I can apply for the
- This enterprise job?
doesn’t offer social
security insurance,
does it?
Vocabulary Vocabulary Vocabulary Vocabulary
Get ready College or Career? Surviving or Go! The Future is

Thriving? Now.
Take a Look at your Dreams Moving out of the
and Fears. home –time to live - College dressing - Getting a job
- college high school alone College problems (looking for and
Teachers Counselors College, university, - Being positive to getting a job,
Developing Your Soft Skills - career, study abroad, reach your goals interviews, resumes,
punctuality, responsibility, decision, decide, - Developing a filling out forms,
initiative enroll, analytical, positive attitude financial aid, type of
 Having a part time job artistic, musical, towards life events letters, etc.
athletic, and jobs.
compassionate, - Being open to - Companies Human
competent changes, creative resources
and proactive department CEO
Soft skills
(punctuality,
responsibility,
initiative, etc.)
Enterprises,
business
- Enterprises
Psycho-social Psycho-social Psycho-social Psycho-social
Making decisions that benefit - Managing soft skills Making decisions that - Managing soft skills
my future. at different scenarios. benefit my future. at different
Sociocultural Sociocultural Sociocultural scenarios.
Sociocultural
Respecting everyone’s Respecting Respecting
choices regarding their everyone’s choices everyone’s Respecting
future. regarding their choices everyone’s choices
future. regarding their regarding their
future. future.
Level III
Period IV
Didactic Planning
Week # 1
Theme: Get ready: Take a Look at your
Domain: Public Scenario: Get Ready. Get set. Go!
Dreams and Fears
Enduring Understanding:
Essential Question: How can decisions define my future?
New Citizenship:
Dimensions
1. Ways of thinking (√ )
2. Ways of living in the world (√ )
3. Ways of relating with others (√ )
4. Tools for integrating with the world ( )
Learn to Know Learn to Do Learn to Be and Live in Community
Grammar & Sentence Frames Functions
Psycho-social
Adverb Describing dreams and fears about the
future. Making decisions that benefit my future.
- My professor of literature tells stories well.
- In this university, you hardly have to work. Discourse Markers Sociocultural
It´s easy.
Vocabulary Linkers: sequential Respecting everyone’s choices regarding

their future.
Get ready: Take a Look at your Dreams – past time (later)
and Fears. - He finished filling out the university
- college, high school, teachers,counselors applications then he checked them.
Soft skills (punctuality, responsibility, - Later, he looked at them again, to see if he
initiative, etc.) had missed anything important.
- Having a part time job - After that, he decided to mail them.
- Finally, he waited for university’s answer.
Assessment
Strategies & Time
indicators of Total:
Learner can
learning Didactic Sequence Mediation 200 min
(goals)
(Diagnostic, (5
formative, lessons)
summative)
Pre-teaching
40 m
Routine: Checking attendance, checking in with Ls, T posts the Essential Question on
the board, Can Do’s, and class agenda, etc.
Participating: Warm up:

The teacher asks learners about their dreams and fears in their future careers. Then,
Teacher asks them if their dreams have changed.
What did you want to be when you were a child? What do you want to be now?
And what are your dream careers or professions?
Engaging Activation of prior knowledge
T asks learners if they have had an informal job or a part – time job. T asks if someone
has been rejected in a job and asks about the reasons why. Ls get in groups to share
their answers.
Introducing
T defines hard and soft skills and gives some examples on the board or screen. Then,
T shows a video about soft and hard skills https://www.youtube.com/watch?
v=0FFLFcB9xfQ. After watching the video, Ls complete the following graphic organizer
by writing the definition and examples for the two types of skills.
Hard Skills Soft Skills

Definition: Definition:
Examples Examples
a. ______________ a. _______________
b.______________ b._______________
c. ______________ c. _______________
Then, T
introduces some expressions and vocabulary (adverbs) used in careers and job
conversations and descriptions.
T shows a list of the most common adverbs used in job descriptions within samples
sentences.
An adverb is a word that is used to change or qualify the meaning of an adjective, a

verb, a clause or another adverb. An adverb of manner describes the way something
happens. On the hand, An adverb of degree is used to discuss the degree or intensity,
of an adjective, an action or another adverb.
Adverbs
Manner: Tell how

Degree: Tell in what
timely, quickly, independently, degree
effectively, closely, together, hardly,
currently, properly, directly, successfully,
well, lots, perfectly, rather,
actively, efficiently, especially
enough, pretty
Sample sentences:
Your ability to get things done depends on how well you can focus on one task.
You need to work hardly to get better results.
The plan was achieved successfully.
There are many details to take into account when working with customers from abroad
especially online business protocols.
The new worker finished his tasks pretty fast.
After that, T asks Ls to get in groups of four to write some sentences with the previous
vocabulary and expressions. Finally, they share them out loud with the rest of the
group.
L.1.distinguishes L.1. Understand 40 m

Pre listening
the main point the main point and
and the the important
T sets the following question for L to give their opinions.
important details details of audio
of audio recordings,
What occupations are popular among men and women in Costa Rica? Is there
recordings. provided standard
any social or cultural stereotype that influences the jobs people have in Costa
language is used
Rica?
and the topic is
one of interest
After this, T shares the following expressions:
“learn the ropes” = learn how to do a specific job
“It took me a few months to learn the ropes at my new job.”
“pull one’s weight” = do a person’s share of the work
“If you can’t pull your own weight around here, the boss is going to fire you.”
Listening for the first time
L1.1 Identifies T plays the recording https://www.esl-lab.com/intermediate/career-search/ (Career

the topic of search) and students take some notes about what they listen and understand trying
audio recordings to answer these questions given by the teacher in advance:
about future Questions
plans regarding a. What is the track about?
jobs and studies. b. Do you agree with Bryan? Why or why not?
c. Which professions or careers are mentioned in the audio?
Pair/group feedback
L share their notes to answer to the previous questions in small groups.
Listening for second time
L1.2 Recognizes
main points of Read the following sentences and say if they are true or false based on what you
audio recordings listen.
about future
plans regarding 40 m
jobs and studies. 1. Ryan is misunderstanding Ashley at the beginning of the conversation. True
False
2. Ashley wants to study auto mechanics. True False
3. Ryan and Ashley are discussing about gender roles related to jobs. True
False
4. Ashley thinks that Ryan’s thoughts seems to be old-fashioned. True False
5. Ashley’s boyfriend is pursuing a degree medicine. True False
T asks students (individually or in pairs) listen and answer the questions. (script is
available at the annexes)
L1.3 Gets
important detail 1. Ashley wants to pursue a career as _________.
from audio
recordings about a. an auto mechanic X
future plans b. a sales associate
regarding jobs c. a mechanical engineer
and studies.
2. Right now, Ashley’s boyfriend is ______________.
a. pursuing a career in auto mechanics
b. getting a degree in a medical field X
c. majoring in secondary education
3. Ryan thinks that _____________.

a. there is no money in James ‘profession
b. James is not qualified for the job X
c. James is pursuing a job for women
4. Ryan suggests that women are more suited for jobs in _____.
a. nursing and child care

b. farming and house cleaning
c. education and office work X
5. At the end of the conversation, the man ends up ____________.

a. taking care of his own car X
b. making his own dinner
c. apologizing to James
Post -listening
In groups, learners outline ideas to answer the following question. Then, they share
their thoughts.
How social and cultural stereotypes affect career choices among teenagers in
Costa Rica?
Pre reading
R.1. reads short R.1. read short Teacher writes on the board “Top 10 fears that hold people back in their careers”.
media reports on media reports on Then t asks learners to work in pairs and brainstorm a list of possible situations that 40 m
familiar events. familiar events. make a person hold back in his/her career.
Reading for the first time:

The learners get a worksheet. Learners are then given a minute to quickly skim the
R1. 1 Identifies article and decide what it is about. Then, they use a check mark on the corresponding
the topic of short topic.
media reports on
familiar events. A. Job demand in Costa Rica _______
B. Reasons that make people postpone careers decisions.____X___
C. Fears of high demand careers _______
D. Fears that make you strong when choosing a career_______
Pair/Group feedback:
In pairs, learners compare their answers, and then share with the whole group.
Reading for the second time
Learners read the article again, but this time they highlight main ideas and circle two or
R1.2 three specific details for each main idea. In pairs, learners compare what they
Recognizes highlighted with a classmate.
main points of
short media
reports on Post-Reading
familiar events. In groups, learners write a ten-sentence paragraph based on the following question:
SI.1. speak in a What are the fears that may hold you back in your future careers?
SI.1. speaks in a comprehensible
comprehensible and fairly fluent
and fairly fluent manner using a
manner using a large number of
large number of different words Task: You got this video from a friend. https://www.cinde.org/en/essential-news/cinde-
different words and expressions, job-fair-2020. A job fair will take place by the end of the year. You and your classmates
and expressions, though there may want to apply for a job at this fair and you want to find out about your soft skills. In order
though there be pauses for self- to be ready for this, it is important to be aware of your strengths and weaknesses.
may be pauses correction. Interview each other using the soft skills survey provided by the teacher. Then, share
for self- your findings in small groups.
correction.
Checking
Indicators of
learning T uses comprehension questions to make sure learners understood the task. For
example: Do you have to do a presentation? Do you have fill out a survey? How do you
share the information from the survey?
SI1.1 Starts
fairly fluent Planning
conversations
about college Learners get a survey from the teacher, and they go over it and fill it out individually. T
and career can also show it on the screen for learner to fill it out.
decisions with https://www.brookings.edu/research/grading-soft-skills-the-brookings-soft-skills-report-
peers by using a card/
large number of
different words
and expressions,
though there
may be pauses
for self-
correction and
checking
understanding
from the
listener's point of
view.
Elaborating
SI1.2 Interrupts
the listener in a
While filling out the survey, learners can ask for or give help to clarify phrases or
conversation
vocabulary words to improve understanding.
related to
college and
career decisions
Using/ Interacting
by using phrases
such as: Excuse
Learners get in small groups. Groups are subdivided into two. They take turns to share
me, May I say
the answers and ensure equal participation by all. Part A starts sharing the answers
something? No,
from the survey to Part B. Once part A has finished, learners from Part B share their
I'm sorry but…
answers as well. They open the sharing time with a greeting. They can use the
following expressions such to start interacting: What are your social skills? / Do you
maintain attention to tasks? / What are your main academic skills? etc.
During the sharing time, learners can take turns interrupting each other to ask
questions to clarify a point mentioned or to make sure the other learners are following
SI1.3 Keeps the them. They can use phrases such as: Excuse me, May I say something? No, I'm
conversation sorry but…
going by using
phrases such as: Learners keep the survey sharing time going by using phrases such as: Really…,
Really…, Right. Right to show interest in the conversation.
Learners close the survey sharing time by using a leave taking.

SI1.4 Closes Finally, T asks one learner from each group to report to the rest of the class giving a
the conversation brief summary of his/her group’s survey answers.
by using a leave-
taking.
Integrated Mini-Project
Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to Adjust
practice English, not just those related to presentation. previous
times
listed
Participating to negotiate: (5 or 10 minutes in week 1 or 2) Students answer the following questions about choosing a above to
career: allow 5
1- What would you like to study? min each
2- Where could you study that career? week.
3- Why did you choose that place and that career?
Group
presentati
Option #1 ons can
Learners prepare one presentation about how they look themselves 10 years from now. Ls will design a photo album or a be week
diary creating a possible situation of their future. 5 or 6.
Option #2
A multi-step research Career Research: “Planning my Future”- Gallery Walk (learners explore different careers and
professions they want to pursue, complete with educational requirements, salary and job opportunities)
Option #3
Writing future goals (pros and cons) of the major’s academic possibilities and occupations.
Option #4
Running a debate or a vocational café.
Reflective Teaching
Enduring Understanding Reflection

How well did the learners progress in their understanding of the Enduring Understanding?
Week Plan Self-Assessment
At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if
needed to ensure Ls’ understanding.)
Learner Self-Assessment
In
I can… Yes No
progress
recognize the topic when people speak at normal speed on familiar topics
identify key words when people speak at normal speed on familiar topics
distinguish main points when people speak at normal speed on familiar topics.
identify the topic of audio text if the topic is familiar and the text can be replayed
recognize key words of audio text if the topic is familiar and the text can be
replayed
get main ideas of audio text if the topic is familiar and the text can be replayed.
identify main ideas in factual text and simple reports on familiar topics.
distinguish supporting details in factual text and simple reports on familiar topics.
select the appropriate online information and visuals to give a presentation about
personal goals and intentions.
organize the online information and visuals to give a presentation about personal
goals and intentions.
make sentences with the online information and with the appropriate linkers or
connecting words to give a well-organized presentation about personal goals and
intentions.
give a well-organized presentation about personal goals and intentions.
Materials for Week #1
Hard Skills Soft Skills

Definition: Definition:
Examples Examples
a. ______________ a. _______________
b.______________ b._______________
c. ______________ c. _______________
This image shows a chart to be completed with soft and hard skills.
Script : Career Search
Ashley: Ryan. I just want you to know that I’m going to go to school to become an auto mechanic.
Ryan: Uh what? Does Dad know about this?
Ashley: Who cares? It’s my life. I really enjoy working on cars.
Ryan: Oh, I get it. You want to study auto mechanics because of your new boyfriend. What’s his name? Jimmy or
something? Listen, auto mechanics is a man’s job.
Ashley: No, you got it all wrong. [What?] First of all, his name is James, and second, he doesn’t work at an auto shop
anymore. He had a job there for five years, and he really liked his job because he learned how to identify problems and fix
things. You, on the other hand, can’t even change the toilet paper roll in the bathroom.
Ryan: Hey, that’s not fair.
Ashley: And James is now back in college. He’s majoring in nursing.
Ryan: Nursing? Nursing? That’s a woman’s job?
Ashley: I cannot believe I’m hearing this. A man can be a nurse, and they can do the job just as well as anybody else.
Nurses, whether they are men or women, care for the sick, the elderly. Things like that.
Ryan: Uh.
Ashley: And are you saying that women can’t be farmers, carpenters, or truck drivers?
Ryan: Well, most men do those jobs, so . . . Anyway, women can do them if they want. I just think that women are better
suited to be secretaries, waitresses, piano teachers. You know.
Ashley: Man, you’re stuck in the 18th century. No one will marry you.
Ryan: Oh, well, just forget this. But not to change the subject, but I’m having a problem with my car, and I was wondering
if Jimmy, I mean James, could take a look at it.
Ashley: Forget it. Start pushing!
Ryan: Ah!
Vocabulary and Sample Sentences
 auto mechanic (noun): a person who repairs cars
– It took him two years of training to become an auto mechanic.
 get something (idiom): understand something
– At first, I didn’t understand the job very well, but I kept asking questions, and I eventually got it.
 elderly (noun): older people, seniors
– The elderly often receive support from family and friends.
 be suited (verb): be appropriate
– Because of his skills, he is very suited for a teaching job overseas.

Optional readings (Homework)

Source: Taken from https://bernardmarr.com/top-10-fears-that-hold-people-back-in-their-careers/
These images show sections of a reading called Top 10 Fears that Hold People Back in Their Careers.
Source for chart below :https://www.brookings.edu/research/grading-soft-skills-the-brookings-soft-skills-report-card/
This image above shows a soft skills report card.

Didactic Planning
Week # 2
Level III
Period IV
Didactic Planning
Week #2
Domain: Academic Scenario: Get Ready. Get, set, go. Theme: Get Set: College or Career?
Enduring Understanding: Decisions can have positive and negative consequences in the future.
New Citizenship:
Dimensions
4. Tools for integrating with the world ( √ )
Grammar & Sentence Frames Function Psychosocial
Modals Talking about college or career decisions. - Managing soft skills at different scenarios.
might, may, probably Discourse Markers
 We may go to college next year. Connecting words expressing cause and Sociocultural
 We might not have time off during test effect, contrast, etc.
evaluation week. Respecting everyone’s choices regarding
 On the other hand, we take a course to their future.
sharpen our soft skills.
Vocabulary
 However, the university offers new
Get set: College or Career? majors.
Moving out of the home –time to live alone

College, university, career, study abroad,
decision, decide, enroll, analytical, artistic,
musical, athletic, compassionate,
competent
Assessment
Strategies &
Time
indicators of
Learner can Total:
learning Didactic Sequence Mediation
(goals) 200 min
(Diagnostic,
(5 lessons)
formative,
summative)
Pre-teaching 15 m
Participating: Warm up
Is it common living on your own in your country? Family? Do you like the idea of
living on your own?
Engaging: Activation of prior knowledge
T. asks learners about how they imagine college and how they would organize
themselves if living alone away from home.
L.2. extracts the L.2.

main points in a understand Pre listening 40 m
relatively long the main
conversation. points in a Write the correct word next to its definition. Use a dictionary if necessary.
relatively long
conversation to bring up maintenance troublesome to tidy up
that is a landlord to settle down soaked to strike a balance

overheard
1. To care for a child until it becomes an adult _________________
2. To find a way to do multiple things in an acceptable way_______________
to become calmer and easier ______________

causing problems that are annoying _________________
completely wet _________________
an owner of a building who you pay rent to _________________
to put everything in its place _________________
work needed to keep something in good condition ________________
Listening for first time
L2.1 Identifies Students listen to the track for the first time and guess a title for it.
the topic in a https://learnenglish.britishcouncil.org/general-english/audio-zone/living-on-my-own
relatively long
conversation
about dreams and Pair /group feedback
fears about the Learners compare their answers, and then they share with the whole group.
future.
Listening for second time
T asks leaners to match key words from the track with their corresponding
L2.2 Recognizes definition.

key words in a
relatively long Match the key words with their corresponding definitions. (see resources week #2 )
conversation
about dreams and
fears about the
future.
Students listen to the track again and answer the following questions:
L2.3 Gets main
points in a
1. Why do people stay at home rather than moving out? (give 2 reasons)
relatively long
2. What is the most important reason to move out?
conversation
3. What are some things you have to take into account when you are going to
about dreams and
rent an apartment?
fears about the
4. Why is money considered the main issue when living by your own?
future.
Post listening
Students check their answers along with their teacher and comment about
them.
R.2.Distinguishes R.2. Pre-reading

between different distinguish Teacher shows pictures to students and asks them what they think, Teacher asks
text purposes (to between students to mention the different texts they know and what is the main purpose to use
inform, to argue a different text each one of them. Then teacher makes an explanation about the different kinds of
point, etc.). purposes (to texts: descriptive, persuasive, etc.
inform, to 40 m
argue a point,
etc.).
Students identify the different literary sources writing the corresponding number into
the parenthesis.
1.Academic journals 2. Magazines 3.Web sites
4.Comic strip
5.Recipe 6.Flyer 7.Newspapers
8.Poem
9.Database 10.Timetable 11.Advertisement
12.Books
In pairs and with the rest of the class comment the next questions:
1. In which of these literary sources is more probable that you can find a job?
2. Which of these sources are used for academic purposes?
3. Which ones are used for entertainment?
4. Some of these resources are written in other languages, how did you identify
them?
5. Which ones inform? Explain? describe? Entertain?
Reading for the first time

Source: Active Skills for Reading 2 Book, Unit 8., page 103. National Geographic
Learning
T asks learners to skim the text above in order to identify its form. After reading,
learners circle the text form from the chart below and write two reasons for their
Indicators of
choice.
learning
Is it a/an_____?
R.2.1 Identifies the
form (Is it a book?
1. book article 2. magazine 3. web sites 4. comic strip
a brochure? a
5. recipe 6. flyer 7. newspaper 8. poem
flyer? booklet? a 9. database 10 timetable 11. advertisement 12 book
web page? an . .
advertisement?
junk mail? An Reasons: __________________________________________
editorial? a __________________________________________
newspaper article?
a job application Pair/Group feedback
form? a survey? a
short story? A Students share their answer in pairs. They give two reasons for their choice.
comic strip? a
poem?, a recipe?
a manual?, a DIY
book? an email?,
a travel guide?,
bird spotter’s
guide)

Learners read the text again but this time they pay special attention to the sentences.
R2.2 Identifies the Learners recognize different structures using colors as follows.
source of the text.
(Is it to persuade? Red: Short direct sentences
to inform? to find Green: imperatives
out? to entertain? Yellow: long sentences (commonly with adjectives)
to instruct? to Based on the second reading, learners circle the style of a text they read and the
explain? to type of vocabulary in the reading.
describe?
R2.3 Recognizes
sentence Text Styles
structure. (short 1. formal language with 2. informal 3. impersonal
direct sentences, a business-like tone language with language 40 m
using the lots of opinions
imperative; longer Vocabulary type
sentences using easy to read technical
adjectives)
Post-reading
Learners just read an informative article. Now, it is time for them to choose one
R2.4 Distinguishes section of this article and transform it into a persuasive paragraph. They can follow
the style of a text. the oreo technique as seen in the image.
(formal language
with a business-
like tone, informal
language with lots
of opinions,
impersonal
language) Source: https://bid4papers.com/blog/persuasive-essay/persuasive-article
R2.5 Distinguishes Task: Alfredo and Andrea have great plans for their future. They want to apply for a
the vocabulary major that is not offered in their hometowns. They start doing some research about
type. (easy to different majors offered by different public and private universities. They are excited;
read, technical) however, they have not considered some challenges they may or might face studying
away from home. So, they decided to write a list of advantages and
disadvantages/challenges of moving out to study away from home. For the
advantages listed before, they have to write a solution for each.
Pre-writing
W.1 list the T reviews the use of may and might as possibility.
W1. Lists the advantages
advantages and and 40 m
disadvantages of disadvantages
things that are of of things that
personal concern are of
(e.g., future goals, personal
universities, concern (e.g.,
majors, soft skills, future goals,
careers, events). universities,
majors, soft
Adapted from: https://loveenglish.org/may-vs-might/
skills, careers,
events).
Teacher reminds learners how and when to use may and might with some
examples from the unit.
We might not have time off during test evaluation week.
We may go to college next year.
Prewriting
icators of learning
T shows/ draws a graphic organizer on the screen/board. T asks learners to
W1.1 Prewrites an brainstorm ideas for advantages and ideas for disadvantages or challenges about
advantages and his /her concerns regarding studying away from home.
disadvantages list
of things that are
of personal
concern (e.g.,
future goals,
universities,
majors, soft skills,
careers, events. Drafting
W1.2 Drafts After writing some ideas in the graphic organizer, learners write complete sentences
sentences to with them. They must include in the sentences may and might.
express
advantages and
disadvantages of
things that are of
personal concern
(e.g., future goals,
universities,
majors, soft skills, Revising
careers, events. Learners check their sentences, and the teacher makes a quick check of their work by
using the following chart.
W1.3 Revises
sentences to The sentences … My revision Peers revision
express Yes No Partiall Yes No Partially
advantages and y
disadvantages of are well capitalized.
things that are of ‘verbs match with the subject.
personal concern have pronoun and article
(e.g., future goals, agreement.
universities, include modals may and might.
majors, soft skills, have a period at the end.
careers, events by
‘commas are used correctly.
checking subject-
fulfill the information asked in
verb agreement,
the task.
pronoun and
article agreement,
capitalization,
sentence sense,
text structure,
word order,
content,
punctuation and Editing
use of commas. Learners correct any mistake found during peer correction and add the suggestions
given by his/her teacher.
W1.4 Edits
sentences to
express Publishing
advantages and Learners writes their sentences in a blog.
disadvantages of
things that are of
personal concern
(e.g., future goals,
universities,
majors, soft skills,
careers, events
before publishing.
Integrated Mini-Project Time
Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls Adjust
to practice English, not just those related to presentation. previous
times listed
Thinking for planning: (5 or 10 minutes in week 3 and 4) above to
allow 5 min
Option #1 each week.
Learners prepare one presentation about how they look themselves 10 years from now. Ls will design a photo album or
a diary creating a possible situation of their future. Group
presentation
Option #2 s can be
week 5 or 6.
Option #3
Option #4
Reflective Teaching


In
I can… Yes progres No
s
identify the topic of texts of various lengths as long as the words used are
familiar.
identify key words of texts of various lengths as long as the words used are
familiar.
distinguish the gist of texts of various lengths as long as the words used are
familiar.
identify the topic in texts of various lengths as long as the words used are
familiar and/ or concern areas of student interest.
identify the intended audience in texts of various lengths as long as the
words used are familiar and/ or concern areas of student interest.
recognize the text structure in texts of various lengths as long as the words
used are familiar and/ or concern areas of student interest.
get main idea in paragraphs or sections of texts of various lengths as long
as the words used are familiar and/ or concern areas of student interest.
extract supporting details in paragraphs or sections of texts of various
lengths as long as the words used are familiar and/ or concern areas of
student interest.
analyze the author’s argument in texts of various lengths as long as the
words used are familiar and/ or concern areas of student interest.
draw conclusions texts of various lengths as long as the words used are
familiar and/ or concern areas of student interest.
prewrite a summary with a main idea in a few words dealing with familiar
subjects.
draft a summary with the main idea in a few words using the appropriate
Resources Week #2
Write the correct word next to its definition. Use a dictionary if necessary.
to bring up maintenance troublesome to tidy up
a landlord to settle down soaked to strike a balance
3. To care for a child until it becomes an adult _________________

4. To find a way to do multiple things in an acceptable way_______________
to become calmer and easier ______________
causing problems that are annoying _________________
completely wet _________________
an owner of a building who you pay rent to _________________
to put everything in its place _________________
work needed to keep something in good condition ________________
Match the definitions

This image shows a matching exercise
Students listen again and answer the questions.
5. Why do people stay at home rather than moving out? (give 2 reasons)
6. What does *them¨(paragraph 1, line 6) refer to?
7. What do ¨they¨(P.2, line 3) refer to?
8. What is the most important reason to move out?
9. What are some things you have to take into account when you are going to renta n apartment?
10. Why money is considered the main issue when living by your own?
Transcript
I want to talk about my experience of moving out and living on my own. Moving out to live on your own is not very
common in Hong Kong. Many people still choose to live with their parents even though they have a decent job and
they're already at (in) their 30s. Many of them would stay with their parents until they get married. There are
several reasons behind – firstly, Hong Kong's rent is expensive. Many people would rather save up more money to
purchase an apartment instead of renting one. Secondly, the Chinese traditional value of family is that the parents
are the ones who brought you up. When you become an adult, you should also take good care of your parents and
you should spend more time to be with them. And of course there are people who are still dependent on their
parents for food, clothing, household chores, etc.
When I tell people about the idea of moving out, many people's reaction is like, 'What do your parents say?',
because they assume the parents would not like their children to leave them. Well, I don't know if my parents like it,
but I can tell you my parents support and respect my decision. They think it is good for me to try and live on my
own and then I would know it is the best to stay with my family.
The most important reason for independent living is to save the travelling time to work. It used to take me one hour
15 minutes to travel to work from my previous living place. From my new apartment, it just takes me 30 minutes, so
I saved 45 minutes' travelling time. I don't have to get up so early and I save two-third (two-thirds) of my travelling
cost. It does not only save my time to travel for work, but also from most of the places in Hong Kong. In addition, I
gain my personal space and freedom by independent living. I make my own decision (decisions) all the time, I do
not have to say whether I would go home for dinner, I can invite my friends to come up and stay late.
Of course, there are some trade-offs in living on your own. If you want to rent an apartment, there are lots of
preparatory works (work) to do. You have to keep visiting the apartments to search for your ideal one. You have to
negotiate with the landlord about the price, furniture inclusion, who is responsible for the maintenance of the
furniture and equipments (equipment). My experience was that after we moved into the apartment, it was not until
the kitchen cupboard was soaked with water that we found out there was water leakage (leak) in the kitchen sink.
Money is the main issue in living on your own. You have to be responsible for all the expenses, for example the
rent, electricity, gas, water, telephone, internet bills, etc. Therefore, you've got to be well prepared and save up for
your bills. Although I find my transportation time much shorter, the saved time is spent on other things, such as
cooking and some other household chores. I think preparing and cooking the food do occupy a significant portion of
my time; therefore, I always try to make simple meals. On the other hand, I have to regularly tidy up my apartment
and wash my clothes, so it doesn't really save much of my time after all.
Now everything is settled down, I'm getting used to my new life and I am enjoying it. I feel that moving out makes it
easier for me to strike a balance between my work, my social life, my study and my family. It may be troublesome,
but it may worth (be worth it).
This image shows a woman reading a text.

DIFFERENT FORMS OF LITERATURE
( ) ( ) ( ) ( )
( ) ( ) ( ) ( )
( ) ( ) ( ) ( )
Identify the different literary sources writing the corresponding number into the parenthesis.
1.Academic journals 2.Magazines 3.Web sites 4.Comic strip

5.Recipe 6.Flyer 7.Newspapers 8.Poem
9.Database 10.Timetable 11.Advertisement 12.Books
In pairs ans with the rest of the class comment the next questions:
1. In which of these literary sources is more probable that you can find a job?
2. Which of these sources are used for academic purposes?
3. Which ones are used for entertainment?
4. Some of these resources are written in other languages, how did you identify them?
5. Which ones inform? Are created to argue? to give a point of view?

Source: Active Skills for Reading 2 Book, Unit 8.,

page 103. National Geographic Learning
This image shows a reading called The Right Job for Your Personality
Advantages and disadvantages/challenges of studying away from home
Directions:
Advantages Disadvantages/
challenges
Level III
Period IV
Didactic Planning
Week # 3
Domain: Academic Scenario: Get Ready. Get set. Go! Theme: Surviving or Thriving?
New Citizenship:
Dimensions
Future continuous Will+ be+ gerund Describing soft skills needed to be Making decisions that benefit my future.
successful in working life.
- Alex will be arriving later today. He should Discourse Markers Sociocultural
be punctual to keep his job.
Markers to structure informal spoken Respecting everyone’s choices regarding
Complex questions tags discourse their future.
- This job is interesting, isn’t it?
- This enterprise doesn’t offer social - Right
security insurance, does it?
- Really?
Vocabulary
-College dressing - Well, anyway
-College problems
-Being positive to reach your goals - Oh, I know.
- Developing a positive attitude towards life
events and jobs.
- Being open to changes, creative and
proactive
Assessment Learner can Didactic Sequence Mediation Time

Strategies & (goals) Total:
indicators of 200 min
learning (5
(Diagnostic,
formative, lessons)
summative)
Pre-teaching
40 m
T asks learners to watch the video What are soft skills?

https://www.youtube.com/watch?v=Tiy2LONr050
After watching the video, T. brainstorms learners’ opinions related to soft skills.
Learners can use the following phrases to give their opinions.
Then, they make a list of their own soft skills and copy them on their notebooks. After
that, learners fill out a soft skills KWL chart. If the students are attending virtual
classes or have access to technological devices, they can use www.paddlet.com
40 m
SP.1 Expresses SP.1. Express an
an opinion on opinion on
different topics. different topics
associated with
everyday life and
common issues
(e.g., give a
short talk on the
value of
developing soft Task: A company wants to hire manpower. So, representatives will be coming to the
skills).
high school two weeks from today to interview learners. T wants learners to be ready for
it. Thus, T asks learners to watch the following video and prepare themselves to give a
short talk about it at https://www.youtube.com/watch?v=VuLNCERKVS8, guiding a set of
questions.
Why are soft skills

important in the work What is the difference
place? between soft skills and
hard skills?
What are the benefits of

What are some examples soft skills?
of soft and hard skills?
Indicators of
learning How can soft skills training
help you achieve dreams
and overcome fears?
SP1.1 Plans the
information to Planning
express an
opinion about Learners watch the video and take notes to answer some questions for their short talk. T
dreams and presents and clarifies the following questions:
fears for the
future.
SP1.2 Organizes
the information Organizing
to express an
opinion about
dreams and Once learners have gotten the answers and their notes, they start organizing the
fears for the
information and looking for resources in order to prepare a well-organized short talk.
future supported
by sentence
frames and
illustrations.
Ls make sentences using appropriate linkers in which they specify aspects such as the
importance of soft skills, the difference between soft and hard skills, examples, benefits
SP1.3 Makes
sentences with training to achieve dreams or overcome fears.
the information
to express an
opinion about Rehearsing
dreams and
Before giving the talk with collected and prepared information, learners practice with
fears for the
future with the other learners what they will share during the short talk. They help each other clarifying
appropriate
if any doubts about pronunciation or vocabulary.
linkers or
connecting
words supported
Expressing
by illustrations.
Learners share their information and express their personal opinions about how soft
skills training can help them achieve dreams and overcome fears.
SP1.4 Gives an
opinion about
dreams and
fears for the
T asks learners to take a look at the chart below. Then, they have to comment on which
future supported
by sentence stage they think they are and why (in terms of life, career choice, world situation, etc). T
frames and 40 m
asks learners what they can do in order to move forward the stage they are in.
illustrations.
SP.2. Expresses SP.2. Present an

an argument argument clearly
clearly enough to enough to be
be understood understood most
most of the time. of the time.
T reviews future continuous will+ be+ gerund. T models some sentences and then, T
asks learners to work in pairs and write some sentences in future continuous with the
words from the chart.
Examples:
The team will be achieving a high performance after the soft skills training next month.
Task: You will go to college next year. Make a Surviving vs Thriving comparative chart
for an oral presentation. Tell your classmates about your future in college (housing, outfit
(college dress style, customs, habits), skills you will have to use, etc. Use future
continuous in your short talk as well as some colloquial expressions such as: Right,
Indicators of Really? Well, anyway. The short presentation must be 2 or 3 minutes long.
learning
Planning
College Facts Surviving Thriving

Clothes
Housing
Part-time job(job)
Money
Skills for college
Skills for work
Skills for life
Others
SP2.1 Plans
the language,
content and
resources to
express an
argument Organizing
clearly enough
to be Ls write sentences using appropriate linkers. They also organize the resources they
understood
want to share with classmates (power point presentations, video, etc; to support their
most of the
time about presentations).
future plans
regarding jobs
and studies,
and college
Rehearsing
problems and
dressing.
Learners rehearse individually first. Then, they practice with a classmate who has
already practiced individually, too. L use the following checklist to provide feedback to
SP2.2 Makes
each other.
sentences to
express an
argument
Oral Presentation Checklist
clearly enough
to be The presentation... Ye No Partially
understood s
most of the is well -organized (it has beginning, a middle and
time in a well- an end)
organized ´s sentences are well connected. (use of
presentation
connectors)
with the
appropriate has a logical sequence of ideas
linkers or has resources to support it.
connecting has clear sentences.
words about fulfills the information asked in the task.
future plans
regarding jobs
and studies,
and college
problems and Expressing
dressing.
Learners make a presentation to express arguments clearly enough to the audience.
SP2.3Express
es an
argument
clearly enough
to be
understood
most of the
time in a well-
organized
presentation.

practice English, not just those related to presentation. previous
times
Acting out listed
above to
Option #1 allow 5
Learners prepare one presentation about how they look themselves 10 years from now. Ls will design a photo album or a min each
diary creating a possible situation of their future. week.
Option #2
Option #3 Group
Writing future goals (pros and cons) of the major’s academic possibilities and occupations. presentati
ons can
Option #4 be week
Running a debate or a vocational café. 5 or 6.
They also have to mention the skills they will probably use at this job.
Reflective Teaching

At the end of the week, T guides the learners to check their progress using the checklist below.
In
s
prepare questions for an interview about studying in Costa Rica or abroad.
exchange personal experiences, feelings, opinions and reactions about
studying in Costa Rica or abroad in an interview.
plan the language, content and resources to express opinions about
studying in Costa Rica or abroad.
make sentences to express opinions about studying in Costa Rica or
abroad.
express ideas to give opinions about studying in Costa Rica or abroad.
ask for other’s opinions about studying in Costa Rica or abroad.
start the simple face-to-face conversation with a greeting.
keep a face-to-face conversation going about studying in Costa Rica or
abroad by checking understanding from the speaker's point of view or
listener's point of view
continue with the conversation about studying in Costa Rica or abroad by
checking understanding from the speaker's point of view or listener's point of
view.
Asks for agreement and disagreement in given statements about studying in
Costa Rica or abroad.
Answers questions about studying in Costa Rica or abroad.
Closes the conversation about studying in Costa Rica or abroad
MATERIAL WEEK # 3
This image shows a list of expressions to express opinion.

This image shows a KWL Chart.

This image shows a list of questions for learners to use.

Form of the future progressive
The future progressive tense is formed by adding will be to the -ing form (gerund form) of the main
verb and it is used to indicate an action which will be taking place at some time in the future.
will be verb+ing
Affirmative:
I will/'ll be attending a university induction next week. Negative I will not/won't be
attending a university induction next week.
Interrogative
Will you be attending a university induction next week?
NOTE:
will be attending = 'll be attending
will not be watching = won't be attending
Examples:
 I will be attending a university induction next Sunday afternoon.

 We'll be working on our project this morning.
 When you arrive, I'll be studying
 I will be leaving for work in a few minutes.
SURVIVING OR THRIVING?
Look at this chart and comment in which stage you think you are and why (in terms of life, career choice, world situation,
etc. can you improve it?
This image shows stages in terms of in terms of life, career choice, world situation.
Level III
Period IV
Didactic Planning
Week # 4
Domain: Scenario: Get Ready. Get, Set, Go. Theme: Go! The Future is Now
New Citizenship:
Dimensions

Embedded Questions
Initiating and closing conversations about - Managing soft skills at different scenarios.
- Main question / statement + interrogative+ future plans regarding jobs and studies.
subject + verb + object / complement
Discourse Markers Sociocultural
- Do you know when I can apply for the job?
Markers to structure informal spoken Respecting everyone’s choices regarding
Vocabulary discourse their future.
Go! The Future is Now. - Oh, I know.
- Getting a job (looking for and getting a job, - Yes, I suppose so.
interviews, resumes, filling out forms,
financial aid, type of letters, having a part- - I know how you feel.
time job etc.
- You know, I don´t like her either.
- Companies Human resources department
CEO Soft skills (punctuality, responsibility,
initiative, etc.)
- Enterprises, business, companies
Moving out of the home-time to live alone
Assessment Time
Strategies & Learner can Didactic Sequence Mediation Total:
indicators of Goals 200 min
learning (5
(Diagnostic, lessons)
formative,
summative)
Pre-teaching
Routine: Checking attendance, checking in with Ls, T posts the Essential Question on 40 m
Teacher writes on the board or projects on the screen the following question:
How can decisions define my future?
After that, the teacher asks learners to move around the classroom asking and
answering the question. Teacher can also send students to breakout rooms if they are
connected via Teams. Once there, they can take turns asking and answering the
question.
Teacher asks students to think about their preferences in universities /colleges. They
think about three names (if they need information they can go to this link: https://waki.cr/
(App to choose Costa Rican ‘universities).The teacher distributes or sends a Comparing
Colleges activity form (see it at the resource section for this week at the end of the unit)
for each student. Learners fill it out with the information required.
Introducing
T projects on the board or screen a chart with the different types of embedded
questions we can formulate. (See resource materials at the end of week 4)
The teacher explains the structures and provide learners with some examples in
context and asks students to produce some other questions orally following the
structures explained.
W.2. writes a W.2. write a

descriptive descriptive 40 m
paragraph paragraph about Task: My English teacher asked us to do research about universities, majors and/or soft
about universities, skills online. He/she wants us, within a small or whole group, to write a descriptive
universities, majors or soft paragraph about universities, majors and/or soft skills to become aware of what is
majors or soft skills and check coming after graduating from school.
skills. written
paragraphs or
Indicators of lists to look for Pre-writing
learning mistakes Learners brainstorm ideas to write a descriptive paragraph about universities, majors
(subject-verb and/or soft skills by using previously learned sentence frames for monitoring
W2. 1 Prewrites agreement, comprehension. They look at the following questions that could help them with it.
a descriptive pronoun and
paragraph article 1. Do you know what a person can search for if they need to find a good university?
about agreement, 2. Have you decided what university could be the best option for?
universities, capitalization, 3. Where would you like to study?
majors or soft using commas, 4. What profession should I choose?
skills sentence sense, 5. Do you know what skills do you need to develop to be successful in your future
word order, text career/job?
structure,
concrete ideas, 6. What do you like the best about it?
cohesion, etc.).
7. What soft skills are required for this major?
Drafting
W1.2 Drafts a Learners write their production that includes a topic sentence (what you are writing
descriptive about), supporting sentences (provide details explaining or supporting the topic
paragraph sentence) and a concluding sentence (a sentence that summarizes the ideas expressed
about in the paragraph) with the appropriate linkers or connecting words.
universities,
majors or soft
skills that
includes topic
sentence (what
you are writing
about),
supporting
sentences
(provide details
explaining or
supporting the
topic sentence)
concluding
sentence (a
sentence that
summarizes the
ideas
expressed in
the paragraph)
with the
appropriate
linkers or
connecting
words.
Revising
W1. 3 Revises a Then, each learner checks his/her report by using the following editing checklist:
descriptive
paragraph
about
universities, Editing Checklist My revision
majors or soft The report … Ye No Partial
skills by s ly
checking is well- capitalized.
subject-verb ‘s verbs match with the subject.
agreement, Pronoun and article agreement
capitalization, has at least 2 embedded
pronoun and questions
article Has background information
agreement, (content)
sentence has a main body of well -
sense, text sequenced ideas
structure, word has a conclusion.
order, content, is indented.
spelling, use of has clear sentences.
commas, fulfills with the information asked
punctuation in the task.
and cohesion. Spelling is correct
has punctuation marks correctly
used.
Word order
Editing & Publishing
Considering their own self-assessment, learners correct and modify their descriptive
paragraph. Teacher also monitors students and helps them in the editing process
before publishing.
W1. 4 Edits a
descriptive Note: (This activity can be useful as a part of the mini project if they choose the essay
paragraph option)
about
universities,
majors or soft
skills before
publishing.
Pre- reading
40 m
Teacher asks some questions such as: What do people do to choose a college major or
R.3 extracts the R.3. understand future career? Are there job fairs in your high schools? Is it a common practice for
key ideas from most words in teenagers to ask parents for guidance when choosing a college major?
narrative and narrative and
expository expository text,
texts. and extract the Reading for the first time
key ideas from
those texts.
T. asks learners to skim the article How to Make a Career Choice When You Are
Undecided (See materials section for the reading). Then,T asks learners to write a
sentence to describe the topic. Later, learners get in groups and share the sentence they
wrote and choose the best one to the report to the rest of the group.
R.3.1 Identifies
the topic from
narrative and
expository texts
about college Pair/Group feedback
and career Students check the sentences in pairs and help each other to correct any mistake.
decisions.
Learners read the text again and identify the main idea in each one of the paragraphs
R.3.3 Gets writing the corresponding number inside each parenthesis. Note: The ideas are
main points paraphrased.
from narrative
and expository
texts about
(P___) Identify your goals. Let the research you did about required education and
college and
training be your guide. Study more if you do not have all the details to set long and short-
career
term goals.
decisions
(P____) It is advisable to create just one single list, you have to see the careers that you
are interested in and write them into a sheet of paper.
(P ___) After this investigation you can make your choice. Choose the job that you think
will bring you happiness. Many students change their careers many times.
(P____) Now, you'll be excited you have less options about each of the occupations on
your list. Find job requirements and future employment possibilities.
(P__) Take out the careers you do not want to study. And make a “short list." Of at least 5
careers. Be objective and think if you can have the abilities to be successful in it.
(P___) Knowing about someone´s own personality using different instruments or even
an expert to evaluate will give the person different possible careers to choose.
(P__) Make a career action plan with all your goals. Write your long- and short-term
goals, this will be important steps for you.
(P__) Look for jobs you like and know some about to investigate later on. Also, include
professions you don't know much. You will be surprised.
Answer: 7-2-6-4-5-1-8-3
Students recognize key words from the text matching the words on the right to their
corresponding definitions on the left by writing the correct number.
1. Career (5) ability to do something well; expertise.
R.3.2
Recognizes key
words from 2. Tool (8) systematic investigation or study of facts.
narrative and
expository texts
about college 3. Self-assessment (7) object of a person's ambition or effort.
and career
decisions.
4. Requirement (1) occupation undertaken for a significant period of a
person's life.
5. Skill ( 3 ) evaluation of oneself or one's actions and attitudes.
6. Gather ( 9 ) action of teaching someone a particular skill or type

of behavior.
7. Goal (4) a thing that is needed or wanted.

8. Research (2) device especially held in the hand, used to carry out a
particular. function.
9. Training (6) come together; assemble or accumulate.
10. Sources (10) a place, person, or thing from which something comes or can
be. obtained.
Post reading
T asks learners to participate in a round table expressing their opinions about the
article.
Task: You and your classmates are asked to plan a university fair. Then you searched
on the net and found a video that could help you understand what a university fair is.
Watch the video you found https://www.youtube.com/watch?v=m50jDshjQlQ to inspire 80 m
SI.2. you and your classmate to make groups and create different stands with information
Participates in - SI.2. participate about different university majors. Some of your classmates will play the role of
group work, in-group work, university representatives in the stands. Some other classmates will play the role of
expressing expressing high school students who will ask university representatives about the soft skills needed
opinions and opinions and to be successful in those careers. Think about the possible questions that you can
making making make to the university representatives. Students playing the role of university
suggestions suggestions representatives must be ready to answer students’ questions.
actively. actively.
Planning and organizing
Indicators of
learning Teacher asks learners to work in groups of 3 or 4 learners to create a stand with
information from different universities, plan a set of questions related to the soft skills
SI2. 1 Plans a needed to be successful, with previously learned language structures and content
set of needed for the task, using linking words for time sequence and to be asked to the
sentences to students playing university representatives. They have to give opinions about specific
give opinions soft skills they have to develop to be successful in the careers they chose.
about soft skills
needed to be Rehearsing
successful in
working life. Students rehearse their questions and possible answers with the roles assigned within
the group by taking turns. They check fluency, pronunciation, intonation, coherence and
sentence structure.
SI2. 2 Makes
complete
sentences to
give opinions
about soft skills
needed to be
successful in Interacting/Describing
working life.
Learners walk around the classroom visiting the different stands asking questions and
giving opinions about specific soft skills they have to develop to be successful in the
SI2.3 Provides careers they are interested in. They can record some of the interactions with different
suggestions on classmates to later show their videos/audios to the rest of the class.
how to improve
soft skills
needed to be
successful in
working life.

practice English, not just those related to presentation previous
times
Acting out: Complete their mini projects to present them in week 5 and 6. listed
above to
allow 5
Option #1 min each
Learners prepare one presentation about how they look themselves 10 years from now. Ls will design a photo album or a week.
diary creating a possible situation of their future.
Group
Option #2 presentati
ons can
A multi-step research Career Research: “Planning my Future”- Gallery Walk (learners explore different careers and be week
professions they want to pursue, complete with educational requirements, salary and job opportunities) 5 or 6.
Option #3
Option #4
They also have to mention the skills they will probably use at this job.
Reflective Teaching
What worked well What didn’t work well
How to improve


In
s
plan the language, content and resources to explain points of view, justifying
assumptions and plans, briefly about studying in Costa Rica or abroad in a
well-organized presentation.
make sentences to explain points of view, justifying assumptions and plans,
briefly about studying in Costa Rica or abroad with the appropriate linkers or
connecting words in a well-organized presentation.
express ideas to explain points of view, justifying assumptions and plans,
briefly about studying in Costa Rica or abroad in a well-organized
presentation.
prewrite ideas based on a real event for a one-page report about graduating
from school, getting interviewed or choosing a career.
draft the report based on a real event for a one-page report about
graduating from school, getting interviewed or choosing a career.
revise the report based on a real event for a one-page report about
graduating from school, getting interviewed or choosing a career.by
checking subject-verb agreement, pronoun and article agreement, sentence
sense, text structure, word order and punctuation and content.
edit the report before publishing.
Materials for week # 4
Comparing colleges
Directions: The purpose of this activity is to answer questions about colleges that you are interested in to get a better
idea of which college may be the best match for you. In each college column heading, write or type the name of the
college you are interested in attending. Then answer each question about each college in the space provided. There are
also blank spaces available on Page 4 for you to fill in your own questions. To find the answers to these questions, read
the college’s Web site, request that the college send information to you (by mail or e-mail), contact the admissions office,
and/or contact the disability support services office. After you have answered the questions for each college, highlight in
green the positive aspect of each college that meets your needs and preferences. Compare the colleges and talk with
your guidance counselor or parent to find out which one might be the best match for you.
Name of College 1: Name of College 2: Name of College 3:

Questions
What majors does the college

offer that you might be
interested?
What core courses are
required
in college?
Name of College 1: Name of College 2: Name of College 3:
Questions
What kinds of campus

activities and organizations
does the college offer?
What are the admission
requirements?
Are there foreign language or
other courses required for
admissions?
What are the admissions
deadlines?
How many students with

disabilities
are on campus?
Does the college provide

classes
or workshops in study skills
(time management, note
taking, reading, writing)?
Adapted from Virginia’s College Guide for Students with Disabilities:
www.doe.virginia.gov/special_ed/transition_svcs/outcomes_project/college_guide.pdf
Embedded questions
An embedded question is a question that is inside another question or statement. This grammar point is sometimes
explained on its own or in a lesson on noun clauses or reported speech (more on this below).
Two Types
1. Embedded Questions within Questions
Here are some examples of an embedded question within another question. For patterns and uses, see the notes below
the charts.
Common Introductory Common Questions Embedded Questions

Question Phrases Examples
Do you know… When does the course Do you know when the
start? course starts?
Who knows… What is the best career? Who knows what the best
career is ?
Do you think… Can he come to take the Do you think he can come
admission test? to take the admission test?
Do you remember… Where is the admissions Do you remember where
office? the admissions office is?
Could you tell me… Is there any scholarship Could you tell me if there is
program? any scholarship program?
Would you mind telling me What time is the lecture? Would you mind telling me
… what time the lecture is?
Embedded Questions within Statements
Here are some examples of an embedded question within an affirmative or negative sentence. Note that we do not use a
question mark for these statements even though they contain a question.
Common Introductory Common Questions Embedded Question

Statement Phrases Examples
I wonder… Is our professor emphatic? I wonder whether (or not)
our professor is emphatic?
I asked… Can I have an extension? I asked if I could have an
extension.
I want to know… How much was the tuition? I want to know how much
tuition was.
I don’t know… Who does this admission I don’t know who these
papers belong to? admission papers belong
to.
I´m not sure Where are my forms? I´m not sure where my
forms are.
The question is… Should we go ahead with The question is if we
the scholarship application should go ahead with the
process? scholarship application
process (or not).
Let´s ask… Do they like the student Let´s ask whether they like
induction into university the student induction into
life? university life (or not) .
Patterns
1. Sentence Pattern
A normal English sentence follows this pattern: Subject + Verb (+ Object) or SVO.
 She (S) studied (V).

 The girl (S) took (V) the test. (O).
2. Question Pattern
A normal question has an inversion of the sentence pattern, and looks like this: (Question Word) + Auxiliary Verb +
Subject + Main Verb (+ Object) or VSVO. For the Be verb, it looks like this: VSO.
 What (Question Word) did (Aux V) he (S) study(V)?

 Do (Aux V) you (S) like (V) elective courses (O)?
 Is (Be) he (S) organized?
3. Embedded Question Pattern
In an embedded question, the question inside the statement or other question follows a sentence pattern instead of a
question pattern: SVO. The introductory phrases follow the normal sentence (SV) or question (VS) patterns.
 I (S) don’t know (V) [what (question word) I (S) should do with this (V)].
 Do (Aux V) you (S) think (V) [we (S) need (V) more time to complete the admission process. (O)]?
How to Make a Career Choice When You Are Undecided
7 Steps to Choosing a Career
BY DAWN ROSENBERG MCKAY
Updated November 20, 2019
Image by Lisa Fasol © The Balance 2019
With thousands of options, how will you choose a career that's right for you? If you don't have any idea what you want to
do, the task may seem insurmountable. Fortunately, it isn't. Follow an organized process and you will increase
your chances of making a good decision.
Assess Yourself
P.1 Before you can choose the right career, you must learn about yourself. Your
values, interests, soft skills, and aptitudes, in combination with your personality type,
make some occupations a good fit for you and others completely inappropriate.
Use self-assessment tools, and career tests to gather information about your traits
and, subsequently, generate a list of occupations that are a good fit based on
them. Some people choose to work with a career counselor or other career
development professionals who can help them navigate this process.
Make a List of Occupations to Explore
P2. You probably have multiple lists of occupations at this point—one generated by each of the self-assessment tools you
used. To keep yourself organized, you should combine them into one master list. First, look for careers that appear on
multiple lists and copy them onto a blank page. Title it "Occupations to Explore." Your self-assessments indicated they are
a good fit for you based on several of your traits, so they're definitely worth exploring.
P3. Next, find any occupations on your lists that appeal to you. They may be careers you know a bit about and want to
explore further. Also, include professions about which you don't know much. You might learn something unexpected.
Explore the Occupations on Your List
P4. At this point, you'll be thrilled you managed to narrow your list down to only 10 to 20 options. Now you can get some
basic information about each of the occupations on your list. Find job descriptions and educational, training, and licensing
requirements in published sources. Learn about advancement opportunities. Use government-produced labor market
information to get data about earnings and job outlook.
Create a "Short List"
P5. Now you have more information, start to narrow down your list even further. Based on what you learned from your
research so far, begin eliminating the careers you don't want to pursue any further. You should end up with two to five
occupations on your "short list. “If your reasons for finding a career unacceptable are non-negotiable, cross it off your list.
Remove everything with duties that don't appeal to you. Eliminate careers that have weak job outlooks. Get rid of any
occupation if you are unable or unwilling to fulfill the educational or other requirements, or if you lack some of the soft
skills necessary to succeed in it.
Make Your Career Choice
P6. Finally, after doing all your research, you are probably ready to make your choice. Pick the occupation that you think
will bring you the most satisfaction based on all the information you have gathered. Realize that you are allowed do-overs
if you change your mind about your choice at any point in your life. Many people change their careers at least a few times.
Identify Your Goals
P7. Once you make a decision, identify your long- and short-term goals. This helps to chart a course toward eventually
landing work in your chosen field. Long-term goals typically take about three to five years to reach, while you can usually
fulfill a short-term goal in six months to three years. Let the research you did about required education and training be
your guide. If you don't have all the details, do some more research. Once you have all the information you need, set your
goals. An example of a long-term goal would be completing your education and training. Short-term goals include applying
to college, apprenticeships, other training programs, and internships.
Write a Career Action Plan

P8. Put together a career action plan, a written document that lays out all the steps you will have to take to reach your
goals. Think of it as a road map that will take you from point A to B, then to C and D. Wri te down all your short- and long-
term goals and the steps you will have to take to reach each one. Include any anticipated barriers that could get in the
way of achieving your goals—and the ways you can overcome them. This may sound like a lot of work—and it is. But it's
much easier to forge a career path when you know what you want. Taking these steps early will save you a lot of struggle
and uncertainty in the long run.
Source : https://www.thebalancecareers.com/steps-to-choosing-career-525506
Editing Checklist My revision

The report … Yes No Partially
is well- capitalized.
‘s verbs match with the subject.
has a summary
Has background information
has a main body of well -sequenced ideas
has a recommendation or conclusion.
is indented.
has clear sentences.
fulfills with the information asked in the task.
has punctuation marks correctly used.
This image
shows a handout for a student activity: Decision making in my life
Source : https://www.kuder.com/blog/downloads-resources/downloadable-lesson-plan_why-should-students-plan-for-the-
future/
Level III
Period IV
Weeks 5 and 6
Review and Integrated Mini-Project
Enduring Understanding: Everyday people are faced with choices – some big, some small – and the way people react to those
choices shape their future.
Essential Question: How can decisions?
New Citizenship:
Dimensions
Grammar & Sentence Frame Function Psychosocial
 Did Ls use all sentence frames?  Did Ls show evidence of …
 Did Ls use all functions?  Being aware and committed to
Vocabulary protecting the environment
 Did Ls say aloud and write all Discourse Markers  Appreciating natural wonders
vocabulary?  Did Ls practice connecting words:
and, but, because? Sociocultural
Phonology  Ls practice some idioms and quotes
 Ls recognize, articulate and produce
phonological sounds correctly
Assessment
Strategies & Time
learning Learner can Didactic Sequence Mediation 120 min
(Diagnostic, (3
formative, lessons)
summative)
 Did Ls  Can Ls Referencing notes from formative assessments throughout the weeks, repeat All of week
achieve all do all activities to strengthen Ls in weaker areas or select from Optional Activities that 5 or 6
learning tasks? follow these plans.
outcomes?
Practice for test
Options Integrated Mini-Project Time

By allowing time for the Mini-Project each week for participating, thinking, and acting All of week
Option #1 out, learners should now have a chosen project and determined content and strategies. 5 or 6 of
Learners prepare one In the presentation week Ls focus on: unit
presentation about how they look
themselves 10 years from now. Responding and sharing: Participating in individual and peer assessment of
Ls will design a photo album or a mini-project.
diary creating a possible situation
of their future. Integrated Mini-project Self-Assessment
Participating to Negotiate
Option #2 I participated by
sharing my own ideas and interests with my family or
A multi-step research Career classmates
Research: “Planning my Future”- respecting my family or classmates’ opinions,
Gallery Walk (learners explore communicating respectfully
different careers and professions making decisions
they want to pursue, complete A lot A little Not at all
with educational requirements, 5 4 3 2 1
salary and job opportunities) Thinking:
I planned by
looking for information and resources,
Option #3 thinking of a design for my presentation
Writing future goals (pros and interacting with my classmates.
cons) of the major’s academic making decisions
possibilities and occupations. A lot A little Not at all
5 4 3 2 1
Option #4 Acting out:
Running a debate or a vocational I acted out by
café. reviewing the information
improving my video
They also have to mention the correcting the information,
skills they will probably use at this rehearsing and working on pronunciation, intonation,
job. fluency and other aspects,
. A lot A little Not at all
5 4 3 2 1
Responding and Sharing:
I can demonstrate I was well prepared in delivering and sharing
the information by
responsibly delivering the project during the virtual /
classroom exchange.
answering questions from the audience respectfully.
self-assessing the final product.
A lot A little Not at all
5 4 3 2 1
Teachers monitor ….
 Did Ls use English during all aspects of Integrated Mini-Project?
 How did project presentations reflect understanding and/or mastery of Can Do
statements?
 Did Ls put into practice the focus of Learn to Be and Live in Community?
 Did the Integrated Mini-Project provide answers to the Essential Question?
Materials for Week # 4
Sample of an action plan
This image shows a student handout

for an action plan
Source :https://www.kuder.com/blog/downloads-resources/downloadable-lesson-plan_why-should-students-plan-for-the-
future/
Useful web sites
https://www.topuniversities.com/blog/top-5-challenges-studying-abroad
Source: https://www.topuniversities.com/student-info/admissions-advice/how-prepare-university-admission-i
http://going-to-college.org/
How to make a cover letter

https://www.thebalancecareers.com/get-your-cover-letter-noticed-2060153
Job interviews
https://www.thebalancecareers.com/job-interviews-types-4161911
Career search
https://www.esl-lab.com/intermediate/career-search/
Career planning
https://www.youtube.com/watch?app=desktop&v=ABVpi3V8_Hw
Job search
https://www.esl-lab.com/basic-english/job-search-1/
Choosing a job
https://www.allthingstopics.com/uploads/2/3/2/9/23290220/listen-again-jobs-work.pdf
Jobs and work
https://www.allthingstopics.com/jobs-and-work.html
Create a résumé
https://www.resume-now.com/lp/rnarsmsm63.aspx?
utm_source=google&utm_medium=display&utm_campaign=174127281&utm_term=&network=d&device=c&adposition=n
one&adgroupid=14195413641&placement=www.123test.com&gclid=EAIaIQobChMIiej3z6Sa8QIVhZ6nCh2WMAniEAEYA
SAAEgIR2PD_BwE
Career test link: https://www.hawaiipublicschools.org/DOE%20Forms/CTE/RIASEC.pdf
https://www.123test.com/career-test/id=SGQ7T5ZKMVIA&version
Students watch this video and complete the information in the chart below (Annex 2)
https://www.youtube.com/watch?v=ABVpi3V8_Hw
https://www.elllo.org/english/1151/T1173-Maria-Future.html
https://www.buzzfeed.com/ashleyperez/what-career-should-you-have
allthingtopics.com
https://www.youtube.com/watch?v=zLYECIjmnQs&pbjreload=10
Career workbook
https://alapowers.weebly.com/uploads/8/4/9/8/84985102/career_choices_workbook.pdf
Exploring community colleges
https://files.consumerfinance.gov/f/documents/cfpb_building_block_activities_exploring-community-
colleges_worksheet.pdf
Practice for test
Read the next dialogue and do the exercises.
Man: I wonder if this is going to be an interesting class.
Woman: Yeah. Me too. So, what’s your major?
Man: Well, I’ve been batting around the idea of going into business, but I haven’t decided yet. And my dad keeps telling
me I have to choose a major, but I’m undeclared at the moment.
Woman: Ah, that’s what happened to me my freshman year.
Man: Oh, so what year are you in school?
Woman: I’m a senior, and I only have to take 10 more credits to graduate. Yeah!
Man: Well. That must feel great to be almost finished with school.
Woman: You can say that again, but once I graduate, I have to start repaying a student loan, so I’m not looking forward
to that.
Man: But didn’t your parents help you out with your college tuition?
Woman: No. My dad said he wasn’t made of money, so he thought I should earn my own education, so I worked like
crazy in the summer and part-time during the school year to cover most of my costs. [Well, that’s parents for you.] And, I
received some financial aid and a scholarship one year, which really saved me. [Ah, that’s nice.] But this past year,
school has been more demanding, so I haven’t been able to work as much.
Man: Well, you know, at least you see the light at the end of the tunnel.
Woman: That’s true.
Man: Well, have you lined up a job yet?
Woman: Not yet, but I’m trying to line up a few interviews at the job fair next month.
Man: Well, at least you have some ideas on your future. I mean, I’m taking a business class right now, and the teacher
always lectures us by saying that life is difficult, and we should prepare for our futures by setting realistic goals. And the
only place that success comes before . . .
Woman: . . . work is in the dictionary. {Yeah!?] Yeah. I’ve heard that all before. Let me guess. Is your teacher Paul
Jones?
Man: Yeah. How do you know? I mean, did you have him too? I mean, the guy is, you know, he’s just really . . .
Woman: He’s my dad. Yeap.
Man: Your dad? I mean, I didn’t mean anything by what I said. I wasn’t bad-mouthing him or anything. I mean he’s a
good teacher and all. It’s just that . . .
Woman: . . . he’s a dad. That’s what dads do. Lecture. He has about a thousand sermons on life, and he always shares
them in his classes.
Man: Yeah. Well, um . . . , nice talking with you. I have . . . I have to go.
Woman: Same here. Bye. I’ll tell Mr. Jones you said hello, and maybe we can study together at my house? [Nah, nah,
nah . . .]
Weekly Sample Lesson

Plans for Third Level III
Period IV
Level III
Period IV
CEF Level to be Reached B1 Basic User/Independent User
Scenario: Really???
(Controversial issues)
Enduring Understanding What is considered right can be relative depending on personal points of view.
Essential Question How our point of view depends upon the way we look at it?
Dimensions
4. Tools for integrating with the world (√)
Assessment and Goals

Week 1 Week 1 Week 2 Week 2 Week 3 Week 3 Week 4 Week 4 Weeks
Goals Assessment Goals Assessmen Goals Assessmen Goals Assessmen 5&6
t t t
L.2. L.2. extracts L.1. SI.2. take SP.1. Integrated
understand the main understand L.1. part in long SI.2. takes explains a SP.1. Mini project
classroom talk points from the main interprets conversation part in long process provide
between two classroom points of the main s with peers conversation providing detailed,  A survey
or more native talks. stories and points of about world s with peers, detailed, practical about a
speakers, only other texts stories and facts, issues if others practical instructions controversi
occasionally read aloud other text from health make an instructions. to explain a al issue.
needing to in the read aloud and effort as well. process with  A recorded
request classroom in the medicine, which they inspirational
clarification about world classroom. controversie are familiar video
facts, issues s and the (e.g., animal (TedEx in
from health law and rights, the class),
and stereotypes UFO’s, using cell
R.2. medicine, and cultural controversial phones or
understand controversie differences, issues). role-play it.
straightforward s and the if others W.2. write
, factual text R.2. extracts law and make an short  Writing
about world key points in stereotypes effort as persuasive W.2. writes memories
facts, issues straightforwar and cultural well. paragraph short for the
from health d factual differences. about world persuasive class
and medicine, texts. facts, issues paragraphs. yearbook.
controversies SI.1. start a from health
from the law conversation SI.1. starts a and
and and help to conversation medicine,
stereotypes keep it going and helps to controversie
and cultural about world keep it s from the
differences facts, issues going. law and
satisfactorily. from health stereotypes
and and cultural
medicine, differences.
controversie
SP.2. express s and the
an opinion law and
about world stereotypes
facts, issues R.1. and cultural
from health understand differences.
and medicine, short media
stereotypes SP.2. reports R.1. draws W.3. spell
and cultural expresses about world conclusions W.1. write a and show
differences opinions facts, issues on short short W.1. writes basic W.3. spells
and issues about world of health media summary of a short punctuation and show
such as giving facts, issues and reports a piece of summary accurately basic
a short talk on from health medicine, literature or of a piece enough to punctuation
animal rights, and medicine, controversie audiovisual of literature be followed accurately
UFO’s, stereotypes s from the production. or most to the enough to
controversial and cultural law and audiovisual time. be followed
issues. differences. stereotypes production. most to the
and cultural time.
differences W.4. check
written
summaries W.4. checks
and written
paragraphs summaries
to look for and
mistakes paragraphs
(subject- to look for
verb mistakes
agreement, (subject-
pronoun and verb
article agreement,
agreement, pronoun and
capitalizatio article
n, using agreement,
commas, capitalizatio
sentence n, using
sense, word commas,
order, text sentence
structure, sense, word
concrete order, text
ideas, structure,
cohesion, concrete
etc.). ideas,
cohesion,
etc.).
Theme Theme Theme Theme

1. You gotta be 2. Shut up…Issues 3. No way… 4. OMG… Stereotypes and Cultural
kidding…World facts from Health and Controversies and Differences
Medicine the Law
Function Function Function Function

Describing past experiences Expressing agreement/ Describing feelings,  Managing interaction (interrupting,
stories and news about world disagreement about emotions, and attitudes changing topic, resuming or continuing)
international issues. health and medical facts. when talking about when expressing opinions about cultural
controversial topics patterns.
related to law.
Discourse Markers Discourse Markers Discourse Markers Discourse Markers
Linkers: sequential – past Connecting words Markers to structure Markers to structure informal spoken
time (first, next, later) expressing cause and informal spoken discourse
effect, contrast, etc.: discourse However, to do that you need to spend a
However, to do that you lot of money
On the other hand, we need to spend a lot of Right
could sue this person. money Really?
Right Well, anyway
Really? Oh, I know.
Well, anyway Yes, I supposed so.
Oh, I know. I know how you feel
Yes, I supposed so. You know, I don´t like her either…
I know how you feel
You know, I don´t like her
either…
Grammar & Sentence Grammar &Sentence Grammar & Sentence Grammar & Sentence Frames
Frames Frames Frames
Simple passive
Past tense responses Reported speech (range Present perfect [Thing doing action] + [verb] + [thing
 subject+main verb in past of tenses) have' / 'has' + the past receiving action]
simple  Most men said that participle  In brief, I can say that animals are used
 Mass protests and strikes they fell in love at the first  Some countries have by scientists in laboratory testing because
received the media attention sight. confirmed the practice of they are still considered lesser beings.
last month.  Most of my friends say voluntary euthanasia.
that they would not like to
have plastic surgery
Vocabulary Vocabulary Vocabulary Vocabulary
Cultural patterns:
World international: news, Health and Medicine, in Law can be
Costa Rica, the happiest vitro conception, controversial: Differences and similarities (food, clothes,
country in the world, UFO xenophobia, nursing, Discrimination, gender relationships, racism, music,
existence, etc. Euthanasia, abortion, Gender equality, legalizing senior citizens and children care, beliefs,
cloning drugs, Animal mistreated culture shock, beauty, stereotyping,
or too much care? ethnics, etc.).
corruption
Psycho-social Psycho-social Psycho-social Psycho-social
Analyzing
Analyzing implications in local and Analyzing Analyzing
implications in local and global decisions. implications in local and implications in local and global decisions.
global decisions. global decisions.
Appreciating human and Appreciating human and animal rights.
Appreciating human and animal rights. Appreciating human and
animal rights. animal rights.
Sociocultural Sociocultural Sociocultural Sociocultural
Respecting everyone’s
cultural differences. Respecting everyone’s Respecting everyone’s Respecting everyone’s cultural
cultural differences. cultural differences. differences.
Life is meant to be shared. Life is meant to be Life is meant to be shared.

We need each other. ~Lailah shared. We need each We need each other. Life is meant to be shared. We need each
Gifty Akita, other. ~Lailah Gifty Akita, ~Lailah Gifty Akita, other. ~Lailah Gifty Akita,
Level III
Period IV
Didactic Planning
Week # 1
Scenario: Really??? Theme: You gotta be Kidding… World facts
Domain: Socio-Interpersonal and Academic
Enduring Understanding: What is considered right can be relative depending on personal points of view.
Essential Question: How our point of view depends upon the way we look at it?
New Citizenship:
Dimensions
4. Tools for integrating with the world (√ )
Describing past experiences stories and news -Appreciating human and animal rights.
Past tense responses about world international issues. - Analyzing implications in local and global
 subject+main verb in past simple decisions
 Mass protests and strikes received the media Discourse Markers
attention last month. Socio-cultural
Linkers: sequential Respecting everyone’s cultural differences.
Vocabulary – past time (later)
World international: He got in an accident and then he called the Social Language Samples
news, Costa Rica, the happiest country in the ambulance. Later, he went to the hospital. After Really??? Seriously?
world, UFO existence, etc. that, he got a cast on his leg. Finally, he went
home to rest. Idioms
- culture shock - Really? - OMG
Connecting words expressing cause and
effect, contrast, etc.: Proverbs / Quotes
On the other hand, we could sue this person. - I have a dream that one day this nation will rise
up and live out the true meaning of its creed:
Markers to structure informal spoken 'We hold these truths to be self-evident, that all
discourse However, to do that you need to men are created equal.’ ~Dr. Martin Luther King
spend a lot of money Right Really? Jr.
Well, anyway - Life is meant to be shared. We need each
Oh, I know. other. ~Lailah Gifty Akita
Yes, I supposed so.
I know how you feel You know, I don´t like her
either…
Assessment Strategies
& indicators of learning Time
Goals Pedagogical Mediation/ Didactic Sequence
(5
(Diagnostic, formative, lessons)
summative)
Learner… Pre-teaching
Routine: Checking attendance, checking in with Ls, teacher sticks the Essential
Question on the wall and shares Can Do’s, and class agenda, etc.
Participating: Warm-up
Teacher pastes on the board or shows some pictures about controversial issues.
Learners match them with the correct concept. (Appendix 1)

The teacher pastes/projects the Unit’s Essential Question on the wall/screen: How our
point of view depends upon the way we look at it? and the goal for the week.
Teacher explains what controversial issues are and why they are called controversial
issues
Controversial issue
A controversial issue is one that presents challenge and stimulates debate; it
involves no universally held or fixed point of view. Almost any issue can
become controversial when people hold different beliefs, views or values.
Taken from https://journals.sagepub.com
Introducing
Teacher tells learners that this week they will discuss about some controversial issues
such as: climate change, pollution, terrorism, lack of education, etc.
Then, T writes this question How did the pandemic issue affect our society? Then,
T models a paragraph of a controversial issue in past tense with the linkers: first, then,
next, later.
For example:
The pandemic affected our society in different ways. First, many people had different
health problems such as depression, stress, insomnia. Then, the unemployment
situation affected many areas from the country, tour operators couldn’t work, school
bus drivers didn’t have students to transport, waiter and waitresses lost their jobs
because restaurants couldn’t open. Finally, some students had limited chance for
education because there was no money to pay for the internet connection in their
homes, some students didn’t have a home, or some had to move to live with their
relatives.
After that, T asks learners to read the paragraph and underline the verbs in past tense
and circle the linkers they can see.
Finally, T lists some topics for learners to choose one (climate change, unemployment,
pollution, war, strikes, and natural disasters). Once, they have picked a topic, they
work in pairs to write a short paragraph about a world event related to the chosen topic
in simple past using the appropriate linkers. Teacher reinforces vocabulary if
L.2. Extracts the main L.2. understand necessary.
points from classroom classroom talk Pre-listening
talks. between two or more
native speakers, Learners list world news they have seen or read in the media lately. They can include
only occasionally any news related to controversial issues.
needing to request
clarification Teacher explains learners that they will listen to a radio program called “Here is The
Indicators of learning: News”, and they have to pay attention to what the news reporter is presenting on air.
Learners listen to a bulletin of world news on the radio taken from https://www.esl-
lounge.com/student/listening/3L8-here-is-the-news.php Teacher can download the
L2.1 Identifies the topic
audio from it. (See script on appendix 3)
from classroom talks
about controversies from
the law and stereotypes or Learners listen to the information for the first time and answer the following questions:
world news.
1. What was the audio about?
2. What controversial issues were mentioned in the audio?
3. What was the intention of the speaker?
Pair /Group feedback
Learners share their answers with the rest of the class and teacher gives feedback.
L2.2 Recognizes key

words from classroom Listening for the second time
talks about controversies
from the law and Learners match words with their corresponding meaning. She/he explains that those
stereotypes or world news. words are found in the listening activity. Teacher asks learners for the pronunciation of
the words and reinforces it if necessary.
Key Vocabulary Meaning
A announcement ( ) the condition of being confined. 15´

B race ( ) to feel sad because a thing is not present
C share ( ) the act of moving people from a dangerous
place to somewhere safe
D speed ( ) An activity all the competitors try to be
the fastest and to finish first.
E issue ( ) a public and formal statement about a fact.
F captivity ( ) an important subject or problem
that people discuss or argue about,
G miss ( ) how fast something moves
H evacuation ( ) a part of something that has
been divided between several people
L2.3 Gets main points Learners compare answers and teacher checks them out loud.
from classroom talks
about controversies from
the law and stereotypes or Learners listen to the radio program again and answer some questions. (see appendix
world news. 4)
.
1. Where was the announcement made about the host nation for the 2012
Olympics?
a. Paris
b. Singapore *
c. London
d. Cairo
2. Which cities were in the race?

a. London, Paris, Madrid, New York, Moscow
b. London, Paris, Munich, New York, Moscow *
c. London, Paris, Madrid, Singapore, Moscow
d. London, Paris, Toronto, Singapore, Moscow
3. What were the new Estonian President's election promises?

a. Investment in Estonian industry.
b. Privatize Estonian industry and schools.
c. Spend more money on hospitals *
d. Spend more money on education.
4. What share of the vote did he win?
a. 62%
b. 82%
c. 72% *
d. 60%
5. What wind speeds did the hurricanes produce?

a. 180 kilometers per hour *
b. 180 miles per hour
c. 80 miles per hour
d. 70 mile per hour
6. When did the government issue an evacuation order?

a. It hasn't yet.
b. Many days ago.
c. Very recently.*
d. Long ago
7. How old is Manchester United's new player?

a. 17
b. 18 *
c. 19
d. 21
8. Which team did he use to play for?

a. Flamenco
b. Sao Paolo *
c. Santos
d. Manchester United
9. What will he miss about Brazil?

a. Sun and food.
b. Food and beaches.
c. Sun and beaches. *
d. Food and clothing
10. How long has Chi lived in captivity?

a. A couple of years.
b. Nearly ten years.
c. More than ten years *
R.2. extracts key points in R.2. understand d. More than fifteen years.
straightforward factual straightforward,
texts. factual text about Post-listening
world facts, issues Learners are asked to think about three important issues that need to be changed.
from health and They must write their ideas on a piece of paper and stick it on the wall. (appendix 5)
medicine,
controversies from
the law and Written Comprehension
stereotypes and Pre-reading
cultural differences Teacher writes on the board ¨Climate Change¨ and activates learner’s previous
satisfactorily. knowledge using the following questions.
Indicators of learning: • What do you know about climate change?

• How does climate change affect your daily life?
• Do you actively do anything to protect the environment or to combat climate
change?
Learners discuss their answers and share them with the class.
R2. 1 Identifies the topic in
straightforward factual Reading for the first time
texts about controversial Teacher will divide the group into four, every group will have a different reading
topics. (Canada, Ethiopia and Somalia, Colombia and Venezuela and Southeast and Central
Asia). (See appendix 6)
What is the reading about?

How does climate change impact on people’s lives?
How do you think climate change impacts on Costa Ricans´ lives?
How can governments and world institutions protect the environment?
R2. 2 Recognizes key Think about two measures that can help protect the environment and that you
words in straightforward consider feasible.
factual texts about
controversial topics. Pair/Group feedback: Learners share information with the class.

Learners read the text one more time. They circle 8 key words and write their
meanings in English. After that, they extract the main idea and key details to complete
the following graphic organizer.
R2. 3 Gets key points in

straightforward factual
texts about controversial
topics.
Post-reading
After completing the graphic organizer, learners retell the information and explain
causes and consequences of the geographical zone. (see appendix 7) in an oral
presentation. They prepare a cardboard or PPT presentation with the most relevant
details.
SP.2. expresses opinions

about world facts, issues Oral production:
from health and medicine, SP.2. express an
stereotypes and cultural opinion about world T asks learners to look for a piece of news about any controversial issue (national or
differences. facts, issues from international) from an online or printed English newspaper to prepare an oral report to
health and medicine, be delivered in front of the class.
stereotypes and Teacher makes sure learners understood the instructions. T asks learners to work in
cultural differences pairs.
and issues such as
giving a short talk on
animal rights, UFO’s,
Indicators of learning: controversial issues.
Planning/organizing
SP.2.1 Plans language Learners read the news article carefully and highlight the most important aspects.
content to express an
opinion about world facts, To prepare the report, they can use the following guiding questions:
issues from health and What happened?
medicine, stereotypes or Where did it happened?
cultural differences. When did it happened?
Why did the event happen?
Who were involved?
What were the main consequences of the event?
SP.2.2 Organizes the What’s your opinion about the news? How important is it?
ideas to express an (Taken form Speed Up 11,EVN Eduvision)
opinion about world facts,
issues from health and Rehearsing
medicine, stereotypes or
cultural differences. Learners prepare an outline for their report and present it to their teacher and partner
for feedback.
Once everything is reviewed, they will work on a visual aid (cardboard, PPT
SP.2.3 Makes sentences presentation).
to express an opinion
about world facts, issues
from health and medicine, Learners make sentences including linking words/ the appropriate connectors. After
stereotypes or cultural that, learners check their presentation/ resources are well-organized and have a
differences. logical sequence.

The presentation... Yes N Partially
o
is well -organized (it has beginning, a middle
and an end)
´s sentences are well connected. (use of
connectors)
has a logical sequence of ideas
has resources to support it.
fulfills the information asked in the task.
SP.2.4 Gives an opinion
about world facts, issues
from health and medicine, Producing
stereotypes or cultural Learners present their controversial news and their opinion about it to the rest of the
differences class and the audience can make questions about the topic.

Phase: 1 Participating
Teacher explains and writes on the board ALL options of projects learners have. Teacher can also give a copy with the information in
order to save time. Learners are asked to think about each mini-project and choose their favorite.
Reflective Teaching
Learner Self-
Assessment
I can…* Yes In No
progress
identify the topic from classroom talks about controversies from the law and stereotypes or world
news.
recognize key words from classroom talks about controversies from the law and stereotypes or
world news.
get main points from classroom talks about controversies from the law and stereotypes or world
news.
identify the topic in straightforward factual texts about controversial topics.
recognize key words in straightforward factual texts about controversial topics.
get key points in straightforward factual texts about controversial topics.
plan language content to express an opinion about world facts, issues from health and medicine,
stereotypes or cultural differences.
organize the ideas to express an opinion about world facts, issues from health and medicine,
make sentences to express an opinion about world facts, issues from health and medicine,
give an opinion about world facts, issues from health and medicine, stereotypes or cultural
differences
*You must include the indicators of learning from the document “Guidelines on How to Write Indicators of Learning for the Pedagogical Mediation of
the English Curriculum under each Assessment Strategy and in the Self -Assessment chart at the end of every week.
MATERIALS
FOR WEEK 1
APPENDIX 1 WARM- UP
Image taken from Internet


Image taken from

Internet



Pollution Terrorism
Strikes Unemployment
Climate change
Lack of education
Government corruption
Many people, particularly 15- to 24-year old,

struggle to find jobs and create a proper living
for themselves and their families. This leads to
a lack of necessary resources, such as enough
food, clothing, transportation and proper living
conditions
It is an issue throughout the world that causes

fear and insecurity, violence and death. Across
the globe, groups attack innocent people, often
without warning. This makes civilians feel
defenseless in their everyday lives.
It is an issue throughout the world that causes

fear and insecurity, violence and death. Across
the globe, groups attack innocent people, often
without warning. This makes civilians feel
defenseless in their everyday lives.
The global temperatures are rising and

are estimated to increase from 2.6 degrees
Celsius to 4.8 degrees Celsius by 2100. This
would cause more severe weather, crises with
food and resources and the spread of diseases.
It is a major cause of poverty considering how

it affects the poor the most, eroding political and
economic development, democracy and more.
It can be detrimental to the safety and well
being of citizens living within the corrupted
vicinity, and can cause an increase in violence
and physical threats without as much regulation
in the government.
It is a converted labor stoppage decided upon

by employees to pursue occupational claims
and in defense of their material or moral
interests.
More than 72 million children throughout the

globe that are of the age to be in primary
education are not enrolled in school. This can be
attributed to inequality and marginalization as
well as poverty forced to work.
Climate Change
The global temperatures are rising, and are estimated to increase from 2.6 degrees Celsius to 4.8 degrees Celsius by
2100. This would cause more severe weather, crises with food and resources and the spread of diseases.
Pollution
It is the introduction of contaminants into the natural environment that cause adverse change. It can take the form of
chemical substances or energy, such as noise, heat, or light.
Lack of Education
More than 72 million children throughout the globe that are of the age to be in primary education are not enrolled in
school. This can be attributed to inequality and marginalization as well as poverty forced to work.
Unemployment
Many people, particularly 15- to 24-year-old, struggle to find jobs and create a proper living for themselves and their
families. This leads to a lack of necessary resources, such as enough food, clothing, transportation and proper living
conditions
Government Corruption
It is a major cause of poverty considering how it affects the poor the most, eroding political and economic development,
democracy and more. Corruption can be detrimental to the safety and well-being of citizens living within the corrupted
vicinity, and can cause an increase in violence and physical threats without as much regulation in the government.
Terrorism
It is an issue throughout the world that causes fear and insecurity, violence and death. Across the globe, groups attack
innocent people, often without warning. This makes civilians feel defenseless in their everyday lives.
Strike:
It is a converted labor stoppage decided upon by employees to pursue occupational claims and in defense of their
material or moral interests.
Appendix 3 Listening for the first time

Script: Listening
Good evening, I'm Jed West and this is the six o'clock news. Headlines.
London has won the race to host the Olympics in 2012. Estonia has elected a new president. Hurricanes Maxwell and
Nelly have struck the east coast of America, in particular the Florida Keys. Thousands injured. Manchester United have
signed the prodigious young talent, Brillinho, from Sao Paolo for a record €42 million. Chi Chi the panda has given birth to
twins in Berlin zoo.
Officials announced early this morning from Singapore that London beat Paris in the race to host the 2012 Olympics.
Many people had expected Paris to be the city honored with the Olympics, but in a surprise twist London, following the
eliminations of New York, Moscow and Madrid, emerged as victors. Spokesman Georgia Smith said "It's a great day for
London, for England and the United Kingdom. We will make this an Olympics never to be forgotten"
Polling stations in Estonia closed just a few hours ago, but it seems clear that Vladimir Shevchenko has already secured
enough votes to become the new president. His election campaign was very controversial in that he promised to privatize
all Estonian industry and use the money raised to invest in schools and hospitals. Exit polls indicate Mr. Shevchenko took
almost 72% of the vote. He is currently preparing his acceptance speech and is expected to assume power in the next 48
hours.
Once again, the south east coast of America and the Caribbean are suffering the effects of hurricanes. The latest two to
hit are Maxwell and Nelly, and yesterday wind speeds of up to 180kph were recorded, causing millions of dollars of
damage to homes, roads and ports. The US government has issued an evacuation order and since yesterday evening the
freeways have been jammed with worried residents looking to escape from the hurricanes.
Sport, and the world's richest football club, Manchester United, yesterday signed young Brazilian star, Brillinho, for a world
record €42 million. The player, only just 18 years old, signed a 5-year contract in the Manchester United boardroom in
front of the world's cameras and microphones. Speaking through an interpreter he said he was very excited to be playing
in the UK but would miss the sun and above all the beaches of Rio De Janeiro.
Finally, good news at last for the endangered panda. This morning, just before 10.00am CET, Chi Chi the Giant Chinese
panda gave birth to twins, a male and a female, in Berlin Zoo. Chi Chi, who has been in captivity since 1994, is said to be
well and clearly happy to have finally become a mother.
And that was the six o'clock news. Join me at seven for the latest headlines. I'm Jed West and thank you for listening to
Radio 105.
1. What was the audio about?

2. What controversial issues were mention in the audio?
3. What was the intention of the speaker?
Appendix 4 Listening for the second time (*Correct answer)
1. Where was the announcement made about the host nation for the 2012 Olympics?
a. Paris
b. Singapore *
c. London
d. Cairo
2. Which cities were in the race?
a. London, Paris, Madrid, New York, Moscow
b. London, Paris, Munich, New York, Moscow *
c. London, Paris, Madrid, Singapore, Moscow
d. London, Paris, Toronto, Singapore, Moscow
3. What were the new Estonian President's election promises?

a. Investment in Estonian industry.
b. Privatize Estonian industry and schools.
c. Spend more money on hospitals *
d. Spend more money on education.
4. What share of the vote did he win?
a. 62%
b. 82%
c. 72% *
d. 60%
5. What wind speeds did the hurricanes produce?

a. 180 kilometers per hour *
b. 180 miles per hour
c. 80 miles per hour
d. 70 mile per hour
6. When did the government issue an evacuation order?
a. It hasn't yet.
b. Many days ago.
c. Very recently.*
d. Long ago
7. How old is Manchester United's new player?
a. 17
b. 18 *
c. 19
d. 21
8. Which team did he use to play for?

a. Flamenco
b. Sao Paolo *
c. Santos
d. Manchester United
9. What will he miss about Brazil?

a. Sun and food.
b. Food and beaches.
c. Sun and beaches. *
d. Food and clothing
10. How long has Chi lived in captivity?

a. A couple of years.
b. Nearly ten years.
c. More than ten years *
d. More than fifteen years.
Appendix 5 Post-listening
Important issues that need to be changed

Appendix 6 Reading for the first time
Text 1
INUIT COMMUNITY, CANADA
Source: Mercer, 2018.
For the people of Rigolet, a former trading post that is the southernmost Inuit community in Canada, the vanishing ice and increasingly unpredictable seasons
means they’re being forced to adapt in ways they never have before.
Like generations of Inuit before him, Derrick Pottle is a trapper and hunter. His diet of wild game, salmon, berries, trout and seal would have been familiar to his
ancestors who were living in Hamilton Inlet around 8,000 years ago.
But Pottle worries all the skills he’s learned from older generations may soon become irrelevant. More and more, Inuit are relying on expensive, store-bought
processed foods because it’s safer and easier than catching or shooting supper.
Pottle’s ancestors never experienced a time when their frozen world in northern Labrador was being altered so dramatically because of climate change. Shrinking
ice packs and more severe weather has made travel increasingly difficult and dangerous, often cutting people off from other communities and traditional hunting
lands.
Some changes are more subtle. Summers have always been short here, and marked by tormenting swarms of black flies. But Paula McLean-Sheppard, a
Nunatsiavut government employee, said she has been startled to see the insects arriving earlier and earlier in the spring.
Rigolet’s fishermen say new species are arriving in the bay, from cormorants to sharks to sea turtles, chasing warming waters and the food that comes with them.
Seals, a key source of food and hides for waterproof clothes, are moving further and further up the bay as the sea ice vanishes. Others blame the decline of the
region’s caribou herd on the changing climate, too.
Some of the changes are harder to see. McLean-Sheppard worries that as coastal Labrador’s sea ice becomes increasingly unreliable, it’s causing more anxiety
among Inuit who feel stuck and unable to travel to catch their food.
Text 2
ETHIOPIA & SOMALIA
Source: Gerth-Niculescu, 2019.
Three times a day, Sara Saban walks under the burning sun to fetch water for her family. Close to her village in the center of Ethiopia's Somali Region,
women, children and men line up in front of the only available well within walking distance. Their donkeys patiently wait as they fill their yellow jerry cans
with water. A few meters away, others dig a hole in the dried-out riverbed to collect what little murky water they can find.
"The underground water is very limited because we are facing a drought," Sara, a mother of ten, told DW. "The water quality is also very bad, so sometimes we
suffer from stomach-related illnesses."
The Somali Region has suffered from chronic drought for several years, with the worst stretch recorded in 2016, from which many households have yet to
recover. This year the short rainy season known as the 'belg', which typically lasts from March to May, once again failed to provide much-anticipated ground
water. The livestock have already started to die.
This has had catastrophic consequences for the pastoral communities, which make up the majority of the Somali population. They rely on cattle and other farm
animals for their livelihood: selling them at the market, drinking their milk and eating their meat.
Since the beginning of the year, Sara lost one cow, 20 goats and five sheep. "It rained for only five days, and they were very small showers, so the grass did not
grow enough to feed the livestock," she explains. "Cattle are the most vulnerable to drought, followed by sheep and goats," says Ahmed Mohammed, FAO's
Somali Region field coordinator. "If we don't protect the core breeding animals at this stage of the drought, this will lead to mass mortality of animals and the
families will be stripped of their livelihood assets. Rebuilding these lost livelihoods later on will be an enormous task, so it is less expensive and more efficient
to protect and save livelihoods before they are lost."

Text 3
COLOMBIA & VENEZUELA
Source: Quinteros & Pachon, 2017.
The Wayuu people are the largest indigenous tribe in northern Colombia and northwest Venezuela. In Colombia, they live in the La Guajira
region. Their home area is comprised of 20,000 km and is rich in salt and petroleum deposits. Families often earn a living from harvesting salt
and extracting petroleum, but their main sources of income are cattle ranching and fishing, which makes them particularly vulnerable to the
effects of climate change.
Recently, in La Guajira, there have been severe water shortages, which have been exacerbated by a lack of rain for three years. Over the past
few years, this drought has caused over 20,000 of the region’s cattle to die. For water, many of the Wayuu communities rely on the Ranchería
River, one of the longest rivers in La Guajira. Without this water, their struggle to survive becomes increasingly strained.
In addition to suffering from the effects of climate change, the Wayuu must compete for water with the continent’s largest open-pit coal mine.
In 2006, the construction of El Cercado dam started. The dam was designed to stop the flow of the Ranchería River and to create a reservoir
that would provide nine communities with improved access to water. After the dam was completed, however, it became clear that while the
reservoir would supply the mine, the Wayuu communities would be unable to access water from either the reservoir or the river, which would
leave them worse off than they had originally been.
Text 4
SOUTHEAST AND CENTRAL ASIA
Source: Gupta, 2017
Much of Asia may see 50% more rainfall due to climate change, although countries like Pakistan and Afghanistan may experience a decline in rainfall by 20-50%, says a
new report by the Asian Development Bank (ADB) and the Potsdam Institute for Climate Impact Research.
The increase in rainfall is not necessarily good news either, because the Intergovernmental Panel on Climate Change has forecast fewer rainy days, but more intense
rainfall on those days. This means more flooding, and less rainwater eventually percolating underground to recharge aquifers.
And there will probably be more intense typhoons and cyclones as global temperatures go up, says the ADB report, called A Region at Risk: The Human Dimensions of
Climate Change in Asia and the Pacific.
Coastal and low-lying areas in Asia will be at an increased risk of flooding. Nineteen of the 25 cities most exposed to a one-meter sea-level rise are in Asia, seven in the
Philippines alone. Indonesia will be the country worst hit by coastal flooding, with approximately 5.9 million people affected every year until 2100. All this will have
serious economic consequences. Global flood losses are expected to increase to USD 52 billion per year by 2050 from USD 6 billion in 2005.
Climate change will also make food production in the region more difficult and production costs higher. In some countries of Southeast Asia, rice yields could decline by
up to 50% by 2100 if no adaptation efforts are made. Meanwhile, in Central Asia, almost all crop yields in Uzbekistan are projected to decrease by 2050% by 2050 even in
a two-degree Celsius temperature increase scenario.
Marine ecosystems, particularly in the Western Pacific, will be in serious danger by 2100. All coral reef systems in the region will collapse due to mass coral bleaching if
global warming proceeds as per the status quo.
Questions:
1-How do you think climate change impacts on people’s lives?
2-How do you think climate change impacts on Costa Rican’s lives?
3-How can governments and world institutions protect the environment?
Think about two measures that can help protect the environment and that you consider feasible.
Questions:
1-How do you think climate change impacts on people’s
Questions: lives?
1-How do you think climate change impacts on people’s lives? 2-How do you think climate change impacts on Costa
2-How do you think climate change impacts on Costa Rican’s lives? Rican’s lives?
3-How can governments and world institutions protect the environment? 3-How can governments and world institutions protect the
Think about two measures that can help protect the environment and that environment?
you consider feasible. Think about two measures that can help protect the
environment and that you consider feasible.
Questions:
1-How do you think climate change impacts on people’s lives?
2-How do you think climate change impacts on Costa Rican’s lives?
3-How can governments and world institutions protect the environment?
Think about two measures that can help protect the environment and that you consider feasible.
Appendix 7 Reading for the second time
Title: ___________________________________________________________
Main situation
Retelling information
Causes Consequences
Appendix 8
Speaking
Look for a piece of any controversial news (national or international) from an online or printed English newspaper.
Analyse the news and create an oral report about it.
In the report you have to present the following information related to the news:
 What happened?
 Where did it happened?
 When did it happened?
 Why did the event happen?
 Who were involved?
 What were the main consequences of the event?
 What’s your opinion about the news? How important is it?
(Taken form Speed Up 11,EVN Eduvision)

Level III
Period IV
Didactic Planning
Week # 2
Scenario: Really??? Theme: Shut up… Issues from Health and
Domain: Socio-Interpersonal and Academic
(Controversial issues) Medicine
New Citizenship:
Dimensions
Expressing agreement/ disagreement about health
Reported Speech: and medical facts. - Analyzing implications in local and global
- Most men said that they fell in love at decisions.
first sight.
 Most girls say that they would like to have Connecting words expressing cause and - Appreciating human and animal rights.
a plastic surgery. effect, contrast, etc…
Sociocultural
- On the other hand, we could sue this
Vocabulary person. - Respecting everyone’s cultural
differences.
Health and Medicine:
In vitro conception, xenophobia, nursing,
Euthanasia, abortion, cloning.
Life is meant to be shared. We need each
other. ~Lailah Gifty Akita.
Pedagogical Mediation/ Didactic Sequence
Learner can… (5
summative)
Pre-teaching
Learners spend one minute writing down all of the different words they associate with
the word “cloning”. Learners share their words with their partners and talk about them.
Once finished the warm-up activity, Ls fill a KWL chart about cloning.
Then, learners do a WORD SEARCH: they look in their dictionaries / computer to find
meanings, information, synonyms for the following words:
List of words Meaning Information- Synonyms

Definition
cloning
replica
genetic
cruel
pointless
ethically
wrong
genetic
reproduction
line
surrogate
marvel
mistake
identical
correct
helping
Introducing
L.1. interprets the main L.1. understand the Teacher asks learners to define cloning in their own words. Teacher pastes the concept
points of stories and main points of on the board and reads it aloud for the students to listen and express their doubts. Then,
other texts read aloud in stories and other learners watch the video about influencers and their cloned dogs.
the classroom. texts read aloud in
the classroom https://www.linguahouse.com/es/esl-lesson-plans/general-english/instagram-
about world facts, influencers-to-clone-their-pets
issues from health
and medicine, Pre-listening
controversies and
the law and Teacher asks learners the following questions:
stereotypes and
cultural differences.  Is cloning something good? bad? legal? Illegal?
 Do you think many people will do it? Is it common worldwide?
indicators of learning  Why do you think people would do it?
Learners watch the video called The pros and cons of pet cloning. Would you do it? | 60
L1.1 Identifies the topic of
Minutes Australia https://www.youtube.com/watch?v=Ag2lNCnJ4eg
stories and other texts
read aloud in the
After that, learners will answer the following questions.
classroom.
L1.2 Identifies the
What was the video about?
intended audience of
stories and other texts Who is this video for?
read aloud in the Is the reporter against pet cloning?
classroom. Would you clone your dog? Why?
Is it fair for animals?
Pair/Group feedback
Learners compare their answers, and then they share with the whole group.
Listening for the second time
Learners watch the video again, but this time, they listen to complete a mind map and
answer some questions. Learners check their answers in pairs, and then share them
L1.3 Gets main ideas of with the group.
stories and other texts
read aloud in the
classroom.
L.1.4 Extracts supporting

details of stories and other
texts read aloud in the
classroom.
What is the scientist’s goal?

1. What does the scientist want the reporter to believe about cloning his dog in the
future?
L.1.5 Analyses the 2. What reasons does he give?
author’s argument of
stories and other texts 3. Is he making an assumption?
read aloud in the
classroom. 4. In your opinion, are his reasons valid to clone his dog in the future?
5. Based on the video title, “The pros and cons of pet cloning”, what conclusion
L.1.6 Draws conclusions can you draw from it?
of stories and other texts
read aloud in the
classroom.
Post-listening
Teacher organizes learners into two debate groups: One group is pro-dog cloning and
the other group is against dog cloning. Learners will give their reasons and opinions in
a very respectful way.
Remember to encourage learners to use personal and social dispositions (e.g.,

engagement, positive attitudes, cooperation, turn taking, empathy, and other
universal values) when interacting and producing in the target language.
Pre-reading
R.1. understand
short media reports Definition of xenophobia
about world facts, Fear and hatred of strangers or foreigners or of anything that is strange or
issues of health foreign.
and medicine,
controversies from https://www.merriam-webster.com/dictionary/xenophobia
R.1. draws conclusions on the law and
short media reports stereotypes and
cultural differences
1. What is your earliest experience dealing with xenophobia?
2. How did you feel while this was happening?
3. What was your response and what was the response of others around you?
4. What did you learn about this experience?
Reading for the first time
T gives learners the article What is Xenophobia? : https://www.webmd.com/a-to-z-

guides/what-is-xenophobia
Indicators of learning Learners read the article for 30 seconds and answer the following questions:
1. What is the article about?

R1.1 Identifies the topic on
short media reports. 2. Who is the intended audience?
R1.2 Identifies the

intended audience on Pair/Group feedback
short media reports. Students share their answers in small groups.
1. T asks learners to go over the text and check (√) the structure it has.
( ) ( ) ( ) ( ) ( ) ( ) ( )
R1.3 Recognizes the text
structure of short media
Text Structure
Proposition/Support
Sequence/Process
Compare/Contrast
reports.
order/Chronology
Problem/Solution
Cause/Effect
Description
Time
2. T asks learners to get the main ideas of the paragraphs from the article “What is
R1.4 Gets main idea in Xenophobia vs How to fight

paragraphs or sections of Causes
Racism Racism
short media reports.
___________
___________
Xenophobia?” and write them down in the graphic organizer.

R1.5 Extracts supporting

details in paragraphs or 3. T asks learners to number the paragraphs and highlight supporting details from
sections of short media each paragraph. After that, learners complete the following chart by using
reports.
supporting details.
Paragraph Supporting details per paragraph

number
R1.6 Analyzes the author’s

argument of short media
reports.
4. What is the author’s position in regards Xenophobia? What reasons support your
answer.
R1.7 Draws conclusions
from of short media 5. What conclusions can you extract from the article?
reports.
Post-reading
T asks learners to read the article 5 W a y s t o F i g h t R a c i s m a n d X e n o p h o b i a

by Sarah Ferguson
https://www.unicefusa.org/stories/5-ways-fight-racism-and-xenophobia/34567 In
groups, learners comment on what they read. After that, learners create a banner to
paste it in a special place in their high school.

Phase: 1
Learners make groups and choose the mini project they will develop. Teacher writes the name of the members (group) and the mini
project they chose.
Reflective Teaching

Learner Self-
Assessment
I can…* Yes In No
progress
identify the topic of stories and other texts read aloud in the classroom.
identify the intended audience of stories and other texts read aloud in the classroom.
get main ideas of stories and other texts read aloud in the classroom.
extract supporting details of stories and other texts read aloud in the classroom.
analyze the author’s argument of stories and other texts read aloud in the classroom.
draw conclusions of stories and other texts read aloud in the classroom.
identify the topic on short media reports.
identify the intended audience on short media reports.
recognize the text structure of short media reports.
get main idea in paragraphs or sections of short media reports.
extract supporting details in paragraphs or sections of short media reports.

MATERIALS
FOR WEEK 2
K-W-L ABOUT
CLONING
I KNOW: I WANT TO KNOW: I LEARNED:
What Is Xenophobia? By Venkat S.R. people based on their background and of foreigners and their customs that often
Medically Reviewed by Poonam identity. It may also manifest as a display transforms into intense dislike. On the
Sachdev on April 28, 2022 of hostility towards specific ethnic groups. other hand, racism is a firm belief in the
Xenophobia Versus Racism misplaced idea that gauges an individual’s
Xenophobia is the fear of strangers. The There’s a fine line between xenophobia worth and capabilities based on their
word is also used to describe an attitude of and racism but the two words are mutually physical attributes like the color of their
prejudice and an outlook that is exclusive. As the term suggests, skin and hair.
exclusionary of foreigners and certain xenophobia (phobia meaning fear) is a fear
This belief typically leads to methodical Causes of Xenophobia that the Namibian immigrants were
oppression of the individuals and groups of Rapid globalization has led to national undercutting their jobs by agreeing to work
people who are considered inferior. Racist boundaries becoming transparent. This, in for lower wages and not being willing to
behavior can also lead to a systematic turn, has led to increased migration to participate in efforts to bargain with the
denial of human rights to entire groups of certain countries, especially those that are employers for better wages and working
people, rights that other groups in the developed, by people in search of a better conditions. All of this caused a general
same region or country enjoy. Racism also life. Mass migration has triggered a sense distrust of immigrants that eventually led to
limits opportunities in economic, social, of identity among both the immigrants to the launch of a collective campaign against
and other areas of public life to oppressed and the existing residents of those them called “Operation Buyelekhaya” (go
groups based on their race. countries. back home).
There have been many studies in the U.S. The existing population that has witnessed
about white supremacist ideologies that this massive inflow of immigrants is fearful How To Fight Racism
perceive white people as being superior to of losing their social status and identity to Racism has been described as an invisible
other races, including African-American, the newcomers. There is also the evil. This is because although racism itself
Asian-American, Latin, and Native perceived threat of losing their way of life may be explicit, its expression is most
American populations. along with the jobs that help sustain their often so subtle and deceptive that it can be
While xenophobia and racism do converge lives. Although the acceptance of free- hard to place.
in some aspects, xenophobia does not market economies has spurred Children face discrimination based on the
lead to discrimination based on someone’s development in several countries, it has color of their skin at an age where they are
physical features or membership in a also led to several confrontations between unable to comprehend such differences.
specific group of people. Xenophobia tends existing residents of a country and new Research has shown that disciplinary
to divide people into two groups — insiders immigrants. policies in preschools target black students
and outsiders. This in turn leads to fear To cite an example, there were several by as much as 3.6 times when compared
and insecurity about outsiders who are reports of violence in South Africa in 1994, to white students.
presumed to pose a threat to the existing where many locals who belonged to the A Canadian study found that children from
inhabitants. Xhosa community (a local tribe based in the Caribbean are three times more likely
A recent example of xenophobia is the the Eastern Cape province of South Africa) to be identified as “at-risk” students, and,
increased number of incidences of violence clashed with Namibian immigrants who as a result, placed in separate classes.
in the U.S. against Asian-Americans since had settled in the province. Their point of The deep-rooted bias that so discriminates
the onset of the Covid-19 pandemic. contention was that the members of the against individuals may also adversely
Several cities across the U.S. have migrant Namibian population that had affect their health, which is one reason why
reported unprovoked instances of violence settled in the province were stealing jobs it is important to call out such tendencies
and theft, some of which have also led to that were the lifeline for the Xhosa people. and to devise other methods to combat
fatalities. Members of the Xhosa community racism, We must:
expressed further anguish about the fact
• Celebrate diversity. It is important monitor acts of discrimination in everyday
to have a constant reminder that all the life and take the necessary measures to
inhabitants in this world are equal and call out racism in all its forms. This should
every culture has something unique to offer be coupled with strengthening civil rights
to this world. Children must be taught to for people from all backgrounds.
acknowledge and enjoy cultural diversity. • Track social media. Social media
This can begin with simple measures such has long been thought of as one of the
as reading about different cultures from platforms where racist views get a lot of
around the world, exploring various traction. There is an acute need to monitor
cuisines, and watching movies from other the role of the social media platforms that
countries. don’t keep a check on the spread of biased
• Educate. There should be a views and permit the propagation of online
concerted effort to educate adults and hate speech directed towards specific
children alike about unity in diversity and to groups.
reinforce the benefits of science-based
education. This includes doing away with Taken from: https://www.webmd.com/a-to-
the idea that racially different groups are z-guides/what-is-xenophobia
inherently distinct and fostering a sense of
human oneness in its place.
• Inculcate kindness. Feelings
such as prejudice and dislike are not
natural. They are learned behaviors that
many people pick up by watching adults
around them. That’s why it’s essential to
start early and make children understand
that differences are to be celebrated. the
innate humanness in everyone recognized,
and judgements based on external
appearances shunned. It is also important
to teach children the importance of
choosing kindness at all times as an
alternative to hostility.
• Create concrete action plans. It’s

important to build and promote platforms to
Xenophobia vs How to fight

Causes
Racism Racism
___________
___________
Xenophobia vs How to fight

Causes
Racism Racism
___________
___________
Text Structure
( )
Sequence/Process
Text Structure
( )
Time order/chronology
( )
Sequence/Process
( )
Proposition/Support
( )
Tme order/chronology
( )
Compare/Contrast
( )
Proposition/Support
( )
Problem/Solution
( )
Compare/Contrast
( )
Cause/Effect
( )
Problem/Solution
( )
Description
( )
Cause/Effect
( )
Description
Level III
Period IV
Didactic Planning
Week # 3
Scenario: Really???
Domain: Socio-Interpersonal and Academic Theme: No way… Controversies and the law
New Citizenship:
Dimensions
Function
Describing feelings, emotions, and attitudes when
talking about controversial topics related to law.
Psycho-social
 Grammar & Sentence Frames
Discourse Markers  Analyzing implications in local and global
Present perfect
Markers to structure informal spoken decisions.
have' / 'has' + the past participle
 Appreciating human and animal rights.
- Some countries have confirmed the discourse:
practice of voluntary euthanasia. However, to do that you need to spend a lot of
money: Sociocultural
- Right  Respecting everyone’s cultural differences.
 Vocabulary
Law can be controversial: Discrimination, - Really?
- Well, anyway Life is meant to be shared. We need each other.
legalizing drugs, Animal mistreated or too
- Oh, I know. – Lailah Gifty Akita
much care? corruption
- Yes, I supposed so.
- I know how you feel
- You know, I don´t like her either…
Pedagogical Mediation/ Didactic Sequence
Learner can… (5
summative)
Pre-teaching
Participating Warm up - Speed Interview
T tells learners the topic of the day is How to prevent animal cruelty. Teacher puts
learners into pairs and has them interview their partners by using some questions within
one minute, and then their partner has one minute to ask them questions. After the time
is up, put students into new pairs and repeat as time allows.
1. What is animal cruelty?
2. How can you prevent it?
3. Is it a concern in Costa Rica?
Engaging: Activation of prior knowledge Teacher prepares a mind map with one topic
before the class starts. Then, T distributes a mind map for each pair/group and asks
learners to provide ideas/vocabulary for it. Students get into pairs/groups to complete it
with the information required. They can read articles after surfing the net.
Problems Emotions
Animal
hoarding
Treatment unhappy consequences
Introducing
T reviews present perfect tense have’ / 'has' + the past participle by providing some
sample sentences. Then, T asks learners to write some sentences in present perfect
tense related the actions Costa Rica has done to prevent animal cruelty.
Oral Production
SI.1. starts a conversation SI.1.1. start fairly Task: T asks learners to work in groups of four. Each group plans a talk show about a
and helps to keep it going. fluent question that will be assigned to each.
conversations
about past Party# 1 Is it ethical to train dogs as service animals?
experiences stories
and news about
world international Party# 2 Is global warming humanity a greatest threat?
issues with peers
by using a large Party# 3 Is there ever a good reason for war?
Indicators of learning: number of different
words and
expressions, Party# 4 How much should the public know about a celebrity's personal life?
though there may
T finds a short clip of popular celebrities being interviewed on a talk show to show the
be pauses for self-
correction and class, or simply talk about talk shows: what kinds of questions are asked, etc.
checking
understanding from
the listener's point
of view.
Planning
SI.1.1 Starts fairly fluent
conversations about past T gives the following instructions to each group:
experiences stories and
news about world a. Produce no more than 8 minutes talk show script based on the questions
international issues with
and the four participants for each group.
peers by using a large
number of different words b. Give a title to the script that matches the assigned question.
and expressions, though c. Think of possible images or short videos to share during the talk show to
there may be pauses for
provide examples that support their points of view.
self-correction and
checking understanding d. Include a short biography of each participant to introduce them during the
from the listener's point of talk show.
view.
SI.1.2 Interrupts, the Learners go over the instructions and task.

listener in a conversation
about past experiences
stories and news about
world international issues
by using phrases such as: Organizing/Rehearsing
Excuse me, May I say
something? No, I'm sorry Learners start writing the Talk Show script and biographies. The teacher walks around
but…, Changing topic…
the class monitoring learners’ work and giving support and feedback. T provides the
SI.1.3 Keeps the
conversation going by following phrases to give opinions so learners can use them during the talk show. (See
using phrases such as: annex in the materials section for more expressions)
Really…, Right,…
In my opinion, ...
SI.1.4 Closes the
conversation by using a In my eyes, ...
leave-taking. To my mind, ...
As far as I am concerned, ... ...
From my point of view, ... ...
My view / opinion / belief / impression / conviction is that ... ...
I would say that ... ...
My impression is that ... ...
I have the feeling that ... ...
I have no doubt that ...
T also makes sure each group has these stages in their talk show: A conversation starts,
that there are polite interruptions, and the conversation keeps going and finally the
conversation is closed.
Interacting
Learners set up the front of the class as a talk show set with a desk and chair (for the
host) and four chairs for the people being interviewed. Each group comes to the front
and the host starts the interaction with the panel of guests. After that, the host opens the
floor to the audience questions or comments.
Note: Indicators of learning have to be put into practice during the interaction in
the talk show. T needs to make sure a conversation starts, that there are polite
interruptions, the conversation keeps going, and that the conversation is closed.
SI.2. take part in

Learners Read the article What Is Long-Term Care?
SI.2. takes part in long long conversations
conversations with peers, with peers, if others https://www.nia.nih.gov/health/what-long-term-care and watch the following video
if others make an effort as make an effort as
https://www.youtube.com/watch?v=CseQoq6H9Ps related to long term care for senior
well. well.
citizens to take notes. Teacher makes sure learners understood the video article
and took notes.
Planning
Indicators of learning: Learners fill in a graphic organizer with the information from the article and video.
SI.2.1 Starts fairly fluent

conversation to agree or Questions Answers
disagree about health and What is long-term care?
medical facts related to
Where is it provided?
law with peers by using a
large number of different Who needs long- term care?
words and expressions, Does long- term care require
though there may be
planning?
pauses for self-correction
and checking
understanding from the
listener's point of view. Organizing/Rehearsing
SI.2.2 Interrupts the Task: Today is a school day and your best friend didn’t come to school. You call him to
listener in a conversation know why he is not at school. He says he decided to stop going to school for a year to
about health and medical
facts related to law by take care of his grandma. Work with a partner to create a conversation about this
using phrases such as: situation. Take turns practicing the conversation with his/her partner.
Excuse me, May I say
something? No, I'm sorry
When writing the conversation, learners can use different previously learned sentence
but…, Changing topic…
frames with social courtesy for interrupting, keep the conversation going and closing an
SI.2.3 Keeps the interaction.
conversation going by
using phrases such as:
Really…, Right,…
Interacting
SI.2.4 Closes the
conversation by using a Learners start their own conversations. Teacher monitors the conversation and gives
leave-taking.
feedback and support when needed.
Note: Indicators of learning have to be put into practice during the interaction in
the talk show. T needs to make sure a conversation starts, that there are polite
interruptions, the conversation keeps going, and that the conversation is closed.
W.1. write a short Written Production
W.1. writes a short summary of a piece
summary of a piece of of literature or
literature or audiovisual audiovisual Task: Learners will make a campaign to prevent animal cruelty in their towns. They
production. production.
watch different videos to write a summary with the best tips for prevention. T asks
learners to watch the following video and then, leaners discuss what they watched.
Indicators of learning:
https://www.azhumane.org/news/prevention-animal-cruelty/
W1.1 Prewrites a list of a

Pre-writing
text main points and
specific details of a piece Learners are given a graphic organizer with questions some questions. They review the
of literature or audiovisual
questions. After that, they watch the video again but this time they take notes to answer
production about world
each question.
What actions
What is the can show
video about? animal
cruelty?
What can you

What can we
do if you see
do to prevent
a case of
animal
animal
cruelty?
cruelty?
Drafting
This is a guided writing activity. Learners read the questions and check their notes.
Then, learners start to write their summaries based on their answers.
W1.2 Drafts a short Revising:

summary of a piece of Learners revise the summary first individually and then in a pair-share activity by using
literature or audiovisual
the following instrument. .
production about world
facts, issues from health
and medicine, stereotypes Editing Checklist My revision My classmate’s
or cultural differences revision
including main points and The summary… Ye N Parti Ye N Parti
giving specific details s o ally s o ally
using the appropriate is well- capitalized.
linkers or connecting ‘s verbs match with the subject.
words. ‘s pronoun and articles agree
W1.3 Revises a short
summary of a piece of
literature or audiovisual
sentences, proper nouns,
the pronoun “I,” proper
adjectives, titles, and
has a topic sentence
abbreviations), sentence
has actions that show animal cruelty
sense, word order, text
has ideas on what to do
structure, concrete ideas,
has ideas to prevent animal cruelty
using commas: (to
punctuate items in a is indented.
series, dates), spelling, has clear sentences.
punctuation and content fulfills with the information asked in
accurately in a pair-share the task.
activity. has punctuation marks correctly
used.
Editing:
Learners see their own revision and also check their peer’s. Based on these two, they
start editing their summaries before publishing. .
W1.4 Edits a short

summary by correcting
mistakes before
publishing.
Phase: 2
Learners start planning, negotiating and finding information collaboratively about the language content and strategies, resources and
organizing the work to distribute assignments among the group members. They assign roles of participants, make lists of resources
they need, learners do some online research about the selected topic.
Reflective Teaching

In
I can… * Yes No
process
start fairly fluent conversations about past experiences stories and news about world international
issues with peers by using a large number of different words and expressions, though there may be
pauses for self-correction and checking understanding from the listener's point of view.
interrupt, the listener in a conversation about past experiences stories and news about world
international issues by using phrases such as: Excuse me, May I say something? No, I'm sorry but…,
changing topic…
keep the conversation going by using phrases such as: Really…, Right,…
close the conversation by using a leave-taking.
start fairly fluent conversation to agree or disagree about health and medical facts related to law with
peers by using a large number of different words and expressions, though there may be pauses for
self-correction and checking understanding from the listener's point of view.
interrupt the listener in a conversation about health and medical facts related to law by using phrases
such as: Excuse me, May I say something? No, I'm sorry but…, Changing topic…
keep the conversation going by using phrases such as: Really…, Right,…
close the conversation by using a leave-taking.
prewrite a list of a text main points and specific details of a piece of literature or audiovisual production
about world facts, issues from health and medicine, stereotypes or cultural differences.
draft a short summary of a piece of literature or audiovisual production about world facts, issues from
health and medicine, stereotypes or cultural differences including main points and giving specific
details using the appropriate linkers or connecting words.
revise a short summary of a piece of literature or audiovisual production about world facts, issues from
health and medicine, stereotypes or cultural differences by checking subject-verb agreement; pronoun
and article agreement, capitalization (at the beginning of sentences, proper nouns, the pronoun “I,”
proper adjectives, titles, and abbreviations), sentence sense, word order, text structure, concrete ideas,
using commas: (to punctuate items in a series, dates), spelling, punctuation and content accurately in
a pair-share activity.
edit a short summary by correcting mistakes before publishing.
*You must include the indicators of learning from the document “Guidelines on How to Write Indicators of Learning for the Pedagogical Mediation of
the English Curriculum under each Assessment Strategy and in the Self -Assessment chart at the end of every week.
MATERIALS
FOR WEEK 3
What actions
What is the can show
video about? animal
cruelty?
What can What can we What actions

you do if you do to What is the can show
video about? animal
see a case of prevent cruelty?
animal animal
cruelty? cruelty?
What can you
What can we
do if you see
do to prevent
a case of
animal
animal
cruelty?
cruelty?
Editing Checklist My revision My classmate’s revision

The summary… Yes No Partially Yes No Partially
‘s pronoun and articles agree
is indented.
The summary… Yes No Partially Yes No Partially
is indented.
25 PHRASES FOR EXPRESSING OPINIONS
http://myenglishonline.ca/wp-content/uploads/2014/08/100-Phrases.pdf
I think…. I believe…. 25 PHRASES FOR EXPRESSING DISAGREEMENT
I feel…. I suppose…. I see your point, but…. I see what you are getting at, but….
I guess…. According to me…. That’s one way of looking at it, however…. I completely disagree….
In my view…. In my opinion…. Well, I see things rather differently…. Umm, I’m not sure about
In my eyes…. It seems to me that…. that…. I’m not sure I go along with that view…. I don’t really agree
From my perspective…. From my point of view…. with that idea….
From my view point…. As far as I’m concerned…. I agree up to a point, but…. You could say that, however….
Personally, I think…. I’d like to point out that…. I wouldn’t quite put it that way myself…. I still have my doubts….
What I mean is…. Generally it is thought that…. I can’t/ couldn’t go along with that…. That’s out of question….
Some people say that…. Well, it is considered that…. You’ve got to be kidding…. Well, I don’t quite agree with you….
It is generally accepted that…. My impression is that…. I find that very difficult to accept…. We don’t seem to agree here….
It goes without saying that…. I hold the view that…. Not necessarily…. That’s not always true….
I’m of the opinion that…. There is no way I could agree with that…. I don’t think so….
No, I’m not sure about that because…. I’m afraid, I disagree…. We
don’t seem to be in complete agreement….
25 PHRASES FOR EXPRESSING AGREEMENT 25 PHRASES FOR EXPRESSING INTERRUPTION
I agree…. I totally agree…. Sorry to interrupt, but…. Can I add something here….
Definitely…. I couldn’t agree more…. Is it ok if I jump in for a moment…. If I might add something….
Absolutely…. Precisely…. If I may interrupt…. Can I throw my two cents in….
I see your point…. I see what you are getting at…. Do you mind if I add something…. Umm, well not really….
I’d go along with that view to a point… Sure, that’s one way of looking Excuse me, but in my opinion…. Are you telling that….
at it…. Excuse me for a second, but…. Sorry, but I’m not done yet….
I have to side with you on this one…. I suppose so…. Let me finish what I have to say first…. May I say something here….
I think so too…. I’d go along with that…. Excuse me for interrupting, but…. Sorry to cut you off, but….
That’s a good point…. I see exactly what you mean…. Well, that reminds me that…. So, you’re telling me….
You’re right, that’s a good point…. Actually, I think you’re right…. I don’t mean to intrude, but…. Well, if that is the case….
That’s true…. Well, I agree with you here…. Sorry, but can you let me finish…. Wait a minute….
You have my full agreement…. I second that…. Before you go on, I’d like to say something….
Ok, that’s convincing…. I take your word on it…. Before you move on, I’d like to say something….
You took the words right out of my mouth… Jagrati Chauhan, 2014 Just a moment, I like to add something here….
Level III
Period IV
Didactic Planning
Week # 4
Theme: Theme: OMG… Stereotypes and
Scenario: Really???
Domain: Socio-Interpersonal and Academic Cultural Differences
New Citizenship:
Dimensions
Function: Managing interaction (interrupting,
changing topic, resuming or continuing) when
Grammar & Sentence Frames
expressing opinions about cultural patterns.
Psycho-social
Simple passive
Discourse Markers Analyzing
[Thing doing action] + [verb] + [thing receiving
Implications in local and global decisions.
action]
Markers to structure informal spoken
 In brief, I can say that animals are used by discourse Appreciating human and animal rights.
scientists in laboratory testing because they However, to do that you need to spend a lot of
are still considered lesser beings. money Sociocultural
Right Respecting everyone’s cultural differences.
Vocabulary Really?
Differences and similarities (food, clothes,
Well, anyway Life is meant to be shared. We need each
gender relationships, racism, music, senior
Oh, I know. other. ~Lailah Gifty Akita,
citizens and children care, beliefs, culture shock,
Yes, I supposed so.
beauty, stereotyping, ethnics, etc.).
I know how you feel
You know, I don´t like her either…
Goals Pedagogical Mediation/ Didactic Sequence
(5
summative)
Pre-teaching
Participating: Warm -up

Learners make groups of four and play charades. The teacher will show pictures of
stereotypes and cultural differences -- the group that guesses the most in the least
amount of time wins.

Teacher has Ss to watch a video about Cultural differences
https://www.youtube.com/watch?v=vO6N0ha22Mk Learners try to identify the
different topics and what they do. Then., they compare it to Costa Rica.
Introducing
Teacher reviews the use of the Simple passive [Thing doing action] + [verb] + [thing
receiving action]. Then, T asks learners to write some sentences in simple passive by
using the information they saw in the video.
As well introduces vocabulary like food, clothes, art creation, manners, dress code or
rituals, cultural differences, stereotypes, etc. Then, learners fill out a chart about Costa
Rica and other three countries. They can look for information before attending this
lesson.
Aspects China France New Costa Rica
Zealand
food
clothes
manners
sports
dress code
rituals
stereotypes
animals
SP.1. explains a process SP.1. provide

providing detailed, detailed, practical
practical instructions. instructions to Spoken Production
explain a process Task: Alvaro and Sonia want to travel to all the continents. So, they decided to watch
with which they are documentaries about the different cultures in each continent to prepare an oral
familiar (e.g., animal
rights, UFO’s, presentation to explain the information found to the rest of the class. They want to talk
controversial about a specific process related to art creation, manners, dress code or rituals in a
Indicators of learning: issues).
specific culture and how different it is in Costa Rica.
SP.1.1 Plans the Planning

language, content and
resources to explain a
previously selected After watching different documentaries, learners prepare a set of ideas with specific
process by providing
detailed, practical resources to explain one process and its stages related to art creation, manners, dress
instructions. code or rituals in a specific culture and how different it is in Costa Rica.
.
Organizing
SP.1.2 Organizes the
content and resources Learners go over the words, ideas and pictures to create an outline that will guide their
by identifying the stages
oral presentation to explain one process and its stages related to art creation,
to carry out the process.
manners, dress code or rituals in a specific culture and how different it is in Costa
Rica.
SP.1.3 Makes sentences

to describe in a detailed Then, they start writing sentences including linking words/ the appropriate connectors.
way each stage involved
After that, learners make sure their presentation and resources are well-organized and
in the process using the
appropriate linkers or have a logical sequence.
connecting words.
Rehearsing
As soon as they finish organizing their ideas and material, learners start practicing
what they will explain during the presentation. Teacher walks around and clarifies any
questions, doubts or concerns students may have. He/she helps to correct or clarify
any grammatical or pronunciation error. Once students have finished, they rehearse
their presentation in front of two classmates who will listen and provide
recommendations if necessary.

The presentation... Ye No Partially
s
is well -organized (it has beginning, a middle and an
end)
´s sentences are well connected. (use of connectors)
has a logical sequence of ideas
has resources to support it.
fulfills the information asked in the task.
SP.1.4 Gives an oral Producing

presentation to describe
in a detailed way each Learners give an oral presentation to explain a process and its stages with which they
stage involved in the
process. are familiar in the chosen culture. After all learners have finished their presentations,
teacher provides positive feedback to motivate them. He/she also lists some aspects
regarding the presentation ( grammar, vocabulary or any other aspects) that can help
to improve learners’ presentations.
W.2. writes short

persuasive paragraphs. W.2. write short
persuasive Task: You have been invited to write a persuasive paragraph about cell phones for
Indicators of learning paragraph about
world facts, issues your school newspaper editorial. Before writing it, you surfed the web to find an online
from health and article to get informed about this topic. Read the online article entitled “How to Tell If
medicine,
controversies from You Could Be Addicted to Your Phone” https://www.healthline.com/health/mental-
the law and health/cell-phone-addiction#whos-at-risk and write short persuasive paragraph.
stereotypes and
cultural differences. Include a topic sentence (that states a position/claim), main reasons (arguments),
facts and examples (evidence) conclusion (most important details of the argument
W2.1 Prewrites a
persuasive paragraph
about a controversial
issue.
and what you want the reader to do) while also acknowledging contrasting opinions
with new structures (e.g., on the one hand, Yet on the other hand…).
Pre-writing: Have learners to use listing; listing is a process of generating a lot of

information within a short time by generating some broad ideas and then building on
those associations for more details about the topic in order to write a short persuasive
paragraph.
W2.2 Drafts a persuasive

paragraph about a
controversial issue that
includes thesis
statement (that states a
position/claim), main
reasons (arguments),
facts and examples
(evidence) conclusion
Drafting: Draft a persuasive paragraph which includes topic sentence (that states a
(most important details
of the argument and position/claim), main reasons (arguments), facts and examples (evidence)
what you want the
conclusion (most important details of the argument and what you want the reader to
reader to do) while also
acknowledging do) while also acknowledging contrasting opinions with new structures (e.g., on the
contrasting opinions
one hand, Yet on the other hand…).
with new structures
(e.g., on the one hand,
Yet on the other hand…)
with the appropriate
linkers or connecting
words.
W2.3 Revises a
persuasive paragraph
about a controversial
issue by checking
subject-verb agreement;
pronoun and article
agreement, Revising:
capitalization (at the
beginning of sentences, Then, each learner checks his/her persuasive paragraph by using the following editing
proper nouns, the checklist. After that, each learner shares his/her report with another classmate, and
pronoun “I,” proper he/she checks it using the same checklist.
adjectives, titles, and
abbreviations), sentence
sense, word order, text
structure, concrete
ideas, using commas: Editing Checklist My revision My classmate’s
(to punctuate items in a revision
series, dates), spelling,
The persuasive paragraph … Ye N Parti Ye N Parti
punctuation, content
cohesion accurately in a s o ally s o ally
pair-share activity. is well- capitalized.
has topic sentence (that states a
position/claim),
has main reasons (arguments),
has facts and examples (evidence)
Has a conclusion (most important
details of the argument and what
you want the reader to do
is indented.
W2.4 Edits a persuasive fulfills with the information asked in
paragraph about a the task.
controversial issue
has punctuation marks correctly
before publishing.
used.
W.3. spells and shows

basic punctuation Editing
accurately enough to be W.3. spell and show Considering their classmates’ feedback and his/her self-assessment, learners correct
followed most to the time. basic punctuation and modify their persuasive essay. Teacher also monitors students and helps them in
accurately enough to the editing process before publishing.
be followed most to
W.4. checks written the time.
summaries and
paragraphs to look for W.4. check written Suggested idea for Assessment Strategies W.3. and W.4.
mistakes (subject-verb summaries and
agreement, pronoun and paragraphs to look In order to achieve the assessment strategies W.3. and W.4., follow the next process:
article agreement, for mistakes
capitalization, using (subject-verb
commas, sentence sense, agreement, pronoun
word order, text structure, and article
concrete ideas, cohesion, agreement,
etc. capitalization, using
commas, sentence
sense, word order,
text structure,
concrete ideas,
cohesion, etc.
Learners reflect on
Learners assess the the feedback
T asks learners to drafts of other received and revise
bring the persuasive students and give their work and
paragraphas they feedback. improve it before
wrote before. publishing.
T models one
Learners share with paragraph and T celebrates their
a different he/she shows how learners work by
classmate their to use the chechlist doing a show and tell
persuasive and how to provide with their paragraphs.
paragraphs. feedback.
T goes over the

T explains today's
editing checklist to
assignment and
make sure learners
criteria for
understand each
assessment.
aspect.

Participating, thinking, acting out, responding, and sharing:
 A survey about a controversial issue.
Learners get in their groups and make a list of subject experts in their community or school to interact with them about the Mini Project
topic. They can also meet many subject experts from various parts of CR through social media. This helps them in getting suggestions
in different possible ways, through which they can get a clear idea on their Mini Project topic.
After getting a clear idea about the topic, they are asked to prepare a rough plan about procurement of resources. They should make a
rough schedule and distribute the work among the teammates. This will keep their Mini Project on track and individuals will come to
know about their part in the Mini Project rather than any individual (leader) taking full responsibilities.
Learners make sure that the materials will be ready for the next week and that all members know their responsibility.
Reflective Teaching
What worked well… What didn’t work well… How to improve
At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure
Ls’ understanding.)
In
I can… * Yes No
process
plan the language, content and resources to explain a previously selected process
by providing detailed, practical instructions.
organize the content and resources by identifying the stages to carry out the
process.
make sentences to describe in a detailed way each stage involved in the process
using the appropriate linkers or connecting words.
give an oral presentation to describe in a detailed way each stages involved in the
process.
prewrite a persuasive paragraph about a controversial issue.
draft a persuasive paragraph about a controversial issue that includes thesis
statement (that states a position/claim), main reasons (arguments), facts and
examples (evidence) conclusion (most important details of the argument and what
you want the reader to do) while also acknowledging contrasting opinions with new
structures (e.g., on the one hand, Yet on the other hand…) with the appropriate
linkers or connecting words.
revise a persuasive paragraph about a controversial issue by checking subject-
verb agreement; pronoun and article agreement, capitalization (at the beginning of
sentences, proper nouns, the pronoun “I,” proper adjectives, titles, and
abbreviations), sentence sense, word order, text structure, concrete ideas, using
commas: (to punctuate items in a series, dates), spelling, punctuation, content
cohesion accurately in a pair-share activity.
edit a persuasive paragraph about a controversial issue before publishing.
spell and show basic punctuation accurately enough to be followed most to the
time.
check written summaries and paragraphs to look for mistakes (subject-verb
agreement, pronoun and article agreement, capitalization, using commas,
sentence sense, word order, text structure, concrete ideas, cohesion, etc.
*You must include the
indicators of learning
from the document “Guidelines on How to Write Indicators of Learning for the Pedagogical Mediation of the English Curriculum under each
Assessment Strategy and in the Self -Assessment chart at the end of every week.
MATERIALS
FOR WEEK 4
Aspects China France New Zealand Costa Rica

food
clothes
manners
sports
dress code
rituals
stereotypes
animals
Aspects China France New Zealand Costa Rica

food
clothes
manners
sports
dress code
rituals
stereotypes
animals

The persuasive paragraph … Yes No Partially Yes No Partially
has topic sentence (that states a position/claim),
Has a conclusion (most important details of the argument and what
is indented.

The persuasive paragraph … Yes No Partially Yes No Partially
has topic sentence (that states a position/claim),
Has a conclusion (most important details of the argument and what
is indented.
Level III
Period IV
Weeks 5 and 6
Review and Integrated Mini-Project
Enduring Understanding: What is considered right can be relative depending on personal points of view
New Citizenship:
Dimensions
Grammar & Sentence Frame Function Psychosocial
 Did Ls use all sentence frames?  Did Ls use all functions?  Did Ls show evidence of …
 Being aware and committed to protecting
Vocabulary Discourse Markers the environment
 Did Ls say aloud and write all  Did Ls practice connecting words: and,  Appreciating natural wonders
but, because?
vocabulary?
Sociocultural
 Did Ls practice idioms and quotes?
Phonology
 Did Ls recognize, articulate and produce
phonological sounds?
Assessment
Strategies & Time
Learner can Didactic Sequence Mediation
learning
(Diagnostic, (5 lessons)
formative,
summative)
 Did Ls  Can Ls Referencing notes from formative assessments throughout the weeks, repeat activities to All of week 5
achieve all do all strengthen Ls in weaker areas or select from Optional Activities that follow these plans. or 6
learning tasks?
outcomes?
Options Integrated Mini-Project Time

Possible projects: By allowing time for the Mini-Project each week for participating, thinking, and acting out, All of week 5
 A recorded inspirational video learners should now have a chosen project and determined content and strategies. In the or 6 of unit
(TedEx in the class), using presentation week Ls focus on:
cell phones or role-play it.
 Writing memories for the Responding and sharing: Participating in individual and peer assessment of mini-
class yearbook. project.
Integrated Mini-project Self-Assessment

Participating to Negotiate
I participated by
sharing my own ideas and interests with my family or classmates
respecting my family or classmates’ opinions,
communicating respectfully
making decisions
5 4 3 2 1
Thinking:
I planned by
looking for information and resources,
thinking of a design for my presentation
interacting with my classmates.
making decisions
5 4 3 2 1
Acting out:
I acted out by
reviewing the information
improving my video
correcting the information,
rehearsing and working on pronunciation, intonation, fluency and other aspects,
5 4 3 2 1
Responding and Sharing:
I can demonstrate I was well prepared in delivering and sharing the information by
responsibly delivering the project during the virtual / classroom exchange.
answering questions from the audience respectfully.
self-assessing the final product.
5 4 3 2 1
Teachers monitor ….
 Did Ls use English during all aspects of Integrated Mini-Project?
 How did project presentations reflect understanding and/or mastery of Can Do statements?
 Did Ls put into practice the focus of Learn to Be and Live in Community?
 Did the Integrated Mini-Project provide answers to the Essential Question?

Teacher Guide Module 71 Level III Period IV

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Teacher Guide Module 71 Level III Period IV

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Autoridades

Anna Katharina Müller Castro

Ministra de Educación Pública

María del Rocío Solís Gamboa

Viceministra Académica de Educación

Ana Mariela Abarca Restrepo

Directora de la Dirección de Desarrollo Curricular

Rigoberto Corrales Zúñiga

Mag. Alfredo Ortega Cordero,

Mag. Andrea Cruz Badilla

Scenario: Get Ready. Get set. Go!

Scenario: Really??? (Controversial issues)

Katherine Williams Jiménez

Asesoría Nacional de Inglés Departamento de Tercer Ciclo y Educación Diversificada

Introduction: Why a new English Curriculum?

In addition, he stated that:

The Learner as a New Citizen

Policy for the 21th Century highlights three philosophical trends:

Rationalism Humanism Constructivism

Considerations Understanding Implications for

Socio-constructivism Holism Critical Pedagogy

Learners become producers of

The Common European Framework of Reference (CEFR)

EXTENSION OF THE CEFR STANDARDS - INTEGRATION OF LANGUAGE ABILITIES

EXTENSION OF THE CEFR STANDARDS- INTEGRATION OF LANGUAGE ABILITIES

B1 EXTENSION OF THE CEFR STANDARDS - INTEGRATION OF LANGUAGE ABILITIES

Learner  An agent/performer with intercultural awareness skills.

Assessment  Assessment is based on what the social agent is able

Basic Principles of the Action-Oriented Approach

Week 5 Week 5&6

Domain: Scenario: Theme:

 Teacher makes sure that all learners understand task instructions.

a) Consider learners’ interests and needs.

b) Offer opportunities to work in pairs, in small groups, and as a whole class.

c) Create a context for learning and reflecting.

d) Provide multiple opportunities to develop communicative competence.

What to do to learn and teach phonological competence

Articulate the sound

Practice & Produce

• Recognition (aural and cognitive)

A more complex “learn to do” classroom task for each

Phases for the Integrated Mini-Project

7th - Unit 3 – Example

Integrated Mini-Project: Tourist Brochure to support local tourism

Phase 1: Participating to negotiate: (5 or 10 minutes in week 1 or 2)

Some tasks can

Integral Development and Communicative Competence

Socio-Interpersonal and Academic Recipes for Success

Socio-Interpersonal and Academic From the Wheel to the Drone

Socio-Interpersonal and Academic The Earth-Our Gift and Our Responsibility

Socio-Interpersonal and Academic Get Ready. Get Set. Go!

Socio-Interpersonal and Academic Really??? (Controversial Issues)

Weekly Sample Lesson

Goals and Assessment Strategies

Linkers: sequential Connecting words Markers to structure Markers to

Get ready College or Career? Surviving or Go! The Future is

Vocabulary Linkers: sequential Respecting everyone’s choices regarding

Participating: Warm up:

Engaging Activation of prior knowledge

Hard Skills Soft Skills

An adverb is a word that is used to change or qualify the meaning of an adjective, a

Manner: Tell how

L.1.distinguishes L.1. Understand 40 m

Listening for the first time