Scope & Sequence para las Guías de Aprendizaje Base de ... · Aprendizaje esperado base...

Scope & Sequence para las Guías de Aprendizaje

Base de Quinto Año

Ronald Vargas Chavarría

PRESENTACIÓN

Este documento es un apoyo a las Guías de Aprendizaje Base (GAB) de inglés de primaria. No corresponde a un cambio en la plantilla, la cual se

mantiene de 4 columnas que son: aprendizaje esperado base, aprendizaje esperado, indicador del aprendizaje esperado y algunas actividades

sugeridas.

Esta es la plantilla oficial de las GAB:

El propósito de este documento es relacionar los aprendizajes esperados e indicadores del aprendizaje esperado con los temas (themes) y

funciones lingüísticas (functions) del programa de estudios. Esto le permitirá al docente contextualizar mejor las actividades que diseñará en las

Guías de Trabajo Autónomo (GTA).

Para lo anterior se incluyó la columna Scope & Sequence, en la cual se puede ver de manera horizontal la concordancia entre los “goals” u

“objetivos lingüísticos” y los correspondientes temas o cognitive targets y funciones lingüísticas establecidas en el programa de estudios para

dicho nivel.

a. Plantilla priorizada de aprendizajes esperados, curso lectivo 2020.

UNIT 1

Aprendizaje esperado base

(Fundamental)

SCOPE & SEQUENCE

Aprendizaje esperado (Componente del

programa de estudio)

Indicador del aprendizaje esperado

Algunas actividades sugeridas

Unit 1 Study Block Socializing

Cognitive Targets and Functions

Listening Cognitive Targets: Expressing

Forms of interaction using classroom language

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

Function:

Greeting, introducing and saying good bye.

Understanding explicit information. Identifying the main points of an oral stimulus.

identifies specific information in an aural text by answering simple questions or filling in charts Lists the main points of a conversation by ordering its pieces.

Teacher activates students´ prior knowledge about forms of interaction when meeting people using videos or a PowerPoint with greetings, leave takings and personal introductions. Students listen to models of key vocabulary, language forms and pronunciation related with greetings, leave takings and personal introductions. (see, https://www.youtube.com/watch?v=auWm-Vg46wA) Before first listening of conversations, the teacher reviews key vocabulary and expressions with a crossword puzzle or matching of pictures with forms. Students listen to conversations about meeting someone and personal introductions read by the teacher or from an audio or video and respond to general questions posed by the teacher. Students fill in a chart or dialogue to get the main ideas and details from the

conversations. A word or phrases bank can be provided. Students unscramble conversations about personal information when meeting someone to show comprehension while listening. Students listen to the conversations one more time to check their answers and self-assess their performance.

Reading Cognitive Targets: Expressing

The importance of speaking English in Costa Rica

Function:

Recognizing the importance of English.

Guessing details and general meanings from short passages.

Gets the gist of a text Gets details in a text based on specific topics. Infers meanings of vocabulary and key phases in a text.

Students listen to teacher’s introduction of the new vocabulary and phrases related with the importance of English for more opportunities in life. Teacher models pronunciation of new terms. Teacher asks questions about the reading to get general meanings. Students apply background knowledge to get the gist of text during first reading by answering specific questions. Students locate specific information in the reading to complete a chart. Students construct a chart, a mind map or a graphic organizer to show data. Students predict the meanings of key vocabulary and phrases in a short text about ways of accepting and refusing invitations by solving a multiple choice exercise or filling in a cloze activity.

Speaking Cognitive Target: Expressing

Ways of extending, accepting, and refusing invitations

Function:

Extending invitations.

Accepting and rejecting invitations.

Asking for and giving information about different topics.

generates questions and answers about different topics. Expresses acceptance and denial

Students listen to teacher’s introduction of the new vocabulary and phrases related with making new friends and accepting and refusing invitations. Teacher models pronunciation of new terms. Students practice role-playing of conversations where they meet someone new and introduce themselves. Students make a list of five personal information questions they would like to ask someone they meet for the first time. Students participate in surveys where they interview people around asking for and giving personal information. Students play roles of famous people who are interviewed by a famous journalist. They have to answer five personal information questions. Students participate in role-plays with specific situations given by the teacher where they have to invite someone to different activities. They also are invited by friends to participate in different activities. Students create a video where they demonstrate how to accept or deny an invitation in English. Students participate in self-assessment with an instrument provided by the teacher.

Writing Cognitive Target: Expressing

Pen-pals, a mean to make new friends

Function:

Asking for and giving information.

Writing short dialogues and conversations.

Writes a short conversation.

Students apply prior knowledge to complete conversations about meeting new people and giving personal information. Students apply background knowledge to identify simple sentences in a conversation as examples for accepting or refusing invitations. Students based on the patterns given create three small conversations where they refuse or accept an invitation in English. Students participate in self-assessment using an instrument provided by the teacher.


UNIT 2


(Fundamental)

SCOPE & SEQUENCE Aprendizaje esperado (Componente del




Unit 2 TAKING CARE OF MY BODY


Listening Cognitive Target: Using the language to refer to

Internal body organs

Diseases and epidemics in Costa Rica

Function:

Describing situations and places.

Following directions. Understanding technical vocabulary Understanding information presented in visual form.

responds to different instructions. identifies vocabulary and phrases related with diseases and internal body organs in aural texts. transfers information heard into a picture or diagram about internal body organs and diseases.

Teacher activates students´ prior knowledge about diseases and symptoms using videos or a PowerPoint with pictures, language and expressions. Students listen to models of vocabulary, language forms and pronunciation. Before first listening about topic, the teacher reviews key vocabulary and expressions that will be encountered in the audio with a crossword puzzle or matching of pictures with key vocabulary. Students listen to conversations about a visit to the doctor when being sick and listening to doctor´s instructions to get healthy. ( see, https://www.youtube.com/watch?v=OUT2xDVA6a0) (see, https://www.youtube.com/watch?v=YA4k1KF_WA4) Students circle from a series of sentences, the ones that are true and the ones that are false in relation to the doctor´s instructions

Students identify body organs by completing a chart or diagram after first listening. ( See, https://www.youtube.com/watch?v=MneeNYD9luo) Students complete some characteristics of each of the internal organs after second listening. Students listen to the audio, video or teacher´s voice one more time to check their answers and self-assess their performance

Reading Cognitive Target: Using the language to refer to

Symptoms and treatment of not common diseases

Function: Discussing diseases

and health problems.

Guessing details and general meanings from short passages

gets the gist of a text gets details in a text based on specific topics. Infers meanings of vocabulary and key phases in a text.

Students listen to teacher’s introduction of the new vocabulary and phrases related with common diseases and symptoms that students will encounter in the reading passage. Teacher models pronunciation of new terms. Teacher asks questions about the reading to get general meanings. Students apply background knowledge to get the gist of text during first reading by answering specific questions. Students locate specific information in the reading to complete a chart. Students construct a chart, a mind map or a graphic organizer to show data. Students predict the meanings of key vocabulary and phrases in a short text by solving a multiple choice exercise or filling in a cloze activity. Students participate in self-assessment with an instrument.

Speaking Cognitive Target: Using the language to refer to Diseases and

internal organs Function: Discussing diseases


Following directions.

Describing items, situations and events. Expressing opinions, feelings and ideas.

describes pictures, situations and events orally. respond to different questions in oral or written form. expresses ideas, feelings, and opinions on different topics.

Students activate prior knowledge of key vocabulary and phrases related with diseases, symptoms and internal body organs. Teacher models pronunciation of new terms. Students practice role-playing of conversations at the hospital or clinic where they go to get medical care. Students describe one disease that they have experienced and its symptoms in a conversation exchange with a partner using pictures. Students perform a role-playing where they are doctors and they are interviewed about a new disease. They are asked several questions like: what is this new disease? What are its symptoms? What is the treatment? How can it be prevented? Students express opinions about the disease they think it is the most dangerous and the one that is the least dangerous and explain why with the support of the teacher. Students participate in self-assessment with an instrument.

Writing Cognitive Target: Using the language to refer to

Health centers

Writing short dialogues and conversations.

Writes short dialogues and conversations. Uses vocabulary and phrases related with diseases and treatments in different situations.

Students apply prior knowledge to complete conversations about diseases and symptoms. Students apply background knowledge to identify simple sentences in a conversation as examples for expressing how they feel if they are sick.

Function: Discussing diseases


Following directions.

Students based on the patterns given create three small conversations about visiting the doctor and explaining how they feel. Students participate in self-assessment using an instrument provided by the teacher.


UNIT 3

Aprendizaje esperado base (Fundamental)

SCOPE & SEQUENCE Aprendizaje esperado (Componente del programa de estudio)



Unit 3

FAMILY

RELATIONSHIPS


Oral comprehension

Listening

Cognitive Target: Defending my point of view about Family and family relationships Function: Talking about family ties, roles and activities.

Guessing the general

meaning of short

conversations and

passages.

gets the gist of a text

gets details in a text

based on specific topics.

Infers meanings of

vocabulary and key

phases in a text

Students listen to teacher’s

introduction of the new vocabulary

and phrases related with family

members and family activities at

home, and family likes and dislikes.

Teacher models pronunciation of

new terms.

Before first listening about the topic,

the teacher reviews key vocabulary

and expressions that will be

encountered in the audio with a

crossword puzzle or matching of

pictures with key vocabulary.

Students listen to a family

description of their activities and

their likes and dislikes.

Teacher asks questions to students

about the description to get

general meanings.

Students apply background

knowledge to get the gist of the

family description during first

listening by answering specific

questions.

Students identify family members’

likes and dislikes by completing a

chart.

Students predict the meanings of

key vocabulary and phrases by

solving a multiple choice exercise or

filling in a cloze activity.

Students participate in self-

assessment with an instrument.

Reading Cognitive Target: Defending my point of view about Likes and dislikes about the duties in my family Furniture according to parts of the house Function: Talking about family ties, roles and activities. Identifying and describing parts of the house.

Understanding simple

vocabulary and

expressions presented in

familiar contexts.

identifying the main

ideas of a text.

identifies known

vocabulary and

expressions in familiar

texts

identifies main ideas in a

text


introduction of the new vocabulary

and phrases related with family

members and family activities at

home, and parts of the house.


new terms.

Students identify the different parts

of the house by matching

descriptions with pictures.

Students read a text about family

members and family activities and

they fill in a chart, to get the main

ideas and details from the text.

Students unscramble a text about a

tour around a house by matching

the content of the text with what

they see in a house photograph.



Speaking Cognitive Target: Defending my point of view about Likes and dislikes about the duties in my family Function: Asking for a giving information on family issues.

Sharing and requesting

information.

Expressing likes, dislikes

and needs.

Describing objects and

places.

asks for and responds to

other people´s request

expresses ideas, feelings,

and opinions on different

topics.

describes pictures or

experiences orally.

Students activate prior knowledge

about family members, family

activities at home, and parts of the

house.

Teacher reviews pronunciation of

new terms.

Students write three questions they

would like to know about their

classmates´ families in terms of

activities and likes and dislikes.

Students participate in an

information exchange about family

activities and likes and dislikes with

their peers.

Students describe their house and

their family members to a partner

using pictures.

Students talk with a partner about

three things their family like to do

together and three things they

dislike.



Writing Cognitive Target: Defending my point of view about Likes and dislikes about the duties in my family

Substituting words for

meaningful items in

written form.

substitutes words for

similar language forms in

short texts.

Students apply prior knowledge to

substitute words in a description

about what one family likes or

dislikes for what their own family likes

or dislikes.


knowledge to write simple

Function: Talking about family ties, roles and activities.

descriptions (sentences) about their

family likes and dislikes.

Students based on a pattern given

by the teacher create a postcard to

their best friend about the likes and

dislikes of their family members.


assessment using an instrument

provided by the teacher.


UNIT 4


SCOPE & SEQUENCE

Aprendizaje esperado (Componente del programa de estudio)



Unit 4 COSTA RICAN CUSTOMS AND TRADITIONS


Listening Cognitive Target Exchanging information about

Typical dishes and beverages in Costa Rica

Function: Identifying

Costa Rican typical food.

Understanding short passages and conversations.

gets the gist of a video or a description heard identifies details from an aural text

Students listen to teacher’s introduction of new vocabulary and phrases related with Costa Rican typical food and beverages using a video or a PowerPoint with `pictures. ( see, https://www.youtube.com/watch?v=1Q9c7pIGXck) Teacher models pronunciation of new terms. Before first listening about the topic, the teacher reviews key vocabulary and expressions that will be encountered in the audio with a crossword puzzle or matching of pictures with key vocabulary. Students listen to descriptions of Costa Rican food and beverages. ( see, https://www.youtube.com/watch?v=OvlFdWtHOxY) Students respond to questions about the descriptions to show understanding of general meanings. After second listening, students identify the main details of the descriptions by completing a chart or by deciding which statements are true or false based on the information heard. Students listen to menus of Costa Rican typical food and identify similarities and differences among the type of dishes by filling a chart. Students participate in self-assessment with an instrument.

Reading Cognitive Target Exchanging information about

Identification and description of places for entertainment

Function: Describing

places.

Scanning information from texts. Identifying the main ideas of a text.

Identifies specific information in texts. Identifies the most important ideas of a text.

Students listen to teacher’s introduction of new vocabulary and phrases related with places in the community and legends Teacher models pronunciation of new terms, especially past tense verbs. Students identify the main characteristics of the most attractive places of their province or town. Students read a text about an attractive place in their province or town and the main activities to do there. They decide if some statements are true or false based on the information in the text. Students answer questions to get specific information about each of the places. Students participate in self-assessment with an instrument.

Speaking Cognitive Target Exchanging information about Costa Rican folk

tales, legends and songs

Function: Describing food

and traditions.

Sharing social and cultural traditions and values. Describing objects and places.

Responds and asks questions properly. Describes events, situations or pictures in an oral form.

Students activate prior knowledge about places of Costa Rica and some folk tales. Teacher reviews past tense in English when telling a story. Teacher reviews pronunciation of new terms. Students write five questions that a tourist might be interested in knowing about their province and town: food, places, entertainment and stories and legends. Students participate in a role play. One student is the tourist who wants to visit his town and has some questions to ask. The other student is a Costa Rican who is ready to answer his/her questions. Students talk with a partner about the best place to visit in his/her community and they exchange information showing pictures. Students participate in self-assessment with an instrument.

Writing Cognitive Target

Composing and adapting simple written material.

Produces pieces of writing.

Students apply prior knowledge to adapt a description of a Costa Rican recipe for one that he/she likes.

Exchanging information about

Identification and description of places for entertainment

Function: Describing

places.

Students apply background knowledge to write simple descriptions of places and forms of entertainment in their town. Students based on an example, create a small brochure about their community, including food, beverages, places, entertainment and some traditions. Students display their brochures. Students participate in self-assessment using an instrument provided by the teacher.


UNIT 5






Unit 5 HOLIDAYS AND CELEBRATIONS

IN MY COUNTRY


Listening Cognitive Target Exchanging information about Holidays and celebrations in Costa Rica Function: Describing Costa Rican holidays and celebrations.

Understanding explicit information. Identifying main points from oral stimulus.

identifies specific information in an aural text by matching descriptions with concept, by answering simple questions or filling in charts Lists the main points of a conversation by ordering its pieces.

Teacher introduces key vocabulary and language forms to describe past events related with holidays and celebrations. Students listen to models of new vocabulary, language forms and their pronunciation. Before first listening of a description of some of Costa Rica’s holidays and celebrations, the teacher reviews key vocabulary and expressions with a crossword puzzle or matching of pictures with forms. Students listen to descriptions of holidays and celebrations by the teacher or from an audio or video and they match the description with the name of the celebration. ( see, https://www.youtube.com/watch?v=v8CYKJK6AQI) Students fill in a chart to get the main ideas and details from the descriptions after second listening. Students unscramble the descriptions as they listen to them for a third time to get the main points. Students listen one more time to check their answers and self-assess their performance.

Reading Cognitive Target

Scanning information from texts.

Identifies specific information in texts.

Students listen to teacher’s introduction of new vocabulary and phrases related with types of food eaten in each of Costa Rica´s most important

Exchanging information about Food and beverages for holidays and celebrations Function: Describing items, events and experiences.

celebrations with a video or with a power point with pictures. Teacher models pronunciation of new terms to be found in the text, review the present tense to describe the types of food families eat according to celebrations. Students identify the characteristics of each celebration and the type of food that families eat by answering questions or filling in a chart. Students answer questions to get specific information about celebration. Students participate in self-assessment with an instrument.

Speaking Cognitive Target Exchanging information about Holidays and celebrations in Costa Rica Functions: Expressing likes and dislikes. Comparing and contrasting events.

Describing situations and events. Expressing likes and dislikes.

describes events, questions properly. expresess likes and dislikes

Students activate prior knowledge about holidays and celebrations. Teacher reviews past tense in English when telling a story. Teacher reviews pronunciation of key vocabulary and phrases. Students write five differences between one celebration they like and another one in terms of activities, dates, food, clothing, etc. In groups, students play a game where they have to identify similarities and differences among holidays. The group that can identify the largest amount is the winner. Students make a small change to the game. They have to describe a holiday and the other team has to guess the name of the holiday or celebration. Students select their favorite holiday and explain why. They also select the holiday they like the least and explain why.

Students participate in a class survey identifying their peers’ favorite holiday and the holiday they like the least. Students report orally the results. Students participate in self-assessment with an instrument.


UNIT 6


(Fundamental)





Unit 6 COSTA RICAN

BEAUTIES


Listening Cognitive Target:

Communicating about

Costa Rica natural beauty its resources and weather conditions Function:

Describing Costa Rican natural resources.

Describing weather

conditions.

Transferring

information heard

in written or oral

form.

Guessing the

general meaning

of short

conversations and

passages.

Relocates the

information heard in

written form.

gets the gist of a text

Infers meanings of

vocabulary and key

phases in a text


introduction of the new

vocabulary and phrases related

Costa Rica’s natural beauties

and weather conditions by a

video or a power point with

pictures.


key vocabulary and phrases.

Before first listening about the

topic, the teacher reviews key

vocabulary and expressions that

will be encountered in the audio

with a crossword puzzle or

matching of pictures with key

vocabulary.

Students listen to a description of

the natural beauties of Costa

Rica in flora and fauna.

Teacher asks questions about the

description to get general

meanings.


knowledge to get the gist of the

description during first listening

by answering specific questions.

Students identify names of

animals and plants by

completing a chart.

Students predict the meanings of

key vocabulary and phrases by

solving a multiple choice

exercise or filling in a cloze

activity.

Students complete the script of

the audio or the description read

by the teacher with a word bank

given by the teacher after a third

listening.



Reading Cognitive Target:

Communicating about

The most visited places in my country.

Cultural diversity Function: Describing places and

events.

Selecting appropriate

words to complete a

short conversation or

text.

Scanning information

from texts.

Selects the correct

words to complete a

text

Identifies specific

details in a text


introduction of new vocabulary

and phrases related with the

most visited places in Costa Rica

and the cultural diversity of the

country using a video or with a

power point with pictures.

Teacher models pronunciation

of new terms to be found in the

text. Teacher reviews the present

tense to describe the types of

weather in Costa Rica

according to season and

language used for describing

the places.

Students read a text describing

Costa Rica’s natural beauty and

complete some blanks with a

word bank.

Students make a second

reading and answer questions to

get specific information about

Costa Rica’s flora, fauna and

cultural diversity.



Speaking Cognitive Target:

Communicating about The most visited

places in my country. Function:

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

Describing places

and people.

Sharing and

requesting

information.

describes places and

people

responds and asks

questions

Students activate prior

knowledge about Costa Rica.

Teacher reviews pronunciation of

new terms.

Students write five questions that

a tourist might be interested in

knowing about Costa Rica: flora,

fauna, national parks, and

people.

Students participate in a role

play. One student is the tourist

who wants to visit Costa Rica

and has some questions to ask.

The other student is a Costa

Rican who is ready to answer the

questions.

Students play a game in groups.

Each group has to write five

questions in order to know more

about Costa Rica.

Each group will ask and answer

questions to and from the other

groups. The group that answers

most of the questions correctly is

the winner.



Writing Cognitive Target:

Communicating about The most visited

places in my country. Function: Describing places and

events.

Producing short

pieces of writing

produces short pieces

of writing


knowledge to review

vocabulary and expressions to

write about Costa Rica using

present tense.

Students based on a pattern

given by the teacher create an

ad to attract tourists to visit

Costa Rica.

Students edit and peer correct

their ads.

Students display their ads.


assessment using an instrument

provided by the teacher.

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