7th grade Scope and Sequence (Englishpost.org)
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1) The document outlines an English curriculum for 7th grade students with an A1.1 level of proficiency according to the Common European Framework. 2) It is divided into units focusing on different themes like introductions, daily life, and family. Each unit spans several weeks and includes language learning goals and assessments. 3) The goals focus on skills like understanding greetings, asking and answering basic questions, describing schedules and routines, and writing simple sentences. Vocabulary, grammar, and pronunciation are also addressed.
7th grade Scope and Sequence (Englishpost.org)
- 1. MINISTERIO DE EDUCACIÓN PÚBLICA Dirección de Desarrollo Curricular Departamento de Tercer Ciclo y Educación Diversificada Asesoría Nacional de Inglés 1 Level 7th Unit 1 CEF level to be reached: A1.1 Scenario: Here I Am! Enduring Understanding What a person thinks, feels, and belongs to, makes her/him a unique person. Essential Question What makes us unique? Assessment and Goals Week 1 Assessment:L identifies brief, simple instructions if encountered in similar form. R.1. understand brief, simple instructions if encountered previously in the same or similar form. Assessment: L discriminates classroomlanguage w ithin oral utterances. L.2. understand classroom language (e.g., teacher, classmate, schedule, principal, May I come in? Raise your hand, May I borrow yourpencil?). Assessment: L identifies basic greetings, farewells and common expressions of politeness. L.1. understand basic greetings, farewells, and common expressions of politeness (e.g., hello, goodbye, sorry). Assessment:L uses basic greeting and leave-taking expressions, Week 2 Assessment:L recognizes simple personalquestions w hen they hear them. L.3. understand simple personal questions. (e.g., name, age, address, father, mother, sister). Assessment:L spells out w ords. SI.1. spell w ordsincluding names, surnames, country of citizenship and other. Assessment:L recognizes some expressions and the main information about text (heard or read) w ith instructionalsupport. R.3. recognize some expressions and the main information (e.g., name, date, time, address, date of birth,) on posters, brochures, signs, and invitations and in simple texts if allow ed to use a dictionary. Week 3 Assessment:L asks personal information to others. SI.3. askothers for personal information (address, telephone, number, nationality, country of citizenship, birthdate, age, family and hobbies). Assessment:L introduces him/herself providing personal information SP.1. introduce him/herself, for example say his/her name, w here s/he comes fromand w hat s/he does (address, telephone, number, nationality, age, family and hobbies). Week 4 Assessment:L w riteslabels on familiar objects in a picture or diagram. W.1. w rite labels on familiar objects in a picture or diagram (e.g., door, desk, chair, and eraser). Assessment:L w ritesstraightforward information about him/herself in short sentences. W.2. w rite straightforward information about him/herself in short sentences or fill out that information in a form (questionnaire, card) w ith assistance such as using a dictionary or book, checking w ritten sentencesto look for mistakes (e.g. subject-verb agreement, capitalization, spelling, basic punctuation). Assessment:L describes his/her family simply. SP.2. describe simply his/her family, for example w ho the members are, how old they are, w here s/he lives. Week 5/6 Assessment Anecdotal reports / rubrics / instruments for self and co-assessment Suggested Integrated Mini project Personal lapbooking, mobile, collage. Self-portrait presentation using technology or cardboard. Storytelling using TPR in groups.
- 2. MINISTERIO DE EDUCACIÓN PÚBLICA Dirección de Desarrollo Curricular Departamento de Tercer Ciclo y Educación Diversificada Asesoría Nacional de Inglés 2 farewell, and politeness and basic classroomlanguage SI.2. use basic greeting and leave-taking expressions, farewell, and politeness (e.g., hello, goodbye, please and thank you) and basic classroom language. Can Do relatedto Phonologyto be insertedas appropriate eachweek Assessment:L discriminates English language sounds. R.2. manipulate English language sounds using know ledge in phonics, syllabification and w ord parts. Theme 1. Hello, Hi there, Hey, Bye Theme 2. Building Community Theme 3. Let´s Get Personal Theme 4. Meet My Family Function - Greeting and saying goodbye. - Interacting with classroom language at school. Function - Spelling out words. - Giving personal information about me and my family members. Function - Giving personal information about me and my family members. Function - Giving personalinformation about me and my family members. Discourse Markers Connecting w ords: and Discourse Markers Connecting w ords: but Discourse Markers Connecting w ords: because Discourse Markers Connecting w ords: and, but, because Grammar & Sentence Frames Wh questions What´s your name? My name is__. How old are you? I am__. Where do you live? I live in __. Demonstrative Adjectives This is my desk. This is our classroom. Grammar &Sentence Frames Wh questions What´s your name? My name is__. How old are you? I am__. Where do you live? I live in __. Grammar & Sentence Frames Verb To be + adjectives (S+V+C) I am handsome. She is intelligent. They are selfish. Intensifiers Very, really, super Grammar & Sentence Frames Demonstrative Adjectives This is my mother/father. That is my cousin. These are my siblings. Possessive “s” My mother´s name is _____. Phonology Phonology Phonology Phonology Review
- 3. MINISTERIO DE EDUCACIÓN PÚBLICA Dirección de Desarrollo Curricular Departamento de Tercer Ciclo y Educación Diversificada Asesoría Nacional de Inglés 3 Segmenting a word into phonemes (/d/…/o/…/g/) and substituting initial, final and medial sounds Dad, grandma, old, daughter, hug, baby, etc. Segmenting a word into phonemes (/d/…/o/…/g/) and substituting initial, final and medial sounds Dad, grandma, old, daughter, hug, baby, etc. Segmenting a word into phonemes (/d/…/o/…/g/) and substituting initial, final and medial sounds Dad, grandma, old, daughter, hug, baby, etc. Vocabulary Hello, Hi there, Hey, Bye Hi Hi there Hey Hello Good morning/ afternoon/ evening Vocabulary Building Community May I come in? Could you repeat, please? May I go to the restroom? May I borrow yourpencil? How do you say___ in English? How do you say/ pronounce ____? Raise your hand. Vocabulary Let´s Get Personal Age, status, phone number, country, nationality, occupation, residence, handsome, pretty, intelligent, numbers, dates, the alphabet I am…happy, sad, angry, excited, unhappy, frustrated, annoyed, threatened, furious, bored, satisfied, shocked, scared, shy, disappointed. Vocabulary Meet My Family Family members such as mother, father, siblings, cousin, father–in- law, etc. Psycho-social Respecting opinions, linguistic skills and abilities of classmates. Socio-cultural Showing interest in each peer´s and family´s lives and feelings. Social Language Hey Howdy So far, so good Hey buddy Hey guys Hey dude Psycho-social Collaborating with other peers and teacher. Sociocultural Respecting human rights principles and inclusiveness. Psycho-social Using positive communication skills. Sociocultural Quotes Feeling Ok I´m cool What´s new ? Psycho-social Respecting opinions, linguistic skills and abilities of classmates. Sociocultural Using formal and informal language when addressing people of different ages and contexts. Quotes A friend in need is a friend indeed. -- Unknow n Author
- 4. MINISTERIO DE EDUCACIÓN PÚBLICA Dirección de Desarrollo Curricular Departamento de Tercer Ciclo y Educación Diversificada Asesoría Nacional de Inglés 4 Level 7th Unit 2 CEF level to be reached: A1.1 Scenario: Enjoying Life Enduring Understanding Enjoying life involves paying attention to daily routines and taking care of one’s lives. Essential Question How do the things people do every day help them enjoy life? Assessment and Goals Week 1 Assessment: L identifies the sound of w ordsheard in context. L1. recognize the sound of most w ordsheard in context. Assessment: L distinguishes simple phrases about daily routines, eating habits, hobbies and hanging out activities. L2. understand simple information and phrases about routines, eating habits, hobbies and hanging out activities. Assessment: L recognizes sounds, simple phrases and information. L3. understand sounds, simple phrases and information. Assessment: L w riteslabels on familiar objects in a picture or diagram. W1. w rite labels on familiar objects in a picture or diagram. Week 2 Assessment: L distinguishes brief, simple instructions and some expressions if encountered previously in the same or similar form. R.3. understand brief, simple instructions and some expressions in simple texts if allow ed to use a dictionary. Assessment: L asks and answ ers in a predictable pattern simple questions about daily routines, eating habits, hobbies and hanging out activities if the other person speaks slow ly and clearly. SI.1. askand answ er in a predictable pattern simple questions about daily routines, eating habits, hobbies and hanging out activities (e.g., What do you like to do in your free time?) if the other person speaks slow ly and clearly. Week 3 Assessment: L expresses when he /she does not understand. SI.2. say w hen he/she does not understand. Assessment: L w rites straightforward information about themselves in short simple sentences or provides that information on a questionnaire. W2. w rite straightforward information about themselves in short simple sentences or provide that information in a questionnaire, checking w ritten sentencesto look for mistakes (e.g., subject-verb agreement, capitalization, spelling, basic punctuation, etc.). Week 4 Assessment: L recognizes the main information on posters, brochures, signs, and invitations. R.2. recognize the main information on posters, brochures, signs, and invitations. Assessment: L describes how he/she enjoys life by using simple standard expressions. SP.1 describe how they enjoy life by using simple, standard expressions. Week 5/6 Assessment Anecdotal reports / rubrics / instruments for self and co-assessment Suggested Integrated Mini project Pictionary project Podcast, podcasts w ith scripts Collages about his/her life.
- 5. MINISTERIO DE EDUCACIÓN PÚBLICA Dirección de Desarrollo Curricular Departamento de Tercer Ciclo y Educación Diversificada Asesoría Nacional de Inglés 5 Can Do relatedto Phonologyto be insertedas appropriate eachweek Assessment: L recognizes by manipulating English language sounds using know ledge in phonics, syllabification and w ord parts. R.1. identify English language sounds using know ledge in phonics, syllabification and w ord parts. Theme 5. My Daily Routine Theme 6. Eating Habits Theme 7. Hanging out Theme 8. Things I like to do Function - Identifying daily routines Function - Telling likes and dislikes about eating habits, routines and food. Function - Describing ways of hanging out Function - Describing things I like to do. Discourse Markers Connecting w ords: and Discourse Markers Connecting w ords: but Discourse Markers Connecting w ords: because Discourse Markers Connecting w ords: and, but, because Grammar & Sentence Frames Wh questions What’s your daily routine? I have breakfast at 6:30 a.m. I go to high school. Grammar &Sentence Frames Adverbs of Frequency Always Sometimes Never Grammar & Sentence Frames Present tense Subject + verb + complement I watch TV in the afternoon. Grammar & Sentence Frames Adverbs of Frequency Always Sometimes Never Present tense Subject + verb + complement I watch TV in the afternoon. Phonology Newly created word when a specific letter is changed, added, or removed in the initial, medial, or final position (e.g., think to thank). Phonology Newly created word when a specific letter is changed, added, or removed in the initial, medial, or final position (e.g., think to thank). Phonology Newly created word when a specific letter is changed, added, or removed in the initial, medial, or final position (e.g., think to thank). Phonology Review Vocabulary My Daily Routine My everyday life: Have: breakfast/lunch/ dinner/ snack/brunch Vocabulary Eating habits Healthy Food: fruit/Vegetables Meats Vocabulary Hanging out To spend time To send text messages To talk by cell phone Vocabulary Things I like to do I love reading. ’m interested in computers. I’m fond of traveling.
- 6. MINISTERIO DE EDUCACIÓN PÚBLICA Dirección de Desarrollo Curricular Departamento de Tercer Ciclo y Educación Diversificada Asesoría Nacional de Inglés 6 coffee time/coffee break take a bath/shower brush my teeth get up wake up go to high school Finish high school Study/watch TV/listen to music/read/go out/take a nap Typical food Junk Food: fast food Eating schedule Drinking w ater To play board games To play cards To go to the mall To go to the pool To have a sleep over To watch a DVD (movie) To go to the cinema Numbers (1-59) Psycho-social Living safely by practicing healthy routines. Psycho-social Being disciplined with eating times. Loving myself by taking care of my body. Proverbs / Quotes Eating and drinking shouldn’t keep us from thinking. -- Italian ´proverb Psycho-social Use assertive communication skills when interacting with others. Sociocultural – Ways of entertainment according to or based on contexts, eating habits and table manners. Idioms – w ith bells on – chill out – hang out Social Language – love (as in “I love coffee”, “Ilove going to the movies”)
- 7. MINISTERIO DE EDUCACIÓN PÚBLICA Dirección de Desarrollo Curricular Departamento de Tercer Ciclo y Educación Diversificada Asesoría Nacional de Inglés 7 Level 7th Unit 3 CEF level to be reached: A1.1 Scenario: Getting Back to Nature Enduring Understanding Costa Rican natural beauty can be enjoyed by experiencing its wonders when traveling. Essential Question How can people more closely experience nature when visiting places? Assessment and Goals Week 1 Assessment: L identifies instructions for games and follows teacher or students’ modeling ofthe activity. L.1. identify instructions for games and follow teacher’s or students’ modeling ofthe activity. Assessment: L identifies key words related to nature in texts. R.2. identify key words related to nature in texts. Assessment: L provides basic information aboutfavorite natural beauties in the country and wonders all over the world. SP.1. provide basic information aboutfamiliar things (e.g. favorite natural beauties in the country and wonders all over the world). Week 2 Assessment: L recognizes some isolated vocabulary, terms,and main ideas from specific subjectareas. L.2. recognize some isolated vocabularyterms and main idea in oral advertisements or conversations. Assessment: L recognizes main ideas in texts. R.3. understand main ideas in familiar texts aboutnatural beauties and wonders accompanied by illustrations. Assessment: L completes gapped sentences using a word listof familiar words. W.1. complete gapped sentences using a word listof familiar words. Week 3 Assessment: L recognizes specific information about natural beauties and wonders. L.3. recognize specific information on natural beauties and wonders. Assessment: L recognizes specific details in texts accompanied byillustrations. R.4. understand specific details in texts accompanied by illustrations. Assessment: L asks people for information related to places, tours and plans. SI.3. ask people for information related to places, tours and plans. Assessment: L asks somebody to repeat whathe or she said more slowly. Week 4 Assessment: L describes what he/she likes aboutplaces and traveling plans. SP.2. describe whathe/she likes aboutplaces and tours. Assessment: L writes simple descriptions oftraveling places and plans. W.2. write simple descriptions on traveling places and making plans,checking written sentences to look for mistakes (e.g. subject-verb agreement, capitalization,spelling,and basic punctuation). Assessment: L talks abouttours and plans briefly. SI.1. talk briefly about tours and plans. Weeks 5/6 Assessment Anecdotal reports / rubrics / instruments for self and co-assessmen.t Suggested Integrated Mini project – Advertisement – Brochure – Board game – Other
- 8. MINISTERIO DE EDUCACIÓN PÚBLICA Dirección de Desarrollo Curricular Departamento de Tercer Ciclo y Educación Diversificada Asesoría Nacional de Inglés 8 SI.2. ask somebodyto repeatwhat they said more slowly. Can Do relatedto Phonologyto be insertedas appropriate eachweek Assessment: L recognizes by manipulating English language sounds using know ledge in phonics, syllabification and w ord parts. R.1. identify English language sounds using know ledge in phonics, syllabification and w ord parts. Theme Natural Wonders in my Backyard Theme Marvels in Costa Rica Theme A World of Wonders Theme Where can I go next? Function - Identifying natural elements in my community. Function - Giving information about marvels in CR natural beauty. Function - Telling about natural world wonders. Function - Describing where I can go to enjoy natural beauties. Discourse Markers – and, but, because Discourse Markers – and, but, because Discourse Markers – and, but, because Discourse Markers – and, but, because Grammar & Sentence Frames There is/are In my patio/backyard there is a _____ (tree) In Costa Rica there are _____ national parks. In Costa Rica there is a Biological Reserve. Grammar &Sentence Frames There is/are In my patio/backyard there is a _____ (tree) In Costa Rica there are _____ national parks. In Costa Rica there is a Biological Reserve. Grammar & Sentence Frames Wh-Questions What are some natural things in your home/country? What examples of natural beauty are there in _____ (country)? Grammar & Sentence Frames Wh-Questions What are some natural things in your home/country? What examples of natural beauty are there in _____ (country)? Phonology Short vowel sounds (-at) in orally stated single- syllable words.(e.g.hat) Phonology Short vowel sounds (-en) in orally stated single-syllable words. (e.g., pen) Phonology Short vowel sounds (-ad) in orally stated single- syllable words. (e.g. mad) Phonology Review short vowel sounds (-at,-en, -ad) Vocabulary Vocabulary Vocabulary Vocabulary
- 9. MINISTERIO DE EDUCACIÓN PÚBLICA Dirección de Desarrollo Curricular Departamento de Tercer Ciclo y Educación Diversificada Asesoría Nacional de Inglés 9 Natural Wonders in My Backyard nature, trees, plants, rivers, lakes, mountains, flora, fauna, hot springs, volcanoes, etc. Marvels in Costa Rica Costa Rica Natural Marvels National Parks,Biological Reserves, caves, beaches, volcanoes, lake, rivers, mountains, cloud/rain/dry forest World Natural Wonders Mount Everest, Harbor-Rio de Janeiro, Great Barrier Reef, Victoria Falls, Paricutin Volcano Grand Canyon, Aurora Borealis Where can I go next? places, attractions, activities to do Psycho-social Appreciating natural wonders Socio-cultural Promoting the enjoyment of natural wonders for all. Psycho-social Being aware and committed to protecting the environment Sociocultural Idioms Getting back to nature A breath of fresh air In deep water Psycho-social Being aware and committed to protecting the environment Sociocultural Quotes “Let’s save our planet” Psycho-social Being aware and committed to protecting the environment Sociocultural Quotes Stop and smell the roses. When it rains,it pours.
- 10. MINISTERIO DE EDUCACIÓN PÚBLICA Dirección de Desarrollo Curricular Departamento de Tercer Ciclo y Educación Diversificada Asesoría Nacional de Inglés 10 Level 7th Unit 4 CEF level to be reached: A1.1 Scenario: Checking things off a shopping list! Enduring Understanding Effective shopping is wiser when planned according to budget. Essential Question How can we shop more wisely? Assessment and Goals Week 1 Assessment: L identifies specific information w hen communicated directly, providing something that is already know n about the subject, and w hen the speech is accompanied. L.1. extract specificinformation w hen communicated to directly, provided something is already know n about the subject, and w hen the speech is accompanied by pictures or draw ings. Assessment: L. identifies vocabulary related to the topic and uses it to understand very simple sentences if there are pictures. R.2. identify vocabulary related to the topic and use it to understand very simple sentences Assessment: L w ritessimple descriptions of shopping lists and budget charts (e.g., I need some milk). Week 2 Assessment: L recognizes what is being said about shopping for groceries and clothing. L.2. understand w hat is being said about shopping for groceries and clothing. Assessment: L recognizes previously encountered parts of w ords, prefixes, and suffixes. R.3. recognize previously encountered parts of w ords, prefixes, and suffixes. Assessment:L distinguishes information on posters, adverts, catalogues and everyday signs and short texts. R.4.understand information related to groceries and clothing in posters, ads, catalogues and everyday signs and short texts. Assessment: L asks and tells his/her desires about shopping prices, size and w here to get things. Week 3 Assessment: L recognizes most of a story w hen read slowly and accompanied by pictures. L.3. understand most of a story w hen read slowly and accompanied by pictures Assessment:L gives basic information about shopping preferencesand prices. SP.1. give basic information about shopping preferences and prices (e.g. favorite clothing, favorite shops). Assessment: L describes shopping items using simple w ordsand sentence frames. (for example their size, color, material, price) SP.2. describe shopping items using simple w ords and sentence frames (e.g. their size, color, material, price). Week 4 Assessment: L buys things in shops by pointing or other gestures to support w hat he/she says. SI.3. buy things in shops by pointing or other gestures that can support w hat he/she says. Assessment: L asks somebody to speakmore slow ly when needed. SI.2. asksomebody to speakmore slow ly when needed. Assessment: L uses simple numbers in everyday conversations. (e.g. prices) SI.4. use simple numbers in everyday conversations forexample prices. Assessment: L w ritesshort, simple texts about shopping at grocery stores, clothing stores and supermarkets W.2. w rite short, simple texts about shopping at grocery stores, clothing stores and supermarkets, checking w ritten sentencesto lookfor mistakes (e.g., subject-verb agreement, capitalization, spelling, basic punctuation, etc.). Week 5/6 Assessment Anecdotal reports / rubrics / instruments for self and co-assessment Suggested Integrated Mini project Create a game day and share w ith other learners of the same level (e.g. Bingo, Flysw atter, Pictionary, Jeopardy, and “Everybody w ho”) Simulated field trip to the supermarket, farmers market or a clothing store. Creating a grocery store print ad and TV or radio commercial.
- 11. MINISTERIO DE EDUCACIÓN PÚBLICA Dirección de Desarrollo Curricular Departamento de Tercer Ciclo y Educación Diversificada Asesoría Nacional de Inglés 11 W.1. w rite simple descriptions of shopping lists and budget charts (e.g., I need some milk.) SI.1. askand tell others his/her desires about shopping prices, size and w here to get things. Can Do relatedto Phonologyto be insertedas appropriate eachweek Assessment: L recognizes by manipulating English language sounds using know ledge in phonics, syllabification and w ord parts. R.1. identify English language sounds using know ledge in phonics, syllabification and w ord parts. Theme 9. My Family´s Grocery List Theme 10. Going Shopping Theme 11. Does This Fit Me? Theme 12. How Much Does It Cost? Function – Listing products needed at home Function – Identifying products at a grocery and clothing stores Function - Describing products needed Function - Buying groceries/ clothing wisely Discourse Markers Connecting w ords: and, but, because Discourse Markers Connecting w ords: and, but, because Discourse Markers Connecting w ords: and, but, because Discourse Markers Connecting w ords: and, but, because Grammar & Sentence Frames Simple present tense – I need to buy ____, Do you have any __? , I’m looking for a bank. Countable and Uncountable Nouns – She has eight oranges in her fridge. – How much money do you have? Grammar &Sentence Frames WH and other questions – Where can I buy the vegetables? Modals – Can you do a price check for me? Countable and Uncountable Nouns – She has eight oranges in her fridge. – How much money do you have? Grammar & Sentence Frames WH and other questions – Where can I buy the vegetables? Countable and Uncountable Nouns – She has eight oranges in her fridge. – How much money do you have? Grammar & Sentence Frames Past tense – After the meal, we went to a club. – It was very expensive. – Where did you buy this watch? Countable and Uncountable Nouns – She has eight oranges in her fridge. – How much money do you have? Phonology Inflectionalendings (-s, -ed, ing) and identifying their Phonology – Inflectionalendings (-s, -ed, ing) and identifying their Phonology – Inflectional endings (-s, -ed, ing) and identifying their Phonology Review
- 12. MINISTERIO DE EDUCACIÓN PÚBLICA Dirección de Desarrollo Curricular Departamento de Tercer Ciclo y Educación Diversificada Asesoría Nacional de Inglés 12 functions; tense, plurality, comparison and part of speech. (clothes, vegetables, decided, shopping, etc.) functions; tense, plurality, comparison and part of speech. (clothes, vegetables, decided, shopping, etc.) functions; tense, plurality, comparison and part of speech. (clothes, vegetables, decided, shopping, etc.) Vocabulary My Family´s Grocery List Fruit, meat, fish, milk, oil, rice, beans, dog food, vegetables Vocabulary Going Shopping Grocery store sectors: bakery, pet supplies, fresh food, frozen food, canned goods, cosmetics, household goods, cashier, express lane Vocabulary Does This Fit Me? Clothes: shirt, blouse, pants, skirt, dress, shorts, sweater, overall, uniform, jacket, blazer, suit, tuxedo, evening gown, pajamas, ring, earrings, necklace, chain, pin, watch, tie, belt. Sizes: extra small, small, medium, large and extra-large. Colors: blue, green, orange, red, pink, purple, brown, black, white. Materials: leather, silk, cotton. Adjectives: good, bad, expensive, cheap, big, small, beautiful, reasonable. Vocabulary How Much Does It Cost? "I'm sorry, I don't have any small change." "Do you have change for this?" "May I have the receipt, please?' "Can I pay by credit card / in cash?” “Is this on sale?" Budget: income, debts, utility bill (electricity, phone, cable,), savings Psycho-social Making informed decisions Idioms – A penny saved is a penny earned. – Saving for a rainy day. Psycho-social Being flexible and open to changes. Social Language – Running errands – Shop around – Shoplifting Psycho-social Communicating with the person respectfully. Proverbs / Quotes – Every shop has its trick. -- Italian proverb Sociocultural – Asking for bargains to save money
- 13. MINISTERIO DE EDUCACIÓN PÚBLICA Dirección de Desarrollo Curricular Departamento de Tercer Ciclo y Educación Diversificada Asesoría Nacional de Inglés 13 Level 7th Unit 5 CEF level to be reached: A1.1 Scenario: Let´s celebrate Costa Rican Culture! Enduring Understanding Costa Rican holidays include specific celebrations which are representative of the sense of belonging and cultural identity of the country. Essential Question How do we, as Costa Ricans, celebrate holidays as part of Tico cultural identity? Assessment and Goals Week 1 Assessment: L recognizes vocabulary and important information on basic promotional material. (e.g., date, place and activities, on poster). R.2 recognize vocabularyand important information on basic promotional material. (e.g., date, place and activities, on poster). Assessment: L discriminates straightforward information, w ords and expressions on Costa Rican culture. R.3. understand straightforward information, w ordsand expressions on Costa Rican culture such as holidays and celebrations. (e.g., We celebrate Labor Day on May 1st). Assessment: L completes gapped sentences using a w ord list. W.1. complete gapped sentences using a w ord list of familiar w ords. Week 2 Assessment: L identifies basic phrases that denote facts about Costa Rican culture. L.1. recognize basic phrases that denote facts about Costa Rican culture. (e.g., I love to celebrate birthdays). Assessment: L recognizes pieces of short information and w hat is being said about holidays and celebrations. L.2. understand pieces of short information and w hat is being said about holidays and celebrations, if given slow ly and clearly and there are significant pauses. Assessment: L answ erssimple questions using individual w ords, expressions, or short sentences. SI.1. answ ersimple questions using individual w ords, expressions, or short sentences. Week 3 Assessment: L interacts using basic language. SI.3. interact using basic language, provided others are prepared to repeat, rephrase, and speak slow ly. Assessment: L talks about celebrations and holidays in Costa Rica briefly. SP.1. talk briefly about celebrations and holidays in Costa Rica. Week 4 Assessment: L very simply describes how he/she celebrates holidays and specialoccasions and inquiries about others. SP.2. very simply describe how he/she celebrates holidays and special occasions and also inquire as to how others celebrate them. Assessment: L w rites cards, invitations and simple descriptions of holidays and celebrations. W.2. w rite cardsand invitations for (e.g., birthday parties, anniversary parties, w eddings, baby showers, graduations, family reunions) and simple descriptions of holidays and celebrations, checking w ritten sentencesto lookfor mistakes (e.g. subject-verb agreement, capitalization, spelling, basic punctuation etc.). Week 5/6 Assessment Anecdotal reports / rubrics / instruments for self and co-assessment Suggested Integrated Mini project Inspirational posters about the meaning of culture Create your ow n holiday and the cards that w illcelebrate it Design family celebration calendar indicating birthdays and other celebrations and indicate family preferences
- 14. MINISTERIO DE EDUCACIÓN PÚBLICA Dirección de Desarrollo Curricular Departamento de Tercer Ciclo y Educación Diversificada Asesoría Nacional de Inglés 14 Assessment: L asks for specific information regarding holidays and celebrations. SI.2. askfor specific information regarding holidays and celebrations. Can Do relatedto Phonologyto be insertedas appropriate eachweek Assessment: L recognizes by manipulating English language sounds using know ledge in phonics, syllabification and w ord parts. R.1. identify English language sounds using know ledge in phonics, syllabification and w ord parts. Theme 13. How my family and I celebrate “Tico” culture Theme 14. How my community celebrates “Tico” culture Theme 15. How other Costa Rican communities celebrate “Tico” culture Theme 16. How Costa Ricans celebrate national “Tico” culture Function - Listing family gatherings Function - Asking and giving information about family gatherings Function - Telling about community celebrations Function - Describing national holidays and celebrations in Costa Rica Discourse Markers Connecting w ords: and, but, because Discourse Markers Connecting w ords: and, but, because Discourse Markers Connecting w ords: and, but, because Discourse Markers Connecting w ords: and, but, because Grammar & Sentence Frames Prepositions of time In/on/at – Costa Rica celebrates Mother’s Day on _________. – At Christmas time, I ____. Grammar &Sentence Frames WH questions – When do you celebrate ____? – What do you do on mother’s day? – What do you celebrate in your community? Grammar & Sentence Frames Past simple of “to be” – Last Christmas I was at my grandma´s house. Grammar & Sentence Frames Prepositions of time In/on/at – Costa Rica celebrates Mother’s Day on _________. – At Christmas time, I ____. Past simple of “to be” – Last Christmas I was at my grandma´s house. Phonology Decoding regularly spelled multisyllabic words and Phonology Decoding regularly spelled multisyllabic words and Phonology Decoding regularly spelled multisyllabic words and Phonology Review
- 15. MINISTERIO DE EDUCACIÓN PÚBLICA Dirección de Desarrollo Curricular Departamento de Tercer Ciclo y Educación Diversificada Asesoría Nacional de Inglés 15 compound words, including the sounds represented by consonant blends, consonant/ voweldiagraphs (e.g., th, sh, ck) and diphthongs (e.g., ea, ie, ee) and controlled vowels. – Week, queen, parties, shower, year, etc. compound words, including the sounds represented by consonant blends, consonant/ voweldiagraphs (e.g., th, sh, ck) and diphthongs (e.g., ea, ie, ee) and controlled vowels. – Week, queen, parties, shower, year, etc. compound words, including the sounds represented by consonant blends, consonant/ voweldiagraphs (e.g., th, sh, ck) and diphthongs (e.g., ea, ie, ee) and controlled vowels. – Week, queen, parties, shower, year, etc. Vocabulary How my family and I celebrate “Tico” culture Family gatherings – birthday parties, anniversary parties, weddings, baby showers, graduations, family reunions Vocabulary How my community celebrates “Tico” culture Community celebrations – Community Day Community traditions, Patron Saint Da Vocabulary How other Costa Rican communities celebrate “Tico” culture Costa Rican communities – “Guanacastequedidad” Week, Virgen del Mar Day, “Diablitos” celebration Vocabulary How Costa Ricans celebrate national “Tico” culture Costa Rican National Holidays – New Year’s Eve, New Year’s Day, Holy Week, Labor Day, Nicoya’s Party Annexation Day, The Day of the Virgin of Los Angeles, Mother’s Day, Independence Day, Culture Day, Christmas Day Psycho-social Showing respect for my family celebrations. Respecting my own emotional expressions and sense of belonging Idioms – It´s the thought that counts. – Eat, drink and be merry. Trim the tree. Psycho-social Strengthen the value of belonging to my family /community. Sociocultural Respecting other families/ Costa Rican communities’ celebrations. Proverbs / Quotes – Before you judge someone, w alka mile in his shoes. Social Language – a day off Sociocultural Reinforcing Costa Rica’s identity by collaborating and /on participating in the celebrations
- 16. MINISTERIO DE EDUCACIÓN PÚBLICA Dirección de Desarrollo Curricular Departamento de Tercer Ciclo y Educación Diversificada Asesoría Nacional de Inglés 16 Level 7th Unit 6 CEF level to be reached: A1.1 Scenario: Getting from here to there Enduring Understanding Travelling requires planning (in order) to decide where to go, how to get there, what to take and what to do. Essential Question How can people be smart travelers? Assessment and Goals Week 1 Assessment: L recognizes instructions for games and follow s teacher/students’modeling of the activity. L.3. recognize instructions for games and follow teacher/students’modeling of the activity. Assessment: L labels diagrams w ith appropriate pieces of familiar goods and services. R.1. label diagrams w ith appropriate pieces of familiar goods and services. Assessment: L recognizes familiar names of places, goods and services in short and simple texts R.3. recognize familiar names of places, goods and services in short and simple texts. Assessment: L expresses preferencesabout places to visit and w aysto move around. Week 2 Assessment: L recognizes main ideas of text w hen accompanied by illustrations. R.4. understand main ideas of text w hen accompanied by illustrations. Assessment: L interacts in a simple w ay, asking questions about places, w here they are and how to get to them and answ ering such questions if they are articulated slow ly and clearly. SI.2. interact in a simple w ay, asking questions about places, w here they are and how to get to them and answ ering such questions if they are articulated slow ly and clearly. Week 3 Assessment: L follow s simple directions how to get fromone place to another, on foot or by public transport. L.1. follow simple directions how to get fromone place to another, on foot or by public transport. Assessment: L w rites simple descriptions of places (e.g., location, direction, activities) W.2. w rite simple descriptions of places (e.g., location, direction, activities, checking w ritten sentences to look for mistakes (e.g., subject-verb agreement, capitalization, spelling, basic punctuation, etc.). Assessment: L uses simple w ordsto tell w here a place is and w aysto get there. SP.1. use simple w ords to tell w here a place is and w aysto get there. Week 4 Assessment: L recognizes figures and times given in clear announcements, for example at the airport or at a bus station. L.2. understand figures and times given in clear announcements, for example at the airport or at a bus station. Assessment: L recognizes the main idea of presentations related to places, goods and services. L.4. understand the main idea of presentations related to places, goods and services. Assessment: L describes briefly w eekend or holiday plans. SP.3. describe w eekend or holiday plans and w hat I need and w hen. (ticket, reservation, passport) Assessment: L fills in a hotel registration formw ith personaldetails. W.1. fill in a hotel registration formw ith personaldetails. Week 5/6 Assessment Anecdotal reports / rubrics / instruments for self and co-assessment Suggested Integrated Mini project A story board: “Our favorite place” A digital or physicalmagazine Vod cast-with script Marketing traveling campaign w ith a pod cast
- 17. MINISTERIO DE EDUCACIÓN PÚBLICA Dirección de Desarrollo Curricular Departamento de Tercer Ciclo y Educación Diversificada Asesoría Nacional de Inglés 17 SI.1. express preferences about places to visit and w aysto move around. Assessment: L describes places and w aysto move around (tow ns, holiday resorts, car, plane, bike). SP.2. describe places and w ays to move around (tow ns, holiday resorts, car, plane, bike). Can Do relatedto Phonologyto be insertedas appropriate eachweek Assessment: L recognizes by manipulating English language sounds using know ledge in phonics, syllabification and w ord parts. R2. identify English language sounds using know ledge in phonics, syllabification and w ord parts. Theme 17. Knowing where I want to go Theme 18. Knowing where it is Theme 19. Knowing how to get there Theme 20. Knowing what I need and when Function - Identifying places and buildings. Function - Locating places and buildings. Function - Giving directions. - Describing ways to move around. Function - Understanding and using travel fares and hotel registrations. Discourse Markers Connecting w ords: and, but, because Discourse Markers Connecting w ords: and, but, because Discourse Markers Connecting w ords: and, but, because Discourse Markers Connecting w ords: and, but, because Grammar & Sentence Frames Future -- going to – We are going to Manuel Antonio National Park. – Are you going to visit Poas Volcano? Determiners There is / There are … Grammar &Sentence Frames WH questions – Where is the post office? – Are we on the right road? – How far is it __? Determiners There is / There are … Prepositions of place in, on, next to, near, between, in front of, opposite to, behind Grammar & Sentence Frames Imperatives Go down… Go straight… Follow the signs Turn left Prepositions of place in, on, next to, near, between, in front of, opposite to, behind Grammar & Sentence Frames Prepositions of time: In, on, at Present tense (S+V+C) I go to the beach. Phonology Short vowel sounds (-at, -en, - ad) in orally stated single Phonology Short vowel sounds (-at, -en, - ad) in orally stated single Phonology Short vowel sounds (-at, -en, - ad) in orally stated single Phonology Review
- 18. MINISTERIO DE EDUCACIÓN PÚBLICA Dirección de Desarrollo Curricular Departamento de Tercer Ciclo y Educación Diversificada Asesoría Nacional de Inglés 18 syllable words. (e.g., hen, hat, mad, etc.) syllable words. (e.g., hen, hat, mad, etc.) syllable words. (e.g., hen, hat, mad, etc.) Vocabulary Knowing where I want to go High School, Church, Bank, Park Restaurant, Cafeteria hospital, supermarket/grocery store, Mall/Movie Theater, Cinema / Soccer field, river/beach/lake / National Park/ Volcano Vocabulary Know ing w here it is There is / There are in, on, next to, near, betw een, in front of, opposite of, behind Vocabulary Knowing how to get there Where is the post office? Are we on the right road? How can I get to __? It’s on main street … It is not far It is quite far Go straight… Follow the signs Turn left, go straight By car/ walking/ bike/ bus/ train/ airplane/motorcycle/ boat, carpooling Vocabulary Knowing what I need and when Travelexpenses, schedules, transfer, transportation fare, price, cash, ticket, toll, reservation, form Numbers from 1 to 5 thousand Days of the week Months of the year Time Psycho-social – Analyzing and making decisions. Idioms – Itchy feet Hit the road Psycho-social Communicating clearly, concisely and responsibly, with respect for the person addressed. Social Language – Straight to the point – Clueless – Directionally challenged Psycho-social – Enjoying traveling. Sociocultural – Respecting, appreciating and being aw are of his /her community, region, country, and w orld travelopportunities Social Language – Directionally challenged Psycho-social Being flexible and open to changes when traveling. Proverbs / Quotes He w ho returns from a journey is not the same as he w ho left. -- Chinese proverb