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Scope & Sequence para las Guías de Aprendizaje
Base de Tercer 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
Scope & Sequence Aprendizaje esperado
Indicador del aprendizaje
esperado
Algunas actividades sugeridas
Unit 1 Our Family to do
list
THEMES AND FUNCTIONS
Written Comprehension Reading
Theme: 3. Can you Help me? Function:
Making simple requests.
R.2. comprehend short readings analyze and enjoy texts.
R.2. Appreciates readings analyze and enjoy texts.
Learners follow the reading of Unit 1 in the mini book
http://recursos.mep.go.cr/2019/ingles/minibooks/navigation/third.html
Oral Production Spoken Interaction Speaking
Theme: 3. Can you Help me?
Function:
Making simple requests.
SI. 1. provide one word answers to basic questions indicating time e.g. day, time of day.)
SI.1. Provides one word answers to basic questions.
Learners listen to the song and the teacher says Can you help me to wash the dishes? Learners answer Sure! Can you
https://www.youtube.com/watch?v=qhGVC5-q6Yo
Written Comprehension Reading Phonemic Awareness
R.PA.3. decode English graphemes and phonemes using knowledge of word parts, syllabification and phonemic awareness.
R.PA.3. Blends English graphemes using knowledge of word parts, syllabification and phonemic awareness (CVC words, am word family)
Learners watch the video of am word family to see the blending graphemes and phonemes to create new words
https://www.youtube.com/watch?v=_JSiAwSrac4
Teacher makes PPP to review am Word Family. Ex. I am Sam, I Iike jam, I don´t like ham. I like the picture of Pam with a ram.
Written Production Writing
Theme: 3. Can you Help me?
Function:
Making simple requests.
W.2. fill in gapped text using a word list of familiar words.
W.2. Fills in gapped texts using a word list of familiar words.
Learners read the sentences in the video, and then fill the spaces in the sentences. The eats the ram / jam
https://www.youtube.com/watch?v=FUuvCzmiJsM
Oral Comprehension Listenning
Theme: 4. Where is the Broom?
Function:
Asking and answering questions about location of house items.
L.2. respond to comprehension questions about key vocabulary words that have been modeled, repeated, or labeled.
L.2. Responds to comprehension questions about key vocabulary words (household items location).
Learners watch the video to review household items
https://www.youtube.com/watch?v=XNXPAETI0sI Teacher uses pictures to ask Learners questions such as “Where is the broom? “The broom is in the kitchen and next to the refrigerator.”
Oral Production Spoken Interaction Speaking
Theme: 4. Where is the Broom?
Function:
Asking and answering questions about location of house items.
SI.2. interact in a simple way provided others are prepared to repeat, rephrase, and speak slowly.
SI.2. Interacts in a simple way provided others are prepared to repeat, rephrase, and speak slowly.
Learners listen and sing My room vocabulary song in English for kids. Furniture, pets, objects.
https://www.youtube.com/watch?v=tFBCeOYZFjw Learners interact with a partner asking Where is the …? cat, dog, ball, book according to the images in the video and using prepositions (in front of, next to, on).
Written Comprehension Reading Phonemic Awareness
R.PA.3. decode English graphemes and phonemes using knowledge of word parts, syllabification and phonemic awareness.
R.PA.3. Blends English graphemes and phonemes –ab word family.
Learners watch a video of ab word family to see the blending graphemes and phonemes to create new words
https://www.youtube.com/watch?v=fUwn4vueH_4 Then let´s chant
ab ab ab
cab cab cab
c ab cab
l ab lab
t ab tab
tab, tab, tab!
cab, cab, cab!
A tab on the cab.
Plantilla priorizada de aprendizajes esperados, curso lectivo 2020.
UNIT 2
Aprendizaje esperado base
Aprendizaje esperado
Indicador del aprendizaje
esperado
Algunas actividades sugeridas
Unit 2 Families Celebrate
Together!
THEMES AND FUNCTIONS
Oral Comprehension Listenning
Theme: 1. What is there to celebrate? Function:
● Naming family traditions and celebrations.
L.1. understand the most important information in a straightforward talk provided something is already known about the subject and the talk is accompanied by pictures or drawings.
L.1. Recognizes the most important information in a straightforward talk.
Guías de Trabajo Autónomo S6
https://aulavirtualabierta.mep.go.cr/seccion/ingles-tercero/ingles-1-tercero/
Written Comprehension Reading Phonemic Awareness
R.PA.3. decode English graphemes and phonemes using knowledge of word parts, syllabification and phonemic awareness.
R.PA.3.1. Blends English graphemes and phonemes –ap word family.
Learners watch a video of ap word family to see the blending graphemes and phonemes to create new words
https://www.youtube.com/watch?v=ZqtW8NefbxA&t=3s Then will do the ap word family worksheet
http://www.growinglittleminds.net/2015/06/working-with-word-families.html
Oral Production Spoken Production Speaking
Theme: 1. What is there to celebrate? Function:
● Naming family traditions and celebrations.
SP.2. express how he/she is feeling.
SP.2. Expresses how they are feeling.
Teacher uses pictures of family celebrations and ask learners to express how they are feeling.
Oral Comprehension Listenning
Theme: 1. My family´s special
dates
Function: Describing family traditions and celebrations
L.2. understand most of a short story when it is read slowly and clearly, and is accompanied by pictures or drawings.
L.2. Recognizes key vocabulary words by answering questions.
Birthday celebration are very popular all around the world. How do you celebrate birthdays in your family?
https://www.youtube.com/watch?v=7jrTgtX8q9k
Written Comprehension Reading
Theme: 2. My family´s special
dates
Function: Describing family traditions and celebrations
R.1. read simple, short texts, word by word and identify the main information, recognizing previously encountered words and parts of words.
R.1. Identifies previously encountered high-frequency words.
Teacher and learners read aloud Family Celebrations in Costa Rica mini book
https://online.flippingbook.com/view/426279/ Here is the Didactic Sequence for the reading
http://www.mep.go.cr/sites/default/files/guia-didactica.pdf
Written Comprehension Reading Phonemic Awareness
R.PA.3. decode English graphemes and phonemes using knowledge of word parts,
R.PA.3.1. Blends English graphemes and phonemes –ag word family.
Learners watch a video of ag word family to see the blending graphemes and phonemes to create new words
https://www.youtube.com/watch?v=OJFG26oV6b8
syllabification and phonemic awareness.
Makes CVC Phonetic Reading blocks follow the link to guide you
https://www.adventure-in-a-box.com/diy-printable-cvc-rods-with-phonetic-reading-blocks/
Oral Production Spoken Production Speaking
Theme: 2. My family´s special
dates
Function: Describing family traditions and celebrations
SP.1. talk briefly about family celebrations and traditions indicating time when describing family celebrations. (e.g., day, month).
SP.1. Talks about family celebrations and traditions. SP.1.2. Indicates time when describing family celebrations.
Teacher asks learners to bring a picture of their favorite celebration to share in class. Also, can use a calendar, time expression, frequency adverbs and prepositions to describe the picture.
Oral Comprehension Listenning
Theme: 3. When is your
birthday? Function:
Telling time and dates.
L.3. understand numbers, times and other pieces of short information, if given slowly and clearly.
L.3. Recognizes numbers, times and other pieces of short information, if given slowly and clearly.
Learners review months of the year and ordinal numbers with this song
https://www.youtube.com/watch?v=JABPMyXTZcs Review days of the week with this song
https://www.youtube.com/watch?v=LIQsyHoLudQ Review cardinal numbers and questions about celebrations
https://www.youtube.com/watch?v=ZqzNhBlpVHM
Written Comprehension Reading Phonemic Awareness
R.PA.3. decode English graphemes and phonemes using knowledge of word parts, syllabification and phonemic awareness.
R.PA.3.1. Blends English graphemes and phonemes –op word family.
Learners watch a video of op word family to see the blending graphemes and phonemes to create new words
https://www.youtube.com/watch?v=KVU8dFsBhtU
Learners use a memory game to practice CVC words in pairs
https://www.youtube.com/watch?v=CQC5HQYr5l8
Oral Production Spoken Interaction Speaking
Theme: 3. When is your
birthday? Function:
Telling time and dates.
SI.2. answer simple questions using individual words, expressions, or short sentences.
SI.2. Answers simple questions using individual words, expressions, or short sentences.
Learners work in pairs having a conversation. Asking for their family birthday’s dates like: When is your mother’s birthday? When is your dad´s birthday? What do you do in that special dates?
Written Comprehension Reading
Theme: 4. Sharing Family
Celebrations Function: Asking for and giving basic information about family traditions and celebrations.
R.2. comprehend readings and enjoy texts.
R.2. Shows understanding and enjoyment of text heard or read sequencing pictures.
Teacher and learners read aloud Family Celebrations in Costa Rica mini book
https://online.flippingbook.com/view/426279/ Here is the Didactic Sequence for the reading
http://www.mep.go.cr/sites/default/files/guia-didactica.pdf
Written Comprehension Reading Phonemic Awareness
R.PA.3. decode English graphemes and phonemes using knowledge of word parts, syllabification and phonemic awareness.
R.PA.3.1. Blends English graphemes and phonemes –og word family.
Learners watch a video of og word family to see the blending graphemes and phonemes to create new words Learners read the -og word family reading comprehension worksheet
https://www.teacherspayteachers.com/Product/Word-Family-Reading-Comprehension-Passages-1941314
Oral Production Spoken Interaction Speaking
Theme: 4. Sharing Family
Celebrations Function: Asking for and giving basic information about family traditions and celebrations.
SI.1. interact in a simple way provided others are prepared to repeat, rephrase, and speak slowly.
SI.1. Interacts in a simple way.
Learners work in pairs asking and answering Yes/No questions. Do you celebrate Christmas? Do you celebrate Mother´s day? Do you celebrate birthdays? Do you eat rice with chicken during birthdays? Learners answer: Yes, I do/ No, I don’t.
Plantilla priorizada de aprendizajes esperados, curso lectivo 2020.
UNIT 3
Aprendizaje esperado base
Aprendizaje esperado
Indicador del aprendizaje esperado
Algunas actividades sugeridas
Unit 3 May I help you?
THEMES AND FUNCTIONS
Oral Comprehension Listenning
Theme: 1. Is he the cashier or the clerk? Function: Identifying community helpers
L.1.understand simple information about a place (for example, what to get and who works there) if the person speaks slowly and clearly.
L.1.Recognizes simple information about a place.
Learners sing the song about community helpers
https://www.youtube.com/watch?v=TiZoHudqFq8 Learners recognize simple information about community services
https://www.youtube.com/watch?v=EfD2k9beP-4&feature=youtu.be
Written Comprehension Reading
Theme: 1.Is he the cashier or the clerk? Function: Identifying community helpers
R.1. comprehend a text heard or read that is supported by pictures in a heavily patterned book by sequencing pictures to include a clear beginning, middle, and end.
R.1.Identifies previously encountered high-frequency words.
Learners read aloud the Career Day story
https://www.youtube.com/watch?v=soKRa6D90WQ then identify high frequency words like (people and places they work)
Written Comprehension Reading Phonemic Awareness
R.PA.3.decode English graphemes and phonemes using knowledge of blending,
R.PA.3.1 Blends English graphemes and phonemes –ob and -ip word family.
Learners watch a video of ob and ip word family to see the blending
word parts, syllabification and phonemic awareness.
graphemes and phonemes to create new words
https://www.youtube.com/watch?v=sxdCSQsJjlM&t=62s https://www.youtube.com/watch?v=vVe3jpbnt8c https://www.youtube.com/watch?v=B5CzI6f4AnI https://www.youtube.com/watch?v=Z_Qxt9gYFIo Learners play a board game look at the examples
https://www.playdoughtoplato.com/free-cvc-word-board-games/
Oral Production Spoken Production Speaking
Theme: 1.Is he the cashier or the clerk? Function: Identifying community helpers
S.P.2. provide basic information about familiar things and ideas.
SP.2. Provides basic information about community and community helpers using visuals.
Learners can use sentence frames and pictures to produce vocabulary about community helpers, places in town, goods and services, using the ideas of sorting mats community workers in the following link.
https://www.themeasuredmom.com/sorting-mats-for-community-workers/ Later share with classmates
Written Comprehension Reading
Theme: 2.Going to a store! Function:
R.2.comprehend readings and enjoy texts.
R.2. Shows understanding and enjoyment of text heard or read sequencing pictures.
Learners follow May I help you? Mini book reading in this link and then complete the reading comprehension activities
http://recursos.mep.go.cr/2019/ingles/minibooks/navigation/third.html
Naming goods and services in the community.
Oral Production Spoken Production Speaking
Theme: 2.Going to a store! Function:
Naming goods and services in the community.
S.P.1. name goods and services in the community
SP.1. Names goods and services in the community with clear pronunciation.
Learners watch the to recognize the difference between a good and service
https://www.youtube.com/watch?v=Umq76iNkhx0 Later some volunteer name goods and services in the community and finally completed
https://www.youtube.com/watch?v=saYo7wRiKwM
Written Comprehension Reading Phonemic Awareness
R.PA.3.decode English graphemes and phonemes using knowledge of blending, word parts, syllabification and phonemic awareness.
R.PA.3.1 Blends English graphemes and phonemes –ig and -in word family.
Learners watch a video of ig and in word family to see the blending graphemes and phonemes to create new words
https://www.youtube.com/watch?v=fQaKEIncXRU
https://www.youtube.com/watch?v=CiH0V9oAFiM Here is the White board game template
https://www.pinterest.com/pin/726838827334005172/?nic_v1=1aDqQvGr3VH%2BTPi1ZwHy974HhCJ8aLs18CNSZDSsI4jnEamCd02cyumyW2HDQykz4k
Oral Comprehension Listenning
Theme:
L.3. understand simple questions about key vocabulary words that have
L.3. Recognizes key vocabulary words by answering questions.
Learners listen and recognize key vocabulary words
3.Where do I get some fresh vegetables? Function:
Asking and responding to questions about goods and services in the community
been modeled, repeated, or labeled.
https://www.youtube.com/watch?v=qh3Ra7nDnqI Then role-play the situation with a different good and service to answer questions.
Oral Production Spoken Interaction Speaking
Theme: 3.Where do I get some fresh vegetables? Function:
Asking and responding to questions about goods and services in the community
SI.2. answer simple questions using individual words, expressions, or short sentences.
SI.2.Answers simple questions using individual words, expressions, or short sentences.
Learners in pairs create a dialogue and ask each other Example: Where can I get a cake? In the bakery Who sell the bread? What is this place? This is the bookstore How much is this? How much money do you have?
https://www.youtube.com/watch?v=b5t9K-Mb7wc
Written Comprehension Reading Phonemic Awareness
R.PA.3. decode English graphemes and phonemes using knowledge of blending, word parts, syllabification and phonemic awareness.
R.PA.3.2 Reads English graphemes with the ending (tion, -sion) and the phonemes ɜ: / ɔ: using knowledge of phonemic awareness.
Learners watch the video to recognize the prefixes is the beginning and the suffixes is the end of words.
https://www.youtube.com/watch?v=mZ3TyZznTf0 https://www.youtube.com/watch?v=V__uO0p5fhs Learners reads English graphemes with the ending (tion, -sion) and the phonemes ɜ: / ɔ:
https://www.youtube.com/watch?v=q1-h63fewUc Learners can make a puzzle to practice
https://missgiraffesclass.blogspot.com/2015/09/prefixes-and-suffixes-teaching-ideas.html
Oral Comprehension Listening
Theme: 4.How much does it cost? Function: Recognizing and using numbers and prices.
L.2.understand numbers, times and other pieces of short information, if given slowly and clearly.
L.2.Recognizes numbers, times and other pieces of short information, if given slowly and clearly.
Learners listen to the dialogue to recognize numbers, money and asking about prices.
https://www.youtube.com/watch?v=I9YYtue3_Cs&t=35s
Written Comprehension Reading Phonemic Awareness
R.PA.3.decode English graphemes and phonemes using knowledge of blending, word parts, syllabification and phonemic awareness.
R.PA.3. Reads English graphemes with the ending (tion, -sion) and the phonemes ɜ: / ɔ: using knowledge of phonemic awareness.
Learners reads English graphemes with the ending (tion, -sion) and the phonemes ɜ: / ɔ:
https://www.youtube.com/watch?v=q1-h63fewUc Learners practice word which end with -tion
https://www.youtube.com/watch?v=las_fWNKEDw Learners read and copy the words list with -tion ending is the Geraldine the Giraffe puppet making on the video.
https://www.youtube.com/watch?v=4I4o4WrTLMg
Oral Production Spoken Interaction Speaking
Theme: 4.How much does it cost? Function: Recognizing and using numbers and prices.
SI.1. interact in a simple way provided others are prepared to repeat, rephrase, and speak slowly.
SI.1. Interacts in a simple way. Learners in pairs interact in a simple way using conversation starters provide by the teacher like the example in the video A woman is buying things at the grocery store.
https://www.youtube.com/watch?v=GlNbzAGZC2M
Written Production Writing
Theme: 4.How much does it cost? Function: Recognizing and using numbers and prices.
W.2. use emerging knowledge of words to write authentic texts.
W.2.Uses emerging knowledge of words to write authentic texts.
Learners individually write a short story like the example in the video and using all their knowledge.
https://www.youtube.com/watch?v=lqSBEc1WLTk
Plantilla priorizada de aprendizajes esperados, curso lectivo 2020.
UNIT 4
Aprendizaje esperado base
Aprendizaje esperado
Indicador del aprendizaje esperado
Algunas actividades sugeridas
Unit 4 Getting Around
Town!
THEMES AND FUNCTIONS
Oral Comprehension Listenning
Theme: 1. A day in my community Function:
Locating buildings and places in the community.
L.1. understand the most important information in a straightforward talk provided something is already known about the subject and the talk is accompanied by pictures or drawings.
L.1. Identifies the most important information in a straightforward talk.
Learners listen to the song Where are you going? In addition, learners recognize and tell the places in the community.
https://www.youtube.com/watch?v=krPMYK2aY3o
Written Comprehension Reading
Theme: 1.A day in my community Function:
Locating buildings and places in the community.
R.1. recognize short text messages as well as short greetings (e.g., “be careful,” “excuse me.”)
R.1. Recognizes specific information in short text messages including short greetings.
Learners read along the story City places to recognize specific information and later answer some questions
https://www.youtube.com/watch?v=K6qfTmOVj0w
Written Comprehension Reading Phonemic Awareness
R.PA.3. decode English graphemes and phonemes using knowledge of word parts, syllabification and phonemic awareness.
R.PA.3. Blends English graphemes and phonemes –it and -ill word family.
Learners watch a video of -it and -ill word family to see the blending graphemes and phonemes to create new words
https://www.youtube.com/watch?v=D2r8GsJP4ag&t=3s ill
https://www.youtube.com/watch?v=AsU7OYsvpao https://www.youtube.com/watch?v=2LO3e631GRM
Oral Production Spoken Production Speaking
Theme: 1.A day in my community Function:
Locating buildings and places in the community.
SP.1. name some common words or objects in familiar environments (e.g. hospital, grocery store, school).
SP.1. Names some common words or objects in familiar environments.
Teacher provides learners with story sequence cards, they work in small groups and take turns to produce a conversation using picture story sequence about community places
https://www.pinterest.com/pin/533254412127605743/?nic_v1=1aXzBVz5xnuJ6cdXPR%2F1vjAQKSADArhTrdDthSY6ZHajkoqvhHMHRSxSXynie9fXtX
Oral Comprehension Listenning
Theme: 2. Help! I Need a Pair of Shoes Function: Asking for help to find places in the community
L.2. understand simple questions about key vocabulary words that have been modeled, repeated, or labeled.
L.2. Responds to comprehension questions about key vocabulary words.
Learners are going to sing the song Where are you going? Holding up a picture of every place they mention
https://www.youtube.com/watch?v=OkfROvtrDl8
Written Comprehension Reading
Theme: 2. Help! I Need a Pair of Shoes
R.2. comprehend a text heard or read that is supported by pictures in a heavily patterned book by
R.2. Shows understanding of texts read sequencing pictures correctly.
Learners read along My Neighborhood story
https://www.youtube.com/watch?v=tldpnkt_fE4
Function: Asking for help to find places in the community
sequencing pictures to include a clear beginning, middle, and end.
and then to show understanding of texts can identify the beginning, middle and end by sequencing pictures of the story.
Written Comprehension Reading Phonemic Awareness
R.PA.3. decode English graphemes and phonemes using knowledge of word parts, syllabification and phonemic awareness.
R.PA.3. Blends English graphemes and phonemes –ug, -ub, -up word family.
Learners watch a video of –ug, -ub and –up word family to see the blending graphemes and phonemes to create new words
https://www.youtube.com/watch?v=zZBzXdVihCo ub
https://www.youtube.com/watch?v=PYkWs2_JmgE up
https://www.youtube.com/watch?v=isHJCau4eAI https://www.youtube.com/watch?v=45_DdNrVR2k Review ug, ub, up
https://www.youtube.com/watch?v=RMSpnCA3EBs
Oral Production Spoken Production Speaking
Theme: 3 Walk this Way Function: Following information to get to a place.
SP.2. describe the location of familiar places using short sentences.
SP.2. Describes location of familiar places using short sentences.
Learners watch the video and then teacher make groups and give each group a map of town. Learners describe location of places in the map as they saw in the video
https://www.youtube.com/watch?v=jWY6N9QXmEY
Oral Comprehension Listenning
Theme: 3 Walk this Way Function: Following information to get to a place.
L.3. understand simple instructions including directions (e.g., on the corner, next to the post office, across from the grocery store.) for getting to a place.
L.3. Recognizes and follows basic 1 to 2 step instructions from peers for getting to a place.
Learners listen; recognize traffic signs and instructions for getting to a place.
https://www.youtube.com/watch?v=-t2oX6zQEyU Then review meaning of each sign by pointing pictures.
Oral Production Spoken Interaction Speaking
Theme: 3 Walk this Way Function: Following information to get to a place.
SI.1. meet and take leave of people using appropriate expressions
SI.1. Meets and takes leave of people using appropriate expressions.
Learners listen to using pedestrian crossing and then do a role-play a situation in pairs. Teacher provides learners a poster with traffic signs and directions expression
https://www.youtube.com/watch?v=KwTr7B7ncxk
Written Comprehension Reading Phonemic Awareness
R.PA.3. decode English graphemes and phonemes using knowledge of word parts, syllabification and phonemic awareness.
R.PA.3. Blends English graphemes and phonemes. Minimal pair sounds: Y [ j ] as yellow vs J [ dʒ ] as jello sound
Learners watch the video to see the difference between these two sound
https://www.youtube.com/watch?v=EKII6NscMbg Then can practice with other words pair sounds
Oral Production Spoken Interaction Speaking
Theme: 4.Step-by-Step Directions
Function:
Giving step by step directions
SI.2. ask for the location of a familiar place and answer this type of question if asked clearly.
SI.2. Asks for the location of a familiar object.
Teacher makes pairs and give then cards with place in the community with different locations. Learners have a conversation asking each other, Example. Excuse me; Where is the pharmacy? Can you help me to get to the school? How can I get to the police station?
Written Comprehension Reading Phonemic Awareness
R.PA.3. decode English graphemes and phonemes using knowledge of word parts, syllabification and phonemic awareness.
R.PA.3. Blends English graphemes and phonemes. Consonants blends (bl, dr, st) but not limited
Learners watch the videos to learn phonics blends of two consonants blends (bl, dr, st) but not limited bl
https://www.youtube.com/watch?v=vXQyGf9YwLM dr
https://www.youtube.com/watch?v=9ngGJfgSyxk st
https://www.youtube.com/watch?v=4MqCXAzcIl4 Later learners read along to story is call Two Friend and look for blending in the words.
https://www.youtube.com/watch?v=1OgDU6Ww3CE
Written Production Writing
Theme: 4.Step-by-Step Directions
Function:
Giving step by step directions
W.2. fill in gapped text using a word list of familiar words.
W.2. Answers simple questions using individual words, expressions, or short sentences
Teacher prepares a worksheet with a map of a town and asks some questions to learners. Where is the ______? How can I get there? Directions: First, Then, Next, Turn right, Turn left, Go straight, walk, go up/down
Plantilla priorizada de aprendizajes esperados, curso lectivo 2020.
UNIT 5
Aprendizaje esperado base
Aprendizaje esperado
Indicador del aprendizaje esperado
Algunas actividades sugeridas
Unit 5 Fun Places an
and Spaces
THEMES AND FUNCTIONS
Oral Comprehension Listenning
Theme: 1. Let´s go outside Function: Recognizing play time outdoor activities.
L.1. recognize the names of outdoor and indoor activities and their locations.
L.1. Recognizes the names of outdoor and indoor activities.
Learners recognize the names of outdoor and indoor activities said in the video
https://www.youtube.com/watch?v=YkeIkmzYSz4 Later, they can share what is his/her favorite activity.
Written Comprehension Reading
Theme: 1. Let´s go outside Function: Recognizing play time outdoor activities.
R.1. understand short text in picture books and illustrated material by pick out the main information.
R.1. Recognizes main points in short texts in picture books and illustrated material.
Learners read along the conversation in the video and recognize some of outdoor and indoor activities they like to do.
https://www.youtube.com/watch?v=tgVtVoxzwDI
Written Comprehension Reading Phonemic Awareness
R.PA. 2. decode English graphemes and phonemes using knowledge of word parts, syllabification and phonemic awareness.
R.PA.2. Imitates the letters of the alphabet in order. Blends English graphemes and phonemes. Consonants blends (ng) ending
Learners are learning Phonics words ending with 'ng'
https://www.youtube.com/watch?v=dwoIHyRsETA Practice the “ng” sound with other words
https://www.youtube.com/watch?v=jmtOKfTEBh8
Written Comprehension Reading Phonemic Awareness
R.PA. 2. decode English graphemes and phonemes using knowledge of word parts, syllabification and phonemic awareness.
R.PA.2.1. Reads English graphemes and phonemes using knowledge of word parts, syllabification and phonemic awareness. Blends English graphemes and phonemes –un, -ut word family.
Learners watch a video of –un, -ut word family to see the blending graphemes and phonemes to create new words un
https://www.youtube.com/watch?v=M9YdenvtagE ut
https://www.youtube.com/watch?v=7-zf5hcvkwA&t=83s https://www.youtube.com/watch?v=IX1etAgae6I
Oral Comprehension Listenning
Theme: 2. Indoor fun on a rainy day Function: Recognizing play time indoor activities.
L.2. understand what is being said provided people speak slowly and carefully, and with significant pauses.
L.2. Recognizes what is being said provided people speak slowly and carefully
Learners listen to the video and recognize the indoor or outdoor activities when they are ask; What do you like doing?
https://www.youtube.com/watch?v=N1o4oOXLOZc
Oral Production Spoken Interaction Speaking
Theme: 2. Indoor fun on a rainy day Function: Recognizing play time indoor activities.
SI.1. interact in a simple way, provided others are prepared to repeat, rephrase, and speak slowly.
SI.1. Interacts in a simple way.
Learners sing the song What do you like to do? As an input. Then, get in pairs and have a conversation with the classmate of indoor or outdoor activities they like to do.
https://www.youtube.com/watch?v=tYNap8gVNK4
Oral Comprehension Listenning
Theme: 3. Come on! Make up your mind
L.3. understand simple instructions including directions (e.g., The
L.3. Follows simple instructions including directions.
Learners listen and sing the Learning Directions song to follow instruction to get to a place. Then teacher use a
Function: telling preferences about indoor/outdoor activities
soccer field is next to the gym.)
map of the city to practice instructions and directions.
https://www.youtube.com/watch?v=-btE6kmcNk4
Written Comprehension Reading Phonemic Awareness
R.PA. 2. decode English graphemes and phonemes using knowledge of word parts, syllabification and phonemic awareness.
R.PA.2.1. Reads English graphemes and phonemes using knowledge of word Blends English graphemes and phonemes –et word family.
Learners watch a video of –et word family to see the blending graphemes and phonemes to create new words et
https://www.youtube.com/watch?v=fh-zRxSG6N8&t=29s
Oral Production Spoken Production Speaking
Theme: 3. Come on! Make up your mind Function: telling preferences about indoor/outdoor activities
SP.2. express preferences about spare time activities.
SP.2. Expresses preferences about spare time activities
Learners watch the video to understand adverbs of frequency.
https://www.youtube.com/watch?v=tEVIKyTgL40 Then in groups, they choose pictures of indoor or outdoor activities to express when classmates ask How often do you -----?
Oral Production Spoken Interaction Speaking
Theme: 4. Are you ready to have fun? Function: − Giving and following
instructions for playing games
SI.2. answer simple questions using individual words, expressions, or short sentences.
SI.2. Answers simple questions using individual words, expressions, or short sentences.
Learners watch a situation asking and giving directions to get to the museum
https://www.youtube.com/watch?v=IfT4XhfUFkk In pairs they will do a role-play with the same questions but with different place.
Written Comprehension Reading Phonemic Awareness
R.PA. 2. decode English graphemes and phonemes using knowledge of word parts,
R.PA.2.1. Reads English graphemes and phonemes using knowledge of word
Learners watch a video of –eg word family to see the blending graphemes and phonemes to create new words eg
syllabification and phonemic awareness.
Blends English graphemes and phonemes –eg word family.
https://www.youtube.com/watch?v=AanIX91wBic https://www.youtube.com/watch?v=NEgsJ-xot3w
Oral Production Spoken Production Speaking
Theme: 4. Are you ready to have fun? Function: − Giving and following
instructions for playing games
SP.1. describe instructions for playing games
SP.1. Describes instructions for playing games.
Learners watch the video “How to play jacks” to learn how to describe instructions for playing a game.
https://www.youtube.com/watch?v=OwmCInS2pIM After that, each one choose one activity and describe the instruction how to play the game.
Written Production Writing
Theme: 4. Are you ready to have fun? Function: − Giving and following
instructions for playing games
W.2. fill in gapped text using a word list of familiar words.
W.2. Fills in gapped text using a word list of familiar words.
Learners listen to the dialogs in the video and fill the gaps (using a word list) in the text in their worksheet.
https://www.youtube.com/watch?time_continue=56&v=JWtnRlPf5_g&feature=emb_logo
Nota: La unidad 6 Welcome to Costa Rica de tercer año se deberá articular con las unidades y escenarios del Programa de Estudios de inglés de cuarto año.
