Scope & Sequence para las Guías de Aprendizaje Base de Sexto Año · 2020-07-22 · Año 2020: Transformación curricular, una apuesta por la calidad educativa. PRESENTACIÓN Este

Año 2020: Transformación curricular, una apuesta por la calidad educativa.

Scope & Sequence para las Guías de Aprendizaje

Base de Sexto 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 SOCIALIZING

Cognitive Targets and Functions

Listening Cognitive Target Communicating about

Ways of using the telephone

Ways of receiving and leaving messages

Function:

Using a telephone.

Receiving and leaving messages.

Understanding explicit and implicit information.

identifies specific information in an aural text by answering simple questions or filling in charts

Teacher activates students´ prior knowledge about forms of greetings, leave takings and personal introductions with a song, a crossword puzzle, or matching of greetings, leave-takings and introductions with their responses. Using a video or PowerPoint with audio and pictures, teacher introduces ways of using the phone and ways for leaving and receiving messages. Students listen to models of vocabulary, language forms and their pronunciation. Before first listening to phone conversations, the teacher reviews key vocabulary and expressions by a matching of situations and types of messages. Students listen to three phone conversations where people have to leave a message.


Students fill in a chart or complete the conversations to get the main ideas and details from the conversations. A word or phrases bank can be provided. Students listen one more time to check their answers and self-assess their performance. Students practice the conversations in pairs.

Reading Cognitive Target Communicating about

Ways of asking and denying permission

Function:

Asking for and denying permissions.

Applying basic reading skills such as skimming, scanning, anticipating, and reviewing a text.

gets the gist of a reading passage Identifies main points in a text. makes predictions about a reading Infers ideas about a simple text.

Students listen to teacher’s introduction of the new vocabulary and phrases related with ways for giving and denying permission in English using a video, a PowerPoint with pictures or the board. Teacher models pronunciation of new terms. Students respond to several questions for predicting and anticipating to the main ideas of the reading. Students in pairs make predictions about the content of the text. Teacher clarifies vocabulary if needed. Students apply background knowledge to get the gist of text during first reading by answering specific questions. Students locate specific information in the reading by completing a chart. Students construct a chart, a mind map or a graphic organizer to show their comprehension of the text.


Students predict the meanings of key vocabulary and phrases in a short text about ways of denying or accepting permission by solving a multiple choice exercise or filling in a cloze activity. Students participate in self-assessment with an instrument provided by the teacher.

Speaking Cognitive Target Communicating about


Ways of asking and giving information on the phone

Function:


Asking and giving information.

Carrying on a conversation. Responding with single words or short phrases to what is seen or heard.

exchanges information in a conversation responds with single words or short phrases to what is seen or heard.

Students brainstorm expressions used for asking and denying permission. Teacher models pronunciation of key vocabulary. Students practice role-playing of conversations where they have to ask for permission to a peer that makes the role of the teacher, mother, principal. The one role-playing this person has to grant or deny the permission. Then, they switch roles. Students brainstorm expressions used for leaving and receiving messages in a telephone conversation. Students role-play telephone conversations where they have to leave a message. They also role-play ways to reply to a phone message. Students participate in self-assessment with an instrument provided by the teacher.


Writing Cognitive Target Communicating about


Function:


Producing short pieces of writing.

produces correct sentences in oral and written form

Students apply background knowledge to identify simple sentences in a conversation as examples for asking for permission or granting permission. They classify them in a chart. Students based on the patterns given create three small conversations where they have to ask someone for permission and the other person grants or denies the permission. Students participate in self-assessment using an instrument provided by the teacher.



UNIT 2


(Fundamental)

SCOPE & SEQUENCE

Aprendizaje esperado (Componente del




Unit 2 MY PHYSICAL

CHANGES

Cognitive Targets

and Functions

Listening Cognitive Target:

Having the ability to

express about

Common diseases and epidemics in the world Function:

Describing diseases and epidemics in the world.

Understanding

familiar language

and simple

sentences spoken

at near normal

speed.

identifies main

ideas in a

conversation.

matches words with

pictures.

Students listen to teacher’s

introduction of new vocabulary

and phrases related with

diseases and epidemics in the

world using a video or a Power

Point presentation.

Teacher models pronunciation

of new terms.

Before first listening about the

topic, the teacher activates

students ‘prior knowledge of

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

common diseases and

epidemics around the world.


Students respond to questions

about the descriptions to show

understanding of general

meanings.

After second listening, students

identify the main details by

matching pictures with

descriptions.

Students participate in self-

assessment with an instrument.

Reading Cognitive Target:


express about

Challenges and joys of growing up

Function:

Comparing physical and emotional differences between boys and girls during teen years.

Extracting the

main ideas and

important details

from written texts

like songs, poems,

riddles, stories, folk

tales, etc.

Identifies main

ideas and

important details in

different types of

reading passages.

Infers information

from a reading

selection.

Students listen to teacher’s

introduction of new vocabulary

and phrases related with

growing up and becoming a

teenager. Teacher emphasizes

the use of the comparative

form in English.

Teacher models pronunciation

of new terms.

Students identify the main

characteristics of males and

females when you grow up

and complete a venn diagram.

Students predict the meanings

of some words and phrases

from context by solving a

multiple choice exercise.




Speaking Cognitive Target:


express about

Common diseases and epidemics in the world Function:

Discussing health and diseases.

Planning and

organizing

information in

expository

language such as

an oral

presentation.

Participating in

pair and group

discussions.

Formulating and

asking questions

about different

topics.

Makes an outline of

the main ideas of

an oral

presentation.

Exchanges

information with

peers about

different topics.

Produces structures

and vocabulary

with

comprehensible

pronunciation and

intonation.

Responds and asks

different types of

questions properly.

Students activate prior

knowledge about common

diseases and epidemics in the

world.

Teacher reviews pronunciation

of new terms.

Students are given the activity

of preparing a short talk about

one common disease in the

world, its symptoms and

treatment to discuss it in a

group.

Teacher provides a model of

outline and its uses for

organizing the ideas in an oral

talk.

Students choose a topic and

develop a simple outline to

organize their ideas following

the pattern provided by the

teacher.

Students rehearse their

presentations and get ready for

a class discussion.

After each presentation, each

student is expected to write a

question and asks it to one of

the presenters.

The presenters have to be

ready to answer questions.




Writing



UNIT 3

Aprendizaje esperado base (Fundamental)

SCOPE & SEQUENCE Aprendizaje esperado

(Componente del programa de

estudio)

Indicador del aprendizaje

esperado


Unit 3 TYPES OF FAMILIES IN THE

WORLD


Oral comprehension Listening

Cognitive Target: Expressing opinions

about

Types of families

Information about types of families in the world

Function:

Expressing ideas, opinions, likes and dislikes.

Identifying the main point or important information in the text. Understanding familiar language.

Identifies main points and of specific details in information heard. Discriminates sounds, words or expressions in familiar language.

Teacher introduces key vocabulary and language forms to compare people (families) and objects (computers). https://www.youtube.com/watch?v=GEfcpQa9_es Students listen to models of new vocabulary, language forms and their pronunciation. Before first listening of a description about how technology influences family life like the cellphone, Internet and computers, as a warm-up activity the teacher reviews key vocabulary and expressions with a crossword puzzle or matching of pictures with forms. Students listen to descriptions of different types of families in the world. Teacher can read it aloud or use a video.


Students circle from a set of sentences the ones that are connected with the information heard. Students identify the main ideas in the description heard by deciding if a set of sentences is true or it is false. Students listen to a second video about how technology influences family life.

https://www.youtube.com/watch?v=37OLJ

Pjoews Students listen and identify key vocabulary and expressions. Students show comprehension by responding to teacher´s questions. Students listen one more time to check their answers and self-assess their performance.

Reading Cognitive Target: Expressing opinions

about

Differences and similarities between Costa Rican families and those from English speaking countries

Function:

Expressing ideas, opinions, likes and dislikes.

Extracting the main ideas and important details from written texts like songs, poems, riddles, stories, etc.

Identifies main ideas and important details in different types of reading passages. Infers information from a reading selection.

Students listen to teacher’s introduction of the new vocabulary and phrases related with the families around the world. Teacher models pronunciation of new terms. Students apply background knowledge to get the gist of text during first reading by answering specific questions about family and technology. See(https://www.bartleby.com/essay/Impact-of-Technology-on-Family-Life-PKWAPAYVC) Students locate main ideas in the reading to complete a chart. Students construct a chart, a mind map or a graphic organizer to show understanding of the main ideas of the text.

https://www.youtube.com/watch?v=37OLJPjoews

https://www.youtube.com/watch?v=37OLJPjoews


Students predict the meanings of key vocabulary and phrases in the text by solving a multiple choice exercise or filling in a cloze activity. Students read the text one more time to check their answers and self-assess their performance.

Speaking Cognitive Target: Expressing opinions

about

Differences and similarities between Costa Rican families and those from English speaking countries

Function:

Describing and comparing objects.

Asking for and giving information about different topics.

Talking about concrete situations, events, and facts using familiar language.

Produces simple dialogues and short conversations. Produces structures and vocabulary with comprehensible pronunciation and intonation.

Students listen to teacher’s introduction of the new vocabulary and phrases related with comparing families in Costa Rica and in English speaking countries. Teacher models pronunciation of new terms emphasizing comparative forms. Students practice role-playing of conversations where they meet people from different countries in the world and they talk and ask questions about how are families in those countries. They make some comparisons. Students make a list of three ways in which technology is affecting family life. They think about how different families were when they did not have access to technology and what families do now that they have more technology at home. Teacher helps with the pronunciation of unknown words. They also search in online dictionaries. Students share their ideas in small groups and then report orally to the class. Students participate in self-assessment with an instrument provided by the teacher.

Writing



UNIT 4


(Fundamental)





Unit 4 COSTA RICA AND THE ENGLISH SPEAKING COUNTRIES: CUSTOMS AND TRADITIONS


Listening Cognitive Target Comparing and

contrasting

Typical dishes from Costa Rica and English speaking countries

Function:

Expressing opinions, ideas, likes and dislikes.

Talking about eating habits.

Understanding short passages made up of familiar language.

Identifies key vocabulary, main points and ideas in a text heard.

Students listen to teacher’s introduction of the new vocabulary and phrases related with typical dishes from Costa Rica and English speaking countries Teacher models pronunciation of new terms emphasizing information question and expressions of likes and dislikes regarding food. Before first listening about the topic, the teacher reviews key vocabulary and expressions that will be encountered in the audio using pictures or definitions of words. Students listen to a video with descriptions of types of food


around the world. https://www.youtube.com/watch?v=pWUzkxtoJ2I Teacher asks questions about the description to get general meanings. Students listen to the descriptions a second time and complete a chart to identify its main characteristics. Students listen for a third time to check their responses and also get feedback from peers and teacher. Students participate in self-assessment with an instrument.

Reading Cognitive Target Comparing and

contrasting

Different forms of entertainment in Costa Rica and English speaking countries

Function:

Understanding short phrases presented in a familiar context. Understanding the gist of short sentences.

Recognizes the main ideas of a reading passage. Gest the gist of a reading.

Students listen to teacher’s introduction of the new vocabulary and phrases related with forms of entertainment in Costa Rica and English speaking countries and review comparative forms. Teacher models pronunciation of new terms. Teacher explains some new expressions that appear in the text.

https://www.youtube.com/watch?v=pWUzkxtoJ2I

https://www.youtube.com/watch?v=pWUzkxtoJ2I


Expressing opinions, ideas, likes and dislikes.

Students read a modified version of a text about forms of entertainments in the world. http://theepictri.com/different-types-entertainment/ Students identify the main forms of entertainments and one or two characteristics by circling them and inserting them in a conceptual map to get the main ideas and details from the text. Students participate in self-assessment with an instrument.

Speaking Cognitive Target Comparing and

contrasting

Formal and informal invitations to go out

Function:

Asking for and giving information.

Expressing plans for the future based on personal experiences. Taking part in brief prepared tasks of at least two or three exchanges.

Talks about future plans in a conversation. Answers different toes of questions correctly.

Students activate prior knowledge about how to make invitations to people and how to make future plans. Teacher reviews pronunciation of new terms. Students write three places or activities they would like to do during the weekend. Students participate in an information exchange about activities they want to do or places they want to go. They ask and answer questions.


Students activate prior knowledge about eating out. They make future plans and extend invitations to friends to participate as well. Following a pattern given by the teacher, they role- play a conversation asking for food at a local restaurant. Students participate in self-assessment with an instrument.

Writing Cognitive Target Comparing and

contrasting

English speaking countries folk tales, legends, and songs

Function:

Giving opinions about different topics.

Making short substitutions in a short, familiar written task.

Makes short replacements of language in a written text.

Students apply prior knowledge to review vocabulary and expressions related with old stories and legends. Students receive a short version of a Costa Rican folk tale. Some of the words in the text are underlined. Students have to substitute them to create a new story. Student share their new stories with a partner. Students participate in self-assessment with an instrument.



UNIT 5






Unit 5 HOLIDAYS AND CELEBRATIONS IN ENGLISH SPEAKING COUNTRIES


Listening Cognitive Target: Expressing personal

opinions about

Holidays and celebrations

Function:

Commenting on the holidays and celebrations held in Costa Rica.

Gathering information in oral form.

Identifies main points and general information from auditory and visual devices.

Students listen to teacher’s introduction of new vocabulary and phrases related with holidays and celebrations in other countries of the world using a video or a PowerPoint with `pictures. 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 ways people celebrate special occasions in different parts of the world and the type of food and beverages they eat and drink. See


https://www.youtube.com/watch?v=3Sv0ac-W8Vc Students respond to questions about what they hear 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 participate in self-assessment with an instrument.

Reading Expressing personal

opinions about

Music and dances, and folk tales

Function:

Describing music and dances, and folk tales.

Reading passages about different topics to fill in charts, complete texts, make associations.

Identifies main points and general information from reading passages.

Students listen to teacher’s introduction of new vocabulary and phrases related with music, dances and folk tales around the world. Teacher models pronunciation of new terms, especially present tense verbs and action verbs. Students identify the main characteristics of the most attractive types of music and dances in the word by completing a chart. See

https://www.starquestdance.co

m/%E2%80%A8ten-dance-

around-the-world/ Students answer questions to get specific information about each of the dances.

https://www.youtube.com/watch?v=3Sv0ac-W8Vc

https://www.youtube.com/watch?v=3Sv0ac-W8Vc

https://www.starquestdance.com/%E2%80%A8ten-dance-around-the-world/




Students participate in self-assessment with an instrument.

Speaking Expressing personal

opinions about

Food and beverages

Function:

Expressing likes and dislikes.

Describing recipes.

Responding with single words or short phrases to what it is seen or heard. Exchanging basic information. Sharing points of view.

Responds to simple questions with a single word or phrases. Exchanges basic information with people. Expresses opinions, ideas and feelings.

Students activate prior knowledge about recipes and beverages in different parts of the world Students review vocabulary and expressions to express likes and dislikes and practice pronunciation of words and phrases with the teachers’ support. Students search and identify a recipe and beverage from other country in the world that they like very much. Students using pictures describe the recipe and the drink and its preparation. Teacher reviews vocabulary and key expressions to describe some holidays and celebrations around the world. Students select one celebration in the world they like very much. Following a pattern given by the teacher they describe this celebration and how it is celebrated. Students in groups or pairs, share the information with peers. Students participate in self-assessment with an instrument.

Writing Expressing personal

opinions about

Producing pieces of writing.

Produces short pieces of writing.

Students apply prior knowledge to compare one celebration in Costa Rica


Comparison of holidays and celebrations within Costa Rica and English speaking countries

Function:

Commenting on the holidays and celebrations held in Costa Rica.

and one in an English speaking country. Students with the help of the teacher review comparative sentences using examples from celebrations and traditions. Students based on an example, create a short paragraph comparing one celebration in Costa Rica and one celebration in an English speaking country. Students share their paragraphs with their peers. Students participate in self-assessment using an instrument provided by the teacher.



UNIT 6


SCOPE & SEQUENCE

Aprendizaje esperado (Componente del




Unit 6 COSTA RICA: A GREEN PARADISE FOR THE REST OF THE WORLD


Listening Cognitive Target: Expressing opinions

about

Identification and description of outstanding landmarks in the world

Function:

Describing the flora and fauna of Costa Rica.

Listening carefully to the teacher’s pronunciation and use of terms. Understanding familiar language and simple sentences spoken at near normal speed.

Discriminates sounds and expressions as they are heard. Identifies main ideas and details from a text heard.

Teacher introduces key vocabulary and language forms to describe the flora and fauna of Costa Rica. Students listen to models of new vocabulary, language forms and their pronunciation. Before first listening of a description of some of Costa Rica’s most beautiful flora and fauna, the teacher reviews key vocabulary and expressions with a crossword puzzle or matching of pictures with forms. Students listen to descriptions of costa Rica´s amazing flora and fauna, and make a list of words and expressions they identified. (see https://www.youtube.com/watch?v=3wfmFHERgWI https://www.youtube.com/watch?v=zaFq3iamIxo

https://www.youtube.com/watch?v=3wfmFHERgWI

https://www.youtube.com/watch?v=3wfmFHERgWI

https://www.youtube.com/watch?v=zaFq3iamIxo

https://www.youtube.com/watch?v=zaFq3iamIxo


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 Expressing opinions

about

Ways to preserve and improve democracy

Function:

Expressing opinions about different topics and situations.

Demonstrating knowledge through applications in a variety of contents.

Uses background knowledge of vocabulary and expressions to get the gist of a text.

Students listen to teacher’s introduction of the new vocabulary and phrases related with Costa Rica and its democratic system. (see, https://www.costaricantrails.com/cr/cr02.html) 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 their comprehension of the text. Students participate in self-assessment with an assessment instrument.


Speaking Expressing opinions

about

Identification and description of outstanding landmarks in the world

Function:

Describing the flora and fauna of Costa Rica.

Sharing points of view. Asking questions about different topics.

Expresses opinions, ideas and feelings. Asks questions appropriately.

Students activate prior knowledge with the support of the teacher about vocabulary and phrases useful to describe Costa Rica´s flora and fauna. Students practice role-playing of situations like being a park ranger and explaining a group of tourist all the natural beauty of Costa Rica. Students make a list of five personal information questions that a tourist would ask to park ranger. Students get ready to use them as they play roles as tourists. During the role-playing students switch roles. Students participate in a class discussion about what they like the most of Costa Rica and what they like the least. They write two sentences for each side. They share the information in oral form. Students participate in self-assessment with an instrument provided by the teacher.

Writing Expressing opinions

about

The most visited places in the world Function:

Transferring visual or oral information into written forms through completing charts, tables among others.

Relocates information from a reading to fill in a text or table

Students apply background knowledge to review vocabulary and expressions to write about Costa Rica using present tense. Students based on a pattern given by the respond and e-mail from a friend who wants to visit Costa Rica.


Expressing opinions about different topics and situations.

They explain all the attractions of Costa Rica, natural beauty, democratic system, peaceful country. Students edit and correct their e-mails with teacher´s and peers ‘feedback. Students participate in self-assessment using an instrument provided by the teacher.

Documents

Scope & Sequence para las Guías de Aprendizaje Base de Sexto Año · 2020-07-22 · Año 2020: Transformación curricular, una apuesta por la calidad educativa. PRESENTACIÓN Este