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Scope & Sequence para las Guías de Aprendizaje
Base de Quinto Año
Ronald Vargas Chavarría
PRESENTACIÓN
Este documento es un apoyo a las Guías de Aprendizaje Base (GAB) de inglés de primaria. No corresponde a un cambio en la plantilla, la cual se
mantiene de 4 columnas que son: aprendizaje esperado base, aprendizaje esperado, indicador del aprendizaje esperado y algunas actividades
sugeridas.
Esta es la plantilla oficial de las GAB:
El propósito de este documento es relacionar los aprendizajes esperados e indicadores del aprendizaje esperado con los temas (themes) y
funciones lingüísticas (functions) del programa de estudios. Esto le permitirá al docente contextualizar mejor las actividades que diseñará en las
Guías de Trabajo Autónomo (GTA).
Para lo anterior se incluyó la columna Scope & Sequence, en la cual se puede ver de manera horizontal la concordancia entre los “goals” u
“objetivos lingüísticos” y los correspondientes temas o cognitive targets y funciones lingüísticas establecidas en el programa de estudios para
dicho nivel.
a. Plantilla priorizada de aprendizajes esperados, curso lectivo 2020.
UNIT 1
Aprendizaje esperado base
(Fundamental)
SCOPE & SEQUENCE
Aprendizaje esperado (Componente del
programa de estudio)
Indicador del aprendizaje esperado
Algunas actividades sugeridas
Unit 1 Study Block Socializing
Cognitive Targets and Functions
Listening Cognitive Targets: Expressing
Forms of interaction using classroom language
Ways of meeting new people (formal and informal greetings, introductions, and leave-takings
Function:
Greeting, introducing and saying good bye.
Understanding explicit information. Identifying the main points of an oral stimulus.
identifies specific information in an aural text by answering simple questions or filling in charts Lists the main points of a conversation by ordering its pieces.
Teacher activates students´ prior knowledge about forms of interaction when meeting people using videos or a PowerPoint with greetings, leave takings and personal introductions. Students listen to models of key vocabulary, language forms and pronunciation related with greetings, leave takings and personal introductions. (see, https://www.youtube.com/watch?v=auWm-Vg46wA) Before first listening of conversations, the teacher reviews key vocabulary and expressions with a crossword puzzle or matching of pictures with forms. Students listen to conversations about meeting someone and personal introductions read by the teacher or from an audio or video and respond to general questions posed by the teacher. Students fill in a chart or dialogue to get the main ideas and details from the
conversations. A word or phrases bank can be provided. Students unscramble conversations about personal information when meeting someone to show comprehension while listening. Students listen to the conversations one more time to check their answers and self-assess their performance.
Reading Cognitive Targets: Expressing
The importance of speaking English in Costa Rica
Function:
Recognizing the importance of English.
Guessing details and general meanings from short passages.
Gets the gist of a text Gets details in a text based on specific topics. Infers meanings of vocabulary and key phases in a text.
Students listen to teacher’s introduction of the new vocabulary and phrases related with the importance of English for more opportunities in life. Teacher models pronunciation of new terms. Teacher asks questions about the reading to get general meanings. Students apply background knowledge to get the gist of text during first reading by answering specific questions. Students locate specific information in the reading to complete a chart. Students construct a chart, a mind map or a graphic organizer to show data. Students predict the meanings of key vocabulary and phrases in a short text about ways of accepting and refusing invitations by solving a multiple choice exercise or filling in a cloze activity.
Speaking Cognitive Target: Expressing
Ways of extending, accepting, and refusing invitations
Function:
Extending invitations.
Accepting and rejecting invitations.
Asking for and giving information about different topics.
generates questions and answers about different topics. Expresses acceptance and denial
Students listen to teacher’s introduction of the new vocabulary and phrases related with making new friends and accepting and refusing invitations. Teacher models pronunciation of new terms. Students practice role-playing of conversations where they meet someone new and introduce themselves. Students make a list of five personal information questions they would like to ask someone they meet for the first time. Students participate in surveys where they interview people around asking for and giving personal information. Students play roles of famous people who are interviewed by a famous journalist. They have to answer five personal information questions. Students participate in role-plays with specific situations given by the teacher where they have to invite someone to different activities. They also are invited by friends to participate in different activities. Students create a video where they demonstrate how to accept or deny an invitation in English. Students participate in self-assessment with an instrument provided by the teacher.
Writing Cognitive Target: Expressing
Pen-pals, a mean to make new friends
Function:
Asking for and giving information.
Writing short dialogues and conversations.
Writes a short conversation.
Students apply prior knowledge to complete conversations about meeting new people and giving personal information. Students apply background knowledge to identify simple sentences in a conversation as examples for accepting or refusing invitations. Students based on the patterns given create three small conversations where they refuse or accept an invitation in English. Students participate in self-assessment using an instrument provided by the teacher.
a. Plantilla priorizada de aprendizajes esperados, curso lectivo 2020.
UNIT 2
Aprendizaje esperado base
(Fundamental)
SCOPE & SEQUENCE Aprendizaje esperado (Componente del
programa de estudio)
Indicador del aprendizaje esperado
Algunas actividades sugeridas
Unit 2 TAKING CARE OF MY BODY
Cognitive Targets and Functions
Listening Cognitive Target: Using the language to refer to
Internal body organs
Diseases and epidemics in Costa Rica
Function:
Describing situations and places.
Following directions. Understanding technical vocabulary Understanding information presented in visual form.
responds to different instructions. identifies vocabulary and phrases related with diseases and internal body organs in aural texts. transfers information heard into a picture or diagram about internal body organs and diseases.
Teacher activates students´ prior knowledge about diseases and symptoms using videos or a PowerPoint with pictures, language and expressions. Students listen to models of vocabulary, language forms and pronunciation. Before first listening about topic, the teacher reviews key vocabulary and expressions that will be encountered in the audio with a crossword puzzle or matching of pictures with key vocabulary. Students listen to conversations about a visit to the doctor when being sick and listening to doctor´s instructions to get healthy. ( see, https://www.youtube.com/watch?v=OUT2xDVA6a0) (see, https://www.youtube.com/watch?v=YA4k1KF_WA4) Students circle from a series of sentences, the ones that are true and the ones that are false in relation to the doctor´s instructions
Students identify body organs by completing a chart or diagram after first listening. ( See, https://www.youtube.com/watch?v=MneeNYD9luo) Students complete some characteristics of each of the internal organs after second listening. Students listen to the audio, video or teacher´s voice one more time to check their answers and self-assess their performance
Reading Cognitive Target: Using the language to refer to
Symptoms and treatment of not common diseases
Function: Discussing diseases
and health problems.
Guessing details and general meanings from short passages
gets the gist of a text gets details in a text based on specific topics. Infers meanings of vocabulary and key phases in a text.
Students listen to teacher’s introduction of the new vocabulary and phrases related with common diseases and symptoms that students will encounter in the reading passage. Teacher models pronunciation of new terms. Teacher asks questions about the reading to get general meanings. Students apply background knowledge to get the gist of text during first reading by answering specific questions. Students locate specific information in the reading to complete a chart. Students construct a chart, a mind map or a graphic organizer to show data. Students predict the meanings of key vocabulary and phrases in a short text by solving a multiple choice exercise or filling in a cloze activity. Students participate in self-assessment with an instrument.
Speaking Cognitive Target: Using the language to refer to Diseases and
internal organs Function: Discussing diseases
and health problems.
Following directions.
Describing items, situations and events. Expressing opinions, feelings and ideas.
describes pictures, situations and events orally. respond to different questions in oral or written form. expresses ideas, feelings, and opinions on different topics.
Students activate prior knowledge of key vocabulary and phrases related with diseases, symptoms and internal body organs. Teacher models pronunciation of new terms. Students practice role-playing of conversations at the hospital or clinic where they go to get medical care. Students describe one disease that they have experienced and its symptoms in a conversation exchange with a partner using pictures. Students perform a role-playing where they are doctors and they are interviewed about a new disease. They are asked several questions like: what is this new disease? What are its symptoms? What is the treatment? How can it be prevented? Students express opinions about the disease they think it is the most dangerous and the one that is the least dangerous and explain why with the support of the teacher. Students participate in self-assessment with an instrument.
Writing Cognitive Target: Using the language to refer to
Health centers
Writing short dialogues and conversations.
Writes short dialogues and conversations. Uses vocabulary and phrases related with diseases and treatments in different situations.
Students apply prior knowledge to complete conversations about diseases and symptoms. Students apply background knowledge to identify simple sentences in a conversation as examples for expressing how they feel if they are sick.
Function: Discussing diseases
and health problems.
Following directions.
Students based on the patterns given create three small conversations about visiting the doctor and explaining how they feel. Students participate in self-assessment using an instrument provided by the teacher.
a. Plantilla priorizada de aprendizajes esperados, curso lectivo 2020.
UNIT 3
Aprendizaje esperado base (Fundamental)
SCOPE & SEQUENCE Aprendizaje esperado (Componente del programa de estudio)
Indicador del aprendizaje esperado
Algunas actividades sugeridas
Unit 3
FAMILY
RELATIONSHIPS
Cognitive Targets and Functions
Oral comprehension
Listening
Cognitive Target: Defending my point of view about Family and family relationships Function: Talking about family ties, roles and activities.
Guessing the general
meaning of short
conversations and
passages.
gets the gist of a text
gets details in a text
based on specific topics.
Infers meanings of
vocabulary and key
phases in a text
Students listen to teacher’s
introduction of the new vocabulary
and phrases related with family
members and family activities at
home, and family likes and dislikes.
Teacher models pronunciation of
new terms.
Before first listening about the topic,
the teacher reviews key vocabulary
and expressions that will be
encountered in the audio with a
crossword puzzle or matching of
pictures with key vocabulary.
Students listen to a family
description of their activities and
their likes and dislikes.
Teacher asks questions to students
about the description to get
general meanings.
Students apply background
knowledge to get the gist of the
family description during first
listening by answering specific
questions.
Students identify family members’
likes and dislikes by completing a
chart.
Students predict the meanings of
key vocabulary and phrases by
solving a multiple choice exercise or
filling in a cloze activity.
Students participate in self-
assessment with an instrument.
Reading Cognitive Target: Defending my point of view about Likes and dislikes about the duties in my family Furniture according to parts of the house Function: Talking about family ties, roles and activities. Identifying and describing parts of the house.
Understanding simple
vocabulary and
expressions presented in
familiar contexts.
identifying the main
ideas of a text.
identifies known
vocabulary and
expressions in familiar
texts
identifies main ideas in a
text
Students listen to teacher’s
introduction of the new vocabulary
and phrases related with family
members and family activities at
home, and parts of the house.
Teacher models pronunciation of
new terms.
Students identify the different parts
of the house by matching
descriptions with pictures.
Students read a text about family
members and family activities and
they fill in a chart, to get the main
ideas and details from the text.
Students unscramble a text about a
tour around a house by matching
the content of the text with what
they see in a house photograph.
Students participate in self-
assessment with an instrument.
Speaking Cognitive Target: Defending my point of view about Likes and dislikes about the duties in my family Function: Asking for a giving information on family issues.
Sharing and requesting
information.
Expressing likes, dislikes
and needs.
Describing objects and
places.
asks for and responds to
other people´s request
expresses ideas, feelings,
and opinions on different
topics.
describes pictures or
experiences orally.
Students activate prior knowledge
about family members, family
activities at home, and parts of the
house.
Teacher reviews pronunciation of
new terms.
Students write three questions they
would like to know about their
classmates´ families in terms of
activities and likes and dislikes.
Students participate in an
information exchange about family
activities and likes and dislikes with
their peers.
Students describe their house and
their family members to a partner
using pictures.
Students talk with a partner about
three things their family like to do
together and three things they
dislike.
Students participate in self-
assessment with an instrument.
Writing Cognitive Target: Defending my point of view about Likes and dislikes about the duties in my family
Substituting words for
meaningful items in
written form.
substitutes words for
similar language forms in
short texts.
Students apply prior knowledge to
substitute words in a description
about what one family likes or
dislikes for what their own family likes
or dislikes.
Students apply background
knowledge to write simple
Function: Talking about family ties, roles and activities.
descriptions (sentences) about their
family likes and dislikes.
Students based on a pattern given
by the teacher create a postcard to
their best friend about the likes and
dislikes of their family members.
Students participate in self-
assessment using an instrument
provided by the teacher.
a. Plantilla priorizada de aprendizajes esperados, curso lectivo 2020.
UNIT 4
Aprendizaje esperado base (Fundamental)
SCOPE & SEQUENCE
Aprendizaje esperado (Componente del programa de estudio)
Indicador del aprendizaje esperado
Algunas actividades sugeridas
Unit 4 COSTA RICAN CUSTOMS AND TRADITIONS
Cognitive Targets and Functions
Listening Cognitive Target Exchanging information about
Typical dishes and beverages in Costa Rica
Function: Identifying
Costa Rican typical food.
Understanding short passages and conversations.
gets the gist of a video or a description heard identifies details from an aural text
Students listen to teacher’s introduction of new vocabulary and phrases related with Costa Rican typical food and beverages using a video or a PowerPoint with `pictures. ( see, https://www.youtube.com/watch?v=1Q9c7pIGXck) Teacher models pronunciation of new terms. Before first listening about the topic, the teacher reviews key vocabulary and expressions that will be encountered in the audio with a crossword puzzle or matching of pictures with key vocabulary. Students listen to descriptions of Costa Rican food and beverages. ( see, https://www.youtube.com/watch?v=OvlFdWtHOxY) Students respond to questions about the descriptions to show understanding of general meanings. After second listening, students identify the main details of the descriptions by completing a chart or by deciding which statements are true or false based on the information heard. Students listen to menus of Costa Rican typical food and identify similarities and differences among the type of dishes by filling a chart. Students participate in self-assessment with an instrument.
Reading Cognitive Target Exchanging information about
Identification and description of places for entertainment
Function: Describing
places.
Scanning information from texts. Identifying the main ideas of a text.
Identifies specific information in texts. Identifies the most important ideas of a text.
Students listen to teacher’s introduction of new vocabulary and phrases related with places in the community and legends Teacher models pronunciation of new terms, especially past tense verbs. Students identify the main characteristics of the most attractive places of their province or town. Students read a text about an attractive place in their province or town and the main activities to do there. They decide if some statements are true or false based on the information in the text. Students answer questions to get specific information about each of the places. Students participate in self-assessment with an instrument.
Speaking Cognitive Target Exchanging information about Costa Rican folk
tales, legends and songs
Function: Describing food
and traditions.
Sharing social and cultural traditions and values. Describing objects and places.
Responds and asks questions properly. Describes events, situations or pictures in an oral form.
Students activate prior knowledge about places of Costa Rica and some folk tales. Teacher reviews past tense in English when telling a story. Teacher reviews pronunciation of new terms. Students write five questions that a tourist might be interested in knowing about their province and town: food, places, entertainment and stories and legends. Students participate in a role play. One student is the tourist who wants to visit his town and has some questions to ask. The other student is a Costa Rican who is ready to answer his/her questions. Students talk with a partner about the best place to visit in his/her community and they exchange information showing pictures. Students participate in self-assessment with an instrument.
Writing Cognitive Target
Composing and adapting simple written material.
Produces pieces of writing.
Students apply prior knowledge to adapt a description of a Costa Rican recipe for one that he/she likes.
Exchanging information about
Identification and description of places for entertainment
Function: Describing
places.
Students apply background knowledge to write simple descriptions of places and forms of entertainment in their town. Students based on an example, create a small brochure about their community, including food, beverages, places, entertainment and some traditions. Students display their brochures. Students participate in self-assessment using an instrument provided by the teacher.
a. Plantilla priorizada de aprendizajes esperados, curso lectivo 2020.
UNIT 5
Aprendizaje esperado base (Fundamental)
SCOPE & SEQUENCE Aprendizaje esperado (Componente del
programa de estudio)
Indicador del aprendizaje esperado
Algunas actividades sugeridas
Unit 5 HOLIDAYS AND CELEBRATIONS
IN MY COUNTRY
Cognitive Targets and Functions
Listening Cognitive Target Exchanging information about Holidays and celebrations in Costa Rica Function: Describing Costa Rican holidays and celebrations.
Understanding explicit information. Identifying main points from oral stimulus.
identifies specific information in an aural text by matching descriptions with concept, by answering simple questions or filling in charts Lists the main points of a conversation by ordering its pieces.
Teacher introduces key vocabulary and language forms to describe past events related with holidays and celebrations. Students listen to models of new vocabulary, language forms and their pronunciation. Before first listening of a description of some of Costa Rica’s holidays and celebrations, the teacher reviews key vocabulary and expressions with a crossword puzzle or matching of pictures with forms. Students listen to descriptions of holidays and celebrations by the teacher or from an audio or video and they match the description with the name of the celebration. ( see, https://www.youtube.com/watch?v=v8CYKJK6AQI) Students fill in a chart to get the main ideas and details from the descriptions after second listening. Students unscramble the descriptions as they listen to them for a third time to get the main points. Students listen one more time to check their answers and self-assess their performance.
Reading Cognitive Target
Scanning information from texts.
Identifies specific information in texts.
Students listen to teacher’s introduction of new vocabulary and phrases related with types of food eaten in each of Costa Rica´s most important
Exchanging information about Food and beverages for holidays and celebrations Function: Describing items, events and experiences.
celebrations with a video or with a power point with pictures. Teacher models pronunciation of new terms to be found in the text, review the present tense to describe the types of food families eat according to celebrations. Students identify the characteristics of each celebration and the type of food that families eat by answering questions or filling in a chart. Students answer questions to get specific information about celebration. Students participate in self-assessment with an instrument.
Speaking Cognitive Target Exchanging information about Holidays and celebrations in Costa Rica Functions: Expressing likes and dislikes. Comparing and contrasting events.
Describing situations and events. Expressing likes and dislikes.
describes events, questions properly. expresess likes and dislikes
Students activate prior knowledge about holidays and celebrations. Teacher reviews past tense in English when telling a story. Teacher reviews pronunciation of key vocabulary and phrases. Students write five differences between one celebration they like and another one in terms of activities, dates, food, clothing, etc. In groups, students play a game where they have to identify similarities and differences among holidays. The group that can identify the largest amount is the winner. Students make a small change to the game. They have to describe a holiday and the other team has to guess the name of the holiday or celebration. Students select their favorite holiday and explain why. They also select the holiday they like the least and explain why.
Students participate in a class survey identifying their peers’ favorite holiday and the holiday they like the least. Students report orally the results. Students participate in self-assessment with an instrument.
a. Plantilla priorizada de aprendizajes esperados, curso lectivo 2020.
UNIT 6
Aprendizaje esperado base
(Fundamental)
SCOPE & SEQUENCE Aprendizaje esperado (Componente del
programa de estudio)
Indicador del aprendizaje esperado
Algunas actividades sugeridas
Unit 6 COSTA RICAN
BEAUTIES
Cognitive Targets and Functions
Listening Cognitive Target:
Communicating about
Costa Rica natural beauty its resources and weather conditions Function:
Describing Costa Rican natural resources.
Describing weather
conditions.
Transferring
information heard
in written or oral
form.
Guessing the
general meaning
of short
conversations and
passages.
Relocates the
information heard in
written form.
gets the gist of a text
Infers meanings of
vocabulary and key
phases in a text
Students listen to teacher’s
introduction of the new
vocabulary and phrases related
Costa Rica’s natural beauties
and weather conditions by a
video or a power point with
pictures.
Teacher models pronunciation of
key vocabulary and phrases.
Before first listening about the
topic, the teacher reviews key
vocabulary and expressions that
will be encountered in the audio
with a crossword puzzle or
matching of pictures with key
vocabulary.
Students listen to a description of
the natural beauties of Costa
Rica in flora and fauna.
Teacher asks questions about the
description to get general
meanings.
Students apply background
knowledge to get the gist of the
description during first listening
by answering specific questions.
Students identify names of
animals and plants by
completing a chart.
Students predict the meanings of
key vocabulary and phrases by
solving a multiple choice
exercise or filling in a cloze
activity.
Students complete the script of
the audio or the description read
by the teacher with a word bank
given by the teacher after a third
listening.
Students participate in self-
assessment with an instrument.
Reading Cognitive Target:
Communicating about
The most visited places in my country.
Cultural diversity Function: Describing places and
events.
Selecting appropriate
words to complete a
short conversation or
text.
Scanning information
from texts.
Selects the correct
words to complete a
text
Identifies specific
details in a text
Students listen to teacher’s
introduction of new vocabulary
and phrases related with the
most visited places in Costa Rica
and the cultural diversity of the
country using a video or with a
power point with pictures.
Teacher models pronunciation
of new terms to be found in the
text. Teacher reviews the present
tense to describe the types of
weather in Costa Rica
according to season and
language used for describing
the places.
Students read a text describing
Costa Rica’s natural beauty and
complete some blanks with a
word bank.
Students make a second
reading and answer questions to
get specific information about
Costa Rica’s flora, fauna and
cultural diversity.
Students participate in self-
assessment with an instrument.
Speaking Cognitive Target:
Communicating about The most visited
places in my country. Function:
Asking for and giving information on Costa Rica’s tourist sites.
Describing places
and people.
Sharing and
requesting
information.
describes places and
people
responds and asks
questions
Students activate prior
knowledge about Costa Rica.
Teacher reviews pronunciation of
new terms.
Students write five questions that
a tourist might be interested in
knowing about Costa Rica: flora,
fauna, national parks, and
people.
Students participate in a role
play. One student is the tourist
who wants to visit Costa Rica
and has some questions to ask.
The other student is a Costa
Rican who is ready to answer the
questions.
Students play a game in groups.
Each group has to write five
questions in order to know more
about Costa Rica.
Each group will ask and answer
questions to and from the other
groups. The group that answers
most of the questions correctly is
the winner.
Students participate in self-
assessment with an instrument.
Writing Cognitive Target:
Communicating about The most visited
places in my country. Function: Describing places and
events.
Producing short
pieces of writing
produces short pieces
of writing
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 teacher create an
ad to attract tourists to visit
Costa Rica.
Students edit and peer correct
their ads.
Students display their ads.
Students participate in self-
assessment using an instrument
provided by the teacher.
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