Unit 1 Socializing (Contenido no cubierto en el plan anterior)
Programas de Inglés 2005
Direccion Regional de Educación Nicoya Centro Educativo: Presbítero José Daniel Carmona Briceño
Nombre y apellido del docente o la docente: Ever Cordero Gómez Asignatura: Inglés
Nivel : Sixth________ Período lectivo: I Term___ Mes: February -March 2020__(Week 4)_______________
Cognitive target : The importance of English as a global language
Interaction with Pen-pals, as a means to make new friends
Information about exchange programs
Dimensions
1. Ways of thinking ( )
2. Ways of living in the world ( )
3. Ways of relating with others ( X )
4. Tools for integrating with the world ( X )
Linguistic Objectives Mediation Strategies Evaluation of Learning
Outcomes
Daily Routines: Greetings / Prayer/ Weather conditions and the date.
Warm up: Students in a piece of paper write the name of three countries they would like to visit
in the future.
Then they will ask 3 partners: which countries do you want to visit in the future?
Students will use their information to respond: I want to go to….
PRESENTATION The learner….
Teacher introduces the new vocabulary and phrases using a world map. Teacher asks students to
identify in the map the countries that speak English.
Teacher explains and
models some expressions like:
English is an International language.
language of aircraft control
language of diplomacy
Language of global commerce
Academic and scientific journals
Native language
Foreign language
Native speakers of English
Non-native speakers of English
Do you speak English? Yes, I speak English. No, I don’t speak English.
Why do you think English is important?
I think English is important because…
I agree with you/ I disagree with you.
Students practice the pronunciation of the new words as the teacher models the pronunciation.
PRACTICE
Pre-listening
Teacher shows a video about English speaking countries:
https://www.youtube.com/watch?v=6guMDO3mNcg
https://www.youtube.com/watch?v=-YDGxVNuxO0
Students identify the 6 countries that speak English as a native language according to
the video.
Teacher explains based on the second video why English became an international
Listening language.
Teacher brainstorms with students why it is important to speak English.
understanding explicit and identifies specific
implicit information. information from aural
While listening: Students listen to this video to identify at least three reasons why English is so
stimulus.
important as a language.
https://www.youtube.com/watch?v=iqDFPU9YeQM&t=6s ( The script is in the annexes, the
teacher could read it)
Students take notes about the three reasons why English is an international Language:
Students listen a second time and check their notes to verify their responses.
Post listening: Students share their notes in oral form with a partner. After, teacher provides
feedback to whole group.
Speaking
asks and answers
Responding with single Task: Teacher asks students to create 2 circles. ( an inner circle and an outside circle) The
questions about the
words or short phrases to students in the inner circle have to face the students in the outer circle. They will interview each
importance of English.
what is seen or heard. other with the question: Why is it English a lingua franca/ international language?
Students will respond: I think English is important because…
They will use the notes from the listening to answer the questions.
Reading
Applying basic reading skills Brain storming: Students brainstorm in English or Spanish the reasons why they think learning
such as skimming, scanning, English is very important. Teacher helps writing their ideas on the board. brainstorms information
anticipating, and reviewing about importance of
Anticipation: Look the following picture, what do you think this reading is about?
a text. English in the world.
predicts what comes in
the reading.
scans information about
the text.
analyzes responses with
Reading for details: Students read the text, Four Reasons Why Learning English is so Important
partner.
and decide if the following statements are True (T) or False (F). They justify your answer with the
information in the reading.
1. English is the language of business. ____________
2. People learn English because they have ability for learning languages. __________
3. People learn English because they want to be in consonance with technology advances.
____________
4. The reading recommends learning many languages._______________
5. English is the language of science, business, sports and politics._____________
6. English is only spoken in the United States.______________
7. English is of great help when travelling abroad._______________
8. There are more than 1000 million speakers of English. ______________
9. English is the language mostly used in the Internet.________
10. English is the main language used in movies, songs and videogames._____
Post reading: In pairs students discuss their answers using the reading in oral and written form.
Teachers provide feedback to whole group after this exercise.
writes short facts about
PRODUCTION
him/herself and Costa
Writing Task: Each student select a country in the world that they would like to travel in the future and Rica.
Producing short pieces of that they would like to make a friend.
writing.
Each student selects five facts about self he/she would like to share with his/her friend and three
facts about Costa Rica that he/she would like to share. Students write complete sentences to
express their thoughts.
Five facts about self Three facts about your country
Example: Example:
1. I am María Isabel Valverde Herrera. 1.Costa Rica is a very beautiful country in
2. Central America.
3. 2.
4. 3.
5. 4.
5.
Students write an e-mail to their pan pal using the written sentences. The message includes a
greeting, personal introduction, personal facts, countries fact, an invitation to their friend and a
leave- taking
writes a short e-mail to a
Speaking friend.
Responding with single CONSOLIDATION
words or short phrases to Students role-plays a video-call with a friend talking about themselves and their country.
what is seen or heard.
maintains a short
Carrying on a conversation. conversation with a new
friend.
Learner Self-Assessment
Yes Sort of No. Help!
identifies specific information from aural stimulus.
asks and answers questions about the importance of English.
brainstorms information about importance of English in the world.
predicts what comes in the reading.
scans information about the text.
Resources:
Script of the video ( This is just the introduction of the explanation)
https://www.youtube.com/watch?v=iqDFPU9YeQM&t=6s
Why did English become the international language? That it´s question that we are going to answer today.
English is in fact the global lingua franca, it’s the language of global commerce, it’s the main language of international diplomacy, it’s the language of air
traffic control and it’s the language of the majority of academic journals and maybe most importantly for us it´s the most common language on the
internet. It’s the language that international travelers with different native languages use to communicate with each other, the very definition of a lingua
franca.
Reasons Why Learning English is so Important
Taken from: https://www.elc-schools.com/blog/4-reasons-why-learning-english-is-so-important/
English is the language of science, of aviation, computers, diplomacy, and tourism. Knowing English increases your chances of getting a good job in a
multinational company within your home country or for finding work abroad. It’s also the language of international communication, the media and the
internet, so learning English is important for socialising and entertainment as well as work!
Let’s look at the top 4 reasons why studying English is so important:
1. English is the Language of International Communication
English may not be the most spoken language in the world, but it is the official language of 53 countries and spoken by around 400 million people across
the globe. Being able to speak English is not just about being able to communicate with native English speakers, it is the most common second language
in the world. If you want to speak to someone from another country then the chances are that you will both be speaking English to do this.
The British Council projects that by 2020 two billion people in the world will be studying English. Learning English is important as it enables you to
communicate easily with your fellow global citizens. When you study English at ELC schools, you will be making friends with people from lots of different
countries, using English as your common language!
2. English is the Language of Business
English is the dominant business language and it has become almost a necessity for people to speak English if they are to enter a global workforce.
Research from all over the world shows that cross-border business communication is most often conducted in English and many international companies
expect employees to be fluent in English.
Global companies such as Airbus, Daimler-Chrysler, Fast Retailing, Nokia, Renault, Samsung, SAP, Technicolor, and Microsoft in Beijing, have mandated
English as their official corporate language. In addition, in 2010 the company Rakuten, a Japanese cross between Amazon and eBay, made it mandatory
for their 7,100 Japanese employees to be able to speak English.
The importance of learning English in the international marketplace cannot be understated - learning English really can change your life.
3. Speaking English gives you Access to a World of Entertainment
Many of the world’s top films, books and music are published and produced in English. Therefore, by learning English you will have access to a great
wealth of entertainment and will be able to have a greater cultural understanding.
If you speak English, you won't need to rely on translations and subtitles anymore to enjoy your favorite books, songs, films and TV shows. Watching
movies and television programs in the English language is also a great and fun way to learn it!
4. Learning English gives you Access to more of the Internet
According to a report by Education First, English is the language of the internet. An estimated 565 million people use the internet every day, and an
estimated 52 percent of the world’s most visited websites are displayed in the English language.
Learning English is important as it gives you access to over half the content on the internet. Knowing how to read English will allow you access to billions
of pages of information which may not be otherwise available!
MINISTERIO DE EDUCACIÓN PÚBLICA
DIRECCIÓN REGIONAL DE EDUCACIÓN DE NICOYA
Unit 2 My physical changes
Programas de Inglés 2005
Direccion Regional de Educación _Nicoya____ Centro Educativo: Presbítero José Daniel Carmona Briceño
Nombre y apellido del docente o la docente: Ever Cordero Gómez _ Asignatura: Inglés
Nivel : Sixth________ Período lectivo: I Term_________ Mes: April-May_2020
Cognitive target : Common diseases in the world
WEEK:1
Dimensions
1. Ways of thinking ( )
2. Ways of living in the world ( X )
3. Ways of relating with others ( X )
4. Tools for integrating with the world ( )
Linguistic Objectives Cognitive Target: Having the ability to express about… Evaluation of
Common diseases in the world Learning
Outcomes
Mediation Strategies
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Functions: Warm up: Ls play hang man using simple words like: flu, fever, cold…etc
Describing diseases and
epidemics in the world.
Listening Presentation: T introduce the vocabulary and structures by using showing a video related to
Understanding symptoms and diseases. https://youtu.be/Zm1KKcgQ7DM?t=264
information in the class.
Language:
Cough, asthma, broken leg, flu, headache…etc
Expressions:
How do you feel (today)?
How are you feeling?
Is everything okay?
What's the matter?
What's wrong?
I'm fine.
I feel sick.
Not so good.
Not very well.
I don't feel well.
I'm sick.
I have ... (+ health condition)
I've got ... (+ health condition)
I have a headache
I've got a sore throat.
She has flu / He has fever. I have a cough.
T models real sentences by using a dialogue to show Ls the use of words.
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For example: How do you feel (today)? I feel sick, I have a headache (Annex 1)
T Asks Ls to repeat the previous vocabulary given in order to reinforce pronunciation
using some flashcards. (Annex 2)
T Asks general questions to Ls to clarify the content given.
For example: How do you feel (today)?, How are you feeling?, Is everything okay?,
What's the matter?, What's wrong?
Reading Practice:
Extracting the main ideas Ls will be given an illness worksheet to do a match individually. (ANNEX 3)
and important details Ls work in pairs in order to circle and match in a worksheet, then they read aloud the
from written texts like sentences.(ANNEX 4)
songs, poems, riddles, Ls will read and complete sentences using the given vocabulary. (ANNEX 5)
stories, folk tales etc. Ls will classify symptoms and illnesses in a worksheet. (ANNEX 6)
Ls complete a dialogue using the given vocabulary.¡(ANNEX 7)
Writing
Producing short
pieces of writing such as
sentences, paragraphs,
stories…etc
Speaking Production: (Classroom
Participating in pair Ls work in pairs to create a dialogue using the structures and vocabulary given. Scale # 1)
and
group discussions.
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Wrap up: The class will be divided into two teams to play a guessing game in which team #
1 will act out the disease and team # 2 will have to guess and name it aloud to the rest of the
class.
¡Comments: Materials:
Unit 2 My physical changes
Programas de Inglés 2005
Direccion Regional de Educación _Nicoya____ Centro Educativo: Presbítero José Daniel Carmona Briceño
Nombre y apellido del docente o la docente: Ever Cordero Gómez _ Asignatura: Inglés
Nivel : Sixth________ Período lectivo: I Term_________ Mes: April-May_2020
Cognitive target : Common epidemics in the world
WEEK:2
Dimensions
1. Ways of thinking ( )
2. Ways of living in the world ( X )
3. Ways of relating with others ( X )
4. Tools for integrating with the world ( )
Linguistic Objectives Cognitive Target: Having the ability to express about… Evaluation of
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Common epidemics in the world Learning
Outcomes
Mediation Strategies
Functions: Warm up: Ls will watch a video about THE STORY OF CHOLERA.
Describing diseases and https://www.youtube.com/watch?v=jG1VNSCsP5Q
epidemics in the world.
Listening Presentation: T introduce the topic by showing a video related to the SPREADING OF
Understanding DISEASES https://www.youtube.com/watch?v=4uxjhGIlHMM
information in the class.
Language:
Germs, spread, cholera, bacteria, microscope, direct contact, cuts, skin, antibiotic,
immune system, disease, penicillin, toxins, ill, infectious disease…etc
Expressions: How diseases are caused?, How can you recognize germs?, How can you get
a disease?, How a disease becomes an epidemic?. Do you know what are germs? Germs
are….Do you know what is cholera? Cholera is….What’s an epidemic? Epidemic is….
Diseases and epidemics: HIV, flu, cancer, chicken pox, measles, dengue, cholera...
Diseases are caused by germs.
Germs can be seen only through a microscope.
spreading of diseases through direct contact.
spreading trough cuts in the skin.
spreading through carriers.
spreading through polluted soil.
diseases caused by germs are easily passed from a sick person to a health
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person.
Epidemic is a disease that affects a large number of people for a period of time.
T models real sentences by using some information from the video. (Annex 1)
T Asks Ls to repeat the previous vocabulary given in order to reinforce pronunciation
using some flashcards and a mind-map. (Annex 2)
T Asks general questions to Ls to clarify the content given.
For example: How diseases are caused?, How can you recognize germs?, How can you get
a disease?, How a disease becomes an epidemic?
Reading Practice:
Extracting the main ideas Ls will be given a word-search to practice vocabulary. (ANNEX 3)
and important details Ls work in pairs in order to read and write 2 sentences to define what is an epidemic.
from written texts. (ANNEX 4)
Writing Ls will read and complete a short answer. (ANNEX 5)
Drawing meanings Ls will discuss a write simple sentences using mind-map about epidemics.(ANNEX 6)
form oral and
written sources.
Speaking (Classroom
Planning and organizing Production: Ls create their own mind-map about epidemics around the world in a big bond- Scale # 2)
information in expository paper, then some of them will make a short exposition about the mind-map.
language such as
presentations.
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Wrap up: Ls play hot potato and T asks questions.
Comments: Materials:
Unit 2 My physical changes
Programas de Inglés 2005
Direccion Regional de Educación _Nicoya____ Centro Educativo: Presbítero José Daniel Carmona Briceño
Nombre y apellido del docente o la docente: Ever Cordero Gómez _ Asignatura: Inglés
Nivel : Sixth________ Período lectivo: I Term_________ Mes: April-May_2020
Cognitive target : Teen tips - How to cope with myself
WEEK:3
Dimensions
1. Ways of thinking ( )
2. Ways of living in the world ( X )
3. Ways of relating with others ( X )
4. Tools for integrating with the world ( )
Linguistic Objectives Cognitive Target: Having the ability to express about… Evaluation of
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Learning
Outcomes
Teen-tips, how to cope with myself?
Mediation Strategies
Functions: Warm up: Ss will watch a video about healthy life style for teens
Understanding familiar https://www.youtube.com/watch?v=prVtcq1Rwpc
language and simple
sentences spoken at
near normal speed.
Listening Presentation: T will introduce the topic by using two posters (A mind-map about health and
Understanding tips to be healthy) . (Annex 1)
information in the class.
Language: health, exercise, sleep, good diet, breakfast, fast food, lifestyle, sports…etc
Expressions:
Do you exercise every day?
What sports do you play?
How much water do you drink every day?
what do you eat for breakfast?
how many hours do you sleep every day?
Yes I do.
I play racquetball…
I drink ___ glasses.
I slreep____ hours..etc
I like…
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I dislike…
We/You should, We/You should´t.
It´s important to exercise…,
exercise helps…
children should eat… the body gets...etc
T models real sentences by using sentences like: we should drink 8 glasses of water
every day, children should eat a lot of fruit, it´s important to exercise one hour every
day…etc (Annex 2)
T asks Ls to repeat the previous vocabulary given in order to reinforce pronunciation.
T Asks general questions to Ls to clarify the content given.
For example: Do you exercise every day?, What sports do you play?, How much
water do you drink every day?, what do you eat for breakfast?, how many hours do
you sleep every day? Yes I do, I play racquetball, I drink ___ glasses, I slreep____
hours..etc
Reading Practice:
Drawing meanings from Ls will be given a worksheet to do a match individually. (ANNEX 3)
oral and written sources. Ls work in pairs in order to write simple sentences using should/ shouldn´t. (ANNEX 4)
Ls will work in pairs to ask and answer simple questions. They write their answers in a
worksheet. (ANNEX 5)
Ls work in two groups to create a poster with a positive message in a big bond paper or
cardboard about HEALTHY LIFE. (ANNEX 6)
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Production: Ls will expose in front of the class the poster previously done by them where
Speaking they used pics from annex 6. E.G. We/You should, We/You should´t., It´s important to (Classroom
Planning and organizing exercise..,exercise helps… Also Ls will ask some simple questions to the audience. E.G. Scale # 3)
information in expository Do you exercise every day?, What sports do you play?, How much water do you drink
language such as every day?...ETC
presentations.
Wrap up: Ss will play the wind blows using simple sentences related to the content given.
E.G. The wind blows for those who practice sports, drink a lot of water…etc
Comments: Materials:
Unit 2 My physical changes
Programas de Inglés 2005
Direccion Regional de Educación _Nicoya____ Centro Educativo: Presbítero José Daniel Carmona Briceño
Nombre y apellido del docente o la docente: Ever Cordero Gómez _ Asignatura: Inglés
Nivel : Sixth________ Período lectivo: I Term_________ Mes: April-May_2020
Cognitive target : Challenges and joys of growing up
WEEK:1
Dimensions
1. Ways of thinking ( )
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2. Ways of living in the world ( X )
3. Ways of relating with others ( X )
4. Tools for integrating with the world ( )
Linguistic Objectives Cognitive Target: Having the ability to express about… Evaluation of
Learning
Challenges and Joys of Growing up. Outcomes
Mediation Strategies
Functions: Warm up: Ss will watch a video about Problems of Challenges in the Teenagers.
Understanding familiar https://www.youtube.com/watch?v=ygzprEnAZyo
language and simple
sentences spoken at near
normal speed.
Listening Presentation: T will introduce the topic through a power point presentation regarding physical changes.
Language: Healthy habbits. Puberty, Male Reproductive System. Female Reproductive System. Penis. Ovum
Understanding information in
the class. ovary, ovum, eggs, menstruation, period, hair, face, dentist, symptom, rub, pill, pubic, breasts….
Expressions: I take some antacid / a pill for the pain. Use ear drops. / Go to the dentist. Gargle with salt water
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I eat fruit and vegetables. I practice sports once a day/week/month. I take a shower every day.
What is puberty? Puberty is…. Getting taller/ Shoulder gets wider. Voice gets deeper and lower.
Muscles get bigger. Hair grows in new places.
Practice: Ss will listen and check I AGREE or I DON´T AGREE as they consider each statement.
Ss will read a text and write True ( T ) or False ( F ).
Reading
Ss will write the names of the parts of the Female and the Male’s Reproductive System
Drawing meanings from oral
and written sources.
Production: Ss will get in pairs exchange information and takes notes about what puberty is then they will
(Classroom Scale
Speaking share their comments to the rest of the class. 4)
Participating in pair and group
discussions.
Formulating and asking
questions about different
Wrap up: Ss will form 2 groups and the first group will do a dramatization of problems teenagers face when
topics.
growing up the rest of the class will be observant while group 1 is acting out. As soon as, they finish
then the second group will act out their part to group number one.
Comments: Materials:
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