Didactic Guide 8th Grade 2018 Final 1

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Autoridades
Sonia Marta Mora Escalante

Ministra de Educación Pública
Alicia E. Vargas Porras

Viceministra Académica de Educación
Anabelle Venegas Fernández

Directora de la Dirección de Desarrollo Curricular
Rigoberto Corrales Zúñiga

Jefe del Departamento de Tercer Ciclo y Educación
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Comisión redactora
Marianella Granados Sirias,

Asesora Nacional de Inglés
Departamento de Tercer Ciclo y Educación Diversificada
Alfredo Ortega Cordero,

Asesor Nacional de Inglés
Docentes de Inglés de Tercer Ciclo y Educación Diversificada
Erika Barrantes Villalobos,

Docente Colegio Tecnico Profesional Invu Las Cañas
Christian Corrales Solórzano,

Docente Colegio Tecnico Profesional Invu Las Cañas
María José Espinoza Castro,

Docente Instituto de Alajuela
Gretchen Rojas Alvarado,

Docente Colegio Tecnico Profesional Jesús Ocaña
Cindy Saborío Rodríguez,

Docente Colegio Tecnico Profesional Santa Eulalia
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Eder Zamora Lizano,
Docente Liceo Pacto del Jocote
Peace Corps Volunteers

Joan Nelson
Zora Middleton
Dominique Crisden
U.S. English Language Fellows Program

Chelsy Albertson, Philological Revision
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Forward letter to the teachers
Dear Teacher,
This module focuses on supporting you as facilitators as you help your colleagues in the process of
understanding and implementing the new English syllabus. Thank you for your commitment to the goal of transforming
English Classrooms across Costa Rica through Action-Oriented Teaching and Learning.
This document contains a range of resources and key elements to assist you in collaborative environments as you make
your way through the four following stages (proposed by Patrick Moran, a respected authority in language teacher
education):
* Knowing about--by understanding the concepts and principles of the curricular English teaching and learning
reform.
* Knowing why--by internalizing the purpose of the English reform as a response to contributing to the formation of
the new citizen the country requires.
* Knowing how--by developing and implementing the action-oriented learning tasks when designing lesson plans,
assessment instruments and follow up actions to best serve learners.
* Knowing oneself--by reflecting upon and reviewing your personal beliefs and teaching practices.
In conjunction with the materials in this module, we are encouraging you to build partnerships with other colleagues and to
contextualize the material and ideas given according to your students needs and context.
Furthermore, we invite you to develop your knowledge and skills as lifelong learners to improve mediation practices and to
build confidence and motivation to teach. To assist you with this ongoing process, we will continue to develop and provide
online digital resources and professional development opportunities.
Asesoría Nacional de Inglés Departamento de Tercer Ciclo y Educación Diversificada
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Table of Contents
Forward letter to the teachers........................................................................................................................................................................................................................................ 5
Summary of the Syllabus Theoretical Framework.......................................................................................................................................................................................................... 7
The Learner as a New Citizen......................................................................................................................................................................................................................................... 8
What are the legal underpinnings and how are they related to language teaching and learning?..........................................................................................................................10
Which pedagogical trends influence the teaching practices?.................................................................................................................................................................................. 11
Costa Rican general descriptors according to CEFR English proficiency bands....................................................................................................................................................13
The Action-Oriented Approach........................................................................................................................................................................................................................... 16
Competence....................................................................................................................................................................................................................................................... 17
General competences......................................................................................................................................................................................................................................... 17
Basic Principles of the Action-Oriented Approach.............................................................................................................................................................................................. 17
Communicative competence................................................................................................................................................................................................................................... 18
How are lessons planned?.................................................................................................................................................................................................................................. 20
Didactic Planning for Secondary.............................................................................................................................................................................................................................. 21
Third Cycle and Diversified Education..................................................................................................................................................................................................................... 24
Classroom Setting in the Action Oriented Approach................................................................................................................................................................................................... 26
Phonological Competence and the Use of RAP........................................................................................................................................................................................................... 27
How is learning assessed?........................................................................................................................................................................................................................................... 29
What is the teacher’s profile to implement this new curriculum?............................................................................................................................................................... 35
Distribution of Scenarios Acedemic and Technical Diversified Education...............................................................................................................................................37
Sequence of Scenarios and themes in Third Cycle and Diversified Education.......................................................................................................................................38
Eighth Grade Exit Profile......................................................................................................................................................................................................................................... 41
Eighth Grade Distribution of Domains and Scenarios by Term...................................................................................................................................................................43
Sample Weekly Plans and Materials for...................................................................................................................................................................................................................... 44
Units 1-6 for Eighth Grade........................................................................................................................................................................................................................................... 44
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Summary of the Syllabus Theoretical Framework
Introduction: Why a new English Curriculum?
1. Learners need an updated curriculum that reflects the knowledge, skills, and abilities needed to succeed in the information
age as 21st century learners.
2. Pre-school, elementary, and secondary school´s curriculum required an update in order to have more pertinent target
content.
3. Learners who receive English lessons in elementary and high schools are not reaching the expected English proficiency levels
after eleven or twelve years of instruction.
4. Citizens need to possess a number of competences to communicate effectively in the global context and to face the
challenges of an interconnected world. Purpura (2016) summarized these competences as follows:
Over the years, the geopolitical and technological forces in the workplace have increased the knowledge, skills, and
abilities (KSAs) that people need to perform their jobs. We are now asked to read, listen, and synthesize large amounts of
information from several sources via multiple modalities; search for information, judge its accuracy, and evaluate its
applicability; and use communication technologies to collaborate in teams whose members represent a diverse global
community (National Research Council, 1999, 2001). Importantly, many of us are asked to do this in a second, foreign, or
heritage language (L2), requiring competencies for communicating ideas and establishing relationships in culturally
respectful ways (p. 190).
In addition, he stated that:

To succeed in this environment, L2 users must demonstrate that they have the skills needed to process information,
reason from evidence, make decisions, solve problems, self-regulate, collaborate, and learn – and they need to do this in
their L2 (p. 190).
Education for a new citizenship reinforces the need of 21st century learners who
integrate proactively in a globalized world while strengthening their national and
global identity.
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Source: http://web.tech4learning.com/blog-0/bid/45149/The-21st-century-classroom-where-the-3-R-s-meet-the-4-C-s
The Learner as a New Citizen

Education for a new citizenship envisions learners as active agents of change able to:
 Use knowledge, skills, and abilities beyond school contexts.
 Express their own points of view.
 Practice peaceful conflict resolution and search for democratic solutions.
 Harmonize social and economic development and environmental sustainability.
 Take action in favor of sustainability of local, national, and global resources.
 Be aware of a global world where national borders have become more diffused.
 Use ICTs and access to knowledge networks as tools for communication, innovation, and proactive social service.
 Be compassionate national and global citizens.
 Practice democratic principles such as freedom of expression and religion, respect for plurality and cultural diversity
(sexual, linguistic, and ethnic) as stated in the Costa Rican Constitution.
 Defend and protect Human Rights and be against all forms of discrimination.
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Figure 2. Dimension for Educating for a New Citizenship
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What are the legal underpinnings and how are they related to language teaching and learning?
Policy for the 21th Century highlights three philosophical trends:
Rationalism Humanism Constructivism

Full realization of the
Development of complex, Construction and
Understanding human being, as a
challenging, creative and reconstruction of
person with rights and
critical thinking skills, understandings and learnings
responsibilities.
Sensitivity to and
Problem solving, inductive and
Implications for Cooperative learning and awareness of learning
deductive teaching, and
teaching pedagogical scaffolding styles and affective
experiential learning
variables
The policy “The School as the Core of the Quality of Costa Rican Education” recognizes three dimensions of learning:
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Language Learning Considerations
Considerations Understanding Implications for

Language Learning
Philosophical It focuses on the learner as a social agent who is Learning environments and experiences
active, independent, critical, reflective, creative, should promote dialogue and creative
innovative, inquisitive, and respectful of human responses to solve real-life problems.
rights.
Psychological It seeks the whole development of the person and Pedagogic mediation is flexible,
is associated with the person´s affective inclusive, and culturally relevant,
dispositions. respecting the individual differences.
Neurological It is related to the brain’s architecture and how Underscores the importance of starting
maturational processes influence language the learning of foreign languages early in
development. life.
Socio-cognitive It is related to the brain’s architecture (attention, Connects to the complexity and
short-, working- and long-term memory) and how it cognitive load of tasks presented to
functions to process information (metacognition) students.
related to learning and communication.
Socio-cultural It includes the notions of diversity, Addresses learning new behaviors,

interdependence, and interconnection among values, and social skills in line with a
others. human rights approach and through
democratic participation.
Which pedagogical trends influence the teaching practices?
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The Common European Framework of Reference (CEFR)
Implications:
CEFR describes proficiency levels based on  Standard Terminology
accumulated evidence gathered over time  Track student progress
from learner activities, tasks, or projects.  Descriptors – teaching, learning, and assessment
 Students monitor and take responsibility
 Transferability across settings
 Parent communication
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Costa Rican general descriptors according to CEFR English proficiency bands
 Can understand and use familiar everyday expressions and very basic phrases aimed at the
satisfaction of needs of a concrete type.
 Can introduce him/herself and others and can ask and answer questions about personal details
such as where he/she lives, people he/she knows and things he/she has.
 Can interact in a simple way provided the other person talks slowly and clearly and is prepared
to help.
 Can show limited ability to use simple grammatical structures and conventions, such as
punctuation and capitalization.
EXTENSION OF THE CEFR STANDARDS - INTEGRATION OF LANGUAGE ABILITIES

 Can use A1 level, grade level and age appropriate linguistic (e.g. present verb forms), socio-
cognitive (e.g., associating strategies) and socio-affective (e.g., cooperating or coping strategies)
A1 resources to integrate topical content from oral and written text to perform a goal-oriented
product (mini-project) based on an integrated sequence of activities within a domain, scenario,
and theme. Linguistic resources include grammatical forms and meanings; socio-cognitive
resources include a range of meta-cognitive strategies (planning) and cognitive strategies
(revising); and socio-affective resources consist of strategies such as cooperating and coping.
 Can use A1 level, grade level and age appropriate digital and telecommunication resources to
research, plan, and implement the mini-project.
 Can give, receive, and respond to feedback at critical stages of the creative process.
 Can use level and age appropriate linguistic resources to integrate information from a reading or
Basic User a listening or other inputs to perform from one skill modality to another (e.g., listening to speak,
read to write) to achieve the goal of the scenario.
 Can display awareness and development of non-cognitive dispositions (such as effort,
perseverance, engagement, empathy, and focus).
 Can understand sentences and frequently used expressions related to areas of most immediate
relevance (e.g., very basic personal and family information, shopping, local geography,
A2 employment).
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 Can communicate in simple and routine tasks requiring a simple and direct exchange of
information on familiar and routine matters.
 Can describe in simple terms aspects of his/her background, immediate environment, and
matters in areas of immediate need.
 Can use some simple structures accurately but continues to systematically exhibit basic errors
(such as verbs tenses, use of prepositions, articles).
EXTENSION OF THE CEFR STANDARDS- INTEGRATION OF LANGUAGE ABILITIES

 Can use A2 level, grade level and age appropriate linguistic (e.g. past verb forms), socio-
cognitive (e.g., grouping strategies) and socio-affective (e.g., cooperating or questioning for
clarification strategies) resources to integrate topical content from oral and written text to
perform a goal-oriented product (mini-project) based on an integrated sequence of activities
within a domain, scenario and theme. Linguistic resources include grammatical forms and
meanings; socio-cognitive resources include a range of meta-cognitive strategies (monitoring)
and cognitive strategies (resourcing); and socio-affective resources consist of strategies such as
cooperating and coping.
A2  Can use A2 level, grade level and age appropriate digital and telecommunication resources to
research, plan, and implement the mini-project.
Basic User  Can give, receive, and respond to feedback at critical stages of the creative process.
a listening input or other inputs to perform from one skill modality to another (e.g., listening to
speak, read to write) to achieve the goal of the scenario.
 Can understand the main points of clear standard input on familiar matters regularly
encountered in work, school, and leisure like a radio or TV program when the delivery is
relatively slow and clear.
B1  Can understand texts that consist mainly of high frequency everyday or job-related language.
 Can understand the description of events, feelings, and wishes in personal letters.
 Can deal with most situations likely to arise while travelling in an area where the language is
Independent
spoken.
User
 Can enter unprepared into conversation on topics that are familiar, of personal interest, or
pertinent to everyday life (e.g., family, hobbies, work, travel and current events).
 Can produce simple connected text on topics, which are familiar, or of personal interest.
 Can narrate a story from a book or film and describe personal reaction.
 Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and
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explanations for opinions and plans.
 Can express self reasonably accurately in familiar, predictable situations and know enough
vocabulary to talk about my family, hobbies and interests, work, travel, and news and current
events.
EXTENSION OF THE CEFR STANDARDS - INTEGRATION OF LANGUAGE ABILITIES

 Can use B1 level, grade level and age appropriate linguistic (e.g., complex verb forms), socio-
cognitive (e.g., deduction/induction, inference strategies) and socio-affective (e.g., cooperating
or questioning for clarification strategies) resources to integrate topical content from oral and
written text to perform a goal-oriented product (mini-project) based on an integrated sequence
of activities within a domain, scenario and theme. Linguistic resources include grammatical
forms and meanings; socio-cognitive resources include a range of meta-cognitive strategies
(evaluating) and cognitive strategies (resourcing); and socio-affective resources consist of
strategies such as cooperating and coping.
Independent B1  Can use B1 level, grade level and age appropriate digital and telecommunication resources to
User research, plan, and implement the mini-project.
 Can give, receive, and respond to feedback at critical stages of the creative process.
a listening input or other inputs to perform from one skill modality to another (e.g., listening to
speak, read to write) to achieve the goal of the scenario.
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The Action-Oriented Approach
Learner  An agent/performer with intercultural

awareness skills.
 Autonomous, works cooperatively, interacts
with others, investigates and solves problems
using the tools at his/her disposal (general and
specific competences).
 Develops metacognitive, reflective and critical
thinking strategies for successful completion of
the task.
Teacher  Facilitator, coach, resource person, guide,
advisor, and observer.
 Helps the learner become autonomous and be
successful in the completion of the task.
 Provides effective feedback in the process of
learning.
 Shows expert role but shares this responsibility
with the learner.
Learning Resources  Oral or written authentic texts: business cards,
bus tickets, newspaper articles, book excerpts,
wikis, bus schedules, city maps, bulletin
boards, voice messages, and announcements.
 Appropriate to the learner´s needs and
competence level.
 Intercultural perspective
Aims of communicative  Communicative activities become actions that

activities/tasks the learner/social agent performs in order to
build up general competences and
communicative language competences.
 The goal is successful action and
accomplishment of tasks in a particular
scenario and domain aligned to the learner’s
life experience and personality.
Learning Environment  Real-world contexts (personal, public,
educational and vocational domain)
collaborative, stimulating, mediated by ICTs.
Assessment  Assessment is based on what the social agent

is able to do in real-life situations or scenarios
and the process he/she requires to develop the
competences. Authentic assessment is favored.
Basic Principles of the Action-Oriented
 The acquisition andApproach
refinement of general and
communicative competences is a continuous
1. The students are social agents that use theprocess,
target language to school
both at performand
specific actions
in the in real life
world
contexts meaningfully. beyond the school.
2. Language performances, in oral or written form, respond to language functions and are carried out
in specific scenarios.
3. Enabling and communicativeGeneral competences
activities are task-based and real-life.
4. Learners use authentic materials as comprehensible input, as much as possible.
Competence
5. The ICT
Consist become an skills,
of knowledge, important
andtool to create
abilities meaningful
to learn learning
an existential experiences.
competence that are not
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6. A great degree of autonomy is placed on the learner; therefore, the teacher works in the
language-specific
The CEFR defines
but learners
competences
use themas when
“theperforming
sum of knowledge,
all kinds of
skills
actions
and including
development of learners’ meta-cognitive, meta-affective, and meta-social strategies.
language
characteristics
activities. that allow a person to perform actions in society.”
7. Intercultural awareness plays an important role for getting meaning across and facilitating
Communication
The CEFR defines communication Communicative competence
as a social act, where learners are social agents, developing a
range of general and specific communicative language competences, moving from learning about the
The communicative
language to learninglanguage competences
to communicate involve knowledge,
in the language skills, and know-how
in active, spontaneous, for each
and authentic of the
language
interaction.
following three components:
 Linguistic Component: Deals with the knowledge of phonology,
morphology, lexicon and syntax.
 Sociolinguistic Component: Refers to the socio-cultural conditions of
language use such as social group repertoires or politeness rules.
 Pragmatic Component: Covers, among others, speaker´s and receptor´s
attitudes and beliefs, their understanding of the context of an utterance
and the functional use of language; for example, the use in specific
scenarios of how to act in a given social event or how to participate in a job
interview.
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Tasks
Tasks are defined as any purposeful action considered by an individual as necessary in order to
achieve a given result in the context of a problem to be solved, an obligation to fulfill, or an objective to
be achieved. This product may be a brochure for tourists, a blog entry, or a fundraising project for a
humanitarian cause.
Task accomplishment by an individual involves the strategic activation of specific linguistic

competences (linguistic, pragmatic and socio-linguistic) along with a range of socio-cognitive
competences in order to carry out a set of purposeful actions in a particular domain (interpersonal,
transactional, academic and professional) with a clearly defined goal and a specific outcome.
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How are lessons planned?
Lesson planning will be developed based on scenarios that focus on one or more of four
different domains.
A unit is six weeks. Lesson plans are created weekly based on themes. Here is an
example of how it can be done.
Week 1
Domain Week 3
Scenario Week 2 Week 4
Domain Domain
Enduring Domain
Scenario Scenario
understanding Scenario
Theme 2 Theme 3
Essential question Theme 4
Language Language
Theme 1 Language
function 2 function 3
Language function 4
Goals Goals
function 1 Goals
Three learning Three learning
Goals Three learning
pillars pillars
Three learning pillars
Assessment Assessment
pillars Assessment
indicators indicators
Assessment indicators
indicators
Week 5 Week 5&6

Feedback, reinforcement Sharing and responding
and assessment Integrated mini-project
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Didactic Planning for Secondary
Term:_ Level: __th Unit:___ Week:__
Domain: Scenario: Theme:

Enduring Understanding: Essential Question:
Template Elements
Learn to Know Learn to Do Learn to Be and Live in Community
Level Grade level of the unit
1 of 6 in a year, includes Scenario,Function
4 themes, Enduring Understanding, Essential Question, Goals, pillars
Unit
Grammar & Sentence Frame Psycho-social
of learning, mediation strategies, assessment, and Integrated Mini Project
Domain Vocabulary Refers to the broad sectors ofDiscourse Markers
social life Sociocultural
in which social agents (learners) operate
Scenario Phonology A real-life context referenced for an entire unit
Assessment The focus of attention for each week that refers Sequence
back to the real life scenario (Context rather thanTime
Themes & Didactic
Evidences of Learner can content.)
Learning Big ideas to guide the teacher that give importance and meaning to a set of curriculum expectations
Enduring
Learner… Understanding
and have a lasting value for learners, beyond the classroom. (1 per unit)
Assessment indicator,
Essential Question
instruments and
A question which fosters understanding and critical thinking in learners (Can be adapted to theme.)
Linguistic
evidence of learning Oral and Written Comprehension (listening and reading); Oral and Written Production (spoken
Competencies interaction, spoken production, writing)
Options Integrated Mini-Project Time
Goals Can-do performance descriptors
Participating
Oral and Written Comprehension What a learner can understand or can do when listening and/or reading
Thinking
Oral Acting out
What a learner can speak and write Responding and sharing
and Written Production
Learning pillar that includesReflective
GrammarTeaching
and sentence frames, Vocabulary, and Phonetic
Learn to Know
What worked well
Awareness/Phonology What didn’t work well How to improve
Grammar & Sentence Frame The grammatical components that will be covered in the unit
Phonemic Awareness/ The part of the lesson that addresses the Learner’s ability to hear, identify, and manipulate sounds
Phonology
Vocabulary Words learners need to know to communicate effectively within a domain, scenario, and theme
Learn to Do Learning pillar that includes Functions and Discourse Markers
The use of spoken discourse and/or written texts in communication for a particular purpose (e.g.
Function 20
asking and giving information, describing)
Discourse Markers Linking words or phrases that connect one piece of discourse with another one (e.g., and, because)
Learn to Be and Live in Learning pillar that includes Psycho-social, Sociocultural, Social Language, Idioms, and Quotes
Community
Template Elements
Psycho-social Attitudes, motivations, values, beliefs, cognitive styles, and personality factors
Sociocultural Politeness conventions, expressions of folk wisdoms, register differences, dialects and accents
Suggested Mediation Strategies Organized, purposeful and scaffolded learning experiences
Assessment Strategies Required evidence of student´s learning
A more complex task which includes a four-phase process (participating, thinking, acting out,
Integrated Mini Project
responding and sharing) that integrates skills and unit’s goals and leads to a final product.
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Third Cycle and Diversified Education
English teaching places priority on the fine-tuning of learners’ communicative competence involving oral comprehension and oral and written communication
so that they become independent users of English and can reach level B1 or A2+ based on the descriptors of the CEFR.
 Teachers can select three or four goals per week from the units. They can combine oral or written comprehension with oral and written production,
depending on the pedagogical purpose of the lesson.
 Teachers start each theme of a unit’s scenario and lesson with a warm-up activity. Then, they share with the learners the essential question and the
learning goals/expected outcome for that day or week.
 The enduring understanding is shared by the teacher at the beginning of each unit to connect students with the core ideas that have lasting value
beyond the classroom.
 Lessons follow a task-based approach combined with the action-oriented approach.
 Grammar is developed by combining both inductive and deductive instruction within a meaningful context.
 The teacher follows a set of integrated sequence procedures as presented below to develop the different linguistic competences:
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Mediation Sequence
Comprehension Production
Oral Written Oral Written
 Planning  Planning  Spoken interaction  Pre-writing
 pre-listening  pre-reading  Planning  Drafting
 motivating  explaining task goal  Organizing  Revising
 contextualizing  use typographical clues  Rehearsing  Editing
 explaining task goal  list difficulties and strategies on how to  interacting  Publishing
 Listening for the first time (general
cope
understanding);  Reading for the first time
 Pair/group feedback  Pair/group feedback
 Listening for the second time (more  Reading for the second time, post–reading (for  Spoken production
 Planning
detailed understanding) reacting to the content or focusing on  Organizing
 Self/co- assessment  Rehearsing
features/language forms)
 Self/co-assessment  Producing
 Teacher makes sure that all learners understand task instructions.

 Teachers should ensure learners know how to use strategies through teacher scaffolding and modeling, peer collaboration and individual practice.
 Learners have at their disposition useful words, phrases and idioms that they need to perform the task. It could be an audio recording with the
instructions and the pronunciation of the words and phrases needed.
 The task could involve the integration of listening and speaking or reading and writing and is given to students individually, in pairs, or teams.
 The learners complete the task together using all resources they have. They rehearse their presentation, revise their written report, present their
spoken reports or publish their written reports.
 Teacher monitors the learners’ performance and encourages them when necessary.
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 The learners consciously assess their language performances (using rubrics, checklists and other technically designed instruments that are provided
and explained to them in advance). Teachers assess performance, provide feedback in the form of assistance, bring back useful words and phrases to
learners’ attention, and provide additional pedagogical resources to learners who need more practice.
 At the end of each unit, the learners develop and present Integrated Mini-Projects to demonstrate mastery of the unit goals.
 The enduring understanding and essential question are central to articulate the three learnings: learn to know, learn to do and learn to be and live in
community. The Integrated Mini-Project is an opportunity for students to integrate these three learnings in a single task.
 Teach and plan English lessons in English to engage learners socially and cognitively.
Classroom Setting in the Action Oriented Approach
When implementing the action oriented lessons in your English class; remember to:
a) Consider learners’ interests and needs.
b) Offer opportunities to work in pairs, in small groups, and as a whole class.
c) Create a context for learning and reflecting.
d) Provide multiple opportunities to develop communicative competence.
e) Use different classroom layouts: the horseshoe, chairs in a circle, traditional rows and nested tables in groups.
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Phonological Competence and the
Use of RAP
Phonological competence is the ability to recognize and produce the
distinctive meaningful sounds, of a language, including: consonants.
vowels. tone patterns. intonation patterns, stress and rhythm.
What to do to learn and teach phonological competence
And you can also use
R. A. P. P. P. P. P. P.
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• Recognition (aural and cognitive)
• Articulation
• Productive Practice
• They are not linear.. But can be.. But don’t have to be
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Source: Ramirez, R., Scholl, M. Zalazar, L., Cárdenas, N., Rossi, A. Centro
Espiral Maná (2017)
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How is learning assessed?
Assessment is a purposeful, continuous, contextualized, authentic, reflective, investigative, systematic and multi-phase process, which responds to these four
fundamental questions: Why assessing learning? What to assess? How to assess it? Which are the pedagogical implications?
The purpose of assessment is to serve each learner’s learning and growth. To prevent student’s failure and allow timely intervention, assessment allows
teachers to detect learning gaps, so that learners can receive the support needed to be successful. The “what” of assessment involves having clarity about the
knowledge, skills, abilities, and attitudes (learn to know, learn to do, learn to be and live in community) that learners have to develop as established in the
curriculum goals or “can do performance descriptors”. This implies that assessment will mainly be performance-based. Learners are required to demonstrate
through integrated-skills tasks within a domain, scenario and theme, specified knowledge, skills and abilities using the target language. Assessment can also
be a discrete point, which means the use of selected response tasks to isolate and measure discrete units of grammatical knowledge, which encompasses
grammatical, semantic and pragmatic knowledge -- form, meaning and use (Purpura, 2014, p 9). Assessment will also be authentic which means that the
assessment task will simulate real-life situations within domains and scenarios beyond the classroom setting, and the socio-cognitive, socio-affective, socio-
cultural and linguistic demands upon the learner will be similar to the one of a speaker in a target language setting.
Classroom assessment mirrors the learning goals, content of instruction and instructional practices; therefore, curriculum, teaching, and assessment must be
coherent for learning goals to be achieved and learners’ communicative competence to be developed.
Task design, task performance, and assessment become a fundamental unit of instructed learning; tools such as analytic and/or holistic scales, rubrics,
progress indicators and checklists play an important role for obtaining valid and reliable qualitative and quantitative data about students´ learning and
performance.
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Integrated Mini- Project
A more complex “learn to do” classroom task for each

unit.
 Learners (as social agents) integrate knowledge,
skills and abilities (KSA), within the domain,
scenario, themes, the enduring understanding and
essential questions of the unit.
 Proactive (not reactive)
 Interconnected with classroom activities
 Formative, skill-integrated performance
 Collective actions (social dimension)
 Promotes the democratic citizenship. (CEFR p.12)
 Integrates skills and unit’s goals and leads to a
final product.
30
AOA Task Oriented to a Product
Keep the end in mind!
Phases for the Integrated Mini-Project
1. Participating/Negotiating (Week 1 or 2)
Brainstorming, discussing, negotiating, making decisions to form the different groups according to their interest.
2. Thinking/planning (Week 3 or 4)
Planning, negotiating and finding information collaboratively about the language content and strategies, resources and organizing the work to distribute
assignments among the group members.
3. Acting out/Completing MP (oral/written) (Week 5)
Completing the product, rehearsing, practicing the mini-project presentation.
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4. Responding and Sharing (Week 6)
Groups creatively deliver the mini-project, answer questions from the audience and in pairs, or groups self or co-assess it.
7th - Unit 3 – Example

Promoting local tourism
Integrated Mini-Project: Tourist Brochure to support local tourism
Task description:
You want to show the most important tourist attractions to support local tourism.
Design a brochure to promote local touristic attractions. Keep in mind the following
questions to guide your product: Is this an authentic communication action? Is it
useful for everyday life?
Phase 1: Participating to negotiate: (5 or 10 minutes in week 1 or 2)

Choose your mini project and get in groups of 3-4 participants and negotiate in order
to plan next phase.
Phase 2: Thinking for planning: (5 or 10 minutes in week 3 or 4)
Plan your brochure. Think what to do (the information you need to find, the time and
organization of the the work (what to write and distribute what each member is going
to do).
Phase 3: Acting out to complete the MP –oral & written: (week 5)
In your group, complete the brochure in class, rehearse and organize the
presentation.
Phase 4: Responding and sharing (week 6)
Present creatively the brochure to the class, respond questions from the audience
and using the instruments self or co assess it.
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Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
Some tasks can

Some tasks can Some tasks can relate Completion of
Introducing relate to Presentatio
relate to Integrated to Integrated Mini- Integrated
Scenario Integrated Mini- n of MP
Mini-Project Project Mini-Project
Project
Participating/neg Participating/negotia
Thinking/planning Acting
otiating ting Thinking/planning
out/completing MP Responding
Planning and sharing
Selecting Planning Planning
Integrated Mini- Completion of
Integrated Mini- Integrated Mini- Integrated Mini-Project
Project Integrated Mini- Presenting
Project Project (5-10 min)
(5-10 min) Project the IMP
(5-10 min) (5-10 min)
33
What is the teacher’s profile to implement this new curriculum?
Teacher’s Profile
34
What is expected from learners?
Learner´s Exit Profile
35
Distribution of Scenarios Acedemic and Technical Diversified Education
Academic Diversified Education Technical Diversified Education

10th Level Scenarios 11th Level Scenarios 10th Level Scenarios 11th Level Scenarios 12th Level Scenarios
 Love What We Do!  Recipes for  Love What We Do!  Handle with Care  The Earth–Our Gift
 Stories Come in  Stories Come in  What Comes Next
Success and Our
 Recipes for
All Shapes and  From the Wheel to All Shapes and Responsibility
success  Get Ready. Get
Sizes the Drone Sizes
 From the Wheel to
 A World of  The Earth–Our  A World of
set. Go!
the Drone  Really?
Differences Gift and Our Differences
 Caution: Fragile  Caution: Fragile
Responsibility (Controversial
World.  Get Ready. Get World. issues)
 Handle with Care
set. Go!
 What Comes Next  Really?
(Controversial
issues)
36
Sequence of Scenarios and themes in Third Cycle and Diversified Education
Scope and Sequence Third Cycle

Level Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
Seventh Grade
Scenario: Here I Am! Scenario: Enjoying Life Scenario: Getting Back Scenario: Checking Scenario: Let’s Scenario: Getting from
to Nature Things off a Shopping Celebrate Costa Rican Here to There
List Culture!
Themes: Themes: Themes: Themes: Themes: Themes:

 Hello, Hi there, Hey,  My Daily Routine  Natural Wonders in  My Family´s  How my family and  Knowing where I
Bye  Eating Habits My Backyard Grocery List I celebrate “Tico” want to go
 Building Community  Hanging out  Marvels in Costa  Going Shopping culture  Knowing where It is
 Let´s Get Personal  Things I Like to Do Rica  Does This Fit Me?  How my community  Knowing how to get
 Meet My Family  A World of Wonders  How Much Does It celebrates “Tico” there
 Where can I go Cost? culture  Knowing what I
next?  How other Costa need and when
Rican communities
celebrate “Tico”
culture
 How Costa Ricans
celebrate national
“Tico” culture
37
Eighth Grade
Scenario: Scenario: Scenario: Scenario: Scenario: Unforgettable Scenario:
My High School…Our Let the Good Times Roll Something to Celebrate! Going Shopping! Events Amazing Costa Rica
place
Themes: Themes: Themes: Themes: Themes:
Themes:  Fun times: Inside  Let’s Celebrate:  Welcome to My  A Day I’ll Never  Beautiful Costa
 High School -- Bring and Out Holidays with My Town Forget: in my Rica
it on!  What´s your Family  Getting what I need Personal Life  Hiking, Biking and
 A Day in the Life of favorite ____?  Let’s Celebrate: at the right place  An Event I’ll Never Walking Around
My High School.  Ready to Play: Tell Latin American  Where is it? Forget: with my Costa Rica
 What is Your Next Me the Rules Holidays and  How can I get Family  Traveling
Class?  Up Close and Festivals there?  An Event I’ll Never Necessities
 High School Personal  Let’s Celebrate: Forget: in Costa  Planning My Perfect
Through the Eyes Holidays and Rica Vacation
of my Friends. Festivals around  An Event I’ll Never
the World Forget: in the World
 A Holiday to
Remember: One of
my favorites
Ninth Grade
Scenario: Scenario: Scenario: Scenario: Scenario: Scenario:

Time to Have Fun! Online & Connected Lights, Camera & Action In the Public Eye Unexpected Situations Open a Book, Open Your
Mind
Themes: Themes: Themes: Themes: Themes:
 Let’s Workout  Yesterday, Today  What´s on TV?  Success vs. Fame  Home Emergencies Themes:
 Once Upon a Time I and Future Media  The Best Show  National Role  Emergency  Keep it simple
Enjoyed...  Virtual Communities Ever… Models Traveling Situations  Show me: Comic
 Try it! and Networks  Through the Lens  Contributions of  Unanticipated Strips
 The Most Fun I've  New Media and of the Documentary Outstanding Appointments  Biographies of
Ever had! Public Safety  Daily News Figures to Society  Making a Complaint Writers
 The Magical World  Breaking News: at a Restaurant  The Moral of the
of Apps Read All About It Costa Rican
Legend is …
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Scenario: Scenario: Scenario: Scenario: Scenario: Scenario:
Tenth
Love What We Do! Stories Come in All A World of Differences Caution: Fragile World - #HighTech HighTouch What Comes Next?
Shapes and Sizes Handle with Care
Themes: Themes: Themes: Themes: Themes: Themes:

 Help wanted  Tell me a Story  These Are My  What Makes  Hot Apps  Pass or Fail?
 Jobs  Thumbs People Something  Danger Zones in a  College or Career?
 Interviewing Up/Thumbs Down  Cultures, Sustainable Digital World  Study Here or
 Working to Live or  The Reviews Are In Subcultures and  Products and  Tech Tools for Abroad?
Living to Work?  You Should Read Cliques Practices around Positive Change  Getting by or
This  Cultural Norms and the World.  My Future Is in My Getting ahead?
Cultural Storms  Products and Hands
 I Am Not My Hair Practices in Costa
Rica
 Am I
Environmentally
friendly?
Scenario: Scenario: Scenario: Scenario: Scenario: Really??? (Controversial issues)
Recipes for Success From the Wheel to the The Earth–Our Gift and Get Ready. Get set. Go!
Drone Our Responsibility
Themes: Themes: Themes: Themes:

 Ingredients for Themes:  Natural Disasters-Is  Get ready: Take a  You gotta be kidding…World facts
Healthy Living  Inventions that Nature Against us? Look at Your  Shut up…Issues from Health and Medicine
Eleventh
 Add a Pinch of a have Changed our  What´s the Dreams and Fears  No way…Controversies and the Law
Positive Attitude Lives Problem?  Get Set: College or  OMG… Stereotypes and Cultural Differences
 Follow the recipe: a  Living in a Tech  A Helping Hand Career?
Plan for success World (possible solutions)  Surviving or
 Give me a Taste:  Safety First  Who is Doing Thriving?
Stories of  The Next Wave of What? (Nonprofit (Developing Your
Successful People Innovations and NGOs) Soft Skills)
 Go! The Future is
Now
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Eighth Grade Exit Profile
Level
A2 Grade 8
Integral Development and Communicative Competence
At this stage, the learner can...
have a level-appropriate language (words, phrases, formulaic expressions) and topical knowledge related to
Learn to know domains, scenarios and themes.
use level-appropriate linguistic and topical resources in order to listen, read, speak and write in response to level
Learn to do and age-appropriate tasks, integrating language and topical knowledge, skills and abilities (KSAs) within domains,
scenarios and themes.
use personal and social dispositions (e.g., engagement, attitudes, cooperation, turn taking, empathy, and other
Learn to be and live in
universal values) when interacting and producing in the target language and taking time to search for words using
community
oral and body language for transferable learning beyond the classroom setting (enduring understanding).
Speaking
Listening Reading (spoken interaction & production) Writing
CEFR STANDARDS CEFR STANDARDS CEFR STANDARDS CEFR STANDARDS
 Can understand sentences  Can read and comprehend  Can interact by asking and  Can begin to independently
and take note of basic longer texts using high-frequency answering simple questions on write single words and phrases
information relevant to vocabulary, and predictable familiar topics. in English; relay short
personal needs and family patterns within messages,  Can communicate about simple, messages supported by
activities. narratives, and expository text. routine tasks, information on drawing, use inventive spelling
familiar or everyday topics to within highly supported
INTEGRATION OF INTEGRATION OF LANGUAGE audiences. structures such as patterned
LANGUAGE SKILLS SKILLS sentences. Are starting to vary
INTEGRATION OF LANGUAGE their sentence.
SKILLS
 Can discriminate key words  Can read short stories to react to INTEGRATION OF
and information to report content (reading to speak/write). LANGUAGE SKILLS
orally (listening to speak).  Can get specific information from  Can produce words, short
40
 Can recognize pieces of simple reading pieces to respond phrases and simple sentences
information to complete in oral exchanges (reading to with linguistic support such as  Can write cards, simple
sentences frames (listening to speak). framed sentences with lists of messages, brochures and
write).  Can follow simple model familiar words to choose from invitations for others to read
 Can recognize basic simple sentence frames and (reading to speak/write). (writing to read).
information to support reading expressions in narratives,  Can elaborate from modeled  Can write simple directions for
comprehension (listening to reminders by taking notes to sentence frames and familiar others to follow (writing to
read). write responses and reporting dialogues to interact (writing to listen).
(reading to write/speak). speak).  Can plan; organize written
 Can interact exchanging information to deliver an oral
information using sentence presentation (writing to speak).
frames to report to audiences
(listening to speak).
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Eighth Grade Distribution of Domains and Scenarios by Term
Domain Scenario Unit
Term 1
Socio-Interpersonal My High School…Our place. 1
Socio-Interpersonal and Transactional Let the Good Times Roll! 2
Term 2
Socio-Interpersonal and Transactional Something to Celebrate! 3
Socio-Interpersonal and Transactional Going Shopping! 4
Term 3
Socio-Interpersonal and Transactional Unforgettable Events 5
Socio-Interpersonal and Transactional Amazing Costa Rica! 6
42
Sample Weekly Plans and Materials for
Units 1-6 for Eighth Grade
43
MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Asesoría Nacional de Inglés
Level 8th Unit 1

CEF level to be reached: A2
Scenario: My High School…Our place
Enduring Understanding School is a special place where learners have a sense of belonging, feel cared for, like to learn, and participate.
Essential Question What makes our high school a special place?
Assessment and Goals
44
Week 1 Week 2 Week 3 Week 4 Week 5/6
Assessment: L recognizes short, Assessment: L recognizes the main Assessment: L discriminates important Assessment: L identifies others’ expressions
clear and simple instructions and points in short, simple stories. information in simple texts. of interests regarding school activities (e.g. Assessment
explanations when delivered slowly. L.3. understand the main points in R.2. find important information in likes and dislikes, indicating preferences
L.2. understand short, clear and short, simple stories, reports short simple text (e.g., schedules, times about subjects and school activities).
simple instructions and audio announcements and and dates). L.1. understand others’ expressions of Anecdotal reports / rubrics / instrumen
explanations when delivered messages when there is some interests regarding school activities (e.g., self and co-assessment
slowly. previous understanding of school Assessment: L asks and answers likes and dislikes, indicating preferences
activities. straightforward questions in familiar about subjects and school activities).
Assessment: L expresses situations. Suggested Integrated Mini projec
common interests about school life. Assessment: L extracts the gist of SI.3. ask straightforward questions in Assessment: L explains high school through
SI.1. express common interests short articles and ads in age- familiar situations (e.g., asking for his/her friends/ peers briefly.  Achievable weekly/monthly study
about school life such as, “My appropriate magazines (print and/or times, schedules, favorite subjects, SP.2 explain high school through his/her schedule, including information abo
favorite subject is English”, “I don’t electronic). favorite activities) and understand the friend/ peers briefly. school activities, study periods and
like math”. R.3. understand the gist of short responses, using short dialogues leisure activities.
articles and ads in age-appropriate with some preparation in advance.  Survey report on findings about a ty
Assessment: L writes simple magazines (print and/or electronic) school day in national / internationa
notices expressing interests, wants provided the subjects are familiar. Assessment: L says what exactly school, describing subjects, schedu
and preferences, either by hand or he/she does not understand and asks and extra-curricular activities.
electronically. Assessment: L writes an explanation simply for clarification.  High school survey and report back
W.1. write, either by hand or of what they do every day at school, SI.2. say what exactly he/she does findings about favorite school subje
electronically, simple notices of with the help of illustrations. not understand and ask simply for teachers, best things about high sc
interests, wants or preferences W.2. write, with the help of clarification. lead into a class discussion to debr
(e.g. school activities subjects, illustrations, an explanation of what activity.
schedules, and English festivals). they do every day at school, Assessment: L describes common
checking written sentences to look interests about school activities, the
for mistakes (e.g. subject-verb subjects and schedule he /she has at
agreement, capitalization, spelling, school.
basic punctuation etc. SP.1. describe common interests
about school activities, the subjects
and schedule he/she has at school.
Phonology Goal for Each Week

Assessment: L identifies English language sounds using knowledge in phonics, syllabification and word parts.
R.1. identify and manipulate English language sounds using knowledge in phonics, syllabification and word parts.
Theme Theme Theme Theme
High School -- Bring it on! A Day in the Life of My High School What is Your Next Class? High School Through my Friend´s Eyes
Function Function Function Function

Naming school activities Describing a high school day Exchanging information about my Reporting information about my
high school schedule classmates´ school activities
45
Discourse Markers Discourse Markers Discourse Markers Discourse Markers
Linkers: Sequential Linkers: Sequential Linkers: Sequential Linkers: Sequential pastime

First, we have a science lesson. After that, we take a math test. Finally, our last class ends at 4:00/ First, we have a science lesson. Then, we
Then, we go to a language lab. ended at 4:00. go to a language lab.
After that, we take a math test.
Finally, our last class ends at 4:00/
ended at 4:00.
Grammar & Sentence Frames Grammar &Sentence Frames Grammar & Sentence Frames Grammar & Sentence Frames
Subject Pronouns Present Continuous Information questions Simple Present Tense

- I study every day. - What are you doing now? - What classes do you have in the yes/no Questions
- They attend classes on Saturday. - I´m studying for the math exam. morning? - Do you like math?
- Are you studying science? - When do you have English classes? - Does she like English?
Prepositions of time - What time does he study math? - Is he in your French class?
- I study in the morning, afternoon, Frequency Adverbs
evening. - How often do you read? Simple Present Tense Possessive Pronouns
- I attend science classes on - I usually read at night. - I start classes at 7:00 am - My favorite subject is English.
Monday - I don’t have classes on Friday - His favorite teacher is Juan.
- I study at noon, night. afternoon. - Her favorite class is math.
- She goes to French class at 8:40 am
Phrasal Verbs: Possessives ´s / s´
-look for Future Tense (using present - Daniel´s favorite subject is English.
-look forward to progressive) - Ana´s favorite teacher is Luis.
- We are going to make a pizza this - My classmates´ favorite subject is Spanish.
attend classes evening.
-go to high school - Are you going to study this
-do homework weekend?
Phonology Phonology Phonology Phonology
 Long vowels (eat, oat)  Long vowels (eat, oat)  Reading two-syllable and Reading two-syllable and compound
compound words, using letter- words, using letter-sound knowledge.
sound knowledge. (fireball) (fireball)
46
Vocabulary Vocabulary Vocabulary Vocabulary
High school. Bring it on! A day in the life of my high school. What is your next class? High School Through my Friend´s Eyes
 Hall, playground, gym, sports  Teachers, Teaching staff, parents,  First, second, last, my first class  Return to school, visits and exchanges,
field, corridor, lab, teacher’s classmates, librarian, principal,  What’s your schedule? parents’ day, sports/dance competitions,
lounge, school, school janitor, security guard, games  What classes do you have? English day, matches, festivals, fairs,
uniforms. equipment, food, audiovisual  When do you have lunch? It starts parades, lessons, games, playtime,
equipment, blackboard, at... school clubs and open house.
whiteboard, computers, school  What time does it end?
bags (Timetable)
 What’s your favorite class?
 recess/break time
Psycho-social Psycho-social Psycho-social Sociocultural
 Discovering my strengths and  Making right decisions about Willingness to cooperate in
areas for improvement. school responsibilities and rights. teamwork.  Respecting his/her school, classmates
and teachers.
Quotes Idioms Sociocultural
 Tell me and I'll forget. Show  Learn something by heart  Respecting his/her school, Idioms
me, and I may not remember. classmates and teachers.  To be a copycat
Involve me, and I'll understand.  Teacher's pet
--Unknown Author Social Language
 Cut class- to not attend class
Social Language  Pull an all-nighter- to stay up very
 Pop quiz- an unannounced late studying
quiz (very common in the US)
 Straight A’s- perfect grades.
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Didactic Planning
Week # 1
Level: 8th Unit: 1
Domain: Socio-Interpersonal Scenario: My High School…Our Place Theme: High School- Bring it on!
Enduring Understanding: School is a special place where learners have a sense of belonging, feel cared for, like to learn, and participate.
Essential Question: What makes our high school a special place?
Grammar & Sentence Frames Function Psychosocial
Subject Pronouns Naming school activities  Discovering my strengths and areas for
- I study every day. improvement.
- They attend classes on Saturday.
Discourse Markers
Prepositions of time Linkers: Sequential Proverbs / Quotes
- I study in the morning, afternoon, evening. First, we have a science lesson.  Tell me and I'll forget. Show me, and I may
- I attend science classes on Monday Then, we go to a language lab. not remember. Involve me, and I'll
- I study at noon, night. understand. --Unknown Author
Phrasal Verbs:
-look for
-look forward to
Vocabulary
High school. Bring it on!
 Hall, playground, gym, sports field, corridor,
computer lab, teacher’s lounge, classroom,
school uniforms.
Phonology
 Long vowels (eat, oat)
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Assessment Time
Strategies & Didactic Sequence Mediation Total:
Learner can 120 min
Evidences (3
lessons)
Pre-teaching
Routine: Checking attendance, checking in with Ls, posting and reviewing Essential Question,
5 min
Can Do’s, and class agenda, etc.
Participating
Warm up: T asks Ls to brainstorm about school subjects. Ls will give examples of school subjects.
T will write the Ls’ examples on the board. 15min
Engaging
Activation of Prior Knowledge: Once finished with brainstorming, T will give Ls an image related 5 min
to the school subjects (see Resource Section). The Ls must go to the board and place the image
next to the appropriate school subject. Ls need to state the subject using appropriate sentence
structures, Ex. This is Math. This is English.
Introducing
T will show a blank schedule template. The schedule has the five days of the week and it is
divided by lessons with specific times and breaks.
Then, T asks Ls to give her /him their group schedule. 15min
After that, he/she models the new vocabulary by filling out a schedule template with the
subjects Ls have in their own schedule.
T shows images of different places in school on the board. As each word is introduced, T writes
the word next to the image. Words are: Hall/corridor, playground, gym, sports field, computer
lab, teacher’s lounge, and classroom. T uses the sentence frame: This is the____. You take
__________ classes there. (We suggest to work with ten words at the most).
T asks Ls to work in pairs to describe the schedule from the board and say where they take
each subject. Then, T says a word and points to incorrect image indicating that Ls should say
yes, this is the____ or no, this is the______(insert word or image selected) if the word does not
49
identify the image. If the answer is no, Ls must point to the correct image and say This is
the_________.
T shows pictures chosen at random and asks Ls to name either the subject or the place.
Pre-listening
40min
L.2. recognizes L.2. understand What class do you attend? Where do you attend…?
short, clear and short, clear and T will write an example weekly schedule on the board. T writes the following sentence frames:
simple instructions simple What class do you attend on _______? On ________, I attend__________ or I attend______
and explanations instructions and on ________. T will model the activity with Ls chosen earlier who understand the purpose of the
when delivered explanations activity. T throws a ball or stuffed animal to different Ls. T will ask Ls the question about the
slowly. when delivered example prompting the Ls to respond giving the proper sentence structure. Ex. What class do
slowly. you attend on Wednesday? I attend Spanish on Wednesday. After practicing, T can ask about
classes in plural for specific days of the week.
T asks students where they attend certain classes. Ex. Where do you attend P.E.? I
. attend P.E. in the gym. (see Resource Section for examples)
Listening for the first time
Teacher explains task #1 by giving specific instructions to Ls.

Teacher describes the schedule and asks Ls to answer the following questions.
Mario’s Schedule
Monday Tuesday Wednesday Thursday Friday
Morning
Math Math Spanish Spanish History

Biology Biology P.E. Computer (lab)
P.E.
English History Geography Geography Science

Afternoon
Spanish Computer English P.E. (Gym) Math

Science
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1. What is the teacher talking about?

a. Time and places at school
b. A student’s schedule
c. Teacher’s schedule
2. Does the teacher mention French Psychology classes?

Yes ________ No ________
Pair/group Feedback
T asks Ls to work in pairs and compare with their classmates’ answers. Ls follow teacher’s
instructions.
Listening for the second time

Teacher explains task # 2 and asks Ls to answer questions related to the schedule
he/she will describe again.
1. What classes does Mario attend on Monday morning?

2. Where does Mario attend P.E.?
3. What time of the day does Mario attend Math on Tuesdays and Mondays?
Post – listening
Ls use their own schedule to write 5 or 6 questions about it. They can use these frames:
1. What classes do you attend on__________?
2. Where do you attend __________?
3. What time of the day do you attend ________?
4. What is your favorite subject?
Then, they mingle to interview other classmates about their schedule.
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1. Planning/Organizing
SI.1. expresses SI.1. express Ls are given paper and markers and create their own weekly schedule.
common interests common interests 2. Rehearsal
about school life about school life After finishing illustrating their schedules they will do a walk and talk in pairs. T plays a
such as, “My song/video and pauses the sound. When the sound stops, pairs ask about each other’s
favorite subject is schedules and show their schedules to their pair. After 30 seconds the music starts again
English”, “I don’t for the Ls to find a new partner.
like math”. 3. Using: T asks three pairs to present the conversation they had during the previous activity.
1. Pre writing
W.1. L writes W.1. write, T shows some examples of different notices. Teacher asks students to see the main parts
simple notices either by hand of a notice. heading (eye catcher), body (brief information with short sentences) contact
expressing or electronically, person (person name, phone and email) . T asks Ls to think of notice they would like to
interests, wants simple notices write in class.
and preferences, of interests, 2. Drafting
either by hand or
wants or L start to write their notice.
electronically.
preferences 3. Revising
(e.g. school Learners help each other to read and revise the notices written in pairs.
activities 4. Editing/ Publishing
subjects, After revising, Ls edit and publish their notices.
schedules, and
English
festivals).
52
R.1 L identifies R.1. identify Phonology

English language and manipulate
sounds using English Recognition: T shows video about long vowel sounds. https://www.youtube.com/watch?
knowledge in language v=Q75UboJujKo Use only half of the video where long vowels are presented.
phonics, sounds using T gives examples of long vowel sounds (eat, oat, island, acorn, etc.)
syllabification and knowledge in
word parts. phonics, Articulation
syllabification
and word parts. T shows Ls how to articulate long vowel sounds
Production:
Ls do the ice cream cone activity (see Resource Section)
Exit ticket – Ls tell the T which class they will attend next and what their favorite class is as they
exit the classroom.
Ex. What is your next class? Next, I attend Math.
What is your favorite subject? My favorite subject is English
Integrated Mini-Project Time
Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to practice Adjust
previous
English, not just those related to presentation. times listed
above to
allow 5 min
Participating to negotiate: (5 or 10 minutes in week 1 or 2) each week.
Reflective Teaching
What worked well What didn’t work well How to
improve
Enduring Understanding Reflection

How well did the learners progress in their understanding of the Enduring Understanding?
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Week Plan Self-Assessment

At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’
understanding.)
Learner Self-Assessment
In
I can… Yes No
progress
Identify places at my high school
Read a weekly schedule
Recognize short, clear and simple instructions and
explanations when delivered slowly.
Identify, pronounce, and indicate the meaning of all the
vocabulary (including social language) for the week.
Give information about my schedule
Show how I have worked with others this week.
54
School Subjects
Biology Art 55
Chemistry
56
Computer Science
57
Math English
58
P.E. Music
59
History Spanish
60
Places at School
Hall/Corridor Gym Classroom
Computer Lab Sports field
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Examples for: What class/classes do you attend on _______?

and Where is your _______class?
What class do you attend on Wednesday? I attend Spanish on Wednesday.
What classes do you attend on Tuesday? On Tuesday, I attend Math,

Biology, History and Computer Science.
Where is your P.E. class? My P.E. class is in the gym.

Where is your Math class? My Math class is in the math classroom.
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Worksheet
1. Pair/Group feedback
Using a coin, students will ask each other questions about the weekly schedule.
Heads will be: What class/classes do you attend on__?
Tails will be: Where is your _____class?
2. Reading for the second time

Individually, Ls answer questions about the given schedule.
1. What classes do you attend on Tuesday?
_________________________________________________________________________________________
2. Where is your Biology class?

_________________________________________________________________________________________
3. When do you attend Math?

_________________________________________________________________________________________
4. Where is your Computer Science class?

_________________________________________________________________________________________
5. What classes do you attend on Friday?

_________________________________________________________________________________________
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Phonology Task
T shows the video. T goes over the difference between short and long vowel sounds. T will review the
images for the Ice Cream task to make sure Ls understand all of the vocabulary. Ls will work in groups of
3-4. Each group will have the cones and the scoops with images. Ls will place long vowel sound scoops
on the correct cone. If the scoop has a short vowel sound, the Ls will leave that image on the side.
Ex.
Long vowel
64
Long vowel Short vowel
65
66
Words in bold have long vowel sounds
Acorn Ape Apple Alligator
Eagle Eel Elephant Eggs
67
Ice Cream Bike Witch King
Oval Owl Octopus Orange
68
Didactic Planning
Week # 2
Level: 8th Unit: 1
Domain: Socio-Interpersonal Scenario: My High School…Our place Theme: A Day in the Life of My High School
Grammar &Sentence Frames Describing a high school day  Making right decisions about school
responsibilities and rights.
Present Continuous Discourse Markers
- What are you doing now? Linkers: Sequential
- I´m studying for the math exam. After that, we take a math test. Proverbs / Quotes
- Are you studying science?  Learn something by heart
Frequency Adverbs
- How often do you read?
- I usually read at night.
Vocabulary
A day in the life of my high school.
 Teachers. Teaching staff, parents,
classmates, librarian, principal, janitor,
security guard, games equipment, food,
audiovisual equipment, blackboard,
whiteboard, computers, school bags
Phonology
 Long vowels (eat, oat)
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Assessment Time
Learner can
Evidences 120 min
(3 lessons)
Pre-teaching 5min
Participating
Warm up Ls will brainstorm ideas to answer the EQ: What makes our high school a special place?
Ls should save to use later for Mini Project.
5min
Engaging
Activation of prior knowledge: T will ask or write the following question: “What do you know
about schools in other countries?” Ls will respond. T will follow up with a second question:
“Where did you see this on TV or in movies?” Ls will respond.
L.3. understand Pre-listening

L recognizes the
main points in short, the main points in T will list some key words before students listen to and read the short passages. T will go over
25min
simple stories. short, simple vocabulary that is in the passages by using some pictures.
stories, reports
short audio Listening for the first time
announcements Ls will listen to a short passage from a movie or TV show. Ls will listen to the clip to see what
and messages meaning they can get from it. If not access teachers can read the excerpt aloud.
when there is
some previous
understanding of Pair/group feedback
school activities. After listening to each clip from the teacher or the video (if possible), Ls work together to check
for understanding.
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Ls will discuss what they think is happening, if this situation could apply to their high school,
and what would they do if it was them?
70min
Then, they will write three main points from the excerpt after listening for a second time.
If available, Ls can watch the clip that they listened to.
Feel free to change or add different passages

Breakfast club (stop at the 1:57 mark for language) –Theme: Social Circles
R.3. understand Post- listening

L extracts the gist of the gist of short T asks Ls to work in pairs and gives them the excerpts from both movies. Ls read them
short articles and ads articles and ads in carefully. Then, they will write a three-sentence paragraph that shows what the text is about.
in age-appropriate age-appropriate Finally, Ls switch pairs to report to others what they wrote about each excerpt.
magazines (print magazines (print
and/or electronic). and/or electronic)
provided the
subjects are
familiar.
W.2. write, with Pre-writing:

the help of T shows Ls video (https://www.youtube.com/watch?v=dcIEUK85b4w) of someone’s day at
L writes an school. Ls say what the person is doing at school. Introduce Adverbs of frequency by
illustrations, an
explanation of what explanation of writing some sentences to describe the video. For example, she always goes to school.
they do every day at what they do
She never practices sports. She usually reads books.
school, with the help every day at
of illustrations. T then asks the Ls what else they do in a typical high school day. (ex: talking with friends,
school, checking studying for a class). T and Ls brainstorm ideas together. T asks Ls how often they do the
written brainstorming activities. T writes some examples on the board.
sentences to
look for mistakes
(e.g. subject- Drafting
verb T will give the Ls a checklist (see Resource section) of typical activities in school and
they will be able to check off what activities they do to organize their thoughts and begin
writing about their school day.
Revising/Editing
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In pairs, Ls will exchange papers and read their partner’s paper. Ls will provide
constructive feedback to their partner. Ls may use dictionaries or translators (words or
phrases only) T can be used as a reference after the partner.
Ls will make the changes suggested by Ls and T and be prepared to share.
Phonology
Practice/Production:
R.1 L identify
R.1 L identifies and English language Practice
manipulates English sounds using
language sounds knowledge in
Circle each word in the row that has the same vowel sound.
using knowledge in phonics,
phonics, syllabification and
syllabification and word parts. Production
word parts.
Create a four-line rhyme by using some of the words from the chart. If Ls have cellphones
available, they can record the sentences as homework.
Instructions: Circle each word in the row that has the same vowel sound.
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Long vowel practice
Exit ticket: What is your typical day at high school like?

previous times
English, not just those related to presentation. listed above to
allow 5 min
each week.
Participating to negotiate: (5 or 10 minutes in week 1 or 2)
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Reflective Teaching
improve

understanding.)
In
I can… Yes No
progress
Understand the in points of a listening excerpt.

Write about a typical day at school
vocabulary (including social language) for the week.
Give information about my school activities.
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RESOURCES
Activity checklist
My school activities Always Usually Often Seldom Never

⁒100 ⁒90 ⁒70 ⁒10 ⁒0
Band practice
Cheerleading at school games
Go to the Wood Shop
Participate in School Assemblies
Dances
Go to field Trips
Participate in the Choir
Talk to teachers
Talk to my parents while I’m at school
Spend time with my classmates
Talk to the librarian
Visit the principal’s office
Help the janitor to pick up my own garbage
Greet the security guard when I arrive to school
Play different games
Have some food in the school cafeteria
Help teacher to connect audiovisual equipment
Work with my own computer
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Adverbs
A day at school
https://www.youtube.com/watch?v=dcIEUK85b4w
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Movie Passage
Breakfast Club-1985
ANDREW: You know, Bender...you don't even
count. I mean if you disappeared
forever it wouldn't make any
difference. You may as well not
even exist at this school.
BENDER: Well...I'll just run right out and
join the wrestling team.
BENDER: Maybe the prep club too! Student

council...
ANDREW: No, they wouldn't take you.
BENDER: I'm hurt.
CLAIRE: You know why guys like you knock

everything?...
BENDER: Oh, this should be stunning...
CLAIRE: It's 'cause you're afraid.
BENDER: Oh, God! You richies are so smart,

that's exactly why I'm not heavy in
activities!
CLAIRE: You're a big coward!
BRIAN: I'm in the math club...

CLAIRE: See you're afraid that they won't
take you. You don't belong so you
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just have to dump all over it...
78
Didactic Planning
Week #3
Level: 8th Unit: 1
Theme: What is your next
Domain: Socio-Interpersonal Scenario: My High School…Our Place
class?
Learn to Be and Live in
Learn to Know Learn to Do
Community
Willingness to
Information questions Exchanging information about my high school schedule cooperate in teamwork.
- What classes do you have in the morning?
- When do you have English classes? Discourse Markers Proverbs / Quotes
- What time does he study math? Linkers: Sequential Cut class- to not attend
Finally, our last class ends at 4:00/ class
Simple Present Tense ended at 4:00. Pull an all-nighter- to
- I start classes at 7:00 am stay up very late
- I don’t have classes on Friday afternoon. studying
- She goes to French class at 8:40 am
Future Tense
- We are going to make a pizza this evening.
- Are you going to study this weekend?
Vocabulary
What is your next class?
 First, second, last, my first class
 What’s your schedule?
 What classes do you have?
 When do you have lunch? It starts at...
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 What time does it end? (timetable)

 recess/break time
Phonology
 Reading two-syllable and compound words,
using letter-sound knowledge. (fireball)
Assessment Time
Learner can
Evidences 120 min
(3 lessons)
Pre-teaching
Participating
Warm up: T explains and sets up the ¨And, then¨ warm up.
¨And Then¨ Warm Up
T may want to reorganize classroom for this warm up. Ls stand in the middle of the 10’
classroom. T has taped the different subjects around the room. T explains that they will
listen to sequencing word and will move to the different subjects around the room based
on their schedule. When Ls reach their subject, one L from each subject must use the
sequencing word in a sentence related to their subject. For each sequencing word, a new
L will form a sentence. If the class is large, have two or three Ls participate from each
subject.
SI.2 L says what SI.2. say what T asks students to say what they didn’t understand before starting the activities. She models an
exactly he/she does exactly he/she example to clarify Ls questions.
80
not understand and does not Ex. First, I attend English. Then, I attend Biology. Next, I attend Math. Finally, I
asks simply for understand attend P.E.
clarification. and ask simply -First (Used at the beginning)
. for clarification -Then, Next, After that (These can be used multiple times)
-Finally, (Used at the end)
(see Resource Section).
Pre-reading
R.2 L discriminates R.2. find
important important
Ls look at a schedule provided by the teacher. (use one of the resource section) they have to use
information in information in 15”
typographical clues such as numbers, figures, pictures to start getting meaning across in the text.
simple texts. simple text (e.g.,
schedules, times
Reading for the first time
and dates).
Ls read the schedule and answer the following questions:
What is the picture about?

What subjects do Ls take?
Pair/group feedback
Ls work in pairs to compare the answer they write for the previous questions.
Reading for the second time
Read the schedule again and answer the following questions

1. What classes do Ls attend on Tuesday?
2. What class do Ls attend on Friday after lunch?
3. On Wednesday, what time do Ls cut class?
4. On Friday, what classes do Ls have in the morning?
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5. On Wednesday, what classes do Ls have in the afternoon?

6. What class do Ls have before Monday lunch?
Time Monday Tuesday Wednesday Thursday Friday

8:00am- Biology P.E. Art Chemistry Spanish
9:15am
9:30am- Biology Chemistry Math Compter P.E
10:45am Science
11:00am- English Free Math Spanish Free
11:50am
12:00pm- Lunch Lunch Lunch Lunch Lunch
12:45pm
1:00pm- Geography English Music Geography Music
2:20pm
2:30pm- Geography Spanish Spanish English Free
3:10pm
3:20pm- Art Computer Free English Free
4:00pm Science
Post reading
 Ls create a schedule on a piece of paper.

 T asks the class: On ________what time do you have ________?, On_____ what 10[
classes do you have in the morning/afternoon?, and When do you have______ class?
 By looking at their own schedule Ls answer the questions they heard from the teacher
while playing popcorn.
Checking
T explains the task to Ls. T starts by saying this: On ______when is Billy´s______ class?
What classes does he have on _____ morning?
SI.3 L asks and SI.3. ask
answers straightforward T asks Ls questions related to the Schedule using third person singular. Subjects on the
straightforward questions in schedule should be switched around.
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questions in familiar familiar

situations. situations Examples:
(e.g., asking On Monday, what classes does Billy have in the morning?
for times, Billy has Biology and English in the morning. 15[
schedules, -When does Billy have English class?
favorite Billy has English class on Monday, Tuesday and Thursday.
subjects,
favorite After delivering the information, T will model the practice with Ls chosen earlier who understand
activities) and the purpose of the activity.
understand the
responses, Planning/Elaborating
using short Once finished, Ls create a new weekly schedule including the times for each class. They can
dialogues with refer to the example schedule.
some
preparation in Interacting
advance. Ls get in groups of three and put their schedules on a table. Peers will ask questions about the
schedule by using the models the teacher gave.
Extra activity
T will introduce Double Sided Hot Potato (see Resource section)
After practice, T goes over the meaning of ¨cut class¨. T should use a personal story and then
ask Ls if they would like to share a time they cut class and why.
Planning/Organizing
SP.1 L describes SP.1. describe In groups of six people, Ls interview each other using the prompts on the What´s your
schedule like? (see Resource Section) 15’
common interests common
about school interests about Rehearsal
activities, the school After the interview, Ls exchange schedules to help with the presentation of their
subjects and activities, the partner’s schedule.
83
schedule he /she subjects and Describe

has at school. schedule Ls deliver information about their partners schedule, likes and dislikes to the class.
. he/she has at
school Phonology
Recognition/Articulation/Production:
10’
 Ls will go over list of words with T to find the meaning using images
 T and Ls will count out the syllables for each word as well
 Then T will explain compound words
-Combine two one-syllable words to make a new word: a compound word.
 T will ask for examples of compound words Ls already know
 Example: Hotdog, popcorn, underwear, etc.
 T will create compound words with Ls on the board using images (see Resource
section)
Exit ticket: Answer two teacher questions about a schedule.
Phonology Goal for Each Week Time

previous times
allow 5 min
each week.
Thinking for planning: (5 or 10 minutes in week 3 or 4)
Acting out to complete the MP –oral & written (week 5)
Responding and sharing (week 6)
84
Reflective Teaching
improve

understanding.)
In
I can… Yes No
progress
Find important information in a text
Describe common interest about school schedules
Describe other schedule
Ask appropriate questions to gain information
85
Resource Section
¨That´s the Way We Roll¨
In pairs, Ls will ask each other questions about the schedule. L will roll the die twice. First for the day of the week and then
second for the question to ask their peer. Questions are based on the number on the die.
Days of the week

1. Monday
2. Tuesday
3. Wednesday
4. Thursday
5. Friday
6. Players Choice
Questions
7. What class do you attend on _______?
8. What classes do you attend on________?
9. On _________, what time do you have ___________?
10. On ________, what classes do you have in the morning?
11. On ________, what classes do you have in the afternoon?
12. When do you have__________ class?
86
Create school schedule to go over on board using the images or words from Week 1
8:00am-9:15am
9:30am-10:45am
11:00am- Free Free

11:50am
12:00pm- Lunch Lunch Lunch Lunch Lunch
12:45pm
1:00pm-2:20pm
2:30pm-3:10pm Free
3:20pm-4:00pm Free Free
Example for Student Updated Weekly Schedule

8:00am-9:15am Biology P.E. Art Chemistry Spanish
9:30am-10:45am Biology Chemistry Math Compter Science P.E
11:00am-11:50am English Free Math Spanish Free
12:00pm-12:45pm Lunch Lunch Lunch Lunch Lunch
1:00pm-2:20pm Geography English Music Geography Music
2:30pm-3:10pm Geography Spanish Spanish English Free
87
3:20pm-4:00pm Art Computer Science Free English Free
Double Sided Hot Potato

 Ls will be in two groups in a circle.
 While the music plays, two balls, stuffed animals, etc. will be passed around. One ball per group.
 When the music stops, the L from Group A will ask the L from Group B a question related to the
schedule. Once answered, it will begin again.
 When the music stops the roles will switch. Group B questions Group A and so on.
Example:
Group A: On Tuesday, what classes does Billy have in the afternoon?
Group B: He has Math, Chemistry and Music in the afternoon.
88
“What´s your schedule like” interview?

In pairs, use the following questions to interview your partner about their weekly schedule,
likes and dislikes. For each day of the week, you will choose two questions to ask your
partner. You can only use the same question twice. For instance, if you ask “On_____,
what classes do you have in the morning?” for Tuesday and Thursday, then you can´t ask it
again for Monday, Wednesday or Friday.
Information questions
 -What is your least favorite class?
 What class do you attend on _______?
 What classes do you attend on________?
 On _________, what time do you have ___________?
 On ________, what classes do you have in the morning?
 On ________, what classes do you have in the afternoon?
 When do you have__________ class?
 Have you ever cut class? If so, why? If not, why not?
89
Phonology
A compound word is made up of two words that each have their own meaning (for example, rain + bow = rainbow).
The compound word has a whole new meaning from the two words that are used to create it. For example, a rainbow is
not the same thing as rain or a bow.
T will create compound words with the class using the equation: word + word = compound word
Example: + =
Ham + Burger = Hamburger
T will fill in the answer but will have Ls find the two words that create the compound word. Watch the video for a clearer
example. https://youtu.be/9AJfvvuyc9w
To start, use at least 8 compound words to practice with. You may add more once Ls are able.
+ =
Rain + Bow =Rainbow
90
+ =
Cup + Cake = Cupcake
+ =
Hot + Dog = Hotdog
+ =
Tea + Cup = Teacup
+ =
Pop + Corn = Popcorn
91
+ =
Milk + Shake = Milkshake
+ =
Pan + Cake = Pancake
+ =
Book + Bag = Bookbag
List of additional compound words

http://www.sightwords.com/pdfs/phonemic/compound-
words/making_compound_words.pdf
92
Didactic Planning
Week # 4
Level: 8th Unit: 1
Domain: Sociocultural Scenario: My High School…Our place Theme: High School Through my Friend’s eyes.
Grammar & Sentence Frames Function Sociocultural
Reporting information about my classmates
Simple Present Tense ´ school activities  Respecting his/her school, classmates and
yes/no Questions teachers.
- Do you like math?
- Does she like English? Discourse Markers
- Is he in your French class? Proverbs / Quotes
Linkers: Sequential past time  To be a copycat
Possessive Pronouns First, we have a science lesson. Then, we go  Teacher’s pet
- My favorite subject is English. to a language lab.
- His favorite teacher is Juan. After that, we take a math test.
- Her favorite class is math. Finally, our last class ends at 4:00.
Possessives ´s / s´
- Daniel´s favorite subject is English.
- Ana´s favorite teacher is Luis.
- My classmates´ favorite subject is Spanish.
Vocabulary
High School Through my Friend´s Eyes
 Return to school, visits and exchanges,
Parents’ Day, sports/dance competitions,
93
English day, matches, festivals, fairs,

parades, lessons, games, playtime, school
clubs and open house.
Phonology
 Reading two-syllable and compound words,
using letter-sound knowledge. (fireball)
ssessment Time
Learner can
Evidences 120 min
(3 lessons)
Pre-teaching
Robert’s Schedule for Monday
Routine: Checking attendance, checking in
Period Time Subject 5’
with Ls, posting and 1 8:30-9:45 Band (ⱱ) reviewing Essential
Question, Can Do’s, and 2 10:05 -11:00 History (☺) class agenda, etc. 5’
Participating 3 11:00-12:00
Lunch ♥
Warm up: T will introduce 4 12:00-12:55 French (ⱱ) flashcards (from week 1) to
show different subjects and 5 1:00-1:55 Biology (X) school activities.
Engaging 6 2:00-3:00 Dance (☺) 10’
7 4:00-5:00 Math (ⱱ)
Activation of prior knowledge: Ls are then told
to respond with a thumb up or down to signal if they like a subject or activity.
Introducing
T asks Ls ¨What is your favorite subject/activity¨ based on the vocabulary for the unit. T 30’
reviews how to use possessive pronouns and the possessive ´s´ to discuss what other Ls like
or dislike.
T models some examples by using the following schedule.
94
Finally, T asks students to provide more examples based on the schedule.
Pre-listening
15’
https://www.youtube.com/watch?v=eR9HUMJKSwE
Create a chart to compare Japanese High Schools with Costa Rican High Schools What
differences and similarities can you write? After watching the video provide more ideas
Similarities between Costa Rican High Schools and Japanese High Schools
Differences between Costa Rican High Schools and Japanese High Schools
T plays a video about an exchange student in a Japanese High-school. Ls task is to identify the
student’s favorite activities.
https://www.youtube.com/watch?v=VwNhCjyfOTw
L.1. understand
L identifies others’ others’ expressions Pair/group feedback
expressions of interest of interest regarding Ls share what they wrote and compare the information in groups of three.
regarding school activities school activities (e.g.,
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(e.g. likes and dislikes, likes and dislikes, Listening for the second time 20’
indicating preferences indicating
about subjects and school preferences about
activities). subjects and school Ls watch the video again. T explains the task. Ls have to write a check (ⱱ) next to each activity
activities). if the student likes it/ If the student doesn’t like an activity, then write an (X)
Activity (ⱱ) (X)

Stay in the same classroom
Go from the 1st to the 4th floor in 5 minutes
Stay in the same club all the years
Archery
Baseball team
Soccer team
Cultural festivals
Convenience store at school
Hot fresh bread
https://www.youtube.com/watch?v=VwNhCjyfOTw
Post-listening
Ls write a short note to the principal in order to include the activities they like the most from
Japan and Costa Rica in their high school schedules.
Or T will give the following prompt: “If I could make my own schedule…” Ls will be given a
blank schedule (see Resource section) to organize their ideas. The Ls will create their ideal
schedule with vocabulary from the unit.
Ls will use the schedule they created as a guide to orally present using linkers (ex. first, then,
after that) to explain their schedule.
96
Planning/organizing
Ls receive a blank template (see Resource section) and ask other Ls questions to fill out the
SP.2 explain high
sheet.
L explains high school school through his/her Rehearsing
through his/her friends/ friend/ peers briefly.
peers briefly.
Ls will use the information they gathered to fill out sentences on the worksheet.
Interacting
T will give instructions on how to play “Guess Who”. T may assign Ls the person they are
describing to prevent repeats. Ls may describe their person using words related to the subject
only. (ex: This person likes math. /This person is in the band.) The Ls listening must guess who
they are.
Exit ticket: What school activities do my classmates like? Provide complete sentences.

Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to practice Group
presentations
English, not just those related to presentation. can be week 5
or 6.
Acting out to complete the MP –oral & written (week 5)
Responding and sharing (week 6)

Reflective Teaching
improve
97
understanding.)
In
I can… Yes No
progress
Ask others about preferences regarding subjects and
school activities.
Express preferences regarding subjects and school
activities.
vocabulary for the week.
Use possessive pronouns and possessive ‘s’ to describe
what my classmates like.
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RESOURCE SECTION
Activity: Do you like…
Instructions:
Ask three (3) students about their likes and dislikes of the subjects listed (ex: What is your favorite subject?) and record their
answers in the chart below using the markings below. Then fill in the answers to the sentences below.
 Put a check  in the boxes of the subjects they like and put an ‘X’ in subjects they do not like.
 Draw a star in the box of their favortie subject.
 Write yes/no in the box labeled teacher’s pet.
Name Math Science English Spanish Favorite school Teacher’s pet

activity
1. has the same favorite subject as me.

(name)
2. is/is not a teacher’s pet.

(name)
3. favorite school activity is .
(name) (subject)
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Schedule Template
Period Time Subject Period Time Subject

1 1
2 2
3 3
4 4
5 5
6 6
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DIRECCIÓN DE DESARROLLO CURRICULAR
Departamento de Tercer Ciclo y
Educación Diversificada
Didactic Planning
Weeks 5 and 6
Review and Integrated Mini-Project
Level: 8th Unit 1: My High School…Our place.

Grammar & Sentence Frame Function Psychosocial
 Did Ls use all sentence frames?  Did Ls use all functions? Did Ls show evidence of …
 Willingness to cooperate in teamwork.
Vocabulary Discourse Markers

 Did Ls say aloud and write all vocabulary?  Did Ls practice connecting words: and, but, Sociocultural
because?  Respecting his/her school, classmates and teachers
Phonology  Did Ls practice idioms and quotes?

 Did Ls recognize, articulate, practice and
produce phonological sounds?
Assessment Didactic Sequence Mediation Time
Strategies & Total:
Learner can Oral Comprehension: Pre-listening; Listening for the first time; Pair/Group feedback; Listening for the second time; Post-listening
Evidences Written Comprehension: Pre-reading; Reading for the first time; Pair/Group feedback; Reading for the second time; Post-reading 120 min
Spoken Interaction/Production: Planning; Organizing; Rehearsing; Using/Describing (3 lessons)
Written Production: Pre-writing; Drafting; Revising; Editing
 Did Ls achieve  Can Ls do all Referencing notes from formative assessments throughout the weeks, repeat activities to All of week
all learning tasks? strengthen Ls in weaker areas or select from Optional Activities that follow these plans. 5 or 6
outcomes?
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 Personal lapbooking, mobile, By allowing time for the Mini-Project each week for participating, thinking, and acting out, learners All of week
collage. should now have a chosen project and determined content and strategies. In the presentation 5 or 6 of
 Self-portrait presentation using week Ls focus on: unit
technology or cardboard.
 Storytelling using TPR in groups Responding and sharing: Participating in individual and peer assessment of mini-project.
Teachers monitor ….
 Did Ls use English during all aspects of Integrated Mini-Project?
 How did project presentations reflect understanding and/or mastery of Can Do statements?
 Did Ls put into practice the focus of Learn to Be and Live in Community?
 Did the Integrated Mini-Project provide answers to the Essential Question?
102
Level 8th Unit 2

Scenario: Let the Good Times Roll!
Enduring Understanding Sports provide opportunities for personal enjoyment, challenge, self-expression and social interaction.
Essential Question How can sports provide a wide range of lifelong benefits and enjoyment?
103
Assessment: L discriminates some Assessment: L asks and answers Assessment: L recognizes the main Assessment: L recognizes most of what
key terminology from subject areas questions about favorite sports, places idea and two or three specific details. occurs in a well-structured short story and the Assessment
(e.g., labels on sports equipment). to practice them, equipment needed, R.3. understand the main idea and story’s main characters
R.2. recognize some key outstanding players and achievements. two or three details in texts written in R.4. understand most of what occurs in a
terminology from subject areas SI.3. ask and answer questions simple language using high well-structured short story and the story’s Anecdotal reports / rubrics / instruments for
(e.g., labels on sports equipment). about favorite sports, places to frequency words and/or words main characters self and co-assessment
practice, equipment needed, recognized from other known
Assessment: L recognizes outstanding players and languages. Assessment: L recognizes important
isolated, familiar words and phrases achievements. information from audio texts (e.g., sports
when listening to clear, slow, and Assessment: L prepares simple announcements, sports scores) provided the
basic text read aloud. Assessment: L invites others to reminders or notes regarding sports or message is delivered clearly.
L.1. understand isolated, familiar practice or attend different sports. videogames for personal use. L.2. extract important information from
words and phrases when SI.1. invite others to practice or W.2. prepare simple reminders or audio texts (e.g., sports announcements,
listening to clear, slow, and basic attend different sports. notes regarding sports or sports scores) provided the message is
text read aloud. videogames for personal use (e.g., delivered clearly. Suggested Integrated Mini project
Assessment: L extracts the most notes, agendas, calendars).
Assessment: L exchanges important points in a straightforward Assessment: L writes an introduction or  A glog (digital poster) on a favorite
information about everyday matters conversation, story, account or Assessment: L explains briefly a sport, conclusion to a story with the help of a sport/star
using simple vocabulary. presentation accompanied by drawings a sports team, or a videogame he/she dictionary.  A podcast relating an event of a team or
SI.2. exchange information about and/or diagrams. knows well. W.3. write an introduction or conclusion to game
everyday matters using simple L.3. understand the most important SP.2. explain briefly a sport, a sports a story with the help of a dictionary,  A sport and game guide/note
vocabulary (e.g., weekend points in a straightforward team, a videogame he/she knows checking written sentences to look for
activities, sports, hobbies, interest conversation, story, account or well. mistakes (e.g., subject-verb agreement,
and entertainment). presentation accompanied by capitalization, spelling, basic punctuation
drawings and/or diagrams provided, etc.).
Assessment: uses simple if it is told slowly and clearly.
sentences and expressions to Assessment: L describes a day he/she will
describe sports, videogames and Assessment: L uses simple sentences never forget in sports.
leisure activities. and expressions to describe sports, SP.1. describe a day in sports he/she will
W.1. use simple sentences and videogames and leisure activities. never forget.
expressions to describe sports, W.1. use simple sentences and
videogames and leisure activities. expressions to describe sports,
videogames and leisure activities.

104
Fun times: Inside and Out What´s your favorite? Ready to play: Tell me the rules Up Close and Personal

Describing different sports, Expressing likes and dislikes Describing different sports, their Describing sports unforgettable
their rules, indoor and outdoor regarding entertainment and rules, indoor and outdoor experiences.
activities. sports. activities.
Linkers: Sequential past time Linkers: Sequential past time Linkers: Sequential past time Linkers: Sequential past time
There are certain rules in soccer. First, then, after that, finally First, then, after that, finally First, then, after that, finally
First, you cannot use your hands.
Then, you have to kick the ball with
your feet. After that, the player tries
to pass the ball to other player.
Finally, the winner team is the one
that scores a goal.
yes/no Questions Verb + ing / infinitive: like / want / would Gerunds Can/Could
 Do you like playing soccer? like  Dancing is a great way to keep in Can you play soccer with me on the
 Does she like dancing?  I (don’t) like going swimming. shape. weekend?
 Would you like to___?  I (don’t) want to play soccer  Camping on the beach is a Could you play with me at 3:00 pm?
 I would like to go to the match. wonderful experience.  Yes, I can.
Gerunds
 Dancing is a great way to keep Information questions Can Verb + ing / infinitive: like / want / would like
in shape.  What does she like to do on Can you play soccer?  I (don’t) like going swimming.
 Camping on the beach is a Sunday?  Yes, I can  I (don’t) want to play soccer
wonderful experience.  When do you play soccer?  Can she swim?  I would like to go to the match.
What videogame would you like to
play today?
 Two-syllable and compound  Two-syllable and compound words Two-syllable and compound words Review
words including consonant including consonant blends. (bl, st, including consonant blends. (bl, st,
blends. (bl, st, and tr) and tr) and tr)
105
Fun times: Inside and out./ What´s your Fun times: Inside and out./ What´s your Ready to play: Tell me the rules. Up close and personal: A day I´ll never forget
favorite?: favorite?:  Rules to play sports and videogames  Participating at national games and
running, walking, cycling, skate- running, walking, cycling, skate- competitions
boarding, karate, gymnastics, boarding, karate, gymnastics, boxing,  Winning a competition.
boxing, work out, baseball, soccer, work out, baseball, soccer, basketball,  Winning a game
basketball, volleyball, sports, volleyball, sports, equipment, sailing,  Participating at a championship
equipment, sailing, kayaking, white kayaking, white water rafting,  Winning a medal
water rafting, swimming, snorkeling, swimming, snorkeling, scuba diving
scuba diving surfing, windsurfing, surfing, windsurfing, fishing, hit, throw,
fishing, hit, throw, catch, pass, catch, pass, serve, shoot, hop, jump
serve, shoot, hop, jump push, push, exercise, games
exercise, games
Psycho-social Psycho-social Psycho-social Psycho-social

 Communicating clearly about  Showing interest in each person’s Being aware of one’s strengths Respecting everyone’s opinions.
oneself. life. and weaknesses regarding sports
and activities. Sociocultural
Social Language Samples Proverbs / Quotes
 Shoot some hoops (play True enjoyment comes from activity of Sociocultural  Identifying people´s behavior in different
basketball) the mind and exercise of the body; the  Recognizing importance of sports sports contexts.
 Hang out (to join somebody to two are united. -- Alexander von to have a sense of belonging
spend time together) Humboldt
within a group.
Idioms
 at this stage in the game
 ball is in your court
Didactic Planning
Week # 1
Level: 8th Unit: 2
Domain: Socio-Interpersonal Scenario: Let the Good Times Roll! Theme: Fun times: Inside and Out
Enduring Understanding: Sports provide opportunities for personal enjoyment, challenge, self-expression and social interaction.
Essential Question: How can sports provide a wide range of lifelong benefits and enjoyment?
106

yes/no Questions Describing different sports, their rules, indoor and outdoor  Communicating clearly about oneself.
 Do you like playing soccer? activities.
 Does she like dancing?
 Shoot some hoops (play basketball)
 Would you like to___? Discourse Markers  Hang out (to join somebody to spend time together)
Linkers: Sequential past time
Gerunds There are certain rules in soccer. First, you cannot use your
 Dancing is a great way to keep in shape. hands. Then, you have to kick the ball with your feet. After that,
 Camping on the beach is a wonderful experience. the player tries to pass the ball to other player. Finally, the winner
team is the one that scores a goal.
Vocabulary
Fun times: Inside and out./ What´s your favorite?:
 running, walking, cycling, skate-boarding, karate, gymnastics,

boxing, work out, baseball, soccer, basketball, volleyball,
sports, equipment, sailing, kayaking, white water rafting,
swimming, snorkeling, scuba diving surfing, windsurfing,
fishing, hit, throw, catch, pass, serve, shoot, hop, jump push,
exercise, games
Phonology
 Two-syllable and compound words including consonant
blends. (bl, st, and tr)

Assessment Time
Learner can
Evidences 120 min
(3 lessons)
Pre-teaching
5 minutes
107
Participating
Warm up: T asks Ls to get in groups of four. Each group has to create a brainstorm about the type
of sports or activities to enjoy that were assigned to them. Ls give examples of sports. T writes
the Ls´ examples on the board. Then, Ls write two or three types of equipment for the sports or 10 minutes
activities , for example: videogames: (joystick, screen), swimming (googles, cap), cycling(helmet ,
bike), running (tennis shoes, t-shirt)
Sport / Activities Example Equipment Rule

Water sports
Indoor activities
Extreme sports
Outdoor activities
Group Sports
Individual sports
Winter sports
Engaging
Activation of Prior Knowledge: Once finished brainstorming , T shows Ls an image related to a
sport that is practiced in Costa Rica. Ls look at the picture and answer T questions. 5 minutes
108
https://www.google.com/search?
q=triathlon+in+costa+rica+triathlon+2017&tbm=isch&source=lnms&sa=X&ved=0ahUKEwj8t9fN5bLZAhXiqFkKHS_TAG0Q_AUICigB&biw=1600&bih=794&dpr=1#imgrc=mScJ9cilE8
hKvM:
What sports do you see in the pictures?/ What sports do these people like? What sport 5 minutes
do they refer to? What equipment do you need to practice this sport? What are some of
the rules for practicing Triathlon?
Introducing
T asks Ls to see the chart and provide some sentences by reading the information from the
chart. T lets Ls say the sentences without correcting the incorrect ones. Then, T asks Ls to see
what the sentences have in common and finally T makes Ls see the differences and the correct
sentences.
People Sport/Activity Like / dislike 10 minutes

Alfredo and Nella Go to the movies
Hannia Run and Swim
Angel Play with drones
Marvin and Laura Listen to music
Dennis Walk the dog
Ruth Play basketball
Gina and Natalia Ride a bike
109
After that, T corrects the sentences and T labels the parts of the sentences.
Examples: Ruth likes to play basketball. / Carlos doesn’t like to walk the dog.
Provide a handout to practice likes/don´t like /doesn´t like. If Ls make a mistake at this stage
correct it immediately.
Pre-reading
T shows some flashcards about sports and activities to review equipment and two rules per
sport.
Reading for the first time 20 minutes

Ls recognize the sports by looking at the pictures and say equipment and rules to practice the
sports.
Assessment: L R.2. recognize some Pair/group feedback
discriminates some key key terminology from
terminology from subject subject areas (e.g.,
areas (e.g., labels on labels on sports T asks Ls for their help to complete the charts related to equipment and rules. T asks Ls to
sports equipment). equipment). work in pairs to discuss the chart and help each other.
Sport / Activities Equipment Rules

Swimming 10 minutes
white water rafting
Playing video games
Flying drones
Hiking
Cycling
walking
110
Running
Skate-boarding
Snorkeling
Post-reading
Ls work in pairs to write a short description of a sport or activity which includes sport/activity
name, where it is practiced, equipment required to practice it and two rules.
Pre-listening
5 minutes
T shows this picture and asks Ls the following question:
Assessment: uses simple W.1. use simple

sentences and expressions sentences and
to describe sports, expressions to
videogames and leisure describe sports, What do you need to prepare to participate in an
activities. videogames and
leisure activities.
ironman competition?
Assessment: L L.1. understand

recognizes isolated, isolated, familiar
familiar words and phrases
when listening to clear,
words and phrases
when listening to
slow, and basic text read clear, slow, and T plays the video and asks Ls to answer the following questions after watching the
aloud. basic text read
aloud.
video. https://www.youtube.com/watch?v=mnFW2RI8GxI
What is the video about?
111
What is the athlete’s name?

Is he suggesting five types of equipment?
Pair/group feedback
T asks learners to work in pairs to compare their answers to the three questions.
Ls listen to and watch the video again. Then, Ls will check the ways to train for the
Ironman competition by using a checklist.(Check chart at the resource section)
Post listening
Ls see the video https://www.youtube.com/watch?v=RJ-NBzp13m4. Then, they work in pairs

to describe the sports the athlete is practicing and the moral of the video.
Checking
T gives Ls a task to interview each other about the activities and sports they like to
practice. Ls will pretend they are reporters and have the chance to interview a famous
person.
Planning
Ls plan the interview and the topics they want to know about.
Elaborating
Ls write a set of questions to interview the famous person. Ls can use the following
Assessment: L exchanges SI.2. exchange questions:
112
information about everyday information about
matters using simple everyday matters
vocabulary. using simple What sports do you like?
vocabulary (e.g., What equipment do you need to practice this sport?
weekend activities, What are some of the rules for practicing your favorite sport?
sports, hobbies,
interest and When do you practice sports?
entertainment). What sports do you love to practice more?
What activities do you do on your day off?
Ls are asked to write three more questions using Can, Where , Which
Using
Once the questions are ready, Ls interview each other using them.
Time
Integrated Mini-Project
Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to practice Adjust previous
times listed
English, not just those related to presentation. above to allow 5
min each week.
Participating to negotiate: (5 or 10 minutes in week 1 or 2) Group
presentations
can be week 5
or 6.
Reflective Teaching
improve

113

understanding.)
In
I can… Yes No
progress
discriminate some key terminology from subject on sports
equipment).
use simple sentences and expressions to describe sports,
recognize isolated, familiar words and phrases when
listening to clear, slow, and basic text read aloud.
exchange information about everyday matters using simple
vocabulary.
show how I have worked with others this week.
114
Didactic Planning
Week # 2
Level: 8th Unit: 2
Domain: Socio-Interpersonal Scenario: Let the Good Times Roll! Theme: What´s your favorite?
Verb + ing / infinitive: like / want / would like Expressing likes and dislikes regarding entertainment and  Showing interest in each person’s life.
 I (don’t) like going swimming. sports.
 I (don’t) want to play soccer
 I would like to go to the match. Proverbs / Quotes
Discourse Markers
Information questions First, then, after that, finally  True enjoyment comes from activity of the mind and exercise of
 What does she like to do on Sunday? the body; the two are united. -- Alexander von Humboldt
 When do you play soccer?
 What videogame would you like to play today?
Vocabulary
Fun times: Inside and out. / What´s your favorite?:
running, walking, cycling, skate-boarding, karate, gymnastics,
boxing, work out, baseball, soccer, basketball, volleyball,
sports, equipment, sailing, kayaking, white water rafting,
swimming, snorkeling, scuba diving surfing, windsurfing,
fishing, hit, throw, catch, pass, serve, shoot, hop, jump push,
exercise, games
Phonology
115
Assessment Time
Learner can
Evidences 120 min
(3 lessons)
Pre-teaching
5 minutes
Warm -up
5 minutes
What can you tell about these photos or drawings?
116
Activation of prior knowledge

Ls will answer the following questions teachers write on the board. 5 minutes
Do you practice sports?
What sport does your family practice?
Do you have a friend, a family member or a person you know who practices a sport?
Introducing
T reviews yes/no questions and information questions with do /does before doing the
activity. 15 minutes
Assessment: L asks and SI.3. ask and Checking

answers questions about answer questions
favorite sports, places to about favorite T gives Ls a task to interview a classmate about a family member/ a friend / a person they
practice them, equipment sports, places to know. Ls have to ask about the activities and sports he/she likes to practice and the activities 20 minutes
needed, outstanding practice, equipment
players and achievements. needed, outstanding
he/she likes to do in his/her free time.
players and Planning
achievements. Ls plan the interview and the topics they want to know about.
Elaborating
Ls write a set of questions to interview a classmate.
What sports does he/she like?

Where does he/she practice the sport?
What equipment doe he/she need to practice this sport?
What are some of the rules for practicing his/her favorite sport?
When does he/she practice sports?
117
What sports/activities does he /she love to practice more?
What activities does she/he do on his/her day off?
Can you mention some players he/she admire the most?
Using
Once, Ls have written the questions, they answer them in their notebook. Finally, Ls work in
pairs to interview each other. Ls can use the answers they wrote before.
Assessment: L invites SI.1. invite others to Checking

others to practice or attend practice or attend 20 minutes
T provides the following task to Ls “The World Physical Activity Day will be celebrated”. Invite
different sports. different sports.
your classmates to celebrate it.”T and Ls can change the celebration or activity.
Planning
Ls design the invitation and the activities they want to include in the invitation. Ls need to make
sure their invitation has the following aspects: requesting for the company, name of the event,
date, hour, place, attire instructions, and directions.
Elaborating
Ls write the invitation with the aspects mentioned above.
Using/Interacting
Once, Ls have written the invitation, they invite each other orally to the activity mentioned
before by using the appropriate sentence frames.
Pre-listening
25 minutes
Ls look at the picture .T asks Ls the following question: What do you think the conversation you
Assessment: L extracts L.3. understand the will listen will be about? Write some ideas on your notebook.
118
the most important points most important INCLUDEPICTURE "http://www.elllo.org/Assets/images/P0701/740-Karen-1-StayHealthy.jpg" \*
in a straightforward points in a
MERGEFORMATINET INCLUDEPICTURE "http://www.elllo.org/Assets/images/P0701/740-Karen-1-
conversation, story, straightforward
account or presentation conversation, story,
accompanied by drawings account or
and/or diagrams. presentation
accompanied by
drawings and/or
diagrams provided,
if it is told slowly and
clearly.
StayHealthy.jpg" \* MERGEFORMATINET
http://www.elllo.org/english/0701/T740-Keren-Healthy.htm (See the script in the
resource section)

T plays the conversation for the first time but before sets the task presented below.
What is the conversation about?
What sport does she practice?
When is the best time to practice the sport?
Pair/group feedback
T asks learners to work in pairs to compare their answers to the three questions.
119
Students listen to the conversation again and fill in the next graphic organizer. 20 minutes
120
Post- listening
After listening to the conversation for the second time, write four sentences about
Keren. Use the information from the graphic organizer.
Assessment: L uses W.1. use simple
simple sentences and sentences and
expressions to describe expressions to Pre-writing
sports, videogames and describe sports,
leisure activities. videogames and
T provides a guided writing for Ls to write about a sport or a leisure activity. Ls need to answer
leisure activities to the questions.
Drafting
Before Ls answer the questions, T will discuss them orally with the whole group and write the
answers on the board. T makes sure he/she writes complete answers on the board. Then, T will
ask Ls to work individually.
Guided writing
What sports/ leisure activity do you like?
Where do you practice the sport/ leisure activity?
What equipment do you need to practice this sport/ leisure activity?
What are some of the rules for practicing your favorite sport/ leisure activity?
When do you practice this sport/ leisure activity?
What sports/ leisure activity do you love to practice more?
What activities do you do during your days off?
Can you mention some players he/she admire the most?
Revising
Ls work in pairs to revise the answers they wrote and hep each other to correct the answers if
necessary.
121
Editing and Publishing
Each learner makes the corrections suggested by the peers and publish the answers on the
bulletin board.
Exit ticket: T asks Ls two questions from the guided writing and tells them to provide complete
answers.
times listed
Participating to negotiate: (5 or 10 minutes in week 1 or 2) min each week.
Group
presentations
can be week 5
or 6.
Reflective Teaching
improve

understanding.)
In
I can… Yes No
progress
122
ask and answer questions about favorite sports, places to

practice them, equipment needed, outstanding players and
achievements.
invite others to practice or attend different sports.
extract the most important points in a straightforward
conversation, story, account or presentation accompanied
by drawings and/or diagrams.
videogames and leisure activities
Resource Section
https://www.google.com/search?
biw=1600&bih=794&tbm=isch&sa=1&ei=7TiLWpKVBqaE5wKFsre4BA&q=sports+pictures&oq=sports+pictures&gs_l=psy-
b.1.0.0j0i30k1l9.1805230.1811094.0.1816699.52.27.0.2.2.0.124.2482.1j22
http://www.elllo.org/engli
sh/0701/T740-Keren-Healthy.htm
123
124
125
Didactic Planning
Week # 3
th
Level: 8 Unit: 2
Domain: Socio-Interpersonal Scenario: Let the Good Times Roll! Theme: Ready to play: Tell me the rules
Gerunds Describing different sports, their rules, indoor
 Dancing is a great way to keep in shape. 
 Camping on the beach is a wonderful experience.
and outdoor activities. Being aware of one’s strengths and weaknesses regarding sports
and activities.
 Recognizing importance of sports to have a sense of belonging
Can Discourse Markers within a group.
 Can you play soccer? Linkers: Sequential past time
 Yes, I can First, then, after that, finally
 Can she swim? Proverbs / Quotes
 at this stage in the game
 ball is in your court
Vocabulary
Ready to play: Tell me the rules.
 Rules to play sports and videogames
Phonology
126
Assessment Time
Learner can
Evidences 120 min
(3 lessons)
Pre-teaching
5 minutes
Participating
Warm- up
T asks Ls to get in groups of three or four to complete a survey in the groups. Ls will ask each other
questions related to their likes and dislikes to complete a chart using questions such as: Who likes 10 minutes
dancing/playing video games? / Do you play X-Box 360 games/ any sports? / Do you like sports? / What
kind of sports /videogames do you like?. T will draw the chart on the board and will elicit some information
from the Ls in the groups to complete it.
Classmate´s name Like(s) dancing Like(s) videogames Like(s) sports Favorite

sports/
videogames
127
Engaging
Activation of prior knowledge

10 minutes
In this activity, several Ls will be asked to sit in the "Hot Seat" and answer questions. T will paste some
sticky notes underneath studentchairs so that they are hidden from view. Then,T will tell Ls that several
of them are sitting on "Hot Seats" and will be asked to answer questions related to sports and leisure
activities . T will also tell sts to check their chairs for the strategically placed sticky notes. Sts who have
questions on sticky notes will then take turns reading the question and attempting to provide an answer.
Due to the nature of this motivational activity, these should be questions that students are able to answer.
Some sample questions are : Do you like playing soccer?/ Can you play soccer?/ Can you swim?/
Introducing
T introduces the new grammar and sentence frames related to the use of gerunds (same function as a 15 minutes
noun) as the subject of a sentence with some pictures and examples on the board :
Dancing is a great way to keep in shape.
Camping on the beach is a wonderful experience
128
Besides, T introduces the use of can to

talk about abilily with some pictures and
examples on the board:
Can you play soccer?

Yes, I can/ No , I can´t
Can she swim?
Yes, she can / No, she can´t
Vocabulary
Teacher introduces new vocabulary words related to rules to play sports and videogames using the 5 minutes
board and a video to illustrate. T writes the phrases on the board. See link below:
https://youtu.be/c1LrqpzEqO0
 Follow the rules

 It´s my turn
 My turn is over.
 To handle complaints
 Fair play
 Play by the rules
Phonology
129
T introduces the two-syllable and compound words including consonant blends (bl, st, and tr). 10 minutes
Recognition
T writes the following sentences on the board and models their pronunciation putting special emphasis
on the initial sounds
blow, street, Travis , Tracy
Articulation
Students take turns saying sentences containing consonant blends.
Travis is playing ball on the market street.

Tracy likes blowing and flying balloons
Practice/ Production
Students look up words in an online dictionary (with their cellphones). Words are new two-syllable and
compound words including consonant blends (bl,st and tr). Then, repeat them in pairs.
.
Assessment: L R.3. understand the T passes out the reading about 2017 Pan American Slalom Championship. Ls read the passage in
recognizes the main idea main idea and two or groups of four.
and two or three specific three details in texts 15 minutes
details. written in simple
language using high Pair/Group feedback
frequency words Ls asks each other in the groups what they understood about the reading.
and/or words
recognized from other
known languages. Reading for the second time
Ls re-read passage and answer comprehension questions such as: What is the main idea of the
passage?/ Where will be the competition held? / When will be the competition held?/ How many
countries will participate?/ What is the sport mentioned in the reading?
Post-reading
130
T reviews and checks comprehension questions with students
Written production
Assessment: L prepares W.2. prepare simple
simple reminders or notes reminders or notes T introduces linkers: for sequential past time ( First, then, after that, finally).
regarding sports regarding sports or
,videogames and leisure videogames for
Pre-writing 25 minutes
activities personal use (e.g.,
notes, agendas, Sts interview some classmates asking questions about a video game they used to play when they
calendars). were little)
Drafting
Sts choose one video game they most have in common and then write an set of instructions to
play it using the linkers introduced by the teacher.
Revising
T monitors and checks to make sure that Ls' set instructions are correct and complete.
Editing
Ls exchange their papers with a classmate, and check each other's sets of instructions for
comprehension and correctness.
Publishing (Post -task)
Ls make up a drawing of the videogame and write the set of instructions to play it using linkers.
131
SP.2. explain briefly a Planning / Organizing
Assessment: L explains sport, a sports team, a
Ls briefly explain in groups a sport they know well . Ls must include information about:
briefly a sport, a sports videogame he/she
team, or a videogame knows well.
he/she knows well. Numbers of players, type of sport, outfit, and implements to play/practice it , place to play /practice it, etc 25 minutes
Rehearsing
Sts get in groups and present each other ´s work for group interaction and practice.
Producing
T asks two or three groups to present their work for the whole class.
Post- task
T reviews the pronunciation of some words and specific words to refer to sports

times listed
min each week.
Thinking for planning: (5 or 10 minutes in week 3 or 4 Group
presentations
can be week 5
or 6.
Reflective Teaching
improve
132
understanding.)
In
I can… Yes No
progress
recognize the main idea and two or three specific details.
prepare simple reminders or notes regarding sports or

videogames for personal use (e.g., notes, agendas,
calendars).
explain briefly a sport, a sports team, or a videogame

he/she knows well.
Resource Section
2017 Pan American Slalom Championship
Place: Río Pejibaye, Jiménez de Cartago
Costa Rica will host the 2017 Pan American Slalom Championship. The Costa Rican Kayak and Canoe Federation (La Federación Costarricense de Kayak y
Canotaje, Fecokac in Spanish) announced that from October 16th to the 22nd, more than 15 countries will be represented in our country to compete in the
championship. This championship also marks the beginning of the 2020 Olympic Games.
The Pejibaye River in Jiménez, Cartago will be the setting of the event. Competitors will compete individually with departures every two minutes, and the
athlete with the best time, wins.
133
These types of activities promote the country as a sports and tourist destination in the region. At the moment, Canada, United States, Mexico, Guatemala,
Venezuela, Colombia, Peru, Chile, Argentina, Brazil, Paraguay, Bolivia, Uruguay, Ecuador, and Costa Rica are the countries confirmed for this Pan American
championship.
Source: https://www.visitcostarica.com/es/node/33662
134
Didactic Planning
Week # 4
Level: 8th Unit: 2
Domain: Socio-Interpersonal Scenario: Let the Good Times Roll! Theme: Up Close and Personal
Can/Could Describing sports´ unforgettable experiences.
 Can you play soccer with me on the weekend? .  Respecting everyone’s opinions.
 Could you play with me at 3:00 pm?
 Yes, I can. Discourse Markers  Identifying people´s behavior in different sports contexts.
Verb + ing / infinitive: like / want / would like There are certain rules in soccer. First, you cannot use your
 I (don’t) like going swimming. hands. Then, you have to kick the ball with your feet. After that, Proverbs / Quotes
 I (don’t) want to play soccer the player tries to pass the ball to other player. Finally, the winner
 I would like to go to the match. team is the one that scores a goal.
Vocabulary
Up close and personal: A day I´ll never forget
 Participating at national games and competitions
 Winning a competition.
 Winning a game
 Participating at a championship
 Winning a medal
Phonology
 Review
135
Assessment Time
Learner can
Evidences 120 min
(3 lessons)
Pre-teaching
5 minutes
Participating
Warm – up
T moves around the classroom asking questions to some Ls. For example, Can you play
5 minutes
soccer ?/ Can you swim/ play volleyball? and completes a chart on the board as follows:
Student´s name Can Can´t
Then T asks some Ls to report on some of their classmates´ information orally
Engaging
Activation of prior knowledge 10 minutes
T asks Ls to think about an unforgettable experience related to sports. Then, Ls complete the
chart below with information of their own in their notebooks .
136
Student´s name Name of Year it Who was with Why

sport happened me ? unforgettable?
T asks for some volunteer students to share their information by eliciting information from
them.
Introducing 15 minutes
T introduces the structure: Verb + ing / infinitive for like / want / would like to talk
about likes and dislikes and possibilities. T writes some examples on the board such as:
I (don’t) like going swimming.

I (don’t) want to play soccer
I would like to go to the match.
*T can also use images with the sample sentences. T also models the pronunciation of
the auxiliary “would”
Vocabulary
T introduces the following vocabulary words on the board:
- Win
- Lose
- Participate
- Compete
- Championship
- Medal
- Prize
- Game
137
- Competition
After that, T models the pronunciation of the words.
5 minutes
Phonology
Review
Ls take turns saying sentences with consonant blends. For example:
Travis is playing ball on the market street.

Tracy likes blowing and flying balloons
Assessment: L R.4. understand 20 minutes

recognizes most of what most of what occurs Reading for the first time
occurs in a well-structured in a well-structured T projects on the board or make copies of the story “the Big Match” by Pedro Pablo
short story and the story’s short story and the
main characters story’s main
Sacristán . https://freestoriesforkids.com/children/stories-and-tales/big-match. Ls read
characters the passage in groups of three.
Pair/Group feedback
Ls asks each other in the groups what they understood about short story and what the
liked the most about the story.

Ls re-read story and answer comprehension questions such as: What happened in the
beginning of the story?/ Who are the characters ? What happened in the end?
138
Post-reading
T and students talk about the main events of the short story and the characters.
Assessment: L L.2. extract

recognizes important important Pre –listening 15 minutes
information from audio information from
texts (e.g., sports audio texts (e.g.,
announcements, sports sports T introduces words related to sports announcements for students enrolled in a high
scores) provided the announcements, school in the UK:
message is delivered sports scores) -sign- up -upcoming
clearly. provided the
message is -limited spots
delivered clearly. -postpone
-date set
-venue
-bring a change
-upcoming trials
-trial registration
139
Ls listen to the sports announcements. See link below: https://www.youtube.com/watch?
v=frmT3QO6_cU
Pair/Group feedback
Ls asks each other what they understood from the announcement.

Ls listen for the second time and answer the following questions:
What sports are mentioned in the announcements?/ When do term 2 sport registration close?/
What event was cancelled? / Where can we get information of upcoming events?
Post-listening
T checks answers with students orally. Then T asks students about the sports they would like to
register for trials and why?
Assessment: L writes an W.3. write an Written production

introduction or conclusion introduction or
to a story with the help of a conclusion to a story
dictionary. with the help of a T introduces linkers: for sequential past time ( First, then, after that, finally). 20 minutes
dictionary, checking
written sentences to
look for mistakes Pre-writing
(e.g., subject-verb Sts interview some classmates asking questions about a unforgettable sports story. Name of
agreement,
capitalization, sport / Year it happened / Who was with you ? Why unforgettable?
spelling, basic
punctuation etc.). Drafting
Sts in groups choose a sport unforgettable sports story they most have in common and
then write an introduction or conclusion with the help of a dictionary.
140
Revising
T monitors and checks to make sure that Ls' sentences are correct and complete ; e. g.,
subject-verb agreement, capitalization, spelling, basic punctuation etc.
Editing
Ls exchange their papers with other groups, and check each other's stories for completion
and correctness.
Publishing (Post -task)

Each group draws a picture sequence of the story and present it in front of the class.
Assessment: L describes SP.1. describe a Planning / Organizing

a day he/she will never day in sports 25 minutes
forget in sports. he/she will never
Ls describe in groups a day in sports they will never forget. Ls must include information
forget. related to:
Name of sport, day/year it happened, participants, a sequence of events( beginning, middle

and end)
Rehearsing
Sts practice in the groups paying attention to the whole structure of the presentation.
Producing
T asks the groups to present their descriptions in front of the class.
Post- task
T reviews the pronunciation of some verbs and the use of some phrases and structures
141
to refer to past events

times listed
English, not just those related to presentation. above to allow
5 min each
week.
Group
presentations
can be week 5
or 6.
Reflective Teaching
improve

understanding.)
142
In
I can… Yes No
progress
recognize most of what occurs in a well-structured short
story and the story’s main characters
recognize important information from audio texts (e.g.,

sports announcements, sports scores) provided the
message is delivered clearly.
write an introduction or conclusion to a story with the help
of a dictionary.
describe a day I will never forget in sports.
143
Didactic Planning
Weeks 5 and 6
Level: 8th Unit 2: Let the Good Times Roll!.

 Willingness to cooperate in teamwork.
Vocabulary Discourse Markers

 Did Ls say aloud and write all vocabulary?  Did Ls practice connecting words: and, but, Sociocultural
because?  Respecting his/her school, classmates and teachers
Phonology  Did Ls practice idioms and quotes?

 Did Ls recognize, articulate, practice and
produce phonological sounds?
Strategies & Total:
outcomes?
144
145
Level 8th Unit 3

Scenario: Something to Celebrate!
Enduring Understanding Celebrations, festivals and traditions reflect people’s cultural identity.
Essential Question Why is it important to celebrate special dates?
146
Week 1 Week 2 Week 3 Week 4 Weeks 5/6
Assessment: L recognizes main Assessment: L recognizes main
information in short, information in short, straightforward Assessment: L discriminates a set of Assessment: L distinguishes specific Assessment
straightforward audio. audio. clear-cut instructions (e.g., what to do if details in an audio advertisement if it is
L.1. understand main L.1. understand main information you attend a festival or celebration), delivered clearly and concerns a product
information in short, in short, straightforward audio especially if there are pictures. and/or service of interest to the student. Anecdotal reports/rubrics/ instruments for self and co-
straightforward audio messages messages if these messages are R.2. follow a set of clear-cut L.2. understand specific details in an assessment
if these messages are delivered delivered slowly and clearly instructions (e.g., what to do if you audio advertisement if it is delivered
slowly and clearly (e.g., holidays (e.g., holidays and celebrations). attend a festival or celebration), clearly and related to his/her interest.
and celebrations). especially if there are pictures.
Assessment: L asks and answers Assessment: L recognizes the gist of
Assessment: L asks and about holidays and festivals in Assessment: L distinguishes overheard conversations generally.
answers about local holidays, Latin America and around the chronological order within special L.3. understand the gist of overheard
celebrations and festivals. World. sentence structures. conversations generally.
SI.1. ask and answer about local SI.2. ask and answer about R.3. understand chronological order
holidays, celebrations and holidays and festivals in Costa within special sentence structures Assessment: L … Suggested Integrated Mini project
festivals. Rica, Latin America and around using linkers: sequential past time. W.2. write a text message or a
the World. postcard/e-postcard to friends to give A holiday fair (a selected Costa Rica, Latin
Assessment: L describes what Assessment: L asks and answers news about holidays, festivals or America or the rest of the world
he/she did on his/her last holiday. Assessment: L accepts or refuses about holidays and festivals in Latin celebrations, checking written holiday/festival/celebration, including where it is
SP.2. describe what he/she did invitations politely. America and around the world. sentences to look for mistakes (e.g. celebrated, when it is celebrated, history, activities
on his/her last holiday, SI.3. accept or refuse invitations SI.2. ask and answer about holidays subject-verb agreement, capitalization, people do and traditions, food).
individually. politely. and festivals in Costa Rica, Latin spelling, basic punctuation etc.). A storytelling of the most memorable holiday
America and around the World.
Assessment: L … Assessment: L describes holidays,
W.1. write short messages, for Assessment: L describes holidays, celebrations and festivals in general.
example to make or change an celebrations and festivals in general. SP.1. describe a holiday, celebration and
invitation or an appointment to SP.1. describe a holiday, celebration festival in a short presentation, prepared
meet on a holiday, a festival, or a and festival in a short presentation, in advance but not read, in pair-share or
celebration. prepared in advance but not read, in small group.
pair-share or small group.

R.1. identify and manipulate English language sounds using knowledge in phonics, syllabification, and word parts.

Let’s celebrate: Let’s celebrate: Let’s celebrate: A holiday to remember:
Holidays with My Family Latin American Holidays and Holidays and Festivals around the One of my favorites
Festivals World
147
Describing different ways of Describing what people do in Describing the most important Describing my favorite holiday
celebrating holidays in my order to celebrate different celebrations and festivals all celebration or festival.
family. holidays in Latin America. around the world.

Linkers: Sequential past time Linkers: Sequential past time Linkers: Sequential past time
Yesterday we celebrated First, Then, After, Finally First, Then, After, Finally First, Then, After, Finally
Independence Day. First, we
attended a school ceremony and
sang the national anthem. Then,
we went to see the parades. After
that, we went back home. Finally,
we went to bed.
Simple Present Past Continuous Simple Present Simple Past Yes/No and Information
Information-Yes/no questions Yes/no and Information Questions Information-Yes/no questions Questions
 People gather to celebrate.  What were they doing at the  People gather to celebrate.  What did you do on your last holiday
 Do you like Easter week? festival?  Do you like Easter week? celebration?
 How do people celebrate  People were drinking and How do people celebrate I gathered with my family.
Christmas? having fun. Christmas?  Did you enjoy it?
 What was she doing?  Yes, I did.
Simple Past (was-were) Zero Conditional
 Who was at the festival?  If you go to a parade, bring Simple Past (was-were)
 Were you at the festival? comfortable clothes.  Who was at the festival?
 Yes, I was.  If you go to the festival, try new Were you at the festival?
food.  Yes, I was.
 If you go to the carnival, bring
your camera.
 Practicing digraphs (th, sh,  Practicing digraphs (th, sh, Practicing digraphs (th, sh, ph) Review
ph) ph)
148
Let’s Celebrate: Let´s celebrate: Let´s celebrate:  Recycle vocabulary from previous
Holiday with my family Latin American holidays. Holidays around the world weeks.
Bullfights, live music, folk party, flatbed trucks, bands, Carnival in Rio de Janeiro, Brazil,
dancing, carnival with rides, parade of floats, the crowning parade, samba, costumes, dance
games, parade, concerts, of Miss Carnival, African- decorations, Chinese New Year,
fireworks, inspired dances, music, China, play, costumes,
ox-cart parade and dance, costumes, masks, fireworks.Yi Peng Lantern
procession, hand carved fireworks, concerts, religious Festival, Thailand. Buddhist merit,
masks, traditional costumes ceremonies, barbecues, floating lights, The Carnival of
rodeo, street fairs, traditional traditional dances, and Venice, Italy, Venetian masks,
food, beauty contest, live bonfires. carnival, theaters troupes. La
music and sporting events. Tomatina, Throw tomatoes,
Christmas, New Year,
Thanksgiving, Easter, Halloween.
Psycho-social Sociocultural Sociocultural Quotes
 Valuing own local cultural  Respecting cultural  Respecting festivals, holidays and  The more you praise and celebrate
identities. differences. traditions of my country and your life, the more there is in life to
others. celebrate. – Oprah Winfrey
Social Language Samples Idioms
 get-together  carnival atmosphere Social Language Samples Social Language Samples
 “Enjoy the holidays!”  “Let’s party tonight!”
Idioms
 social butterfly
Didactic Planning
Week # 1
Level: 8th Unit: 3
Domain: Social- interpersonal Theme: Let’s celebrate: Holidays with My
Scenario: Something to celebrate
Social- transactional Family
Enduring Understanding: Celebrations, festivals and traditions reflect people’s cultural identity.
Essential Question: Why is it important to celebrate special dates?
149

Simple Present  Valuing own local cultural identities.
Information-Yes/no questions Describing different ways of celebrating
 People gather to celebrate. holidays in my family.
 Do you like Easter week?
 How do people celebrate Christmas? Discourse Markers Proverbs/Quotes
Simple Past (was-were) Social Language Samples
 Who was at the festival? Linkers: Sequential past time  get-together
 Were you at the festival?
Yes, I was Yesterday we celebrated Independence Day.
 Idioms
First, we attended a school ceremony and
 social butterfly
sang the national anthem. Then, we went to
Vocabulary
see the parades. After that, we went back
Let’s Celebrate:
home. Finally, we went to bed.
Holiday with my family
Bullfights, live music, folk dancing, carnival with
rides, games, parade, concerts, fireworks,
ox-cart parade and procession, hand carved
masks, traditional costumes rodeo, street fairs,
traditional food, beauty contest, live music and
sporting events.
Phonology
Practicing digraphs (th, sh, ph)
Assessment Time
Learner can
Evidences 120 min
(3 lessons)
Pre-teaching
Routine: Checking attendance, checking in with Ls, posting and reviewing Essential
150
Question, Can Do’s, and class agenda, etc. 5 minutes
Participating
Warm upT says “My name is María and I like ____________ (celebration)”, then, she
tosses the ball and Ls toss the ball using the same phrase with different celebration.
5 minutes
Engaging
Activation of prior knowledge: T divides the board in three columns (holidays, celebrations,
and festivals). T explains what a holiday is, what a celebration is, and what a festival is. T elicits 5 minutes
which Costa Rican holidays, celebrations, and festivals are being shown in the pictures
(flashcards).
Introducing
Using the pictures given, T introduces some information about some holidays, celebrations and
festivals. For example: There are bullfights in Zapote. People eat tamales on Christmas. On
Independence Day, we have parades.
L recognizes main L.1. understand
information in short, main Pre- listening 25
straightforward audio. information in Ls are given a chart as follows.
short, Student’s name Birthday minutes
straightforward
audio messages
if these
messages are
delivered slowly T writes on board: What’s your name? /When is your birthday?
and clearly T encourages learners to walk around asking and answering the questions until the chart is
(e.g., holidays complete.
and Listening for first time
celebrations). Ls listen to the audio once http://www.esl-lab.com/birthday/birthdayrd1.htm; after that, T gives
the multiple-choice worksheet.
Pair/group feedback
Ls report the answers as a whole class activity.
151
Listen for the second time
T writes the following statements on the board.
_____ cut the cake
_____play freeze tag
_____ light the candles
_____ blow the candles
Ls listen to the audio and number the correct sequence.
Post listening
T makes random questions such as: Do you like cake? How old are you? Do make a wish
when you blow out the candle? Who do you celebrate your birthday with? Where do you go on
your birthday? Make sure all learners participate.
30
Checking
minutes
T asks learners to mention celebrations they commemorate with their families.
L asks and answers SI.1. ask and
about local holidays, answer about Planning
celebrations and local holidays, T explains the students will listen to a description of how the teacher’s family and relatives
festivals. celebrations and celebrate Mother’s Day.
festivals. On our last Mother’s Day, we had different activities. First, my son woke me up early to have
breakfast in bed. Later, he gave me a cookie jar he made at school. After that, we went to my
mother’s house to have lunch with other relatives and my grandma. We ate mashed potatoes,
vegetables, and meat. Next, we gathered together in the living room to see some photos on the
digital projector. Finally, we had a wonderful time and came back home at 9:00 pm.
Using
Ls list the verbs and the activities they hear.
152
Elaborating
Ls are given a handout. Ls answer the questions based on their last celebrations.
Questions Your answers Classmate’s answer
1. What did you do
on ___________?
2. What did you

eat?
3. Where did you
go?
4. Who did you go
with?
5. What did you
see?
6. What activities
did you do?
Interacting
Ls get in pairs to ask and answer questions with their classmates.
Planning
L describes what SP.2. describe
T gives the flashcards used in the warm up. Ls get in pairs to prepare a description of a
153
he/she did on his/her what he/she did celebration/holiday/festival given. 30
last holiday. on his/her last Organizing
holiday, minutes
Using the handout from the previous task and the following template, learners write about their
individually. last holiday/celebration/festival.
HOLIDAY, CELEBRATION OR FESTIVAL

First,
Second,
After that,
Then,
Finally,
Rehearsing
Ls rehearse the presentation in pairs. T goes around the class helping them.
Description
Ls present their celebration/holiday/festival orally in front of the class.

previous times
allow 5 min
each week.
Group
presentations
can be week 5
or 6.
Reflective Teaching
improve
154
understanding.)
In
I can… Yes No
progress
recognize main information in audios.
ask and answer questions about local holidays, celebrations and
festivals.
describe what I did on my last holiday
Resource Section
155
156
Didactic Planning
Week # 2
Level: 8th Unit: 3
Theme: Let’s celebrate: Latin American
Domain: Socio-transactional Scenario: Something to Celebrate!
Holidays and Festivals
Enduring Understanding: Celebrations, festivals, and traditions reflect people’s cultural identity.
Past Continuous
Yes/no and Information Questions Describing what people do in order to celebrate Respecting cultural differences
 What were they doing at the festival? different holidays in Latin America.
 People were drinking and having fun.
 What was she doing?
Discourse Markers Proverbs/Quotes
Vocabulary First, Then, After, Finally carnival atmosphere
Let´s celebrate:
Latin American holidays.
party, flatbed trucks, bands, parade of floats,
the crowning of Miss Carnival, African-inspired
dances, music, dance, costumes, masks,
fireworks, concerts, religious ceremonies,
barbecues, traditional dances, and bonfires.
Phonology
157
Assessment Time
Learner can
Evidences 120 min
(3 lessons)
Pre-teaching
5 minutes
Participating
Warm upLs watch the video “Merry Melodies” https://www.youtube.com/watch? 7 minutes
v=nQbN8TFjW9I . Then, T writes the following questions on the board. What were they
celebrating?
1. What were they drinking?
2. What were they eating?
3. What were they doing with the Christmas tree?
4. What were they wearing?
5. What other things were they doing?
Ls watch the video again to find the answers. T writes the vocabulary on the board.
Engaging
T asks learner about what other celebrations they know besides Christmas and write them on 3 minutes
the board.
Introducing
T presents and reads aloud the video “Top 10 celebrations around the World 2015”. 5 minutes
L.1. https://www.youtube.com/watch?v=e-QhQRNkxBQ
L recognizes main understand
information in short, main
straightforward Planning
information in
audio. short, Pre- listening
straightforward Ls are given a puzzle. Ls should identify key words related to New Year’s Eve.
158
audio Eve, New Year, count down, fireworks, resolutions, plans, dinner, music, welcome, celebrate
messages if
these E A E T N I E V E U
messages are
V E I E M O C L E W
delivered
slowly and N W O D T N U O C M
clearly (e.g., M C T V B O N F I U
holidays and R N E W Y E A R U S
celebrations). E Y E L C A M P I I
I T S L E E Y I P C
S T S A S B T M I N
F I R E W O R K S Y
O O U T C S N A L P
O D I N N E R G T N
T F E S R T V T M E
Ls listen to the audio http://www.dailyesl.com/new-years.htm and report how many words from
the puzzle they hear in the audio.
Pair/Group feedback
T writes down the following statements on the board. Ls complete the gaps in pairs 25
1. New Year's Day is the day when people _____________ the beginning of a new year. minutes
2. On New Year's Eve, family and friends often get together for ________________ or have a
______________to welcome in the new year.
3. People often ____________the hours, minutes, and seconds before the new year arrives.
4. They set off ________________
5. People often make new year's _______________to accomplish.
159
Ls listen to the audio again.
Post-listening
T writes down the following questions on the board. Ls get in pairs to answer them by writing
sentences.
How do people in your country celebrate New Year’s Eve?
What foods do people prepare?
What activities do people participate in?
What meaning does this day have for them?
SI.2. ask and Checking
L asks and answers answer about Ls get in groups of five people (they can work on the floor or at their tables). Ls are given a
about holidays and holidays and set of cards to play memory game.
festivals in Latin festivals in Planning
America and Costa Rica, Ls watch the video “Top 10 celebrations around the World 2015.
around the World. Latin America https://www.youtube.com/watch?v=e-QhQRNkxBQ
and around the Ls match the countries with their celebrations 30
World. Matching minutes
Country Celebration
Brazil ( ) Oktober Festival
Germany ( ) La Tomatina
China ( ) Halloween
Ireland ( ) Burning Man Festival
Thailand ( ) Rio de Jainero Carnival
Italy ( ) Yi Peng Lantern Festival
United States ( ) Chinese New Year
Spain ( ) Saint Patrick’s Day
Nevada, USA ( ) Holi
India ( ) Carnival in Venice
Using
160
Ls are given a handout to complete. It is based on the video about the 10 celebrations.
How is it celebrated?
Oktober Festival
La Tomatina
Halloween
Burning Man Festival
Rio de Jainero Carnival
Yi Peng Lantern Festival
Chinese New Year
Saint Patrick’s Day
Holi
Carnival in Venice
Elaborating
T places some pictures around the room and outside it. Ls walk around in pairs to ask and
answer the following questions. Learners have to write down the answers.
Questions:
What were people wearing?
What were people doing?
What were people eating?
Interacting
T asks the questions orally for the learners to participate and report what they have written
about the celebrations.
Checking
T asks learners which celebrations they have been invited to.
Planning
Ls sit down in pairs and the teacher gives a dialogue (there are four different situations)
Dialogue is taken from https://www.youtube.com/watch?v=vz5bJoVFJMA
In pairs, learners read the conversation given.
Using
161
Ls practice the conversation as a role play.
- Pool party
- Invitation to dinner
- Invitation to an office party
SI.3. accept or - Waiting for an invitation
refuse Elaborating
invitations If it’s necessary, learners can improve the dialogues by changing certain information and
L accepts or politely. using their own.
refuses invitations Interacting
politely. Ls present the dialogues in front of the class.
Pre- writing
Ls complete the following chart by writing celebrations from Costa Rica and the world. 20
January February March April July October November December
minutes
Drafting
Ls are given two empty post cards which should be completed with information about a
destination they went to.
W.1. write short

Destination: __________________________
messages, for
Address: ____________________________
example to Body: ____________________________
writes short make or change
messages, for an invitation or Where you are? What you are doing? Where you are staying? What you
example to make or an appointment already did? Something interesting about the event.
change an to meet on a
invitation or an holiday, a
Closing (Sincerely)
162
appointment to festival or a 20
meet on a holiday, celebration.
minutes
a festival or a
celebration. Revising
Ls get in groups of four to check their post cards
Editing
Ls correct the post cards and rewrite the information without mistakes.

previous times
allow 5 min
each week.
Group
presentations
can be week 5
or 6.
Reflective Teaching
improve

understanding.)
163
In
I can… Yes No
progress
recognize main information in short audios.
ask and answer questions about holidays and festivals in
Latin America and around the World.
accept or refuse invitations
write short messages, for example to make or change an
invitation or an appointment to meet on a holiday, a festival
or a celebration.
164
Resource Section
MEMORY
GERMANY OKTOBERFEST CHINESE NEW YEAR CHINA
BRAZIL CARNIVAL RIO DE SAINT PATRICK’S DAY IRELAND

JANEIRO
SPAIN
YI PENG LANTERN THAILAND HALLOWEEN UNITED STATES
FESTIVAL
LA TOMATINA
ITALY
CARNIVAL IN VENICE BURNING MAN NEVADA, UNITED
FESTIVAL STATES
HOLI INDIA
165
PICTURES
166
167
168
Didactic Planning
Week # 3
Level: 8th Unit: 3
Theme: Let’s celebrate: Holidays and
Domain: socio-transactional Scenario: Something to Celebrate!
Festivals around the World
Enduring Understanding: Celebrations, festivals, and traditions reflect people’s cultural identity.
Describing the most important celebrations
Simple Present and festivals all around the world.  Respecting festivals, holidays and traditions
Information-Yes/no questions of my country and others.
 People gather to celebrate.
 Do you like Easter week? Discourse Markers Social Language Samples
 How do people celebrate Christmas? Linkers: Sequential past time  “Enjoy the holidays!”
Zero Conditional First, Then, After, Finally
 If you go to a parade, bring comfortable Proverbs/Quotes
clothes.
 If you go to the festival, try new food.
 If you go to the carnival, bring your camera
Vocabulary
Let´s celebrate:
Holidays around the world
Carnival in Rio de Janeiro, Brazil, parade,
samba, costumes, dance decorations, Chinese
New Year, China, play, costumes, fireworks.Yi
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Peng Lantern Festival, Thailand. Buddhist
merit, floating lights, The Carnival of Venice,
Italy, Venetian masks, carnival, theaters
troupes. La Tomatina, Throw tomatoes,
Christmas, New Year, Thanksgiving, Easter,
Halloween.
Phonology
Assessment Time
Learner can
Evidences 120 min
(3 lessons)
Pre-teaching
Routine: Checking attendance, checking in with Ls, posting and reviewing Essential 5 minutes
Question, Can Do’s, and class agenda, etc.
Participating
Warm upLs complete a crossword puzzle related to different festivals around the world. 7 minutes
Engaging
T asks learners to complete a page named “celebrations”. Ls write down examples of 6 minutes
celebrations around the world.
3 minutes
Introducing
T reviews some celebrations gotten from the pages.
Planning
Pre- reading
L discriminates a R.2. follow a Ls are given a page named “pre – reading activity” to guess a country. After that, T asks 4 minutes
set of clear-cut set of clear-cut
learners to provide the name of a famous festival that country has annually.
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instructions (e.g., instructions Look at the pictures and write down the country they belong to .
what to do if you (e.g., what to Events
attend a festival or do if you attend
celebration), a festival or
especially if there celebration),
are pictures. especially if
there are
pictures.
This country is
____________________________
People like to celebrate

______________
20
minutes
Reading first time
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T reads some facts about Rio de Janeiro. After that, learners are given some pictures
they must number according to the reading sequence.
If you are going to Rio de Janeiro, you can enjoy….
Sambadrome 5 days long Carnival Judges

Balls choose the
best samba
group
Pair feedback
Ls work in pairs to check their answer.
Reading for second time
Ls are given some questions they have to answer.
1. When do people celebrate the carnival?
2. What are three activities you can enjoy if you go to Rio de Janeiro?
3. Where does the Carnival Ball take place?
4. How does the Sambadrome finish?
Post reading
Ls check their answers. After that, T asks learners to describe some words: samba,
parade, balls, costumes, week-long. Also, T asks learners to describe the Rio carnival
and a Costa Rica carnival.
Pre-reading
T projects an image about funny names based on Saint Patrick. Individually, Ls say
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R.3. their new names. T asks learners to provide information about Saint Patrick’s Day.
understand Reading for first time 30
chronological Ls are given a page about Saint Patrick’s Day. Based on that reading, learners should
L distinguishes order within match the following information by writing down the correct letter in each parenthesis. minutes
chronological special
order within sentence
special sentence structures
structures. using linkers: Matching
sequential past
time On March 17th _____________
a. People started to dye Chicago’s
( ) river.
The first Saint Patrick’s ( ) b. Residents from USA claimed
parade was _____ their Irish legacy.
The clover represents _____ ( ) c. in New York city
Since 1962 ______ ( ) d. cabbage and corn beef
Then, in 2007 _______ ( ) e. are symbols of this celebration.
People usually eat _______ ( ) f. People celebrate Saint Patrick’s
Day.
Finally, leprechauns ( ) g. The Trinity (Father, Son, Holy
Spirit)
Pair feedback
Ls work in pairs to check their answer.
Reading for second time

Ls read the information again. After that, they have to complete the following gaps.
First, Saint Patrick began as a ____________________________.
Saint Patrick used to have a _________________________to explain the trinity.
Then, in 1762 Americans started to celebrate with _____________________.
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After that, in 1962, people dyed the river with a _______________color.

Later, in 2007 Americans claimed their____________________ ancestry.
Finally, people usually eat _________________________and ___________________.
Post reading
T asks learners to read aloud their answers. T asks learners about the importance of
celebrating Saint Patrick’s Day.
Checking
SI.2. ask and T asks learners to mention celebrations, holidays or festivals around the world they
answer about would like to participate in.
holidays and Planning
L asks and festivals in Ls are given a chart they have to complete based on their preferences . 30
answers about Costa Rica,
holidays and minutes
Latin America
festivals in Latin and around the
America and World.
around the World.
Using
Ls choose one of the options from the chart to present the following conversation.
A. Hello ___________. Where are you going this time?
B. Hi. I am going to ____(country)__ to enjoy ____(festival/celebration).
A. Why do you like it?
B. It’s because ________(reason).
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A. When is your travel?
B. It’s on ______(date).
A. Oh! What a nice experience.
B. Yes, I think it will be the best.
Elaborating
Ls should answer the following questions based on the previous answers.
1. Where/when does the celebration take place?
2. Why would you like to participate in it?
3. What would be your first activity?
4. What would you do after participating in the celebration/holiday/festival?
5. What would you like to do on your last day staying there?
Interacting
In pairs, learners share the answers gathered from the previous activity.
Task: Describing holidays/celebrations and festivals
Planning
T lists some festivals around the world. In pairs, learners have to choose one to investigate.
SP.1. describe T is given a word document named “Festivals around the world” to get information about those
a holiday, festivals.
celebration and
: L describes festival in a
30
holidays, short Lists of festivals:
celebrations and presentation,  Wakakusa Yamayaki Festival minutes
festivals in general. prepared in  Sundance Film Festival
advance but
 Venice Carnival
not read, in
pair-share or
 Mardi Grass
small group.  Holi
 SXSW
 King Day
 Snowbombing
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 Songkran
 Stars of the White night
 Tomorrowland
 Edinburgh Fringe
 La Tomatina
 Oktoberfest
 Diwali
In pairs, learners are given the following chart. Ls have to complete it based on a
festival.
__________________________________ FESTIVAL
[Image]
When is it? Where is it? What do people Why is it

do? important?
Example:
WAKAKUSA YAMAYAKI FESTIVAL
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When is it? Where is it? What do people Why is it

do? important?
Organizing
In pairs, learners prepare a presentation to expose the information they got.
Rehearsing
Ls practice their presentation.
Producing
Ls present the information in front of the class
previous times
allow 5 min
each week.
Group
Thinking for planning: (5 or 10 minutes in week 3 or 4) presentations
can be week 5
or 6.
Reflective Teaching
improve
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understanding.)
In
I can… Yes No
progress
discriminate instructions especially if there are pictures.
distinguish chronological order within special sentence
structures.
ask and answer questions about holidays and festivals in
Latin America and around the World.
describe holidays, celebrations and festivals.
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Didactic Planning
Week # 4
Level: 8th Unit: 3
Theme: A holiday to remember: One of my
Domain: socio-transactional Scenario: Something to Celebrate!
favorites
Simple Past Yes/No and Information Questions
 What did you do on your last holiday Describing my favorite holiday celebration or
celebration? festival. Proverbs/Quotes
 I gathered with my family.  The more you praise and celebrate your life,
 Did you enjoy it? Discourse Markers the more there is in life to celebrate. – Oprah
 Yes, I did. Linkers: Sequential past time Winfrey
First, Then, After, Finally
Simple Past (was-were)
 Who was at the festival? Social Language Samples
 Were you at the festival?  “Let’s party tonight!”
 Yes, I was.
Vocabulary
Recycle vocabulary from previous weeks.
Phonology
Review
Strategies & Learner can Total:
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Evidences 120 min

(3 lessons)
Pre-teaching
Participating
Warm upT shows the pictures to ask the Ls if they know the product or the service. Tell some
extra information. Emphasize on pronunciation and repetition of the things they see in the pictures.
5 minutes
Engaging
T encourages students to tell orally where they can get those products or services. For
5 minutes
example: the TV, at appliance store , at supermarket , etc.
Introducing
T divides the board into two columns. Then shows the pictures of goods and services to clarify
the concept of both terms. Ls guess if the product shown is a good or a service. 10
minutes
GOODS SERVICES
Planning
Pre- listening 20
L distinguishes L.2. understand Explain to the Ls many people like to rent DVDs or videos for entertainment. Others like to buy minutes
specific details in specific details DVDs either at a store or online. Ask Ls to write down as many types of movies that you can.
an audio in an audio
Discuss your preferences for each type of movie (e.g., love, like don't like, can't stand, hate)
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advertisement if it is advertisement Listening for the first time
delivered clearly if it is delivered T gives a set of red and green cards to each student. One of each color by student. And asks Ls
and concerns a clearly and to pay attention if the woman likes or dislikes the types of movies.
product and/or related to
Ls listen to the audio http://www.esl-lab.com/like1/like1.htm
service of interest his/her interest
to the student. Teacher will ask while Ls show the red card for dislike and the green card for like.
Action:
A. like
B. Dislike
2. Comedies:
A. like
B. dislike
3. Horror:
A. like
B. dislike
4. Love:
A. like
B. dislike
5. Foreign:
A. like
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B. dislike
Pair/Group feedback
T writes down the following scramble statements on the board. Ls sit down in pairs and rewrite
them based on what they have heard.
1) kind/what/movies/like/you/of
2) like/comedies/you/do
3) violence/too/much
4) movies/she/about/action/is/crazy
5) foreign/like/films/I/really

Ls listen to the audio again to check.
Post-listening
T gives a copy of the script with blank to complete. Check it orally.
Man: Hey, Kathy. I'm (1) about renting a movie for tonight's party, and I want to (2)
what kind of movies you like.
Woman: Okay. What kind of movies do you have in mind?
Man: Well, what about (3) movies?
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Woman: Ah, I don't really like action movies. Too much (4) .
Man: Okay, do you like comedies?
Woman: Now, I do (5) comedies.
Man: Fine. Well, what do you think of (6) movies or love stories?
Woman: Uh . . . I'm not really (7) about horror movies, but love stories are (8)
fun to watch. Oh, and I really like (9) films, too.
Man: Okay. I'll go to the video store and see what I can (10) . Thanks
L.3. understand
the gist of
L recognizes the overheard
gist of overheard Pre- listening
conversations
conversations Using flashcards or a PP presentation the teacher recalls Costa Rican holidays and 30
generally
generally. celebrations making the difference between what’s a holiday and what’s a celebration. minutes
The teacher will play the following video and tell the students it’s a video about an American
giving an opinion about Costa Rican Holidays.
https://www.youtube.com/watch?v=e4xlLXt6asQ
After the video was played, brainstorm some vocabulary they heard from the American.
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Pair/Group feedback
T gives a sheet of paper with the following statements from the video. The statements must be
disorganized. Ask the Ls to sit in pairs and read aloud the options first and they will see the video
again to assign the correct order by using numbers from 1 to 8
Sentences (answer key):

1) At midnight they open gifts and there are fireworks.
2) For us, in the States, it’s a very quiet time.
3) Christmas Day everybody is just sleeping on or at the beaches.
4) My feeling of calm is destroyed with the noise.
5) There are many Christmas decorations.
6) New Year’s Day is like Christmas - lots of fire works.
7) On September 15, there are a lot of parades.
8) They don’t celebrate Halloween.
.
Ls watch the video again to correct the mistakes if they have made them
Post-listening
T checks the answers orally to let the Ls report and self-assess their answers and the order or
the opinions.
W.2. write a text
writes a text message or a
message or a postcard/e- Written Production
postcard/e-postcard postcard to Pre-writing
to friends to give T explains what a postcard is by showing a real post card or several of them with text on them.
friends to give
news about news about T writes on the board the following questions:
holidays, festivals holidays, - The place you stayed for that holiday, celebration or festival.
or celebrations,
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checking written festivals or - Food you ate 30
sentences to look celebrations, - Customs you experienced minutes
for mistakes (e.g. checking written - People you met
subject-verb sentences to
- Activities you did
agreement, look for mistakes
capitalization, (e.g. subject- - Best and worst moments
spelling, basic verb agreement, T explains by using an example of a holiday the Ls will not use. Can be by drawing a post card on
punctuation etc.). capitalization, the board and complete it with the ideas or with a previously made postcard you can project.
spelling, basic
punctuation Drafting
etc.). Ask the Ls to write on a paper a draft of their postcard following the same order of ideas written
on the board/displayed.
Revising
T will be passing one by one trying to advise and guide Ls to self-correct the mistakes.
Editing
T will distribute the postcard template to the Ls. They were previously asked to choose a holiday,
celebration or festival and looked-for images related to it. So, they can customize their own
postcard
Publishing
Ls will write their postcards with no mistakes to deliver to the teacher.
Option: if possible find people who speak English to deliver the post cards to and ask them to
write them back.
describes a holiday, SP.1. describe Spoken Production

celebration and a holiday,
festival in a short celebration Planning
185
presentation, and festival in T will distribute descriptions of different celebrations, holidays or festivals to each pair of students.
prepared in a short Organizing
advance but not presentation, Ask the Ls to prepare a presentation based on the main points they can take out from the information given.
read, in pair-share prepared in They must go home and manage the information of those points. 30
Rehearsing
or small group. advance but
Ls will rehearse at home to be prepared to come to school with a set of 5 flashcards. minutes
not read, in Producing
pair-share or Each group will have a moment to present the information to the whole class using or pointing to the
small group. flashcards previously made.

previous times
allow 5 min
each week.
Group
presentations
can be week 5
or 6.
Reflective Teaching
improve

understanding.)
186
In
I can… Yes No
progress
distinguish specific details in an audio advertisement if it is
delivered clearly
recognize the gist of overheard conversations generally.
write a text message or a postcard/e-postcard to friends to
give news about holidays, festivals or celebrations,
check written sentences to look for mistakes (e.g. subject-
verb agreement, capitalization, spelling, basic punctuation
etc.).
describe a holiday, celebration and festival in a short
presentation, prepared in advance but not read, in pair-
share or small group.
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Didactic Planning
Weeks 5 and 6
Level: 8th Unit 3: Something to Celebrate!

 Being aware and committed to protecting the
Vocabulary Discourse Markers environment
 Did Ls say aloud and write all vocabulary?  Did Ls practice connecting words: and, but,  Appreciating natural wonders
because?
Sociocultural
Phonology
 Did Ls practice idioms and quotes?
 Did Ls recognize, articulate and produce
phonological sounds?

Strategies & Total:
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outcomes?

189
Resource Section
Listening 1
190
191
Listening 2
192
193
Postcard Templates
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Holidays/Festivals/Celebrations descriptions week 4
Mardi Gras
The feast before the fast
by Holly Hartman and Chris Frantz
"Mardi Gras" means "Fat Tuesday." Traditionally, it is the last day for Catholics to indulge—and often overindulge—
before Ash Wednesday starts the sober weeks of fasting that come with Lent. Formally known as Shrove Tuesday, Mardi
Gras has long been a time of extravagant fun for European Christians. In fact, some people think Mardi Gras celebrations
have their source in the wild springtime orgies of the ancient Romans.
In the United States, Mardi Gras draws millions of fun-seekers to New Orleans every year. Mardi Gras has been celebrated
in New Orleans on a grand scale, with masked balls and colorful parades, since French settlers arrived in the early 1700s.
Hidden behind masks, people behaved so raucously that for decades in the early 19th century masks were deemed illegal
in that party-loving city.
Masks, Music, and Mayhem
French royals, feather-covered showgirls, Energizer bunnies, painted clowns, masked lions—you can find them all (and
countless others) in the streets of New Orleans at Mardi Gras. By dawn on that most famous Tuesday, people have
claimed the best spots on the streets to watch fabulous floats, outrageous performers, and visiting celebrities go by. Many
travel hundreds of miles to be a part of the excitement.
Marching bands, some of them founded more than a century ago, also take to the streets with music and festive dress.
They open the day by spreading jazz music through the city before the more than 350 floats and 15,000 costumed
paraders take over the scene. Crazy costumes and wild make-up are the order of the day for paraders and parade-
watchers alike. The most lavish get-ups can be seen at the cross-dressing beauty pageants in the French Quarter, where
bawdy costuming may reach new heights (over seven feet, in heels).
Krewes: New Orleans Royalty
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Mardi Gras has long combined wild street activities open to everyone with events organized by private clubs known as krewes.
Today, thousands of people belong to about 60 krewes that plan the parades and balls of New Orleans' Mardi Gras. The oldest
krewe, the Krewe of Comus, was founded in 1857 by men who feared the outrageous antics of Mardi Gras would lead to the holiday
being outlawed. They hoped that secret societies could keep the celebrations alive. The Krewe of Comus withdrew from the parade
schedule in 1992 when it refused to sign an ordinance prohibiting racial discrimination.
In 1872 the Russian grand duke Alexis Romanoff visited New Orleans at Mardi Gras. A group of businessmen organized the Krewe
of Rex to host a parade for the occasion, and appointed a "king for the day" so that the grand duke could have a royal reception.
Naming kings and queens at Mardi Gras balls has been a tradition of the krewes ever since. Another tradition began with that royal
visit: the Romanoff house colors—purple for justice, green for faith, and gold for power—became the official colors of Mardi Gras.
Catch as Catch Can
The millions of colorful beaded necklaces thrown from floats are the most visible symbols and souvenirs of Mardi Gras. In addition,
millions of cups and toy coins known as "doubloons" are decorated with krewe logos and thrown to parade-watchers. Some
"throws" are especially prized: only the luckiest folks manage to take home the hand-decorated coconuts from the Krewe of Zulu.
People do outrageous things to catch the most throws. Some dress as priests, hoping the many Catholics on the floats will shower
them with goodies. Others dress their children in eye-catching costumes and seat them, holding baskets to catch the loot, on
ladders that tower over the crowds. Others give up on the costume ploy altogether, finding that taking clothes off can be the
quickest attention-getter.
After Katrina
Hurricane Katrina slammed into New Orleans at the end of August 2005, but within a few months the city decided that Mardi Gras
would go on. Many of the krewes had safely stored their parade floats before the hurricane. Some of the most popular parade
routes, including St. Charles and Magazine Streets, were spared in the storm. For after-parade decadence, the French Quarter also
emerged relatively unscathed.
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Zapote Festival
Posted on March 4, 2013By AnnaFestivals
Enduring the festive mood of Christmas and New Year’s celebrations, Zapote festival follows the Festival of Lights from the 25 th of
December till the New Year’s Eve. When in a mood for a matchless celebratory and flamboyant festive break, the sultry Christmas
in the tropics of Costa Rica is the recommended destination.
Las Fiesta de Zapote, the festival of Zapote is a holiday that marks the end of the year in true Costa Rican fashion. Scarcity of pine
trees does not stop its locals from decorating their city. The Festival of Lights leaves behind all the Cyprus trees with attractive
décor, flashy luminosities and Christmas portals. These portals display the birth of Jesus Christ and they are artfully dangling from
the trees or garnishing the homes of the natives.
The festival opens on the 25th around 3pm in the afternoon, and soon enough over a million people swarm into the city. True to its
expectation, Zapote transforms itself into a magnificent fiesta within minutes. It makes way for the horse parades where the largest
of the herds march down the streets of the city. This exhibition of Topes is a tradition ongoing since the colonial times and still is
regarded as an awe inspiring performance. However, the major attraction that makes this carnival one of its kinds is its bull fights.
Unlike the ones in Spain, in these bullfights the bulls are not harmed and they actually stand a chance. It’s an amusing show of
people mostly gutsy men, and a few women who get into the circle and annoy the bull, a pull of tail here and a spank on the body
there just to get the bull’s attention and then a run to avoid his furious retort.
The fairground covers a large expanse and is scattered with joyous rides and a variety of snack stalls for the folks. The rides are fit
for the fittest and they include pirate ship, bumper cars, roller coasters and a terrifying spinning ride called the Tagada. When it
comes to food, the pupusas and churros are clear favorites. Pupusas are delicious corn pouches of meat with coleslaw and cheese
melted on top, trying them is sure to become one of your memorable moments of the holiday. When craving for sweet, make sure to
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get your hands on churros, the deep fried pastry rolled in sugar and cream. And finally, the bars and the turned up sound of groovy
Latino music will create the perfect ambiance for the festival.
Other fascinating attractions include the snake shows where snakes like corals, pythons, anacondas and vipers are put for a show.
Also, the endless party rockers can go clubbing and dancing into the night.
Apart from all the festivity, the festival is monitored under an excellent security operation. Officers of public force are stationed at
entrances and exits, inspecting visitors in order to prevent any accidents. Medical aid is available during the bullfight and it
specializes in bandaging nasty cuts or broken bones that may happen during them.
A taxi ride from downtown San Jose, will take you to Zapote in a short amount of time. The festival centers itself in the main market
place and branches out into the city. So, this Christmas when you are fed up of a roasted dinner and cold environment pack your
bags and head for an exciting and unforgettable holiday in Costa Rica!
Halloween in the United States

Many Americans celebrate Halloween on October 31. Celebrations include costume parties and trick-or-treating.
What Do People Do?

Halloween is usually celebrated amongst family, friends and, sometimes, co-workers. However, some areas hold large community
events. Parties and other events may be planned on October 31 or in the weekends before and after this date. Adults may celebrate
by watching horror films, holding costume parties or creating haunted houses or graveyards.
Many children dress up in fancy costumes and visit other homes in the neighborhood. At each house, they demand sweets, snacks
or a small gift. If they do not get this, they threaten to do some harm to the inhabitants of the house. This is known as playing 'trick-
or-treat' and is supposed to happen in a friendly spirit, with no nasty or mean tricks being carried out. However, if your children take
part, it is important to accompany them and to check their 'treats' to make sure they are safe to eat or play with.
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Some families carve lanterns with 'scary' faces out of pumpkins or other vegetables or decorate their homes and gardens in
Halloween style. These were traditionally intended to ward off evil spirits. If you are at home on Halloween, it is a good idea to have
a bowl of small presents or sweets to offer to anyone who knocks on your door. This will help you to please the little spirits in your
neighborhood!
One cause that ties with Halloween is collecting donations for the United Nations International Children's Emergency Fund
(UNICEF). As children trick-or-treat on Halloween night, some of them might carry small cardboard boxes with the UNICEF logo on
them and collect coins instead of the usual candy. The money collected is then given to UNICEF and used to help needy children
worldwide.
Public Life
Halloween is not an official holiday. Government offices and businesses are open as usual and public transit services run
on regular schedules. If you drive around in late afternoon or evening, it is important to keep a careful lookout for children
who are unaccustomed to being out on the street after dark. If they are wearing dark costumes or masks, they may be less
easy to see than normal. They may also be excited and dart out unexpectedly from between vehicles or behind bushes.
Background
Halloween originated as a pagan festival in parts of Northern Europe, particularly around what is now the United Kingdom.
Many European cultural traditions hold that Halloween is a time when magic is most potent and spirits can make contact
with the physical world. In Christian times, it became a celebration of the evening before All Saints’ Day. Immigrants from
Scotland and Ireland brought the holiday to the United States.
The commercialization of Halloween started in the 1900s, when postcards and die-cut paper decorations were produced.
Halloween costumes started to appear in stores in the 1930s and the custom of 'trick-or-treat' appeared in the 1950s. The
types of products available in Halloween style increased with time. Now Halloween is a very profitable holiday for the
manufacturers of costumes, yard decorations and candy.
Symbols
There are various symbols associated with Halloween. These include the spooks, ghosts and walking skeletons that
represent the contact between the spiritual and physical world and between the living and the dead. Human figures that
are often represented on Halloween are witches and wizards, who are seen to have the power to contact the spirit world.
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Bats, black cats and spiders are often connected with this holiday. These animals are associated with the night and
darkness and often accompany witches and wizards.
There are also a range of objects associated with Halloween. These include blood, fire, gravestones, pumpkins, bones and
skulls. They all have connections with death, the spirit world or protecting property from evil spirits. Many of these objects
are now available in stores as decorations for the Halloween season.
Easter Day
Easter Sunday is one of the most festive events among Christians worldwide. It commemorates Jesus Christ’s
resurrection from death, as written in the Christian bible.
What Do People Do?

Many Christians worldwide celebrate Easter with special church services, music, candlelight, flowers and the ringing of
church bells. Easter processions are held in some countries such as the Philippines and Spain. Many Christians view
Easter as the greatest feast of the Church year. It is a day of joy and celebration to commemorate that Jesus Christ is
risen, according to Christian belief.
Many towns and villages in Italy have sacred dramas about the episodes of the Easter story – these are held in the piazzas
on Easter Day. Pastries called corona di nove are baked in the form of a crown. Other traditional foods
include capretto (lamb) and agnello (kid/goat). Easter in Poland is celebrated with family meals that include ham, sausages,
salads, babka (a Polish cake) and mazurka, or sweet cakes filled with nuts, fruit and honey.
Although Easter maintains great religious significance, many children in countries such as Australia, Canada, the United
States and the United Kingdom, think of it as a time to get new spring clothes, to decorate eggs and to participate in
Easter egg hunts where eggs are hidden by the Easter Bunny. Some children receive Easter baskets full of candy, snacks,
and presents around this time of the year.
Public Life
Easter Sunday falls on a Sunday, which is a non-working day in countries such as Australia, Canada, the United
Kingdom and the United States. Government offices and schools are closed in countries where Sunday is a non-working
day, and business activities are limited.
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In countries where Sunday is a non-working day, transport schedules may be limited or operate on a different schedule to
that of the working week, so those intending on travelling via public transport may need to check their schedules ahead of
time.
Background
Many Christians celebrate Easter Sunday as the day of Jesus Christ’s resurrection, which is written in the New Testament
of the Christian bible. According to the Gospel of John in the New Testament, Mary Magdalene came to the tomb where
Jesus was buried and found it empty. An angel told her that Jesus had risen. Christians worldwide have celebrated Easter
for centuries.
However, the roots of the Easter holiday’s traditions and activities can be traced back to pagan celebrations. The name
Easter is believed to come from Eostara, the goddess of rebirth. In early times the Feast of Eostara celebrated earth’s
resurrection and rebirth. Strict Puritans would have nothing to do with Easter – it was merely a human institution – in the
past. Charles I, king of England, declared the day as scriptural as Sunday in 1647 but Parliament contradicted him in print
and abolished it with other church festivals.
The Easter date depends on the ecclesiastical approximation of the March equinox. In 325CE the Council of Nicaea
decided that the Easter date would be the first Sunday after the first full moon occurring on or after the March equinox.
Easter is therefore delayed one week if the full moon is on Sunday, which lessens the likelihood of it falling on the same
day as the Jewish Passover. Eastern Orthodox churches in many countries such as Greece still figure their Easter
date based on the Julian calendar.
Symbols
Easter eggs and the Easter Bunny are both fertility symbols, holdovers from the feast of Eostara. Other symbolic parallels
include the pagan joy in the rising sun of spring, which coincides with Christians’ joy in the rising Son of God, and the
lighting of candles in churches, which corresponds to the pagan bonfires. The symbol of the cross and images of Jesus
Christ, through paintings or statues, are remembered on Easter Day.
Thanksgiving
What is Thanksgiving Day?
Thanksgiving Day is a day set aside each year where people in the United States and Canada give thanks to God for all the
blessings they received during the year by feasting and prayer.
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History of Thanksgiving
Thanksgiving Day first started in New England. It was for thanking God for the abundant harvest of crops. This is usually
somewhere in late fall when the crops have been harvested. People from many parts of the world have been holding some
kind of harvest festivals for thousands of years. They just called it by different names, for example :
U.K. - Harvest Festival UK

China - mid-autumn festival
Korea - Chu Suk, or also known as the Harvest Moon Festival.
India - Indian Harvest Festival (find out what it's called)
American Thanksgiving Day is probably a harvest festival at the beginning too. The first Thanksgiving Day in America was
on December 4, 1619. At that time, it was a fully religious thing. A group of 38 English settlers arrived at Berkeley
Plantation via the James river (near Charles City, Va) on December 4, 1619 and their charter required that the day of their
arrival be observed yearly as a day of thanksgiving to God.
In New England, the first Thanksgiving Day was celebrated in Plymouth in 1621 by the Pilgrims together with 91 Indians.
The Pilgrims first set foot at Plymouth Rock on December 11, 1620. The first winter in Massachusetts was really bad and
46 out of the original 102 Pilgrims died. It is believed that the Indians helped the Pilgrims through that difficult period and
without them, the Pilgrims would not have survived.
In the following Spring of 1621, Samoset of the Wampanoag Tribe and Squanto of the Patuxtet tribe, taught the survivors
how to plant corn or maize and how to catch alewives, a kind of fish to be used as a fertilizer for growing pumpkins,
beans, peas and other crops. These two braves also taught the Pilgrims the art of hunting and angling. Things got better
in 1621 when the corn and pumpkin harvest was bountiful. Governor William Bradford made arrangements to celebrate the
bountiful harvest and to recognise the help given to the colonists by the indians with a feast. The feast was more of an
English Harvest festival celebration and it lasted for three days. Governmor William Bradford sent four men out "fowling"
after ducks and geese but it is not very sure if it included the turkey. The Pilgrims used to call any type of wild fowl, turkey.
Unfortunately, this celebration was not repeated for many years.
In June 20, 1676, the governing council or Charlestown and Massachusetts held a meeting and by a unanimous vote, they
instructed Edward Rawson, the clerk, to proclaim June 29 as a Thanksgiving Day. The Indians were not included this time
as the celebration was more about the Pilgrims' recent victory over the natives.
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This custom soon spread from Plymouth to other New England colonies. In October 1777, all the 13 colonies joined in a
thanksgiving celebration. This thanksgiving celebration was to commemorate the victory over the British at the Battle of
Saratoga during the Revolutionary war. Eight days of thanksgiving was observed. This celebration was not repeated.
In 1789, President George Washington issued a general proclaimation naming November 26 a day of National
Thanksgiving. Some were opposed to it as many felt it was not right to celebrate when there were hardships among some
pilgrims.
At the same time that year, the Protestant Episcopal Church announced that the first Thursday in November would be set
aside yearly for giving thanks. However, it was only in 1830 when New York had an official state Thanksgiving Day that
other Northern states soon followed. Viginia, in 1855, became the first southern state to adopt this custom.
How did Thanksgiving Day became a holiday?
During the 1800s, a famous editor of the Ladies' Magazine and Godey's Lady's Book by the name of Sarah Josepha Hale
(author of "Mary had a little lamb") worked many years to promote the idea of a National Thanksgiving Day. She was
credited for persuading President Abraham Lincoln to declare Thanksgiving a national holiday. Abraham Lincoln
proclaimed the last Thursday in November 1863 as "A day of thanksgiving and praise to our beneficent Father." However,
in 1939, President Franklin D. Roosevelt changed it to one week earlier. This was to help businesses by lengthening the
shopping period before Christmas. There was an uproar and it was changed back to its original date two years later. Then,
Congress changed it again after 1941 to the fourth Thursday of November and it would be a legal federal holiday.
Today, Thanksgiving Day is usually a family reunion dinner celebration. Roast turkey is a favorite dish on this day. The
Christians also attend church services and pray, thanking God for all the blessings for the year.
Thanksgiving Dinner
Traditional thanksgiving dinners those days usually includes turkeys cranberries, fish, dried fruit, clams, venison, plums
and lobsters. Modern times thanksgiving dinners include the pumpkin pie.
TOMORROWLAND
Tomorrowland is an electronic music festival held annually during the penultimate weekend in July in Boom, Belgium.
The 180,000 capacity festival features a line up of electronic, EDM and dubstep acts across 15 stages.
The ticket price of the festival increases every year with an average price for a weekend ticket of 250 Euros.
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Vibe
Known for its intense energy and phantasmagorical decorations, Tomorrowland has a surreal quality that sets it apart
visually from its competition in the dance music field. In the years since the festival first started (in 2004) it has become
one of the largest electronic music festivalsin the world.
Every year the festival organisers invest a lot of effort and manpower in decorating the festival site, which greatly
contributes to the total experience for the festival-goer. For example, in 2011 Tomorrowland took on an "Alice In
Wonderland" theme for its main stage that included giant oak trees, mushrooms, lasers shooting out of characters eyes
and functioning waterfalls.
With so much time put into the decoration of the festival, attendees are asked not to tamper or harm decorations, and
anyone found doing so is escorted off-site.
Constructed decoration aside, Tomorrowland is also surrounded by many of Belgium's beautiful lakes, hills and fields.
The 2014 line-up included Above & Beyond, Afrojack, Armin van Buuren, Bassnectar, Benny Benassi, Carlo Cox, Diplo,
Dmitri Vegas & Like Mike, Eric Prydz, Hardwell, Knife Party, Loco Dice, New World Punx, Nicky Romero, Steve Angelo,
Steve Aoki, Tiesto, Yves V, and many more.
Stages
There are almost 20 stages at Tomorrowland, each with their own personality and style of artists. Some appear every day,
while some stage and arenas are present for different days. The sheer quantity of stages means that there are many artists
playing simultaneously, so festivalattendees will not be able to see every performer on the line-up.
Every stage is painstakingly decorated, and the artistry of the decor is as much of an event as the music itself.
On average Tomorrowland has around 14 stages, but this can decrease of increase with each event. Purchasing a
programme is highly recommended for festival-goers.
Tickets
Tomorrowland tickets are sent to purchasers with special computerized bracelets that allow the wearer into
the festival and past festival security. Passport details are collected when festival-goers originally purchase their tickets,
and security verifies at the gate that each person is who they say they are.
These bracelets can be activated before arriving at the festival site online, although once activated, you will not be able to
sell your bracelet to anyone else. Only the person for whom a bracelet has been activated can attend the event and get
past security.
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Tomorrowland organisers are not known to be very helpful with ticket or bracelet problems.
Prices
In 2014 a three day standard full madness ticket costed $280.
Packages
Global Journey
Tomorrowland offers a range of travel packages to festival-goers that they term Global Journey. These are well organised
packages that consist of a ticket for the festival and a return flight, train and/or a hotel. A few select flights are classified
as "party flights" and have entertainment and music on them. 2 flights last year had live DJ sets with Dmitri Vegas and Yves
V. Although Global Journey packages are more expensive than buying everything individually, they are becoming
increasingly popular as a sure way to get into Tomorrowland when normal tickets run out.
Further information is available on our blog post here. There is a price simulator on the Tomorrowland website to help you
calculate how much a Global Journey ticket will cost, that can be accessed
Children
This is an 18+ event, although if you turn 18 on the year of the festival you are hoping to attend, you will still be let in.
Weather
The average minimum temperature for July in Boom, Belgium is 13C; the average high is 23C.
What to wear
Bright colours are always welcome at Tomorrowland, matching the vibe of the event, it is always best to wear something
loose to help you move around and dance more easily. Wearing denim is not recommended, as this can become quite
heavy when wet from rain or sweat, and can cause skin irritation if the day is particularly humid.
Anyone wearing clothes that "express an explicit political, social movement or group" will be asked to remove said item,
or be denied entry.
Good footwear is important. It can take 15 to 30 mins to walk from the festival campsite to the arena depending on where
you are camped. Dancing tires out your feet; if you like to dance wearing comfortable shoes is crucial.
What to bring
The weather can be very sunny at Tomorrowland. If you are camping, and won't be indoors very often, bring sunglasses.
Sun screen is also essential. Keep some water on you throughout the day too, as dehydration can sneak up on you,
making you feel tired and irritable.
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Music festivals are notoriously loud places; just because you want to sleep doesn't mean your neighbours will feel the
same way. Bring earplugs so that you can be sure that you can recharge for another day of fun.
Food and drink
Tomorrowland has received universal praise for it's choice of festival cuisine.
Food ranges from hot dogs and pizza to oyster and Belgian chips (frites), with a wide choice for vegetarians and vegans.
Those eating and drinking in the VIP area are also eligible for free massages.
According to forum discussion, the festival operates on a token system, in 2012 the prices were apparently as follows:
7 coupons for $12
Beers and Ciders cost 2 coupons
Soda/Water cost 1.5 Tokens
Alcohol
You can bring your own food and drink into the camping site, but glass bottles are not allowed. Food and drink are banned
from the festival grounds.
Performing
Like much of the festival, the organizers source the artists themselves as opposed to people applying.
The festival also uses the same team of dancers every year.
Tomorrowland began as a relatively small festival in Belgium, originally catering for 10,000 party-goers.
Started in 2004, Tomorrowland was intended as Europe’s answer to the amusement park setting of America’s incredibly
popular Electric Daisy Carnival.
the festival has grown massively since then bringing together huge crowds from all across the world each year and is now
often described as one of the biggest festivals in Europe.
In 2012, the festival welcomed 180,000 revelers all safely returned to 75 different countries, with the live stream clocking
up 7,933,661 views.
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Holy Week in Costa Rica
For Costa Ricans, religious celebrations are very important, none more so than Semana Santa or Holy Week, that
celebrates the death and resurrection of Jesus Christ. Most locals either get together with their families to participate in
religious celebrations, or head out to the beaches for a vacation.
For many Costa Ricans, Semana Santa is a time for reflection and worship with family. The Catholic Church in each town
organizes traditional masses and processions which take place on Holy Wednesday, Holy Thursday, Good Friday and
Easter Sunday. Each procession is a dramatic reenactment of Jesus’ journey through Jerusalem to his crucifixion and
resurrection.
The participants dress up and act like armies of Roman soldiers and others who took part in Jesus’ journey toward death.
Some of the common characters seen in these parades are angels, Mary Magdalene, Saint Joseph and the Virgin Mary, the
apostles and, of course, Jesus. The actors perform as a promise that they have lived their last year free of sin, following
all of the church’s teachings. The procession is a very serious event, and spectators line the streets to mourn and pray.
At family gatherings special meals are prepared. During Holy Week, the tradition is to eat seafood, complying with the
Catholic practice of not eating meat on Fridays during Lent. Delicious dishes such as rice and shrimp, ceviche and fried
fish are prepared. Various desserts such as empanadas, pudding and jelly are all made from chiverre, a big squash that
looks like a watermelon and is in season during this time. The flesh is cooked with brown sugar blocks.
Most Costa Ricans that are not at home celebrating religious traditions pack up and drive to the beach. The beach towns
become overcrowded, and hotels are completely booked months in advance. Travelers on roads leading to the coast can
sit in traffic for hours. However, San Jose and other metropolitan areas become deserted as all government institutions,
schools and banks close down from Thursday to Sunday, or for the entire week in some cases.
During Holy Week, a Dry Law is in place, meaning that at midnight on Wednesday all bars and liquor stores close.
Catholics are not supposed to drink during the mourning of Jesus, not until he has resurrected on Sunday. While the
majority of the population is Catholic, many stock up on liquor and beer for the upcoming weekend. At the beach it is
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possible to find a clandestine bar open, but no alcohol can be officially served anywhere in the city.
A stealthy drink or two aside, many locals hold strongly to religious traditions, and superstitions are alive and well. Many
don’t swim in the ocean on Holy Thursday or Friday. People say you can drown because God is angry. Some of the more
superstitious believe you will become a fish if you get in the water on Holy Friday. It is also thought that the earth gets
hot, causing more earthquakes during this time. On the positive side, it is widely agreed upon that the best sunsets of the
year happen during Holy Week.
Whether at home with family, or on vacation at the beach, Costa Ricans share a great respect and passion for the
celebration of Easter and Semana Santa.
Christmas in the United States
Christmas Day, on December 25, is one of the most festive Christian holidays in many countries around the world. It
celebrates Jesus' birth.
Celebrate Christmas Day
Christmas Day is a holiday in many, but not all, countries. Many homes have Christmas trees and other decorations in the
weeks leading to Christmas Day. Some workplaces hold Christmas parties prior to December 25. Festive activities include
exchanging presents, singing Christmas songs, going to parties.
It's a special time when children get presents from family, friends and Santa Claus, or Father Christmas. Christmas cards
are also given or sent out prior to Christmas Day.
For some, Christmas is an exclusive family affair, while others invite friends to a Christmas buffet or pot luck meal.
Churches have special services and may include a crèche or miniature Nativity scene.
What's Open or Closed?
Christmas Day is a public holiday in many countries worldwide, including Australia, Canada, the United Kingdom and the
United States. Government offices, educational institutions, many businesses and post offices are closed on this day. If
you plan to travel with public transport, check with the local transport authority on schedule changes.
About Christmas Day
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Christmas celebrates the birth of Jesus Christ, who Christians believe is the son of God. His birth date is unknown
because there is little information about his early life. There is disagreement among scholars on when Jesus was born.
Christians celebrate Jesus’ birthday on December 25. Orthodox Christians celebrate Christmas Day on or near January 7.
The word “Christmas” comes from the old English “Cristes maesse”, or the mass of Christ. It is likely that the Christmas
date of December 25 was chosen to offset the Pagan celebrations of Saturnalia and Natalis Invicti. It it also possible that
the celebration of the birth of the “true light of the world” was set at the time of the December solstice because this is
when the days in the northern hemisphere begin to grow longer. Christmas holiday customs derive from various cultures,
including Teutonic, Celtic, Roman, West Asian and Christian.
Symbols
The mistletoe is a commonly used Christmas decoration. By tradition, people who meet under a hanging mistletoe are
obliged to kiss. Mistletoe has pagan associations. For example, the druids of Gaul regarded mistletoe growing on oak
trees as sent from heaven.
Other common decorations associated with Christmas are holly and ivy – both are associated with Pagan festivals as it
was customary to decorate with greenery for these festivals.
Images of Santa Claus, also known as Father Christmas, snowmen, reindeer, and candy canes are seen in cards, posters,
signs and other printed or marketing material associated with the Christmas celebrations. Images of baby Jesus, the
Christmas star, and other symbols associated with the religious meaning of Christmas are also seen during Christmas
Eve and Christmas Day.
Christmas in Costa Rica
December marks the beginning of the Christmas traditions and holiday season in Costa Rica with its crispier air, cool
winds blowing during sunny cool days, clear and starry nights and the subtle cypress scent from street vendors.
During the holiday season almost all Costa Ricans:
crave for tamales with coffee or agua dulce, baked pork legs, and refreshing eggnog
get their deserved Christmas bonus to buy presents and Christmas decorations
bring their children to a Christmas tree lighting ceremony
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go downtown San Jose to the Central Avenue boulevard for the “Avenidazo”
set a Christmas tree and a manger in their living room
share a big Christmas Eve dinner with friends and family then head to Christmas Eve Midnight Mass
tuck baby Jesus in the Manger and place gifts under the Christmas tree at midnight on Christmas Eve
look forward to the traditional holiday festivals: El Tope, Festival de la Luz and Fiestas de Zapote
Make end meet means to pay the annual vehicle registration renewal fees before the New Year.
Traveling in Costa Rica during December is a culture rich experience indulged with the most popular holiday traditions &
Festivals:
BLACK FRIDAY: THE LAST FRIDAY OF NOVEMBER
Started in 2011
Black Friday – adopted from the U.S. – is now part of the Holiday season in Costa Rica. Retailers discount their
merchandise up to 70%. Malls host raffles for cars, cash, vacation trips and other prices, and banks reward consumers
when making purchases with credit cards to kick off the holiday shopping season. Shoppers lure the stores in an attempt
to get the best deal on a product before supplies run out.
CHRISTMAS BONUS PAY DAY: NO LATER THAN DECEMBER 5TH.
A $1.1 billion dollar Christmas bonus was paid to the 1.5 million employees in the country to boost up the 2012 holiday
season. The bonus is equal to a person’s one month salary and generally it is used to pay debts, save for the next year,
and shop for manger scenes and decorations, toys for children, presents, imported apples and green or black grapes – a
special Christmas treat for many - at street vendors.
CHILDREN MUSEUM FAÇADE LIGHTING CEREMONY: FIRST WEDNESDAY OF DECEMBER
Started in 2000
This 90-minute event inspires children to have faith in their dreams and one day their rainbow will come smiling through
with live musical and theater performances, building lighting effects, and 7,200 fireworks from 7 different points. More
than 10,000 Costa Ricans attend to watch the performances and how the 4,000 bulbs decorating the museum façade are
lit.
CHILDREN HOSPITAL CHRISTMAS TREE LIGHTING CEREMONY: FIRST THURSDAY OF DECEMBER
Started in 1964
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The Children Hospital Christmas tree lighting ceremony is a countrywide symbol of the holidays in Costa Rica and a
meaningful moment for its more than 200 hospitalized children. The tree is decorated with more than 25,000 – 2,000 LED
compliant – Christmas lights from 8 different colors and topped with a star. It makes San Jose brim with the Christmas
spirit. Parents bring their children to see the clowns, live theatrical and musical performance, and listen to the Children
Orchestra sing Christmas carols.
CHRISTMAS EVE
Most families have a late night dinner of pork leg and tamales on with eggnog, heavy with rum, while people visit friends
and family to give presents before midnight. Then, people head to the midnight mass. It’s a long service, and many are
often too tired to stay through the two hour mass. With the local traditions of food, family and fun, Christmas is definitely
the happiest time of the year in Costa Rica.
CHRISTMAS DAY
Christmas Day is a special day for children who receive and play with presents that they have been longing for. Children in
Costa RIca believe that baby Jesus is the one who brings Christmas presents to children. Some children write letters to
Baby Jesus “Cartas al Nino” a few weeks before Christmas Day, asking for a gift that they desire most.
Many people have the day off work and spend time with their families, friends, and loved ones. They also bring their
children to take rides and eat at Fiestas de Zapote in the morning. At night they gather with friends and share drinks
enjoying the night.
Many churches have special Christmas Day services, some of which include choirs, joyous singing, and meet-and-greet
opportunities after the church services.
NEW YEAR’S EVE (DECEMBER 31ST)
New Year’s Eve is a day of celebration. It is marked by fireworks and fire crackers. Some people invite friends and families
to share food and dance to the music until a few minutes before midnight. Some end the party an hour before midnight
and attend a public celebration at a beach, park, bar or disco.
Many people start counting down to New Year’s Day in the last minute before the last night of the year ends and the New
Year begins. Some people tune into watching televised or listening to radio broadcast countdowns. As the clock strikes
midnight into New Year’s Day, people celebrate hugging, kissing, zipping from a bottle of Champaign and wishing each
other a "Happy New Year".
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NEW YEARS DAY
New Year Day is an official holiday so many people who stayed up on New Year’s Eve to welcome the New Year have a day
off work and get a chance to sleep in and spend the remainder of the day either visiting friends or relatives, or returning
home from the beach. Others watch the Pasadena California New Year’s broadcasted on local T.V. stations.
Costa Ricans do not mark New Year’s Day as the first day to start a New Year’s resolution for the year.
STREET FAIRS & PARADES
AVENIDAZOS: SECOND WEEK OF DECEMBER

The Central Avenue Blvd. appeals to Costa Rican for its stress-free walking in a traditional, festive environment. The
building and street decorations light up the night as locals stream down Central Avenue boulevard people watching,
window shopping, and enjoying free live concerts and Christmas ceremonies.
FESTIVAL DE LA LUZ : SATURDAY OF THE SECOND WEEK OF DECEMBER
Started in 1996
Festival of Lights encourages everyone to join in the spirit of the holiday season and enjoy a host of festive experiences
along the Paseo Colon, Avenida Segunda and Plaza de la Democracia. Hundred of thousands of spectators line the parade
route each year to see more than 11 lighted floats built by volunteers and sponsoring communities, 14 marching bands,
balloons, fireworks and performing artists under twinkling lights along Paseo Colon and Avenida Segunda. The parade is
free and open to the public. The event is broadcast on multiple television networks in Costa Rica.
HORSE PARADE : EL TOPE NACIONAL – DECEMBER 26TH
More than 3,000 horses trot down the Second Avenue year after year on December 26th to celebrate the long-standing
tradition of the horse parade. Cowboys and horse breeder showcase their bond with their horses inviting people from the
public to ride with them or simply smiling and people watching.
People lined up their chairs early or simply sit on the city sidewalks to make sure they got a premium viewing spot for the
best breed horses in the country. The parade is free and open to the public. The event is broadcast on multiple television
networks in Costa Rica.
FIESTAS DE ZAPOTE: FROM CHRISTMAS DAY TO THE FIRST SUNDAY OF THE NEW YEAR
Fiestas de Zapote marks the end of the holiday season and the beginning of the New Year. Set in Zapote Farmer’s market
grounds, the Fiestas hosts food stands cotton candy, churros, loi main –chop suey- , portable bars, carnival Thrill and
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kiddieland rides and game, live musical performances, and the bloodless and dart free bullfights better known as Toros a
la Tica.
More than 100,000 Costa Ricans go to the Fiestas. Families take children during the day to the rides and bullfights.
Costa Rica’s Independence
The inhabitants of my home country love a good party, and love a good reason to have a party. One of those good reasons
is Costa Rica’s Independence Day, and I hop out to socialize with the locals and the visitors every year. It’s a great
celebration, and something that I look forward to every year. It takes me about 3 days to recover from all the celebrating,
but I eventually get back to hopping around Costa Rica, exploring the land and the people.
The History of Costa Rica’s Independence
I like to pride myself as an amateur Costa Rican historian, since I’ve been exploring and investigating the history of the
county for so long. This means that I know a few tidbits about the independence of Costa Rica that some people don’t
realize. The first fun fact is that technically, Costa Rica never really had to fight for its independence from Spain. Along
with Nicaragua, Costa Rica was declared an autonomous province according to the Spanish Constitution of 1812. This
doesn’t stop Costa Rican from celebrating the official Central American independence from Spain, though. That
independence from Spain came after a years-long war, called the Mexican War of Independence, that ended in 1821 when
Guatemala declared victory for Central America. Though the war was won in September of that year, it was a least a month
later before the official news even reached Costa Rica.
Another interesting fact is that after the war, Costa Rica didn’t actually become a sovereign state immediately. Instead, it
joined the First Mexican Empire, along with other Central American countries. This decision was one that caused a rift
between cities in Costa Rica. Some cities were in favor of joining the First Mexican Empire, including Cartago, the capital
at the time, while others were in support of full independence. There was even a civil battle fought at Ochomogo to decide
the fate of the country. The Republicans, who were not in favor of joining the First Mexican Empire, won the battle and
moved the capital of Costa Rica to San José. After that, Costa Rica became part of the Federation Republic of Central
America, and it wasn’t actually until 1838 that Costa Rica became truly independent, after the Federation Republic of
Central America disbanded and no longer existed.
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Costa Rica has a somewhat tense past with Guatemalan City, mostly due to distance between that area and Costa Rica.
The people of Costa Rica never really had a close connection to the people or government of Guatemala, so they also
didn’t feel an allegiance to that government. Costa Rica always hesitated to become politically tied to Guatemala, and this
has negatively impacted the integration of the two regions. Despite this history, Costa Rica and its people still recognize
the significance of that victory for all of Central America, and have declared September 15th as an official holiday called
Independence Day. And, boy, do we celebrate! But more on that later. After independence was declared, there was still
much to do; Costa Rica adapted the country’s first constitution, and held and celebrated elections. Those that were
elected in December of 1821 are an important part of the country’s history, and worked hard to make industrial and
commercial progress for Costa Rica and its people.
San José band in procession

Independence Day Celebrations
Like I said, Costa Rica knows how to hold a celebration, and I’m here to talk to you about some of my first-hand
experiences throughout the many years that I’ve traveled through Costa Rica. Before I talk about the celebrations, though,
I want to talk a little bit about what the day means to Costa Rica citizens. While it means dancing, drinking, and eating to
our heart's content, it also means something more. For me, and for all the living creatures in Costa Rica, Independence
Day is a time for us to reflect on our heritage, and to find patriotism in our history; this day is about our country deciding
that we had, and we were willing to explore and find, our own national identity.
That being said, if you are visiting Costa Rica at this time, you can expect to find Ticos even more jovial than usual! The
celebrations take place in all of the country’s regions, beginning on the 14th of September. There are a few great things
that happen on the 14th. The future of our great country, our children, celebrate in the most perfect way. Prior to the
celebration, they make homemade lanterns or "faroles". On the eve of the holiday, they light their lanterns and sing the
national anthem of Costa Rica through the streets as part of the Lantern Parade or "Desfile de Faroles" . This event is
reminiscent of how delegates in Guatemala celebrated their freedom so many years ago. Even before the children hold the
Lantern Parade, though, Central America begins celebrating their upcoming holiday with the Torch Run. The torch is light
on September 9th in Guatemala, then it travels through many Central American regions in celebration and reflection of the
original Independence Day. The final stop for the torch is Cartago, Costa Rica.
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Costa Rica Flag
One September 15th, Costa Rica continues to celebrate Independence Day with a number of events, including raising of
the national flag. You’ll hear me, and many other humans and creatures singing the national anthem, of course! And, there
are so many parades, so many awesome parades in the streets. Children wear costumes of traditional Costa Rica clothing,
and there are dancers, bands, and fireworks. The parades are so vibrant and colorful, that it is impossible for anyone not
to feel pride and patriotism. Of course, there is also a lot of food! There are food vendors on the streets, lining the roads to
serve all the amazing traditional Costa Rican foods like tamales, rice pudding, yucca, and fried plantains. There are also
many public places that are free to the public that welcome visitors on September 15th for celebration. There are often folk
shows, dancing, and of course, amazing music filling the streets and common areas.
Independence Day in the United States

Independence Day is annually celebrated on July 4 and is often known as "the Fourth of July". It is the anniversary of the
publication of the declaration of independence from Great Britain in 1776. Patriotic displays and family events are
organized throughout the United States.
Celebrate Independence Day
Independence Day is a day of family celebrations with picnics and barbecues, showing a great deal of emphasis on the
American tradition of political freedom. Activities associated with the day include watermelon or hotdog eating
competitions and sporting events, such as baseball games, three-legged races, swimming activities and tug-of-war
games.
Many people display the American flag outside their homes or buildings. Many communities arrange fireworks that are
often accompanied by patriotic music. The most impressive fireworks are shown on television. Some employees use one
or more of their vacation days to create a long weekend so that they can escape the heat at their favorite beach or
vacation spot.
Independence Day is a patriotic holiday for celebrating the positive aspects of the United States. Many politicians appear
at public events to show their support for the history, heritage and people of their country. Above all, people in the United
States express and give thanks for the freedom and liberties fought by the first generation of many of today's Americans.
The Statue of Liberty is a national monument that is associated with Independence Day.
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Public Life
Independence Day is a federal holiday. If July 4 is a Saturday, it is observed on Friday, July 3. If July 4 is a Sunday, it is
observed on Monday, July 5. Government offices and schools are closed. Some businesses may be closed as well. In
some years, many employees use a proportion of their vacation days to create a long weekend. This can cause
congestion in some places, particularly towards popular holiday destinations.
There are many public events, parades, shows and fireworks displays. This may cause local disruption to traffic. Public
transit systems do not usually operate on their regular timetables.
About Independence Day
In 1775, people in New England began fighting the British for their independence. On July 2, 1776, the Congress secretly
voted for independence from Great Britain. Two days later, on July 4, 1776, the final wording of the Declaration of
Independence was approved, and the document was published. The first public reading of the Declaration of
Independence was on July 8, 1776. Delegates began to sign the Declaration of Independence on August 2, 1776. In 1870,
Independence Day was made an unpaid holiday for federal employees. In 1941, it became a paid holiday for them.
The first description of how Independence Day would be celebrated was in a letter from John Adams to his wife Abigail on
July 3, 1776. He described "pomp and parade, with shows, games, sports, guns, bells, bonfires, and illuminations"
throughout the United States. However, the term "Independence Day" was not used until 1791.
Interestingly, Thomas Jefferson and John Adams, both signers of the Declaration of Independence and presidents of the
United States, died on July 4, 1826 - exactly 50 years after the adoption of the declaration. It is also important to note that
Native Americans lived in the country and each tribe had its own nation and government prior to the European settlers.
Valentine's Day
Valentine’s Day is a time when people show feelings of love, affection and friendship. It is celebrated in many ways
worldwide and falls on February 14 each year.
What Do People Do?
Many people around the world celebrate Valentine’s Day by showing appreciation for the people they love or adore. Some
people take their loved ones for a romantic dinner at a restaurant while others may choose this day to propose or get
216
married. Many people give greeting cards, chocolates, jewelry or flowers, particularly roses, to their partners or admirers
on Valentine’s Day.
It is also a time to appreciate friends in some social circles and cultures. For example, Valentine's Day in Finland refers to
“Friend's day”, which is more about remembering all friends rather than focusing solely on romance. Valentine's Day in
Guatemala is known as Day of Love and Friendship). It is similar to Valentine’s Day customs and traditions countries such
as the United States but it is also a time for many to show their appreciation for their friends.
Public Life
Valentine’s Day is not a public holiday in many countries, including Australia, Canada, the United Kingdom and the United
States. However, restaurants, hotels and shopping centers may be busy around this time of the year.
Background
The origins of Valentine's Day are not clear but many sources believe that it stems from the story of St Valentine, a Roman
priest who was martyred on or around February 14 in the year 270 CE. How he became the patron saint of lovers remains a
mystery but one theory is that the church used the day of St Valentine’s martyrdom to Christianize the old Roman
Lupercalia, a pagan festival held around the middle of February.
The ancient ceremony included putting girls’ names in a box and letting the boys draw them out. Couples would then be
paired off until the following year. The Christian church substituted saints’ names for girls’ names in hope that the
participant would model his life after the saint whose name he drew. However, it was once again girls’ names that ended
up in the box by the 16th century.
Eventually the custom of sending anonymous cards or messages to those whom one admired became the accepted way
of celebrating Valentine’s Day. There was an increase in interest in Valentine's Day, first in the United States and then in
Canada, in the mid-19th century. Early versions of Valentine cards fashioned of satin and lace and ornamented with
flowers, ribbons, and images of cupids or birds appeared in England in the 1880s.
Symbols
Hearts, the colors red and pink, roses, images and statues of cupids, and cupids’ bows and arrows symbolize the feeling
of romance and love on Valentine’s Day. Cupid is usually portrayed as a small winged figure with a bow and arrow. In
mythology, he uses his arrow to strike the hearts of people. People who fall in love are sometimes said to be “struck by
Cupid's arrow”. The day focuses on love, romance, appreciation and friendship.
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Costa Rica Celebrates Virgen de los Angeles Day

August 1, 2014 by Javi the Frog
There is nothing I love more than a holiday, especially a holiday that brings the people of my home together in
celebration. Not many celebrations in Costa Rica are bigger than the national holiday on August 2nd, which
celebrates my country's patron saint, Virgen de los Angeles. OK, maybe Christmas and Easter are the biggest
religious holidays in Costa Rica, but Virgen de los Angeles day is also regarded highly among locals. Let me tell
you the story of Virgen de los Angeles, which involves mystery, natural disasters, architecture and of course, a
feast.
The History of La Negrita
It all started when a woman happened upon a statue one August day while washing clothes in a spring or gathering
wood for a fire. That encounter ended up having a profound effect on the future of Costa Rica. That small statue
was carved into dark wood and represented the Virgin Mary. Curious and likely in awe, the woman tried to take the
statue from the place she had found it, but the statue miraculously kept showing up back in that same spot. Well,
that would be enough to convince me to hop around a build a shrine for this statue, and that is exactly what the
townspeople did. The Basilica Virgen de Los Angeles in Cartago was built in 1639, but this modest structure was
hit by an earthquake and partially destroyed. A restored structure was completed in 1722 and incorporates mixes of
architectural styles like colonial and Byzantine. The Virgin was officially declared to be the patron saint of Costa
Rica in 1824.
How Costa Rica Celebrates Virgen de Los Angeles

As the month of July winds down and August 2 quickly approaches, you really can't miss the buzz of celebration in
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Costa Rica. Pilgrims can often be seen traveling along the Pan American Highway and other roads, heading to the
city of Cartago to celebrate the Virgen de Los Angeles. These people travel to Cartago in a variety of ways, from
walking barefoot to riding horses, but they are all making their way towards the Basilica Virgen de Los Angeles in
order to honor the country's patron saint, which now sits on a gold platform.
This religious holiday is a remarkable experience for visitors to Costa Rica, as it exhibits the true culture of the
country and the unique beliefs of its people. There really is no better way to immerse oneself in the local culture
than to experience a tradition like the day celebrating the Virgen de Los Angeles in Cartago. Visitors will want to
venture to the Basilica in order to check out the statue of La Negrita, which was given that name because it means
"little dark one" in Spanish.
Additionally, local legend has it that a small stream with curing powers is situated in close proximity to the
Basilica. Pilgrams following traditional beliefs also drink from the stream, splash themselves with the water and
collect some to take with them.
Upon arriving at the Basilica, many pilgrims will climb the steps of the church on their knees as a means of
thanking La Negrita for favors or even praying for help to overcome
sickness or other obstacles. Visitors can also pray by the stone where the image was originally found.
In August 2003, 1.5 million people descended upon the city of Cartago. At the time, that number was close to 40
percent of Costa Rica's entire population.
For travelers visiting Costa Rica during the end of July and early August, it should be a priority to make the trip to
Cartago to observe one of the most fascinating religious events in the world. There are also celebrations
throughout Costa Rica that include dedications to the Virgen de los Angeles Day with music, feasting and fairs.
Labor Day
Nowadays, many think of the Labor Day holiday in the U.S., which falls on the first Monday in September, as a day for
cookouts or shopping deals. But its origins date back to two gatherings of another, more politically motivated sort.
One was a “monster labor festival” featuring of a parade of unions and accompanying picnic, which took place on Sept. 5,
1882, in a New York City park. That gathering is thought to have attracted as many as 10,000 marchers, according to Linda
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Stinson, a former Department of Labor historian. They listened to speeches in support of workers’ rights, and — in
lighthearted activities more in the spirit of what goes on today — people drank beer, danced and set off fireworks.
The other event was a darker one. On May 11, 1894, in a company town outside Chicago, employees of the railway
sleeping car mastermind George Pullman went on strike when their wages didn’t go up after the economy tanked. In a
show of solidarity, the American Railway Union — said to have boasted 150,000 members at the time and led by famous
socialist Eugene Debs — refused to operate Pullman train cars, snarling mail delivery and prompting President Grover
Cleveland to send in federal troops to break up the strike. Rioting and arson broke out, and it evolved into what’s now
considered one of the bloodiest episodes in American labor history.
A national Labor Day holiday was declared within months.
Get your history fix in one place: sign up for the weekly TIME History newsletter
Some experts say Cleveland supported the idea of such a holiday, which already existed in several states, in an effort to
make peace with the unions before he ran for re-election. (He would lose anyway.) But perhaps one of the most eloquent
explanations of why the federal government saw fit to declare the holiday can be found in a Congressional committee
report on the matter.
Sen. James Henderson Kyle of South Dakota introduced a bill, S. 730, to Congress shortly after the Pullman strike,
proposing Labor Day be the first Monday in September. Here’s how Rep. Lawrence McGann (D-IL), who sat on the
Committee on Labor, argued for the holiday in a report submitted on May 15, 1894:
The use of national holidays is to emphasize some great event or principle in the minds of the people by giving them a day
of rest and recreation, a day of enjoyment, in commemoration of it. By making one day in each year a public holiday for
the benefit of workingmen the equality and dignity of labor is emphasized. Nothing is more important to the public weal
than that the nobility of labor be maintained. So long as the laboring man can feel that he holds an honorable as well as
useful place in the body politic, so long will he be a loyal and faithful citizen.
The celebration of Labor Day as a national holiday will in time naturally lead to an honorable emulation among the
different crafts beneficial to them and to the whole public. It will tend to increase the feeling of common brotherhood
among men of all crafts and callings, and at the same time kindle an honorable desire in each craft to surpass the rest.
There can be no substantial objection to making one day in the year a national holiday for the benefit of labor. The labor
organizations of the whole country, representing the great body of our artisan population, request it. They are the ones
most interested. They desire it and should have it. If the farmers, manufacturers, and professional men are indifferent to
220
the measure, or even oppose it, which there is no reason to believe, that still would constitute no good objection, for their
work can be continued on holidays as well as on other days if they so desire it. Workingmen should have one day in the
year peculiarly their own. Nor will their employers lose anything by it. Workingmen are benefited by a reasonable amount
of rest and recreation. Whatever makes a workingman more of a man makes him more useful as a craftsman.
Cleveland signed the bill into law on June 28, 1894.
Now, more than a century later, Labor Day is firmly entrenched on the American calendar — but it does still come with at
least one, much smaller, controversy: the old fashion debate over whether it’s taboo to wear white after Labor Day.
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222
Level 8th Unit 4

Scenario: Going Shopping!
Enduring Understanding The choices made when deciding what and where to shop may impact a family’s budget.
Essential Question How does what and where we shop affect the country´s economy and context?
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Assessment: L discriminates short Assessment: L recognizes the main Assessment: L discriminates simple Assessment: L discriminates directions for
instructions illustrated through step- idea of a presentation on a topic when technical explanations if given slowly getting to a place, using everyday reference Assessment
by-step visuals (e.g., following the subject is familiar to them and it is and clearly and opportunity is given for material (e.g., advertising material and city
simple map´s directions). delivered slowly. clarification. maps, GPS gadgets).
R.2. understand short L.1. understand the main idea of a L.2. understand simple technical R.3. understand directions for getting to a Anecdotal reports/rubrics/instruments for self
instructions illustrated through presentation on a topic when the explanations if given slowly and place, using everyday reference and co-assessment
step-by-step visuals (e.g., subject is familiar to them and it is clearly and opportunity is given for materials (e.g., advertising material, city
following simple map´s delivered slowly and clearly (e.g., clarification (e.g., how to get to maps and GPS gadgets).
directions). another student’s report about different places).
different services they can get in a Assessment: L discriminates simple
Assessment: L writes a summary community). Assessment: L asks someone to say technical explanations if given slowly and
sentence of a text’s main points, something more clearly, to explain clearly and opportunity is given for
giving one or two details. Assessment: L asks appropriate something a different way, or to repeat clarification.
W.3. write a summary sentence questions during a conversation to what has been said. L.2. understand simple technical
of a text’s main points, giving one ensure that the other person SI.2. ask someone to say something explanations if given slowly and clearly Suggested Integrated Mini project
or two details, checking written understands points being made or more clearly, to explain something a and opportunity is given for clarification
sentences to look for mistakes information being given. different way, or to repeat what has (e.g., how to get to different places).  Map design of own town (labeling the
(e.g. subject-verb agreement, SI.1. ask appropriate questions been said. names of buildings or stores) to give
capitalization, spelling, basic during a conversation to ensure the Assessment: L tells a simple direction (e.g., locations and directions.
punctuation). other person understands points Assessment: L writes how to get to a location) as well as offers  Telling how to get to selected locations in
being made or information being recommendations about going simple explanations to others. Costa Rica using digital or physical
Assessment: L gives given. shopping wisely. SP.2. tell a simple direction (e.g., how to maps.
recommendations about convenient W.1. write recommendations about get to a location) as well as offer simple
places to buy something. Assessment: L writes straightforward going shopping wisely. explanations to others.
SP.1. make recommendations text on topics familiar to them.
about convenient places to buy W.2. write straightforward text on
something. topics familiar to them

Assessment: L identifies English language sounds using knowledge in phonics, syllabification, and word parts.
R.1. identify and manipulate English language sounds using knowledge in phonics, syllabification, and word parts.

Welcome to my town Getting what I need at the right place Where is it? How can I get there?
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Identifying different retail shops Describing goods and services Exchanging information for Giving directions to get to retail shops
and services in my town. you can you get in different shopping wisely. and services in town.
places.
Linkers: Sequential past time Linkers: Sequential past time Linkers: Sequential past time Linkers: Sequential past time
Rules to go shopping. First, Then, After, Finally First, Then, After, Finally First, Then, After, Finally
First, you have to go to the mall.
Then, have some food. After that,
buy a pair of tennis shoes. Finally,
return home.
Comparative and superlative Modals should/shouldn’t Article a/an Modals have to

 Which store is cheaper ____  You shouldn’t shop at that store There is a bank in front of the  When you go shopping you have to look
or______? because it is very expensive. park. The Citi Bank is next to the for the best price.
 The Outlet is cheaper than the  You should compare prices. church.
Shopping Mall. Prepositions
How much/How many Imperatives +/-  Turn to the right and then turn to the left.
There is/are  How much does it cost?  Request the warranty.  The supermarket is in front of the bank.
Is there/Are there  How many cookies do you need?  Don’t forget to ask for a receipt.  There is a bakery behind the mall
 There is a supermarket next to
the bank. Count/Uncountable Nouns Demonstratives (those/these, this, that) Zero Conditional
 There are two stores in front of  Is there any milk?  How much are these/those shoes?  If you go shopping, you need to:
the church.  How much rice do you need?  Those are fifteen thousand
colones.
Determiners (any-some)
 Yes, I have some.
 I don’t have any.
 Practicing words with the final  Practicing words with the final e (-  Practicing words with the final e (- Review
e (-ake, -ute, -ime) ake, -ute, -ime) ake, -ute, -ime)
225
Welcome to my town. Getting what I need at the right place Where is it? How can I get there?
Appliance store, bakery, bank, Right over there, nearby, around Go straight on, when you come to the
bus station, clinic, clothing Goods the corner, down the street, next crossroads, go across the roundabout,
store, coffee shop, Goods are things that you can to, about five minutes from here, Take the first turn/road/street on your
convenience store, drugstore, keep, eat, or use. food, clothing, turn left/right, go across, go down, left/right, Go on for about (10
flower shop, etc. toys, furniture, toothpaste, game, go through, go out of, in front of, minutes/200 meters).
book, flower, paint, toys, tools, opposite, on the corner.
books, pets, plants, household
goods
Service
A service is something that
someone does for you.
fix cars, get a checkup, get

haircuts, mail delivery, clean a
messy house, transport people
and goods, cut grass and plants
flowers, trees, paint buildings, help
children learn, keeps
neighborhoods safe
Socio-cultural Idiom Psycho-social Psycho-social
 Showing understanding of and  Burn a hole in my pocket  Valuing making well thought out,  Demonstrating interest to take part in
supporting local goods and  Window shopping effective decisions (ex: where to simple social interactions when asked.
services and other towns. go in town for a certain item, using
Psycho-social a map to get to a destination).
Proverbs/Quotes  Valuing making well thought out,  Demonstrating interest to take part
 You are not what you have.
effective decisions (ex: where to in simple social interactions when
go in town for a certain item, using asked.
a map to get to a destination).
Social Language
 Shopping mall
 I’m just looking.
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Didactic Planning
Week # 1
Level: 8th Unit: 4
Domain: Transactional Scenario: Going Shopping Theme: Welcome to my town

Enduring Understanding: The choices made when deciding what and where to shop may impact a family’s budget.
Essential Question: How does what and where we shop affect the country´s economy and context?
Comparative and superlative Identifying different retail shops and services in my  Showing understanding of and supporting local
 Which store is cheaper ____ or______? town goods and services and other towns.
 The Outlet is cheaper than the Shopping Mall.
Discourse Markers
There is/are Linkers: Sequential Proverbs/Quotes
Is there/Are there Rules to go shopping. You are not what you have.
 There is a supermarket next to the bank. First, you have to go to the mall. Then, have some
 There are two stores in front of the church. food. After that, buy a pair of tennis shoes. Finally,
return home.
Determiners (any-some)
 Yes, I have some.
 I don’t have any.
Vocabulary
Welcome to my town.
Appliance store, bakery, bank, bus station, clinic,
clothing store, coffee shop, convenience store,
drugstore, flower shop, etc.
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Phonology
 Practicing words with the final e (-ake, -ute, -ime)
Assessment Time
Learner can
Evidences 120 min
(3 lessons)
Pre-teaching 5 minutes
Participating
Warm up T makes flashcards with pictures of items that can be purchased in an appliance store
(microwave, refrigerator), bakery (bread, cake), clothing store (blouse, pants, skirt), coffee shop
(coffee), convenience store (chips, soft drink), drugstore (medicine), flower shop (flowers), or 15
services that can be performed in a bank (financial transaction), bus station (catching a bus) post minutes
office (mail letter), movie theater (watch movie), school (attend class) or hospital (physical exam,
blood pressure check). T tapes pictures of the shops on the board. Each L is given a picture of an
item that can be purchased in each of these shops. Ls come to the board and place their item in
the right shop
Engaging
Activation of prior knowledge T reviews vocabulary for items placed in shops in warm-up. Ls
use their item cards to say, “This is a _____”, “These are_______”.
Introducing
T introduces comparatives and superlatives by calling individual Ls to the front of the room.
T says, “--___is tall, ____is taller, ____is tallest
____is taller than _____
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Assessment: L ____´s hair is long, _____’s hair is longer, ____´s hair is longest”
discriminates short
T introduces rules for more and most (used with words that are 2 syllables or longer except 2 syllable
instructions illustrated
through step-by-step words which end in y) and illustrates use of –er and more with the following examples:
visuals (e.g., following More beautiful, prettier, hungrier, more anxious
simple map´s directions). R.2. understand short
instructions illustrated
through step-by-step See reading activity page at end of unit
visuals (e.g., following Pre-reading
simple map´s
directions).
T introduces comparative survey and sentences activity. Give each student a copy of the worksheet
T tells the Ls to answer the four questions in the worksheet and write their answers in the second 20
column of the table. T instructs the Ls to interview 5 classmates using the 4 questions on the
worksheet. When the L has all the answers, he/she should write 4 comparative sentences based on minutes
the chart

T passes out the reading about Maria and Luis
Look for a comparison in the reading
Write a comparative sentence based on the reading
Pair/Group feedback
Check a partner´s comparative sentence
Re-read passage and answer comprehension questions and some/any exercises
Write a summary sentence for the reading.
Post-reading
Review comprehension questions and some/any activities
Pre-listening
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Assessment: L writes a
summary sentence of a
text’s main points, giving T asks Ls to come to the board and place store items relative to each other using
one or two details. prepositions they know. For example, they can place one picture card on another and
W.3. write a summary
say, “the coffee is on the flower”. 25
sentence of a text’s
minutes
main points, giving one Listening for the first time
or two details,
checking written
T plays preposition song https://www.youtube.com/watch?v=byszemY8Pl8 --Ls listen to
sentences to look for the song on the video and write each preposition they hear
mistakes (e.g. subject- Pair/group feedback
verb agreement,
capitalization, spelling, T lists prepositions that are new to Ls on the board and explains each
basic punctuation). Listening for the second time
Ls place 2-3 objects from their backpacks in the positions mentioned in the song as they
listen. T encourages Ls to sing along!
Post-listening
With tape, T makes enough circles on the floor for groups of 4 Ls. Ls move themselves
in the position described by the preposition relative to the circle on the floor. T calls each 15
of the following “In, behind, in front of, outside, within, around and back, over”. Finally,
minutes
students write a summary sentence by providing three details from the activity they did
before. They can use the discourse markers First, . Then, After that, Finally
Spoken Production/Interaction
SP.1. make Planning
Assessment: L gives recommendations T makes copy of goods pictures and makes decks of cards with goods/services (1 deck
recommendations about about convenient
for each group of 4 students) 30
convenient places to buy places to buy
something. something Organizing minutes
T organizes students into groups of 4 and passes one deck of goods cards per group
Rehearsing
Students review vocabulary for goods/services and places
230
Interacting
Ls draw a card from the deck and say, “I want to buy______. Where can I go?” Other Ls
name appropriate location where that item can be found.
Describing
T reviews names of goods and locations by giving recommedations about places to buy
something by using sentence frames.

previous times
allow 5 min
each week.
Group
presentations
can be week 5
or 6.
Reflective Teaching
improve

understanding.)
231
In
I can… Yes No
progress
discriminate short instructions illustrated through step-by-
step visuals (e.g., following simple map´s directions).
write a summary sentence of a text’s main points, giving
one or two details.
give recommendations about convenient places to buy
something.
232
Didactic Planning
Week # 2
Level: 8th Unit: 4
Domain: Transactional Scenario: Going Shopping! Theme: Getting what I need at the right place
Modals should/shouldn’t Describing goods and services you can you  Valuing making well thought out, effective
 You shouldn’t shop at that store because it is very get in different places. decisions (ex: where to go in town for a certain
expensive. item, using a map to get to a destination).
 You should compare prices.
Discourse Markers
How much/How many Proverbs/Quotes
 How much does it cost? Linkers: Sequential past time
First, Then, After, Finally  Burn a hole in my pocket
 How many cookies do you need?
 Window shopping
Count/Uncountable Nouns
 Is there any milk?
 How much rice do you need?
Vocabulary
Getting what I need at the right place
Goods
Goods are things that you can keep, eat, or use.
food, clothing, toys, furniture, toothpaste, game,
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book, flower, paint, toys, tools, books, pets,
plants, household goods
Service
A service is something that someone does for
you.
fix cars, get a checkup, get haircuts, mail delivery,

clean a messy house, transport people and goods,
cut grass and plants flowers, trees, paint buildings,
help children learn, keeps neighborhoods safe
Phonology
 Practicing words with the final e (-ake, -ute, -ime)
Assessment Time
Learner can
Evidences 120 min
(3 lessons)
Pre-teaching
5 minutes
Participating
Warm upT passes out goods cards from week 1 and tapes shops on board. Ls come to board
and say, “I can buy __________ at the ________”
Engaging 10
Activation of prior knowledge T asks Ls what they can buy at the bank, bus station,
minutes
and clinic. T describes the difference between a good and a service. T asks Ls, “What
services are provided in this town?”
Introducing
234
T uses PPT to explain the following concepts

T reviews new vocabulary (opposites) from the dialogue: More expensive/cheaper,
brighter/duller, higher/lower
T also reviews modal verbs ‘should’ and ‘shouldn´t’
10
T explains that we use should and shouldn't to give advice or to talk about what we think is right minutes
or wrong.
“You should” means something like ‘I think it is a good idea for you to do it’.
“You shouldn't” means something like ‘I think it is a bad idea for you to do it’.
“Should” is used to express the opinion of a speaker and often follows I think or I don't think.
Examples
You look tired. I think you should rest.
Should you be working so much?
- I have an English test tomorrow.

- You shouldn´t worry about it. You have worked really hard.
- I never have enough money.

- I don't think you should go out so much.
T explains that modal verb goes before the verb. The modal begins a question.
Notice how the modal verb is used in the following dialogue.
Assessment: L recognizes L.1. understand the Pre-listening
the main idea of a main idea of a
235
presentation on a topic presentation on a Show some pictures introduce the situation learners will listen.
when the subject is familiar topic when the
to them and it is delivered subject is familiar to Listening for the first time
slowly. them and it is Listen to the dialogue to understand the purpose of the interaction and roles of the two women.
delivered slowly and Pair/Group feedback 15
clearly (e.g., another
student’s report 1. Who are the two women in the dialogue?
minutes
about different 2. What is the customer buying?
services they can get
in a community).
3. What are her concerns about the jacket?
4. What does the salesperson say to try to encourage her to buy the jacket?
5. How does she pay for the jacket?
Ls listen again and check their answers.
Post-listening
T passes out modal verb activity. Ls complete the activity and T reviews when they are finished.
Assessment: L asks SI.1. ask appropriate

appropriate questions questions during a Planning
during a conversation to conversation to 20
ensure that the other ensure the other T passes out dialogue handout with exercises. Ls are organized in pairs.
person understands points person understands Organizing minutes
being made or information points being made or Ls rewrite the dialogue substituting the first and second sets of words in the right places.
being given. information being
give Rehearsing
Ls read the dialog alone, practicing pronunciation and ensuring they understand the vocabulary.
Interacting
Ls then practice the dialogues with a partner, substituting the new words. Ls switch roles for the
second dialogue.
Describing
T clarifies pronunciations and meanings that she has noticed have caused confusion for students
as she has walked around the room, listening to students recite dialogues. Volunteers come to
front of room to perform dialogue for class.
236
Spoken Interaction
Planning
T directs Ls attention to survey activity on dialogue handout
Organizing
T explains that Ls will walk around the class and talk to other class members (quietly). Ls
25
compliment their classmates on something they are wearing and then ask questions about that
clothing item. Ls use the questions on the survey and create their own questions to clarify minutes
answers. Ls complete the table on the worksheet, using answers from at least 6 classmates.
Rehearsing
T models activity, using one L from classroom. Practice questions and statements that will be
used in the interview.
“I love your ________” or “Your ________looks good on you!”
Where did you buy it?
When did you buy it?
How much did it cost?
How did you pay for it?
Were you satisfied with it?
10
minutes
Interacting
Ls perform activity with at least 6 classmates and complete table
Describing
T models debrief and writes the following questions on the board:
Name one student that you interviewed
What item did you discuss?
Where did he/she buy it?
When did he/she buy it?
How much did it cost?
How did he/she pay for it?
Was he/she satisfied with the item?
237
Assessment: L writes W.2. write

straightforward text on straightforward text Written Production: Create an ad for a commercial product 25
topics familiar to them. on topics familiar to
them minutes
Pre-writing:
T reviews ads (in this week’s PPT). What components do they all have?
Assignment: Create an ad for a product that you can buy in one of the stores
we’ve learned about. Include:
A picture
A description
Positive features
A comparison with another, similar product
Price
Where can your product be found?
Drafting
Create your ad
Revising
Have a partner review your ad and make recommendations for improvement
Editing
Ls edit ads.
previous times
allow 5 min
each week.
Group
238
presentations
can be week 5
or 6.
Reflective Teaching
improve


understanding.)
In
I can… Yes No
progress
recognize the main idea of a presentation on a topic when
the subject is familiar to them and it is delivered slowl
ask appropriate questions during a conversation to ensure
that the other person understands points being made or
information being given.
write straightforward text on topics familiar to them.
239
Didactic Planning
Week # 3
Level: 8th Unit: 4
Domain: Transactional Scenario: Going Shopping! Theme: Where is It?

Enduring Understanding: The choices made when deciding what and where to shop may impact a family’s budget
Article a/an Exchanging information for shopping wisely.  Valuing making well thought out, effective
 There is a bank in front of the park. The decisions (ex: where to go in town for a
Citi Bank is next to the church. Discourse Markers certain item, using a map to get to a
destination).
Imperatives +/- First, Then, After, Finally  Demonstrating interest to take part in simple
 Request the warranty.
social interactions when asked.
 Don’t forget to ask for a receipt.
Demonstratives (those/these, this, that)

 How much are these/those shoes? Proverbs/Quotes
 Those are fifteen thousand colones. Social Language
 Shopping mall
Vocabulary  I’m just looking.
Where is it?
Right over there, nearby, around the corner,
down the street, next to, about five minutes
from here, turn left/right, go across, go down,
go through, go out of, in front of, opposite, on
the corner.
240
Phonology
 Practicing words with the final e (-ake,
-ute, -ime)
Assessment Time
Learner can
Evidences 120 min
(3 lessons)
Pre-teaching
5 minutes
Can Do’s, and class agenda, etc. T instructs students to bring colored pencils to the next
class.
Participating
Warm upT plays preposition game with mouse (this week’s PPT). Ls supply correct preposition
Engaging 15
Activation of prior knowledge T replays preposition video from week 1. Students manipulate
minutes
2-3 items on their desks to mimic prepositions in song.
Introducing
T review vocabulary from dialogue using PPT:

Right, left, straight, block, intersection, far, close, traffic light, middle, corner
Assessment: L L.2. understand Pre-listening 10

discriminates simple simple technical
technical explanations if explanations if given Show pictures to guide students about the conversation they are going to listen.
minutes
241
given slowly and clearly slowly and clearly Listening for the first time
and opportunity is given and opportunity is
for clarification.. given for clarification T plays dialog once, then passes out gap fill activity. Ls listen again and fill in the gaps
(e.g., how to get to Pair/Group feedback
different Review gap fill activity
Ls listen again and check all their gap fills as they listen
Post-listening
Ls practice dialogue substituting words and phrases as found on their worksheets. They write a
25
new dialogue by mixing and matching alternative phrases.
minutes
Assessment: L asks SI.2. ask someone

Spoken Interaction/Production
someone to say to say something Planning
something more clearly,
to explain something a
more clearly, to T makes signs for floor saying: bank, library, school, church, florist, hardware store.
explain something a
different way, or to repeat different way, or to Organizing
what has been said. repeat what has been T tapes signs to represent community buildings on the floor around the classroom and moves all
said. student desks to the sides of the room. T asks for 3 volunteer Ls.
places Rehearsing
2 Ls are called to the front of the room to model direction giving. One L volunteers to be
blindfolded.
Two other Ls give directions to the store—“Go straight two steps, turn right…” Blindfolded
student follows directions to get to destination.
Interacting/Describing
Ls mix locations of signs that represent buildings in the town and repeat the activity with 3 more 30
students until every group of 3 has had a chance. minutes
Activity 2 Spoken Interaction/Production

Planning
T uses same goods and services cards and community cards used during week one.
Also has cards saying: next to, behind, in front of, in, between
242
Organizing
T teaches rule for use of a and an with nouns. Example: an apple, a banana
Teacher explains the use of this/that, these/those using this week’s PPT
T will use goods, services and preposition cards to review vocabulary, this, that, these
and those and prepositions on the board . T models speech— T pulls a card from each
of 3 decks—the preposition, the item (goods and services) card and the community
cards and says, “This is an apple. This is a bank. (or these are bananas) “the apple is
25
next to the bank”. She says the final sentence as she places the apple next to the bank
on the board. Finally, teacher asks class (when standing away from the board) “What is minutes
that?” (pointing at the apple, then at the bank) or “What are those?” (for plural items)
Rehearsing
Volunteer L is called to the front and draws one card from each of the 3 decks and
repeats teachers actions from the organizing section. This is repeated with each
student or with pairs of students.
Ls summarize rules for a/an, this/that, these/those
Pre-writing:
Assessment: L writes W.1. write Discuss with classmate five good recommendations when going shopping.
recommendations about recommendations
going shopping wisely. about going shopping Search in internet for recommedations for good shoppers. If necessary, provide a
wisely. guided writing with some sentence frames.
Drafting
Write some recommendations to your mom when going shopping to the
supermarket. Make sure you ues the sequentials first, next, then, finally.
Revising
In pairs read the recommendations and revise them by using teachers
instrument.
243
Editing
Ls edit the recommendations and publish them on the bulletin board.
Phonology 10
minutes
identify and Recognition
identifies and manipulate English
manipulates English language sounds
Students find examples of silent e words from dialogue and exercises: Excuse, office, sure,
language sounds using using knowledge in here, come, side, welcome
knowledge in phonics, phonics,
syllabification, and word syllabification, and
parts. word parts. Articulation
T slowly pronounces each of the words
Production:
Ls repeat pronunciation of each word and determine if the word has a long vowel sound.
The silent e should cause the earlier vowel to be pronounced with its long sound but
there are exceptions. Which of the words doesn´t follow the long vowel with silent e
rule?
(answer: office, come, welcome)

previous times
allow 5 min
each week.
Group
presentations
can be week 5
or 6.
Reflective Teaching
244
improve

understanding.)
In
I can… Yes No
progress
discriminate simple technical explanations if given slowly
and clearly and opportunity is given for clarification..
asks someone to say something more clearly, to explain
something a different way, or to repeat what has been said.
write recommendations about going shopping wisely.
identify and manipulate English language sounds using
knowledge in phonics, syllabification, and word parts.
245
Didactic Planning
Week # 4
Level: 8th Unit: 4
Domain: Transactional Scenario: Going Shopping! Theme: How can I get there?
Enduring Understanding:
Essential Question:
Modals have to Giving directions to get to retail shops and Demonstrating interest to take part in simple
 When you go shopping you have to look services in town. social interactions when asked.
for the best price.
Prepositions Linkers: Sequential past time
 Turn to the right and then turn to the left. First, Then, After, Finally
 The supermarket is in front of the bank.
 There is a bakery behind the mall
Zero Conditional
 If you go shopping, you need to:
Vocabulary
How can I get there?
Go straight on, when you come to the crossroads, go across the
roundabout, Take the first turn/road/street on your left/right, Go on
for about (10 minutes/200 meters).
Phonology
Review
246
Assessment Time
Learner can
Evidences 120 min
(3 lessons)
Pre-teaching 10
minutes
Participating
Warm up: Class forms a line. T gives directions: Go straight 2 steps. Turn right. Go one step.
Turn left. Go 3 steps. Turn around. Sit down.
Engaging
Activation of prior knowledge: T pastes places in the community (from week 1 plus additional 5 minutes
from this week) across white board. T reviews this vocabulary and introduces zoo, park, library,
police station and supermarket. T forms 2 teams of Ls in back of class. Reads descriptions of
buildings:
15
Place to go when you get sick minutes
Place to go to learn math and science
Place to buy bread
Place to see exotic animals
Place to report a crime
Place to buy many types of food
Place to watch a movie
Place to catch a bus
Place where children play
Place to save money
Place where you can borrow a book
Place to buy a refrigerator
Place to drink coffee
Place to buy a shirt
247
Place to buy gas for your car
Place where you can mail a letter
Place to buy plants and flowers
Place to buy prescription drugs
One person on each team is given a fly swatter and runs to swat the place described.
Before the team gets a point, that L must name the place.
Introducing
different text types (oral/written) using visual aids, technology, key vocabulary, graphic organizers,
sounds, grammar and sentence frames.
Pre-reading
Assessment: L R.3. understand T passes out reading activity and explains that Ls should use Map 2 to answer the questions on
discriminates directions for directions for
getting to a place, using getting to a place, the reading activity. This activity is done individually.
everyday reference using everyday
material (e.g., advertising reference Reading for the first time
material and city maps, materials (e.g.,
GPS gadgets). advertising Ls review questions and clarify any vocabulary that is unclear with T. Ls complete activity sheet.
material, city maps
and GPS
gadgets).
Pair/Group feedback
Ls compare answers with a partner.
25
minutes
T reviews answers with whole group.
Post-reading
T clarifies any questions that have arisen during the activity.
248
Pre-listening
Assessment: L L.2. understand T previously instructed Ls to bring colored pencils to class. Ls are given Map 1 on this
discriminates simple simple technical
technical explanations if explanations if week´s activity page.
given slowly and clearly given slowly and
and opportunity is given for clearly and
clarification. opportunity is
given for T describes activity by explaining that verbal instructions will be given and students must do what
clarification (e.g., they are asked on the maps. They must work efficiently to finish each instruction before the next.
how to get to
different places).
Pair /group feedback
Learners clarify or repeat instructions by working in pairs. 30
Listening for the second time minutes

T provides the following verbal instructions:
1. Color the map as follows: Blue-water, Red-fire station, Orange-library, Yellow-schools,
Green-parks, Pink-city hall, Purple-hospital, Brown-community center.
2. Draw a green "X" at the intersection of Oak Street and 2nd Avenue.
3. Draw a black "X" where River Street meets Cat Bridge.
4. How many blocks are in 1 mile?
Post-listening
T asks Ls to come to board to complete tasks using colored white board markers to review
activity
Assessment: L tells a SP.2. tell a simple
simple direction (e.g., how direction (e.g.,
to get to a location) as well how to get to a Planning
as offers simple location) as well T gives Ls Map 2 on this week’s activity page.
explanations to others. as offer simple Organizing
explanations to
5 minutes
others. T explains that Ls will work in pairs, one is student A, the other is student B. Student A
249
begins by giving directions from the place indicated on the activity sheet and student B
traces these directions on his/her map. Then student B gives directions to the location
indicated on the activity sheet.
Rehearsing
T demonstrates by projecting map on PPT and having a Learner come and follow
directions and repeat them. T is acting as student A and volunteer L as Student B. T 30
directs students as follows: We will go from city hall to the library. Stand in front of city
minutes
hall and face Green River. Turn right. You are on A street. Go straight on A street 4
blocks until you arrive at 1st street. Turn left. Go across State bridge and cross River
Street and Main Street. The library is in front of you.
Ls complete activity in pairs. T circulates to check understanding.
T models answers on PPT to review answers.

previous times
allow 5 min
each week.
Ideas: Shopping role play, Ls create a community map and navigate, in teams, following directions provided on audiotape by T
Group
presentations
can be week 5
or 6.
250
Reflective Teaching
improve

understanding.)
In
I can… Yes No
progress
discriminate directions for getting to a place, using
everyday reference material (e.g., advertising material and
city maps, GPS gadgets).
discriminate simple technical explanations if given slowly
and clearly and opportunity is given for clarification.
tell a simple direction (e.g., how to get to a location) as well
as offers simple explanations to others.
251
Didactic Planning
Weeks 5 and 6
Level: 8th Unit 4: Going Shopping!

because?
Sociocultural
Phonology

Strategies & Total:
252
outcomes?

253
Name________________________________________
Student survey and chart:
1. Give each student a copy of the worksheet
2. Tell the students to answer the four questions in the worksheet and write their answers in the second column of the table.
3. Instruct the students to interview 5 classmates using the 4 questions
4. When the student has all the answers, he/ she should write 4 comparative sentences based on the chart
How old are you?
How expensive is your cell phone, do you think?
What size shoe do you wear?
How far is your home from the high school?
You _______ _______ ______ _______ ________
Age
Phone cost
Shoe size
Distance
from school
When you have finished your chart, use the information to write 4 comparative and superlative sentences about your classmates.
Example: I am the oldest student in the group.
254
1. ______________________________________________________
2. ______________________________________________________
3. ______________________________________________________
4. ______________________________________________________
Reading
Maria and Luis like to shop carefully in order to save some money by buying ítems on sale. First, they look in the newspaper and on the internet
before they go shopping. Then, they find the best place to buy specific ítems. After that, they decide where Marie will go and where Luis will
go. Finally, they leave their house and go shopping. Today, Marie will go to Pali to buy canned and packaged goods and Luis will go to the
farmer´s market to buy some fruits and vegetables. They like to buy local fruits and vegetable to support local farmers and because these
products are fresher and healthier. Sometimes, Marie buys canned and packaged goods at Maxi Pali but today, they are cheaper at Pali. Marie
and Luis are careful to not buy more than they need. They often remind each other that, “You are not what you have”.
What are Marie and Luis doing today?
What is the first thing Marie and Luis do when they prepare for shopping?
What will Luis buy?
What kind of fruits and vegetables does Luis buy? Why?
Why is Marie going to Maxi Pali instead of Pali?
What is the significance of Marie and Luis’ statement, “You are not what you have?”
Fill in the blank with some or any.
255
1. Marie wants to find __________cheap rice.
2. Does Maxi Pali have __________ coffee on sale?
3. Does the farmer´s market have ________strawberries?
4. You need to buy _________ new shoes. These are too small.
5. I saw ________shoes on sale downtown yesterday.
6. Are you going shopping? No, I don’t need ________food today.
7. Do you have _________sugar I can borrow?
8. Sorry you can´t buy the rice that is on sale. There isn’t _______more.
Goods Cards
256
257
258
259
260
Places in a Community
261
262
263
264
265
Modal Verbs: Should and Shouldn´t
Complete the following sentences using should and shouldn’t
You _____________ be so selfish.
I don't think you _________ smoke so much.
You ____________ exercise more.
I think you _________ try to speak to her.
You are overweight. You _________ go on a diet.
Where __________ we park our car?
266
You______________ never speak to your mother like this.
The kids ______________ spend so much time in front of the TV.
______________ I tell her the truth or _______________ I say nothing?
I think we _______________ reserve our hotel in advance.
267
Clerk: I really like that jacket! (1)

It looks good on you. You should get it.
Customer: I don’t know.
It’s more expensive than the one at the other store. (2)
Do you have any that are cheaper?
Clerk: But this one is much higher quality and it looks really (3)
good on you. (4)
I’ll tell you what: I’ll give you a 10% discount.
268
Customer: How much is it then?
Clerk: With tax, the total comes to $48.50. (5)
How would you like to pay?
Customer: I’ll put it on my credit card. (6)
Rewrite the dialogue substituting the following phrases. Practice these new dialogues with your partner.
(1) sweater (2) not as stylish as (3) it goes well with your pants
shirt much brighter than it matches your shoes
(4) 25% (5) $38.62 (5) write a check

15% $28.87 pay with cash
269
Walk around the class and talk to other class members. Compliment them on something they are wearing. And then ask them questions about that clothes
item. Use the questions below and create your own questions to clarify answers. For example: “Where did you get it?” “In San Jose.” “Where in San Jose?”
Complete the following table, using answers from at least 6 classmates.
Name Item Shop Date of Price Payment Satisfied?

Purchase Method
270
271
272
Week 3, Unit 4 Dialogue
Listen to the following dialogue.

Person on the Street: Excuse me. Can you tell me how to get to the post office?
2nd person: I’m sorry. I don’t know. I’m from out of town.
Person on the Street: Excuse me. Do you know where the post office is?
Third Person: Sure. It´s not far from here. First, walk straight ahead until you get to Main Street then…
Person on the Street: Sorry to interrupt you. How many blocks is that?
Third Person: It´s about two or three blocks. It´s the first traffic light you´ll come to. After you get to Main Street, turn right and walk one
block to Broadway. Finally, you will turn left and go half a block.
Person on the Street: What side of the Street is it on?
Third Person: Coming from this direction, it will be on your right side. It´s in the middle of the block, next to Sweet´s Ice Cream Shop. You
can´t miss it. Do you want me to repeat any of that?
Person on the Street: No, that´s okay. I´ve got it. Thanks a lot.
Third Person: You´re welcome!
273
Listen to the dialogue again and fill in the gaps

Person on the Street: __________ me. Can you tell me how to get to the _______________?
2nd person: I’m sorry. I don’t know. ________ from out of town.
Third Person: Sure. It´s not ______ from here. First, walk ___________ ahead until you get to Main Street then…
Person on the Street: Sorry to interrupt you. How ___________ blocks is that?
Third Person: It´s about two or three ___________. It´s the first traffic light you´ll come to. After you get to Main Street,
turn __________ and walk one block to Broadway. Finally, you will turn __________ and go half a block.
Person on the Street: What ________ of the street is it on?
274
Third Person: Coming from this direction, it will be on your _________ ____________. It´s in the
___________________ of the block, next to Sweet´s Ice Cream Shop. You can´t miss it. Do you want me to repeat any of
that?
Person on the Street: No, that´s okay. I´ve ______it. Thanks a lot.
Read the following dialogue with your partners three times. Take turns playing each of the characters.
Person on the Street: Excuse me. Can you tell me how to get to the post office? (1)
2nd person: I’m sorry. I don’t know. I’m from out of town. (2) (3)
Third Person: Sure. It´s not far from here. First, walk straight ahead until you get to Main Street then… (4)
Person on the Street: Sorry to interrupt you. How many blocks is that? (5)
Third Person: It´s about two or three blocks. It´s the first traffic light you´ll come to. After you get to Main Street, turn right and walk one
block to Broadway. Finally, you will turn left and go half a block. (6)
Person on the Street: What side of the Street is it on?
Third Person: Coming from this direction, it will be on your right side. It´s in the middle of the block, next to Sweet´s Ice Cream Shop. You
can´t miss it. Do you want me to repeat any of that? (7) (8)(9)
Person on the Street: No, that´s okay. I´ve got it. Thanks a lot. (10)
Practice the dialogue again, substituting the following words at the correct places.
1. The museum, …the zoo, …the school, …the train station, …the movie theater
2. I’m afraid not.
3. I don´t live here/ I´m just visiting.
4. It´s really close to here/ It´s only about a 10 minute walk from here.
5. How far is that?
275
6. It´s the second intersection.
7. It´s on the corner
8. Between the pharmacy and the church/ across the Street from the park
9. Did you catch all of that?
10. I understand
Preposition Cards
IN ON
276
ABOVE UNDER
277
BEHIND NEXT TO
278
BETWEEN IN FRONT OF
279
Unit 4, Week 4 Activities
280
Places in the community
281
282
Map 1
283
Map 2
284
Reading Activity
1. Color the map as follows: Blue-water, Red-fire station, Orange-museums, Yellow-stadium, Green-parks, Pink-city hall,
Purple-hospital, Brown-cemetery.
2. Draw a green "X" at the intersection of C Street and 6th Avenue. Draw a black "X" where River Street meets State Bridge.
3. In red, draw a short street route from the library to city hall. Write instructions for the route you drew.
4. Which bridge is closest to the Art Museum? _____________________
5. Which is farther north, River Park or City Park?_____________________
6. How far (in miles) is it from the bus station to the hospital? _____________________
7. If you cross Denny Bridge going north, turn right at River St., turn left at Grove Ave., turn right at Oak St. and walk half a
block, what building do you see on your right? _____________________
8. What park is located in A2?_____________________
9. When you look north, you see the river. When you look east, you see the High School. Where are you?
_____________________
285
Spoken Production Activity
Student A Student B
Give your partner directions from the Use a pencil to follow your partner’s
cemetery to the library. directions on the map. Repeat the
directions back to him/her.
Use a pencil to follow your partner’s Give your partner directions from the
directions on your map. Repeat the zoo to Jones Lake.
directions back to him/her.
286
Level 8th Unit 5
Scenario: Unforgettable Events
Enduring Understanding People´s personal experiences shape their lives and connect them to the world.
Essential Question How do our life experiences shape who we are now?
287
Assessment: L extracts main Assessment: L recognizes the gist of a Assessment: L distinguishes the main Assessment: L recognizes the main Assessment
ideas from diagrams, with short text. points of an age-appropriate audio- information and a few details in short articles
accompanying text. L.3. understand the gist of a short visual presentation. and reports.
R.2. extract main ideas from text when read aloud clearly and L.2. identify the main points of an R.3. understand the main information and Anecdotal reports/rubrics/ instruments for self
diagrams, with accompanying slowly. age-appropriate audio-visual a few details in short articles and reports and co-assessment
text, and use information to presentation (news items reporting (e.g., a national or world event) if they
answer questions if given lead-in Assessment: L asks and answers events, accidents). deal with familiar subjects.
phrases. questions about a personal, family,
national or worldwide event. Assessment: L gives personal Assessment: L recognizes the gist of a short
Assessment: L asks for assistance SI.2. ask and answer questions reactions to a piece of age-appropriate text.
(e.g., understanding textbook about a personal, family, national or literature. L.3. understand the gist of a short text
problems, asking for clarification of worldwide event. W.2. give personal reactions to a when read aloud clearly and slowly.
vocabulary, terminology). piece of age-appropriate literature
SI.1. ask for assistance (e.g., Assessment: L identifies learners’ related to personal, family, national or Assessment: L asks for assistance (e.g., Suggested Integrated Mini project
understanding textbook contributions in class, and uses these worldwide event, checking written understanding textbook problems, asking for
problems, asking for responses as models for their own. sentences to look for mistakes (e.g. clarification of vocabulary, terminology).  A newscast including reports about
clarification of vocabulary, L.1. listen to other students’ subject-verb agreement, SI.1. ask for assistance (e.g., national or worldwide events.
terminology). contributions in class, and use these capitalization, spelling, basic understanding textbook problems, asking  An oral description of photomontage (or
responses as models for their own. punctuation etc.). for clarification of vocabulary, painted/drawn mural) about national or
Assessment: L writes short terminology). worldwide events.
dialogues about personal events. Assessment: L describes events using Assessment: L explains reasons for an
W.1. use text as a stimulus to simple words or sentences frames. event briefly. Assessment: L gives personal reactions to a
write short dialogue about a SP.2. describe events using simple SP.3. explain reasons for an event piece of age-appropriate literature.
personal event. words or sentence frames about a briefly (electronic device, pet, new W.2. give personal reactions to a piece of
personal, family, national or worldwide bridge in the town, a flood, airport, age-appropriate literature related to
Assessment: L uses simple words event. human rights). personal, family, national or worldwide
to give his/her opinion. event, checking written sentences to look
SP.1. use simple words to give for mistakes (e.g. subject-verb
his/her opinion about a personal, agreement, capitalization, spelling, basic
family, national or worldwide punctuation etc.).
event.
Phonology Goal for Each Week:

Assessment: L …
288
A Day I’ll Never Forget: in My An Event I’ll Never Forget: with My An Event I’ll Never Forget: in Costa An Event I’ll Never Forget: in the World
Personal Life Family Rica

Identifying a personal, family, Describing a personal, family, Asking and giving information Sharing information about a personal,
national or worldwide event. national or worldwide event. about a personal, family, national family, national or worldwide event.
or worldwide event.
Linkers: Sequential past time. Linkers: Sequential past time Linkers: Sequential past time Linkers: Sequential past time
An event I cannot forget is when the First, Then, After, Finally First, Then, After, Finally First, Then, After, Finally
national soccer team came back
from the World Cup in 2014. First,
people from all over the country
came to Paseo Colon wearing red
shirts. Then, the main streets from
the airport to the Sabana were
closed. After that, people were on
each side of the streets waiting to
see the soccer players. Finally, the
players celebrated with Costa
Ricans for many hours.
289
Contractions/Future Tense (will) with Contractions/Future Tense (will) with Contractions/Future Tense (will) with Contractions/Future Tense (will) with past
past continuous tense clause past continuous tense clause past continuous tense clause continuous tense clause
 A day I’ll never forget in my  A day I’ll never forget with my A day I’ll never forget in Costa  An event I’ll never forget in the world
personal life was when I was family was when I was ___ing … Rica was when we were ___ing was when I was _____
___ing … Phrasal Verbs
 When my family’s car broke down Phrasal Verbs Phrasal Verbs
Phrasal Verbs on the highway, we had a lot of fun  When the Turrialba Volcano With the picture of the Syrian child on
 The day I first asked my waiting for help. erupted, the highway was shut the beach, many people broke out
girlfriend out was down. crying about receiving immigrants.
unforgettable. Adverbial phrases Adverbial phrases
 My family was very happy to Costa Ricans are extremely proudAdverbial phrases
Adverbial phrases spend time together when I was of their World Cup experience.  Immigration is a highly sensitive matter
 My trip last summer was really young. for some people.
memorable. Comparatives and superlatives forms of
adverbs
Indications of time Comparatives and superlatives forms of
Indications of time (Now, then, when, soon, ago, the year That was the moment I remember adverbs
(Now, then, when, soon, ago, the before last, last year, by the time I was) best.  The news that day was filled with the
year before last, last year, by the  The year before last we spent the worst pictures.
time I was) summer on the beach. Wh- questions in the past
 By the time I was 12, I had  What other places did you visit? Wh- questions in the past
seen all the provinces of Costa Comparatives and superlatives forms of  When did that world event happen?
Rica. adverbs
 We enjoyed this vacation to the
Comparatives and superlatives fullest.
forms of adverbs
 That was the day I enjoyed the
Wh- questions in the past
most.  How did you decide to do that?

 Why was the event
unforgettable?
290
minimal pair sounds: minimal pair sounds: minimal pair sounds: Review
æ/ʌ æ/ʌ æ/ʌ
cat/cut cat/cut cat/cut
ankle/uncle ankle/uncle ankle/uncle
ran/run ran/run ran/run
drank/drunk drank/drunk drank/drunk
match/much match/much match/much
Personal life Events with my Family Events in Costa Rica Events in the World
 Birthday, wedding, my first  New Year`s Eve/Day, Family  A new road/bridge/highway  FIFA World Cup, Music Awards, Nobel
kiss/boyfriend/girlfriend, my  Arts Festival prize winner/nominee, world`s wonders,
meeting/reunion
best cellphone, my  Festival of the Light high tech invention
unforgettable Christmas
 Easter vacation/Holy week  National teams and athletes’ – unforgettable, memorable, impact,
present  Soccer game match participation in worldwide influence, effect, bring to mind, take into
competitions. account, event, occasion, incident, result
Socio-cultural Psycho-social Psycho-social Sociocultural

 Allowing others to express  Demonstrating openness towards  Showing empathy: put oneself in  Respecting human rights principles and
themselves and to decode their others experiences. the shoes of others’ and listen to inclusiveness.
emotions.  Listening assertively to one’s own their needs.
 Showing interest in each and other people’s feelings and
Idioms
person’s life and feelings. emotions.
Sociocultural  Move up in the world
Quotes  Count your blessings
Social Language Social Language
 Two heads are better than one.  To tie the knot
 A day I’ll never forget  A blast  It’s never over till it’s over.  Look the other way
 Remember when  We rocked it
291
292
Didactic Planning
Week # 1
Level: 8th Unit: 5
Theme: A Day I’ll Never Forget: in My
Domain: Interpersonal Scenario: Unforgettable Events
Personal Life
Enduring Understanding: People´s personal experiences shape their lives and connect them to the world.
Essential Question: How do our life experiences shape who we are now?
Contractions/Future Tense (will) with past Identifying a personal, family, national or  Allowing others to express themselves and
continuous tense clause worldwide event. to decode their emotions.
 A day I’ll never forget in my personal life was  Showing interest in each person’s life and
when I was ___ing … Discourse Markers feelings.
Phrasal Verbs Linkers: Sequential past time.
 The day I first asked my girlfriend out was
unforgettable. Social Language
Adverbial phrases  A day I’ll never forget
 My trip last summer was really memorable.  Remember when
Indications of time
(Now, then, when, soon, ago, the year before last,
last year, by the time I was)
 By the time I was 12, I had seen all the
provinces of Costa Rica.
Comparatives and superlatives forms of adverbs
 That was the day I enjoyed the most.
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Why was the event unforgettable?
Vocabulary
Personal life
 Birthday, wedding, my first
kiss/boyfriend/girlfriend, my best cellphone,
my unforgettable Christmas present
Phonology
Minimal pair sounds:
æ/ʌ
cat/cut
ankle/uncle
ran/run
drank/drunk
match/much
Assessment Time
Learner can
Evidences 120 min
(3 lessons)
Pre-teaching
Participating
Warm up:T shows some pictures about different birthday gifts (see Resources Section) and sts
raise their Yes or NO cards if they have them or not. Then, sts classify them into two categories,
LIKE and DISLIKE by completing a chart.
294
LIKE DISLIKE
Engaging
Activation of prior knowledge: As a class sts and T brainstorm different vocabulary related to
SI.1. L asks for SI.1. ask for important events in their lives.
assistance (e.g., assistance (e.g.,
understanding understanding
textbook problems, textbook
asking for problems, IMPORTANT
EVENTS IN
clarification of asking for
MY LIFE
vocabulary, clarification of
terminology). vocabulary,
terminology).
T asks the sts if their birthdays are important for them.

T asks Ls to work with partners and discuss the following questions:
 Which gifts have you gotten?
 Which one did you like the most?
 Which one did you dislike, and why?
Introducing
Sts participate in a charade activity. T divides the group in two teams. The slips of paper with
vocabulary about important events are distributed between the two teams. Pick a member for
295
each team to take turns acting out each phrase. Then, each team tries to guess.
T shows some flashcards to sts and asks them to repeat the phrases out loud. (See
resources
section)
Pre-reading
R.2. L extracts R.2. extract Group discussion. T asks the given question to sts and elicits different answers.
main ideas from main ideas  What activities did you do on your last birthday?
diagrams, with from diagrams,  What traditional foods do people prepare and eat at such events?
accompanying text. with T asks sts to work in pairs, gives them two envelopes one with words and another with
accompanying sentences. Then, sts match them appropriately. (see Resources Section)
text, and use
information to 1. Reading for the first time
answer T and a partner read the following dialogue for sts.
questions if
given lead-in Father: Hi Michael. Happy Birthday! How old are you today?
Son: Seven.
phrases. Father: Alright. Well, let's sing Happy Birthday:
Happy Birthday to you,
Happy Birthday dear Michael,
Happy Birthday to you.
Father: Alright. So what should we do first?
Son: How about cake and ice cream?
Father: Okay. Well, uh let . . . let's light the candles. Okay, and make a wish! Don't . . . don't tell me.
Son: Don't tell you?
Father: Yeah, don't tell me. Okay, and go ahead and blow out the candles. Okay, let's cut the cake, and then we can have cake and ice
cream. And what do you want to do after the cake and ice cream?
Son: Play freeze tag.
Father: Now, how do you play tag?
Son: Um . . . one person is it, and the person who is it tries to tag everyone [Alright. And then . . . ] before I tag someone and then,
another person tags me.
Father: Oh, wow. And whose coming over later today for your birthday?
Son: Well, everyone. Uh, my cousins, all my aunts and grandmas, grandpas.
Father: Alright. Well, Happy Birthday, Michael.
296
Pairs solve a matching about birthday vocabulary. Then, sts write a short dialogue about a
personal event (my first kiss/boyfriend/girlfriend, my best cellphone, my unforgettable
Christmas present, family´s wedding). T asks two or three couples to present their work.
3. Reading for the second time

Sts read the dialogue by themselves paying attention to the new vocabulary presented.
Father: Hi Michael. Happy Birthday! How old are you today?

Son: Seven.
Father: Alright. Well, let's sing Happy Birthday:
Happy Birthday dear Michael,
Happy Birthday to you.
Father: Alright. So what should we do first?
Son: How about cake and ice cream?
Father: Okay. Well, uh let . . . let's light the candles. Okay, and make a wish! Don't . . . don't tell me.
Son: Don't tell you?
Father: Yeah, don't tell me. Okay, and go ahead and blow out the candles. Okay, let's cut the cake, and then we can have cake and ice
cream. And what do you want to do after the cake and ice cream?
Son: Play freeze tag.
Father: Now, how do you play tag?
Son: Um . . . one person is it, and the person who is it tries to tag everyone [Alright. And then . . . ] before I tag someone and then,
another person tags me.
Father: Oh, wow. And whose coming over later today for your birthday?
Son: Well, everyone. Uh, my cousins, all my aunts and grandmas, grandpas.
Father: Alright. Well, Happy Birthday, Michael.
Sts complete the multiple choice exercise based on the dialogue

http://www.esl-lab.com/birthday/birthdayrd1.htm
4. Post-reading
Sts share a story about one of their favorite birthdays. How did they celebrate the day,
and what made it special? Did they eat any special foods? What presents did they
receive? Are there any unique birthday traditions and customs in their family or culture?
297
Pre-writing
T introduces indications of time.(Now, then, when, soon, ago, the year before last, last
year, by the time I was). Sts interview some classmates about a day they will never forget
in their lives by using the given words in a sentence.
Name Now then when Ago
Me
Classmate A
Classmate B
W.1. L writes short W.1. use text
dialogues about as a stimulus Classmate C
personal events. to write short
dialogue about
a personal Sts complete a mind map about a day they will never forget in their lives.
event.
Drafting
Sts choose one event and complete the following diagram with sentences about
that important event and make a drawing for it.
298
and then Ls write a dialogue about the event they will never forget.
Revising
T monitors and checks to make sure that Ls' dialogues are correct and complete.
Editing
Ls exchange dialogues with a classmate and check each other's for comprehension and
correctness.
Publishing
Ls publish their dialogues on the classroom board for other Ls to read them.
299
Planning/
L uses simple SP.1. use simple Ls think and list happy events from their lives.
words to give words to give
his/her opinion. his/her opinion Organizing
about a Ls describe a happy event in their lives. Sts should include information about:
personal, family,  When it happened.
national or  Where it happened.
worldwide event.  What it was.
Sts explain why it was a happy event in their lives.
Rehearsing
Sts get in pairs and present each other their work for peer interaction and practise.
Producing
T asks two or three students to present their work for the whole class.
T reviews the language for the unit by asking why the event was unforgettable.

Participating, thinking, acting out, responding, and sharing: Allow time for the Mini-Project each week. NOTE: All phases of the Adjust
previous times
Integrated Mini-Project should be opportunities for Ls to practice listed above to
 A newscast including reports about national or worldwide English, not just those related to presentation. allow 5 min
each week.
events.
 An oral description of photomontage (or painted/drawn Participating to negotiate: (5 or 10 minutes in week 1 or 2) Group
mural) about national or worldwide events. presentations
can be week 5
or 6.
Reflective Teaching
300
improve
At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’ understanding.)
In
I can… Yes No
progress
ask for assistance (e.g., understanding textbook problems,
asking for clarification of vocabulary, terminology).
extract main ideas from diagrams, with accompanying text.
write short dialogues about personal events.
uses simple words to give his/her opinion.
301
Didactic Planning
Week # 2
Level: 8th Unit: 5
Theme: An Event I’ll Never Forget: with My
Domain: Interpersonal Scenario: Unforgettable Events
Family
Contractions/Future Tense (will) with past Identifying a personal, family, national, or  Demonstrating openness towards others
continuous tense clause worldwide event. experiences.
 Listening assertively to one’s own and other
 A day I’ll never forget with my family was Discourse Markers people’s feelings and emotions.
when I was ___ing … Linkers: Sequential past time
Phrasal Verbs First, Then, After, Finally
 When my family’s car broke down on the
highway, we had a lot of fun waiting for help. Social Language
 A blast
Adverbial phrases  We rocked it
 My family was very happy to spend time
together when I was young.
Indications of time
(Now, then, when, soon, ago, the year before
last, last year, by the time I was)
 The year before last, we spent the summer
302
on the beach.

 We enjoyed this vacation to the fullest.

 How did you decide to do that?
Vocabulary
Events with my Family
 New Year`s Eve/Day, Family meeting/reunion
 Vacation/Holy week
 Soccer game/match
Phonology

æ/ʌ
cat/cut
ankle/uncle
ran/run
drank/drunk
match/much
303
Assessment Time
Learner can
Evidences 120 min
(3 lessons)
Pre-teaching
Routine: Checking attendance, checking in with Ls, posting and reviewing Essential Question, Can
Do’s, and class agenda, etc.
Participating
Warm up: Sts watch a video about events in a family. Sts pay attention to verbs they hear. Then,
sts answer some wh-word questions based on the information from the video.
https://www.youtube.com/watch?v=fkWOqalw6pQ
Questions
 What celebration was described in the video?
 How old was the girl when her brother came?
 How did she feel?
 How was her brother described?
Engaging
Activation of prior knowledge: T says some important dates for family celebrations
and sts try to guess.
New Year`s Eve/Day: December 31st and January 1st

Family meeting/reunión: (Christmas – December 25th)
Vacation: From middle December to the beginning of February
Holy week: First week in April
304
Soccer game match: national teams/each four years (World Cup)
Introduction
T pastes different pictures about family celebrations on the classrooms’ walls (New Year`s
Eve/Day, Family meeting/reunión -Easter vacation/Holy week - Soccer game match) for sts
to identify what celebration is related to each picture.
Sts walk around the class and see if they can identify the celebrations. Then, teacher asks
some questions about the celebrations to check sts understanding.
 What celebrations did you identify?
 Have you participated in any of them, which one?
 Which one did you enjoy the most?
 What did you do on it?
Pre –listening
T asks sts some questions about weddings.
L.3. L recognizes L.3. understand
 Have you ever gone to a wedding celebration?
the gist of a short the gist of a
short text when  What do people usually do?
text.
read aloud  Who are the most important people?
clearly and
slowly. Listening for the first time
T reads the text out loud “The Wedding”, sts try to catch as much information as they can
about it. (See resources section)
Pair/Group feedback
305
Sts complete a chart with the information requested based on the previous text.

Sts read the text by themselves scanning for the gist.
Post-listening
Sts share their ideas with the class orally
Planning
SI.2 L asks and SI.2. ask and Sts think about the last family celebration they had. Then, sts write them down.
answers questions answer
about a personal, questions about Organizing
family, national or a personal, Sts put their ideas in order so that they make sense.
worldwide event. family, national
or worldwide Rehearsing
event. Sts work in pairs. St A reads his/her description out loud while st B tries to guess the event.
Interacting
T asks students to switch pairs and share their descriptions.
Pre –listening
L.1. L identifies L.1. listen to T explains to sts that Christmas, Thanksgiving, and New Year's Day are some of the major
learners’ other students’ holidays in the United States. Sts make groups of four and discuss the following question:
contributions in contributions in
class, and uses class, and use
From what sts understand, how are these holidays celebrated (New Year`s Eve/Day,
these responses as these responses
Family meeting/reunión - Vacation/Holy week - Soccer game match, regarding: food, family
306
models for their as models for activities, local celebrations, games and recreation, etc.)?
own. their own.
Sts create a poster about one of the celebrations or a combination of them, and then, they
present it to the class orally. (Previously find and select some pictures related to the
celebrations for sts to use them).

Sts listen to the conversation “Thanksgiving and Christmas: Holiday Traditions”
http://www.esl-lab.com/tradition/traditionrd1.htm.
T asks some questions about the conversation:
 What was the conversation about?
 What caught your attention?
Pair/Group feedback
Sts solve a matching based on the dialogue. (See resources section)

Sts listen to the conversation again and complete the multiple choice exercise individually.
Post-listening
Ls imagine an international exchange student is coming to live with them for a year. Ask this
student about an important event in his/her family, how this event is celebrated, its meaning and
significance, and what activities are held on that day.
307
Planning
Sts work in groups to invent a festival for a specific calendar event.
SP.2. L describes SP.2. describe
events using simple events using Organizing
words or sentences simple words or Sts should write a short description of their festival describing what happens on it such as;
frames. sentence processions, fireworks, music, musicians, bands, dancers, decorations, costumes…
frames about a
personal, family, Rehearsing
national or T goes around the groups providing support.
worldwide
event. Producing
T displays the descriptions around the classroom and asks sts which festival they would
like to attend the most and why.
Phonology (Recognition – articulation – practice – production)
identifies and R.1. identify Number dictation

manipulates and
English language manipulate T writes the minimal pairs on the board in a table, as in the example below. Drill the
sounds using English pronunciation around the class. Then, dictate four of the words, but tell the students
knowledge in language they only need to write the number, not the word. So, if you say "cut, but, ankle, fun"
phonics, sounds using the students should write "1,1,2,1". Then sts work in pairs - one dictates the
syllabification and knowledge in words, the other says which number.
word parts. phonics,
syllabification
and word
1 2
parts.
308
cut cat
but bat
uncle ankle
fun fan

Participating, thinking, acting out, responding and sharing: Allow time for the Mini-Project each week. NOTE: All phases of the Adjust
previous times
Integrated Mini-Project should be opportunities for Ls to practice listed above to
 A newscast including reports about national or worldwide English, not just those related to presentation. allow 5 min
events. each week.
 An oral description of photomontage (or painted/drawn Participating to negotiate: (5 or 10 minutes in week 1 or 2) Group
mural) about national or worldwide events. presentations
can be week 5
or 6.
Reflective Teaching
improve

understanding.)
309
In
I can… Yes No
progress
recognize the gist of a short text.
ask and answer questions about a personal, family,
national or worldwide event.
identify learners’ contributions in class and uses these
responses as models for their own.
describe events using simple words or sentences frames.
knowledge in phonics, syllabification and word parts.
310
Didactic Planning
Week # 3
Level: 8th Unit: 5
Domain: Interpersonal Scenario: Unforgettable Events Theme: An Event I’ll Never Forget: in Costa Rica
Contractions/Future Tense (will) with past Asking and giving information about a  Allowing others to express themselves and to
continuous tense clause personal, family, national or worldwide event. decode their emotions.
 A day I’ll never forget in Costa Rica was  Showing interest in each person’s life and
when we were ___ing Discourse Markers feelings.
Phrasal Verbs First, Then, After, Finally
 When the Turrialba Volcano erupted, the Proverbs/Quotes
highway was shut down.  Two heads are better than one.
Adverbial phrases It’s never over till it’s over.
 Costa Ricans are extremely proud of their
World Cup experience.

 That was the moment I remember best.

 What other places did you visit?
311
Vocabulary
P Events in Costa Rica
 A new road/bridge/highway
 Arts Festival
 Lights Festival
 National teams and athletes’ participation in
worldwide competitions.
Phonology

æ/ʌ
cat/cut
ankle/uncle
ran/run
drank/drunk
match/much
Time
Assessment
Didactic Sequence Mediation Total:
Strategies &
Learner can 120 min
Evidences
(3
lessons)
Pre-teaching
Participating
312
Engaging
Activation of prior knowledge: Sts play a memory game. T asks sts to work in pairs. Sts
have to match different celebrations with their corresponding dates. (See resources section)
Introducing
Sts watch a video related to five events in Costa Rica. Sts try to identify them. T
gives a short description for each event.
Pre –listening
T asks the following question to sts; what information would you expect to hear in a
L.2 L distinguishes L.2. identify the radio traffic report?
the main points of main points of an
an age-appropriate age-appropriate
audio-visual audio-visual Listening for the first time
presentation. presentation (news Sts listen to a traffic report http://www.esl-lab.com/traffic/trafficrd1.htm.
items reporting Pair/Group feedback
events, accidents). T pastes the vocabulary and the descriptions on the wall. Sts go around the class and
try to match the words and descriptions using some color papers given by the T with
the words on it. (See resources section) Sts work in pairs trying to match the words
and descriptions, then they check out their answers in small groups. Finally T and sts
check answers as a group.

Sts listen to the audio http://www.esl-lab.com/traffic/trafficrd1.htm
and complete a multiple choice exercise.
313
Post-listening
Then, sts complete a gap fill with vocabulary from the previous listening. (See
resources section)
Sts describe the traffic conditions they faced in the morning while coming to
highschool. Sts share the information with a classmate, thenT chooses some sts to
share it with the whole group.
Was- Were
Took
Ran
Waited
Started
Arrived
Left
Pre-writing
T and sts brainstorm some vocabulary used when describing past events.
W.2. L gives W.2. give personal Went
personal reactions reactions to a piece Did
to a piece of age- of age-appropriate Ate
appropriate literature related to Drank
literature. personal, family, Danced
national or Saw
worldwide event, Wore
checking written Drafting
sentences to look Sts create simple past sentences using three of the verbs brainstormed previously.
314
for mistakes (e.g. (Comparatives and superlatives forms of adverbs)
subject-verb Contractions/Future Tense (will) with past continuous tense clause
agreement,
capitalization, Sts play a game called “Story Telling”. T delivers some papers with pieces of
spelling, basic information at the beginning and at the end related to events carried out in Costa
punctuation etc.) Rica (Public Festival of Palmares – Carnival of Puntarenas – Saints Day of Santa
Cruz – Oxcarts Parade – Dia de la Virgen del Mar – Carnival of Limon and others).
(See resources section). Sts are asked to write activities done in each event. T claps
to let sts know they have to pass papers to their right and continue filling them with
descriptions.
Revising
T goes around the class checking for spelling and grammar mistakes.
Editing - Publishing
Sts correct the sentences they wrote and publish them on the bulletin board.
Planning
Sts get in pairs and create a role play situation about a traffic problem, a trip to a
specific event or a report about a special celebration.
S.P.3 L explains SP.3. explain  Wh- questions in the past

reasons for an reasons for an event What other places did you visit?
event briefly. briefly (electronic  Phrasal Verbs
device, pet, new When the Turrialba Volcano erupted, the highway was shut down.
bridge in the town, a
flood, airport, human Organizing
rights). T asks sts to present their work for revising of spelling and grammar mistakes.
315
Rehearsing
Sts practice the role play orally.
Interacting
Sts present the role play to the rest of the class.
Sts play an activity called “Flyswatter”, using minimal pair sounds:

æ/ʌ
cat/cut
Assessment: L R.1. identify and ankle/uncle
identifies English manipulate English ran/run
language sounds language sounds drank/drunk
using knowledge using knowledge in match/much
in phonics, phonics,
syllabification and syllabification and T pastes pictures for each word in a poster and then hangs it on the wall. Sts make
word parts. word parts. pairs in order to play. Then, teacher says the words out loud and sts use the fly
flatters, the one who hits the picture first wins points. This could be done as many
times as needed.
Sts complete a matching about the vocabulary used in the previous activity. (See
resources section)
Integrated Mini-Project should be opportunities for Ls to practice previous
 A newscast including reports about national or worldwide English, not just those related to presentation. times
events. Thinking for planning: (5 or 10 minutes in week 3 or 4) listed
 An oral description of photomontage (or painted/drawn above to
mural) about national or worldwide events. allow 5
min each
week.
316
Group
presentati
ons can
be week 5
or 6.
Reflective Teaching
improve

At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure
Ls’ understanding.)
In
I can… Yes No
progress
distinguish the main points of an age-appropriate audio-
visual presentation.
give personal reactions to a piece of age-appropriate
literature.
explain reasons for an event briefly.
317
Didactic Planning
Week # 4
Level: 8th Unit: 5
Domain: Interpersonal Scenario: Unforgettable Events Theme: An Event I’ll Never Forget: in the World
Grammar & Sentence Frames Function
Contractions/Future Tense (will) with past Sharing information about a personal, family, Sociocultural
continuous tense clause national or worldwide event.  Respecting human rights, principles, and
 An event I’ll never forget in the world was inclusiveness.
when I was _____
Discourse Markers
Phrasal Verbs Linkers: Sequential past time Proverbs/Quotes
 With the picture of the Syrian child on the First, Then, After, Finally Idioms
beach, many people broke out crying about
receiving immigrants.  Move up in the world
 Count your blessings
Adverbial phrases  To tie the knot
 Immigration is a highly sensitive matter for Look the other way
some people.

 The news that day was filled with the worst
pictures.
318

 When did that world event happen?
Vocabulary
Events in the World
 FIFA World Cup, Music Awards, Nobel prize
winner/nominee, world`s wonders, high tech
invention
unforgettable, memorable, impact, influence,
effect, bring to mind, take into account, event,
occasion, incident, result
Phonology
Review
Time
Assessment
Didactic Sequence Mediation Total:
Strategies &
Learner can 120 min
Evidences
(3
lessons)
Pre-teaching
Participating
Warm up: Sts complete a word search about celebrations around the world. After that, T elicits
319
group discussion regarding the celebrations, which ones are known for the sts. (See resources
section)
Engaging
Activation of prior knowledge: T shows some pictures related to the celebrations and sts try
to guess the name of the celebration and where it takes place. (See resources section)
T and sts brainstorm more celebrations around the world. T suggests categories such as
sports, arts, and religious events.
Introducing
T asks sts to number celebrations around the world from 1 to 10 according to popularity. (See
resources section)
R.3. L recognizes Pre-reading

the main R.3. understand T asks sts what they know about each celebration. Sts come up with related information.
information and a the main
few details in short information and Reading for the first time
articles and reports. a few details in
short articles T reads a paragraph about New Year´s Celebration around the world.
and reports http://learnenglishteens.britishcouncil.org/magazine/life-around-world/new-years-celebrations-
(e.g., a national around-world
or world event) if T asks sts which countries where described in the reading.
they deal with
familiar subjects. Pair/Group feedback
Sts work in pairs writing down some activities and traditions mentioned in the reading.

Sts read the paragraph individually and highlight important details per each country described.
320
Post-reading
Sts complete a chart with information related to the previous reading. (See resources
section)
Pre –listening
Sts complete a matching about a celebration carried out in the UK called “Reading
L.3 L recognizes L.3. understand Festival”.http://learnenglishteens.britishcouncil.org/sites/teens/files/live_music_-
the gist of a short the gist of a _exercises.pdf
text. short text when
read aloud Listening for the first time
clearly and Sts listen to the audio and pay attention to important information.
slowly.
http://learnenglishteens.britishcouncil.org/uk-now/video-uk/live-music
Pair/Group feedback
Sts complete a gap fill activity in pairs. T checks answers as a group.
http://learnenglishteens.britishcouncil.org/sites/teens/files/live_music_-_exercises.pdf

Sts listen to the audio and complete the multiple-choice exercise. T checks answers as a
group. http://learnenglishteens.britishcouncil.org/sites/teens/files/live_music_-
_exercises.pdf
Post-listening
Sts listen the audio for a third time while reading the script.
http://learnenglishteens.britishcouncil.org/uk-now/video-uk/live-music
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Planning
T asks sts if they would like to participate in a music festival abroad. Why or why not?
SI.1. L asks for SI.1. ask for
assistance (e.g., assistance (e.g., Organizing
understanding understanding Sts work in pairs and plan a role play in which they have to talk about a music festival or
textbook problems, textbook concert that they would like to attend. (Use of grammar structures such as
asking for problems, Contractions/Future Tense (will) with past continuous tense clause).
clarification of asking for
vocabulary, clarification of Rehearsing
terminology). vocabulary, Sts practise the role play in pairs.
terminology).
Interacting
Sts role play it in front of the class. T gives feedback.
Post task
Pre-writing
Sts think about two world celebrations they will never forget and write down their names.
W.2. L gives W.2. give
personal reactions personal
Drafting
to a piece of age- reactions to a
Sts choose one of the celebrations that they will never forget and brainstorm about it
appropriate piece of age-
writing down as many words as they can.
literature. appropriate
literature related
to personal, Revising
family, national They pick the most relevant details (date, place, season, activities…) and develop them in
or worldwide a written way.
event, checking
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written Editing
sentences to Ls check their peers work for spelling mistakes and feedback.
look for mistakes
(e.g. subject- Publishing (Exit ticket)
verb agreement, While sts go out they deliver their written production to the T and he/she pastes them on an
capitalization, information board for other sts to read. Finally, teacher asks Ls opinion about the
spelling, basic celebration they will never forget and why.
punctuation
etc.).
Integrated Mini-Project should be opportunities for Ls to practice previous
 A newscast including reports about national or worldwide English, not just those related to presentation. times
events. listed
 An oral description of photomontage (or painted/drawn Participating to Thinking for planning: (5 or 10 minutes in week 3 above to
mural) about national or worldwide events. or 4) allow 5
min each
week.
Group
presentati
ons can
be week 5
or 6.
Reflective Teaching
improve
323
At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure
Ls’ understanding.)
In
I can… Yes No
progress
recognize the main information and a few details in short
articles and reports.
recognize the gist of a short text.
ask for assistance (e.g., understanding textbook problems,
asking for clarification of vocabulary, terminology).
give personal reactions/ opinion to a piece of age-
appropriate literature.
324
Didactic Planning
Weeks 5 and 6
Level: 8th Unit 5: Unforgettable Events

because?
Sociocultural
Phonology

Strategies & Total:
325
outcomes?

326
Resource Section
Task: Introducing Language about personal life.

1. Pre-listening
Yesterday we ________ Happy Birthday!

We _________ cake and ice cream at the party.
People in my family use to make a __________ before eating the cake.
It's time to light the _________ on the cake.
How _________ were you last year?
Old
Wish
Ate
Sang
candles
327
COLUMN A COLUMN B
1. How ______________ are you today? ( ) OLD
2. Do you want to ___________ the cake for the kids? Here's a ( ) CUT
knife.
3. Before you blow out the candles, be sure to ___________ a ( ) MAKE
wish, but don't tell anyone what you wished for.
4. My sister is having a birthday today, and she is ( ) TURNING
_________________ 16.
5. Let's ______________ the candles and then turn out the lights. ( ) LIGHT
328
329
Events with my Family
New Year`s Eve
330
New Year`s Day,
331
Family meeting/reunion
332
Vacation
333
Holy week
Soccer game match
334
335
336
MATCHING
Column A Column B
1- Where should we ___________ the gifts so the ( ) a- Hide
children don't find them?

2- Is there anything special or ___________ that you do ( ) b- Celebrate
for the holidays?

3- Our family loves to go _________ down snowy hills. ( ) c- Particular
4- We _____________ birthdays by eating cake and ( ) d- Mean
icecream.
5- What does this celebration _________ to you? ( ) e- Sledding
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The Wedding
On Saturday we went to my big brother´s wedding.
We got dressed on our best clothes and went to the church for the ceremony.
The bride wore a beautiful white dress and a veil. My brother wore a suit and a tie.
We listened to music and watched while their bride and groom said the vows. The bride and groom gave each other gold rings and
then they kissed.
After that we went to a big party called a reception and we ate a lovely meal. The bride and groom cut the fancy wedding cake.
Daddy made a speech and mummy cried, because she was so happy. Everybody danced and had a great celebration together.
It was a beautiful day. I loved going to my brother´s wedding.
Complete the chart

At the church we…… At the reception we…
338
339
340
Post -Listening
Traffic Report Vocabulary
1. Black Ice
2. Head
3. Shift
4. Fender-Bender
5. Cattle
6. Bottleneck
7. Commute
8. Interchange
9. Sporadic
10. Frigid
1. Let's ___________________ east to avoid the traffic.

2. The _______________________ to work this morning was really slow due to bad weather.
3. The downtown ______________________ is closed due to construction.
4. We ought to __________________ to the center lane to pass these slow-moving cars
5. There is a huge ___________________ in traffic at the intersection of Center and State Street.
6. I got in a small _____________________ with a truck on my way home from work.
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7. I hit a patch of __________________ and slid off the road into a ditch.
8. Buses usually are on time, but they are quite _________________ today because of the bad weather.
9. Waiting for the bus in the _________________ weather is very unpleasant.
10. A herd of ________________crossed in front of my car.
342
WORKSHEET
HEADING FRIGID
COMMUTE HERD
INTERCHANGE SPORADIC
SHIFT BLACK ICE
BOTTLENECK FENDER-BENDER
343
Public Festival of Palmares
Last year my family and I went to Palmares´ Public Festival,

there
we___________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
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_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_______________________ we really enjoyed it
Carnival of Puntarenas
Last year my family and I went to carnival of Puntarenas , there

we___________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
345
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
346
Carnival of Limon
Last year my family and I went to carnival of Limon , there

we___________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
347
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
348
San Jose-Zapote Fair

Last year my family and I went to Zapote Fair, there
we___________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
349
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
350
Light Festival - Festival de la Luz
Last year my family and I went to Light Festival, there
we___________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
351
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
352
CHART
New Year's celebrations around the world
COUNTRY ACTIVITIES TRADITIONS

ENGLAND
SPAIN
GREECE
DENMAK
353
Top 10 Celebrations Around the World
Number the following celebrations from 1 to 10, 1 being the most popular.
____ Oktoberfest, Munich, Germany.

____Chinese New Year, China.
____ Saint Patrick’s Day, Ireland.
____ Yi Peng Lantern Festival, Thailand.
____ The Carnival of Venice, Italy.
____ Halloween, USA.
____ La Tomatina, Buñol, Spain.
____ Burning Man Festival, Blackrock Desert, Nevada, USA
____ Carnival in Rio de Janeiro, Brazil
____ Holi, India.
354
Level 8th Unit 6

Scenario: Amazing Costa Rica!
Enduring Understanding Costa Rican people and places make traveling the country amazing.
Essential Question What makes traveling in Costa Rica amazing?
355
Assessment: L distinguishes the Assessment: L retells the main idea of Assessment: L recognizes verbal Assessment: L recognizes links and
most important information in short media presentations on familiar events instructions related to the topic. connections between events related to Assessment
narratives with some illustrations as or places. L.1. recognize verbal instructions traveling in e-mails, web chats, postcards, or
support. L.3. understand the main idea of related to the topic. short letters.
R.2. understand the most media presentations on familiar R.3. finds links and connections between Anecdotal reports/rubrics/ instruments for self
important information in short events or places. Assessment: L asks and answers events related to traveling in e-mails, web and co-assessment
narratives with some illustrations simple questions about different tourist chats, postcards, or short letters.
as support. Assessment: L asks and answers attractions.
simple questions about different tourist SI.2. ask and answer simple Assessment: L asks and answers simple
Assessment: L discriminates key attractions. questions about different tourist questions about vacation plans and provides
words related to the topic when a SI.2. ask and answer simple attractions. some brief indication of reasons for their
text is being read aloud. questions about different tourist opinions.
L.2. discriminate key words attractions. Assessment: L describes simple steps SI.3. ask and answer simple questions
related to the topic when a text is to enjoy a touristic activity. about vacation plans.
being read aloud. Assessment: L summarizes a short SP.2. describe simple steps to enjoy a Suggested Integrated Mini project
story expressed in a simple sequence touristic activity (e.g., “Then wear a Assessment: L writes a timeline of a dream
Assessment: L suggests different of events. life jacket and a pair of comfortable vacation.  Brochures about rural tourism
things to do, places to go in his/her SP.1. summarize a short story shoes.”, “take a cold shower after W.1. write a timeline of a dream vacation.  A dream vacation plan, making the
country. expressed in a simple sequence of enjoying the hot springs”). itinerary, where to go, what to do, why to
SI.1. suggest different things to events. go there, where to stay
do, places to go in his/her Assessment: L writes a brochure with
country. the aid of a writing frame.
W.2. write a brochure with the aid of
Assessment: L describes familiar a writing frame, checking written
places and tourist attractions using sentences to look for mistakes (e.g.
simple vocabulary and language subject-verb agreement,
constructions. capitalization, spelling, basic
SP.3. describe familiar places and punctuation etc.).
tourist attractions using simple
vocabulary and language
constructions.

Beautiful Costa Rica Hiking, Biking and Walking Around Costa Traveling Necessities Planning My Perfect Vacation
Rica
356
Identifying tourist attractions in Suggesting places and tourist Asking and giving information to Sequencing a short story expressed in
my country. attractions in Costa Rica. describe different tourist simple sequential events.
attractions in Costa Rica.
Linkers: Sequential past time.
Linkers: Sequential past time Linkers: Sequential past time Linkers: Sequential past time
If you want to travel to Costa Rica First, Then, After, Finally First, Then, After, Finally First, Then, After, Finally
keep in mind the following things:
First, choose comfortable shoes
and clothes. Then, find some maps
and water. After that, check all the
documents you need. Finally, get
ready to chill out.
There is/are Present Perfect: Yes/no and Information Future Time: Will/going to Future Time: Will/going to
 There are beautiful Questions.  What will you need to hike in  What are you going to do on your
attractions in Costa Rica.  Have you been to Sarapiquí? the park? next vacation?
 There are rivers, volcanoes,  Where have you been?  How are you going to get to  I am going to visit my relatives.
etc.  I’ve been to….. _________?  What will you do on the first day of
 The beaches are beautiful. vacation?
Prepositional Phrases (time)
First Conditional  I´m going visit my friends in First Conditional Prepositional Phrases (time)
 If I visit Guanacaste, I will Limon next week, next month, next  If you go to the beach, take I´m going visit my friends in Limon next
go to the beach. year sunscreen. week, next month, next year
 If I visit Cartago I am going  If you go to the mountains, take
to visit the Irazú Volcano. a jacket.

minimal pair sounds:
minimal pair sounds:  æ/ ʌ minimal pair sounds: Review
 æ/ ʌ  cat / cut  æ/ ʌ
 cat / cut  ankle / uncle  cat / cut
 ankle / uncle  ran / run  ankle / uncle
 ran / run  drank / drunk  ran / run
 drank / drunk  match / much  drank / drunk
 match / much  match / much
357
Beautiful Costa Rica Hiking, Biking and Walking Around Traveling necessities: What to wear, Planning my perfect vacation
waterfalls, sea jungles, volcanoes, Costa Rica what to take, what to do shoes, clothes, books, maps, documents,
wildlife, cloud forests, beaches, Visiting national parks, seeingamphibian hikers, hiking or walking health, first aid kit, what not to bring
volcanoes, country side, places of volcanoes, surfing, watching largeshoes, beach sandals, flip-flops, T-
worship crocodiles, getting a tan on beautiful shirts, long sleeved T-shirts (for
beaches, hiking, camping, birdsunburn protection, hiking, and fishing),
watching, rafting on rivers, canopypairs of shorts, swimsuits, sarong, long
tours, hot springs, scuba diving, sportpants, pairs of underwear, pairs of
fishing, kayaking, golfing socks, light weight jacket, baseball cap,
map, guidebook, money belt and
passport
Psycho-social Psycho-social Idioms Sociocultural
 Appreciating Costa Rica´s  Demonstrating responsible actions Tourist trap  Respecting other’s opinions when giving
natural treasures and towards Costa Rica´s natural Off the beaten path information about their own tourist
attractions. treasures and attractions. attractions.
Socio-cultural Social Language Quotes

 Promoting the enjoyment of  Ecotourism It is good to have an end to a journey; but it is
tourist attractions within an the journey that matters, in the end. --
inclusive vision. Unknown Author
Didactic Planning
Week # 1
Level: 8th Unit: 6
Domain: Psychosocial and socio-cultural Scenario: Amazing Costa Rica! Theme: Beautiful Costa Rica
Enduring Understanding: Costa Rican people and places make traveling the country amazing.
Essential Question: What makes traveling in Costa Rica amazing?
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There is/are Identifying tourist attractions in my country.  Appreciating Costa Rica´s natural treasures and
- There are beautiful attractions in Costa Rica. attractions.
- There are rivers, volcanoes, etc.
- The beaches are beautiful. Discourse Markers
First, Then, After, Finally Proverbs/Quotes
First Conditional
- If I visit Guanacaste, I will go to the beach.
- If I visit Cartago I am going to visit the Irazú - It is good to have an end to a journey; but it is
Volcano the journey that matters, in the end.
Vocabulary ~Unknown Author
Beautiful Costa Rica
waterfalls, sea jungles, volcanoes, wildlife, cloud
forests, beaches, volcanoes, country side, places of
worship
Phonology
 æ/ ʌ
 cat / cut
 ankle / uncle
 ran / run
 drank / drunk
 match / much
Assessment Time
Learner can
Evidences 120 min
(3 lessons)
Pre-teaching
Routine: Checking attendance, checking in with learners, posting and reviewing Essential Question, Can Do’s, and
5’
class agenda, etc.
Participating
359
Warm up: Students will watch a short video about CR local marvels that tourists can visit while staying in the country. 5’
Before watching the video, learners are asked to pay attention to specific details. After watching, they are asked to name
3 specific things about CR that caught their attention.
- Teacher can write the students’ ideas on the board.
Video link: https://www.youtube.com/watch?v=1WGltGszJBQ
Engaging 5’
Activation of prior knowledge: The teacher asks students to mention the tourist places they have been to or the
tourist places they would like to visit in the future.
Introducing
Different text types (oral/written) using visual aids, technology, key vocabulary, graphic organizers, 20’
sounds, grammar and sentence frames.
Pre-reading
R.2. understand the - Teacher writes the title of the reading on the board, and asks students to mention what tourist attractions
L distinguishes the most most important people can visit in Costa Rica.
important information in information in short Video link: https://www.youtube.com/watch?v=_-mQ-H7nJHM
short narratives with narratives with some
some illustrations as illustrations as
Reading for the first time:
support. support.
- Students follow the short passage individually along with the audio. They read about the three first places.
Then they are asked to mention what attraction is their favorite from the ones described in the passage.
Pair/Group feedback:
- Students take some minutes to read the passage again in pairs.
Reading for the second time;
- The teacher reads the questions, and ask students to answer the questions about the passage by using the
hand out provided by the teacher. 20’
Post-reading
- The teacher divides the passage into shorter sections or sentences, and asks some students to volunteer for
reading a short part of the passage, and answer each question.
360
Pre-listening:
L discriminates key L.2. discriminate key Before students listen to the track, the teacher gives a short introduction in regards to what the video is about.
words related to the words related to the Listening for the first time:
topic when a text is topic when a text is - Students listen for the first time and they will write the words they were able to understand.
being read aloud. being read aloud. Video link: https://www.youtube.com/watch?v=ZvXNWz6qhfM
Pair/Group feedback
- Teacher asks students to read the words out loud and T will write them on the board for Ss to repeat and
20’
learn the words.
- Teacher will clarify unknown words, and students will repeat afterwards.
Listening for the second time:

- Students will listen to specific information about different places.
Post-listening:
- Students will complete a matching about the information specific to different places in Costa Rica
Planning
- Students brainstorm about the video they just watched.
L suggests different things SI.1. suggest different Organizing 20’
to do, places to go in things to do, places to
- Students organize their ideas and the most relevant ones. Teacher explains different vocabulary words and
his/her country. go in his/her country.
grammatical structures they have to use to express ideas about the tourist places.
Rehearsing
- Students repeat out loud what they are going to share with their partner
- In pairs, students will share with their partners about which places from the video they have been to. They
can use structures such as: “I have visited….”. “I have been to….”, “In (place)…..I visited…..” , “ you should
visit …”
Planning
- Students prepare a 30 second speech about one place they have already been in Costa Rica.
SP.3. describes familiar SP.3. describe Organizing
places and tourist familiar places and - Students write their four ideas to describe this tourist destination using the structures previously presented by
attractions using simple tourist attractions their teacher.
10’
vocabulary and using simple Rehearsing
language constructions. vocabulary and - Students take some time to practice these sentences before giving their speech to the class.
361
language Interacting/describing
constructions. - Students present their speech to the class, and get feedback from their teacher.
Phonology:
æ/ʌ
Identifies and identify and Recognition:
manipulates English manipulate English - Teacher writes a series of words that share the same sound from the one they are supposed to study. Then,
language sounds using language sounds she/he reads the words out loud in order to make students aware of the correct pronunciation of these
knowledge in phonics, using knowledge in words.
syllabification and word phonics, Articulation:
parts. syllabification and - The teacher shows students the right way to articulate these sounds.
word parts. Production:
- Students follow their teacher as they pronounce these words all together. Then, they create some
sentences with the words. After that, Ls work in pairs and read the sentneces to each other.

Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to practice English, not just Adjust
previous times
those related to presentation. listed above to
allow 5 min
- Participating to negotiate: (5 or 10 minutes in week 1 or 2) For this unit, the mini project will be the construction and final presentation of a each week.
brochure that they are going to use to convince people to visit Costa Rica. In this first step, ss are going to collect important information about Group
different places people can visit and they will look for some visual aids to support that. The sentences they build during this week will be some presentations
of the sentences to include in the brochure. can be week 5
or 6.
Reflective Teaching
improve
362
understanding.)
363
In
I can… Yes No
progress
distinguish the most important information in short narratives with some illustrations as
support
discriminate key words related to the topic when a text is being read aloud.
suggest different things to do, places to go in his/her country.
describe familiar places and tourist attractions using simple vocabulary and language
constructions.
identify and manipulate English language sounds using knowledge in phonics,
syllabification and word parts.
364
Didactic Planning
Week # 2
Level: 8th Unit: 6
Domain: Psycho-social
 Demonstrating responsible actions towards Costa Rica´s
natural treasures and attractions. Theme: Hiking, Biking and Walking Around Costa
Scenario: Rica
Social Language Amazing Costa Rica!
 Eco-tourism
Present Perfect: Yes/no and Information Questions. Suggesting places and tourist attractions in Costa
-Have you been to Sarapiquí? Rica. -Appreciating Costa Rica´s natural treasures and attractions.
-Where have you been? -Demonstrating responsible actions towards Costa Rica´s
-I’ve been to….. natural treasures and attractions
Prepositional Phrases (time) Linkers: Sequential past time
-I´m going visit my friends in Limon next week, next First, Then, After, Finally -It is good to have an end to a journey; but it is the journey
month, next year that matters, in the end. ~Unknown Author
Vocabulary
Hiking, Biking and Walking Around Costa Rica
Visiting national parks, seeing volcanoes, surfing, watching
large crocodiles, getting a tan on beautiful beaches, hiking,
camping, bird watching, rafting on rivers, canopy tours, hot
springs, scuba diving, sport fishing, kayaking, golfing
Phonology
minimal pair sounds:
 æ/ ʌ
 cat / cut
 ankle / uncle
 ran / run
365
Assessment Time
Learner can
Evidences 120 min
(3 lessons)
Pre-teaching
Routine: Checking attendance, checking in with Ls, posting and reviewing Essential Question, Can Do’s, and class
agenda, etc.
Participating
Warm upThe teacher plays the first 18 seconds of the video about “Downhill” https://www.youtube.com/watch?
v=JZ3u6_PB2f0 and stops it, then the teacher will ask the students if they have an idea of what the video is about.
(It is about an extreme cycling called Downhill Mountain Biking). Then the teacher will play the rest of the video. The
teacher will explain to the students that also biking, walking and hiking are tourist attractions in Costa Rica
Engaging
Activation of prior knowledge: The teacher will ask the students which one of those 3 sports they have
practiced and they will give their opinions.
Introducing
Different text types (oral/written) using visual aids, technology, key vocabulary, graphic organizers, sounds, grammar
and sentence frames
Pre-listening
- The teacher asks students what volcanoes they know. The teacher writes all the possible volcanoes students
L retells the main idea L.3. understand
can come up with. After that, students classify these volcanoes into active and inactive with the help of their
of media presentations the main idea of
teacher.
on familiar events or media
places. presentations on
- Students listen to a video about hiking a volcano in Costa Rica. https://www.youtube.com/watch?
. familiar events or
v=JhVjM96Q0TA
places
After watching the video, students come up with ideas to describe what the place looks like by giving details
of the volcano presented in the video.
Pair/Group feedback
- The teacher provides feedback by asking the students to compare their answers with a partner from the
previous activity and add the new vocabulary words that are missing in their own brainstorming.
- Students listen to the video one more time and answer the questions provided by their teacher to elicit
specific details about the hiker’s personal experience while hiking in Costa Rica.
Post-listening
- After listening to the video, the students check their answers with their teacher, and get feedback on grammar
366
and syntactic structure to construct complete answers.
Planning
L asks and answers SI.2. ask and - The students look at 4 different pictures about walking and hiking in Costa Rica, they will orally describe what
simple questions about answer simple kind of tour they are practicing.
different tourist questions about Organizing
attractions. different tourist - The students will follow a guide on questions about the different walking and hiking tours.
attractions. Rehearsing
- The students will practice out loud their answers, and they will ask for clarification.
Interacting
- The students will ask each other, in pairs, the questions in the guide, then they will take some notes from their
partners. The teacher will make a round table to discuss their answers.
Planning
- Then teacher shows the students some pictures (3) about different tourist activities people can do while
L summarizes a short SP.1. summarize a visiting the Poas Volcano.
story expressed in a short story
simple sequence of expressed in a Organizing
events. simple sequence of - The teacher asks students to think about activities they can do in the Poas Volcano.
events. - As students look at the pictures, they write some common words that relate to the pictures shown.
Rehearsing
- Students write a simple sentence to describe each picture they saw.
Interacting
- Students come to the front of the classroom, and share their ideas with the rest of their classmates.
Phonology
identifies and identify and Minimal pair sounds:
manipulates English manipulate English  æ/ ʌ
language sounds using language sounds Recognition:
knowledge in phonics, using knowledge in - Teacher writes a series of words that share the same sound from the one they are supposed to study. Then,
syllabification and word phonics, she/he reads the words out loud in order to make students aware of the correct pronunciation of these
parts. syllabification and words.
word parts.
Articulation:
- The teacher shows students the right way to articulate these sounds.
367
Production:
- Students follow their teacher as they pronounce these words all together.

Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to practice
English, not just those related to presentation.
5’
Group
- Students keep developing the mini project. presentations
can be week 5
or 6.
Reflective Teaching
improve

understanding.)
In
I can… Yes No
progress
retell the main idea of media presentations on familiar
events or places.
ask and answer simple questions about different tourist
attractions
summarize a short story expressed in a simple sequence
of events.
368
369
Didactic Planning
Week # 3
Level: 8th Unit: 6
Theme:
Domain: Psychosocial and socio-cultural Scenario: Amazing Costa Rica!
Traveling necessities
Grammar & Sentence Frames Asking and giving information to describe Idioms
different tourist attractions in Costa Rica
Future Time: Will/going to -Appreciating Costa Rica´s natural treasures and
-What will you need to hike in the park? Discourse Markers attractions.
-How are you going to get to _________? Linkers: Sequential past time
First, Then, After, Finally -Demonstrating responsible actions towards
Costa Rica´s natural treasures and attractions.
First Conditional
-If you go to the beach, take sunscreen.
-If you go to the mountains, take a jacket. Proverbs/Quotes
Phonology -It is good to have an end to a journey; but it is
Vocabulary minimal pair sounds: the journey that matters, in the end.
Traveling necessities: What to wear, what to  æ/ ʌ ~Unknown Author
take, what to do  cat / cut
amphibian hikers, hiking or walking shoes,  ankle / uncle
beach sandals, flip-flops, T-shirts, long sleeved  ran / run
T-shirts (for sunburn protection, hiking, and  drank / drunk
fishing), pairs of shorts, swimsuits, sarong, long  match / much
pants, pairs of underwear, pairs of socks, light
weight jacket, baseball cap, map, guidebook,
money belt and passport
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Assessment Time
Learner can
Evidences 120 min
(3 lessons)
Pre-teaching
5’
Participating
Warm up: Students will watch the video “Tips to discover Costa Rica cities”. They will 8’
answer a true/false exercise that the teacher will read out loud. Teacher will clarify for
doubts.
- Video link: https://www.youtube.com/watch?v=zZMId6le4vA 3’
Engaging
Activation of prior knowledge: The students will mention 4 steps to consider when
using the bicycle, in order to review some previous vocabulary and activate some
verbs. For example: First, put on a helmet, Second, put on some sneakers, Third,
do not ride at night…etc
Introducing
Pre-listening
L recognizes L.1. recognize - The teacher explains the students that when a person visits a tourist place, in order 15’
verbal instructions verbal to be safe, they need to follow certain recommendations, most of the time in an oral
related to the instructions way. They will review some verbs that can be used when giving recommendations.
topic. related to the Examples: choose, put, review, give, leave, confirm, save, look for, ask, sit, lock,
topic. bring, and dress.
- Students will listen to important details in order to understand, the teacher can
repeat some of the verbs from the video, and the students will repeat them chorally.
Some verbs: put on, dress, bring, make sure, choose, and carry.
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Video link: https://www.youtube.com/watch?v=yeCmOlwhyFY
Pair/Group feedback
- In pairs, the students will ask their partner about 2 safety recommendations they
heard in the video.
- The students will complete the missing verbs from a list of recommendations from
the video.
Post-listening
- The teacher will write on the board the answer of the students, and additionally the
students will tell the teacher some other important recommendations that were not 15’
mentioned in the video.
SI.2. ask and
L asks and answer simple Planning
answers simple questions about - The students choose four different tourist destinations in Costa Rica, they will orally
questions about different tourist describe what kind of clothes are more appropriate for every destination and their
different tourist attractions. corresponding activities.
attractions. Organizing
- The students will follow a vocabulary guide that displays appropriate clothing for
different tourist destinations in Costa Rica.
Rehearsing
- The students work on their answers by classifying the vocabulary words based on
the pictures shown by their teacher. 20’
Interacting
- The students share their answers with a partner, and compare the vocabulary words
they used to talk about appropriate clothing items in every tourist destination.
SP.2. describe
L describes simple simple steps to
steps to enjoy a enjoy a touristic Planning
touristic activity. activity (e.g., - The students will be assigned one tourist attraction that they are going to visit.
“Then wear a Those can be from the previous exercise (pictures).
life jacket and a Organizing
372
pair of - The students are going to write 10 basic recommendations or tips that they can
comfortable give a tourist who is going to visit that place. Remind the students to use the verbs
15’
shoes.”, “take a learned in class, plus some other verbs they already know.
cold shower Rehearsing
after enjoying - The students will rehearse their presentation out loud, and the teacher will walk
the hot around helping them with correct pronunciation and structure.
springs”). Interacting
- The students are going to present the basic steps to the whole class.
W.2. write a
brochure with
L writes a brochure the aid of a Pre-writing
with the aid of a writing frame, - Students will check that the verbs and vocabulary used in the last activity are
writing frame. checking correct.
written Drafting
sentences to - Students will rewrite all the previous sentences from the spoken activity, plus new
look for ones they heard from their peers.
mistakes (e.g. Revising
subject-verb - Students re-read what they wrote and correct for mistakes. Students ask the
agreement, Teacher for clarification
capitalization,
spelling, basic Editing
punctuation - Students will write on the brochure, a short guide to visit a tourist place, and they
etc.). will illustrate the steps.

Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to Adjust previous times
listed above to allow
practice English, not just those related to presentation. 5 min each week.
Group presentations
373
Thinking for planning: (5 or 10 minutes in week 3 or 4) can be week 5 or 6.
They will include some tips and recommendations in the brochure to follow when traveling to Costa Rica.
Reflective Teaching
What worked well What didn’t work well How to improve

374
understanding.)
In
I can… Yes No
progress
recognize verbal instructions related to the topic.
ask and answer simple questions about different tourist
attractions.
describe simple steps to enjoy a touristic activity.
write a brochure with the aid of a writing frame.
375
Didactic Planning
Week # 4
Level: 8th Unit: 6
Domain: Psycho-social
 Demonstrating responsible actions towards Costa
Rica´s natural treasures and attractions.
Scenario: Theme: Planning My Perfect Vacation
Amazing Costa Rica!
Social Language
 Eco-tourism

Future Time: Will/going to Sequencing a short story expressed in simple
 What are you going to do on your next sequential events.  Respecting other’s opinions when giving
vacation? information about their own tourist attractions.
 I am going to visit my relatives.
 What will you do on first day of vacation? Discourse Markers Proverbs/Quotes
Prepositional Phrases (time) First, Then, After, Finally “It is good to have an end to a journey; but it is the
I´m going visit my friends in Limon next week, next journey that matters, in the end.”
month -- Unknown Author
Vocabulary
Planning my perfect vacation
shoes, clothes, books, maps, documents, health,
first aid kit, what not to bring
Phonology
Review
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Assessment Time
Total:
Strategies & Learner can Didactic Sequence Mediation 120 min
Evidences (3 lessons)
Pre-teaching
Routine: Checking attendance, checking in with Ls, posting and reviewing Essential Question, Can Do’s, and class
10’
agenda, etc.
Participating
10’
Warm up: Students are given a simple chart where people describe their next vacations. In the chart, they can see the
places these people are going to go, the activities they are going to do, the time they are going to spend there and the
things they are going to take during their personal traveling experience.
- Students listen to their teacher’s questions, and answer them based on the chart they see on the board.
Pre-reading
20’
L recognizes links and R.3. find links and - Before reading the passage, the teacher asks students where they would like to go on their next vacations.
connections between connections Reading for the first time
events related to between events - Students read a brief e – mail written by a traveler where he describes his travelling plans for his next
traveling in e-mails, web related to traveling vacations in Costa Rica to one of his closest friends.
chats, postcards, or in e-mails, web Pair/Group feedback
short letters. chats, postcards, or - Students are asked if it was easy or difficult to understand the travel plans being described in the e-mail.
short letters. Reading for the second time
- Students are asked to pay attention to some specific details of the reading; for example, the places the
traveler wants to visit, the number of days he wants to stay, the things he is going to take, etc.
Post-reading
- The teacher asks students to answer some easy questions about the e–mail they have just read.
Planning 25’
- Teacher asks students to think about their perfect vacation plan by answering simple questions about the
things they would like to do during this time away.
Sample questions:
L asks and answers
SI.3. ask and  Where are you going to go on your next vacation?
simple questions about
answer simple  What do you plan to do there?
vacation plans and
questions about  Where are you going to stay?
provides some brief
vacation plans.  What things are you going to carry for your trip?
indication of reasons for
Organizing
their opinions.
- Students write their own ideas about the place they would like to go, the thing they would like to do there, and
the time they would like to stay.
Rehearsing
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- Students rehearse their own sentences before interacting with a partner.
20’
Interacting
- Students work with a partner and ask each other questions about their perfect vacation plan.
Pre-writing
- The teacher shows students some pictures about a common tourist destination people visit in Costa Rica.
Drafting
- Then teacher shows the students a short passage about his/her dream vacation and reads it to them
L writes a timeline of a W.1. write a timeline - Students write four simple sentences describing a dream vacation using the pictures previously shown by
dream vacation. of a dream vacation. their teacher. They describe the places they see, the activities people can do there, and the things people
can take during the time they plan to stay in this place.
Revising
- Students read their sentences for their teacher and classmates, and get feedback for possible grammatical or
syntactical mistakes made.
Editing and Publishing –
–Sts correct the sentences after feedback and share them with other classmates after publishing on the bulletin board.
Phonology
(Review)
Recognition
- Teacher does a general review of the sounds studied during the whole week.
- The teacher writes a series of words that share the same sound from the one they are supposed to study.
identifies and identify and Then, she/he reads the words out loud in order to make students aware of the correct pronunciation of
manipulates manipulate these words.
English language English Articulation
sounds using language - The teacher shows students the right way to articulate these sounds.
knowledge in sounds using
phonics, knowledge in Production
- Students follow their teacher as they pronounce these words all together.
syllabification and phonics,
word parts. syllabification
and word parts.
INSTRUCTIONS: In teams of three participants, students will include two possible itineraries for a long weekend in Costa Rica (3 days). Students will share
378
information about what locals and tourists can go, what they can do, why they need to go there, where they can stay. These itineraries can be included as a
component of the brochure. 10’
Group
Thinking for planning: (5 or 10 minutes in week 3 or 4) presentations
- Students get together in small team and brainstorm the ideas for their coming presentation of the mini – project. can be week
) 5 or 6.
Reflective Teaching
improve


understanding.)
In
I can… Yes No
progress
recognize links and connections between events related to
traveling in e-mails, web chats, postcards, or short letters.
379
ask and answer simple questions about vacation plans and
provides some brief indication of reasons for their opinions.
write a timeline of a dream vacation.
380
Didactic Planning
Weeks 5 and 6
Level: 8th Unit 6: Amazing Costa Rica!

because?
Sociocultural
Phonology

Strategies & Total:
outcomes?
381
382
Resource Section
ORAL COMPREHENSION WORKSHEET

INSTRUCTIONS: Match the Costa Rican locations on Column A with their corresponding descriptions on Column B.
Column A Column B
1. San Jose ( ) A forest in the clouds
2. Near the capital city ( ) National parks and volcanoes such as
Irazú
3. South Pacific ( ) Victorial arts and museums
4. North Pacific ( ) Far from the territory, stories of pirates
5. Isla del Coco ( ) Gandoca, banana plantations, Tortuguero
6. North Land ( ) Corcovado and mangroves, sports fishing
7. Monteverde ( ) Lagoons and volcanoes, thermal waters
8. Caribbean ( ) Dry tropical forests and beaches, Quepos
ANSWERS
Discover Costa Rica
Matching
San Jose: Victorial arts and museums
Near the capital: National parks and volcanoes such as Irazu
South Pacific: Corcovado and mangroves, sport fishing
North Pacific: Dry tropical forests and beaches, Quepos.
Isla del Coco: Far from the territory, stories of Pirates
North land: Lagoons and volcanoes, thermal waters
Monteverde: A forest in the clouds
Caribbean: Gandoca, banana plantations, Tortuguero
383
WRITTEN COMPREHENSION WORKSHEET
INSTRUCTIONS: Read The following text and answer the questions below.
TOURIST DESTINATIONS IN COSTA RICA

TAMARINDO
Year – round sunshine, breathtaking views, laid – back atmosphere and close proximity to national parks all make Tamarindo a
popular destination for family vacations and eco – adventures. Located on Costa Rica’s Pacific coast, Tamarindo is one of the
most developed and accessible beach towns in the region with paved roads and planty of tourist facilities.
SAN JOSE
Surrounded by lush green valleys and mountains, Costa Rica’s capital and largest city, San José, is a modern city, complete with
accommodations, shopping, dining, nightlife, and arts and culture. The city occupies a plateau in the country’s geographical
center, making it a great base for exploring other destinations in Costa Rica.
CHIRRIPÓ NATIONAL PARK
Spanning over the three provinces of Limón, Cartago and San José in southern Costa Rica, the Chirripó National Park protects a
diversity of habits and wildlife species. Named after the country’s highest mountain, Cerro Chirripó, the National Park features a
combination of treeless mountain plateaus, fern groves, marshlands, lush rainforest and glacial lakes.
READING COMPREHENSION QUESTIONS

1. What makes Tamarindo a popular destination to visit in Costa Rica?
_____________________________________________________________
2. Where is Tamarindo located?
_____________________________________________________________
3. What is San José surrounded by?
_____________________________________________________________
4. What tourist activities can people do in San José?
_____________________________________________________________
5. What provinces share the Chirripó National Park?
_____________________________________________________________
6. What is vegetation like in Chirripó?
384
_____________________________________________________________
385
VIDEO LINKS
Week 1
Warm up
Name Link
Costa Rica Vacation - https://www.youtube.com/watch?v=1WGltGszJBQ
The Best of Costa Rica
Travel
Written Comprehension
NAME Link
List of the top ten https://www.youtube.com/watch?v=_-mQ-H7nJHM
places to visit in Costa
Rica
Oral Comprehension
Name Link
Discover Costa Rica https://www.youtube.com/watch?v=ZvXNWz6qhfM
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Warm up
VIDEO LINK: https://www.youtube.com/watch?v=JZ3u6_PB2f0
“Downhill Mountain Biking - Giant Glory - Costa Rica”
Oral Comprehension
INSTRUCTIONS: Students listen to the video one more time and answer the questions provided by their teacher to elicit specific
details about the hiker’s personal experience while hiking in Costa Rica.
1. He believes Costa Rica is a passionately _________________ country.

2. What volcano did he visit? __________________________________
3. He wants to ____________________ what’s going on in the volcano.
4. He visited the ___________________ flow
5. He said he had a close encounter with __________________
6. He said he could stay _________________
Answers:
1. enchanted
2. He visited Arenal Volcano
3. see
4. old lava
5. nature
6. forever
VIDEO LINK: https://www.youtube.com/watch?v=JhVjM96Q0TA
387
Spoken Interaction
INSTRUCTIONS: Watch 4 different pictures about walking and hiking in Costa Rica, then describe what kind of tour they are
practicing. Follow a guide on questions about the different walking and hiking tours.
Hiking and Walking in Costa Rica

1. Have you ever been on a walking or hiking tour?
2. If so, what places have you been to?
3. What did you see?
4. What do you think people do on those tours:
-City walking, -beach walking, -mountain hiking, -river walking?
5. What can you recommend people should bring to those tours?
6. What are some tourist places they could visit?
388
Spoken Production
INSTRUCTIONS: Describe each picture with a simple sentence.
389
Additional Resources
AN UNFORGETTABLE EXPERIENCE
Poas Volcano National Park is located in Alajuela Province and was established in 1971. The park protects 16,000
acres and contains one of the active volcanoes in Costa Rica. This area is fun to explore as the main crater is 290 meters
deep and there are two other smaller craters.
The main one has the most activity and a beautiful green-blue lagoon in the middle which is created from rainwater
mixed with volcanic minerals. The hiking trails around the craters are well defined and sometimes wind through flora typical
of this area. Local birds and small animals can be observed. The main crater is not known for having frequent lava flows. The
last major eruption was during the 1950s when it erupted several times over a two year period. Poas Volcano has a misty feel
to it as the clouds nearly always hover over it. The two other craters are known as Botos and Von Frantzuis. Botos has not
experienced an eruption in the last 7,000 years. It has a beautiful bright green colored lake in the middle. Von Frantzuis is an
extinct crater that provides for beautiful scenery. Unlike many other Costa Rica parks, Poas Volcano National Park does not
have a large variety of plants and wildlife but there are definitely some present.
Located in a mixture of rainforest and cloud forest, the weather in Poas Volcano National Park is fairly predictable
because of its stability. Expect warm early afternoons and cool and damp conditions in the morning and late afternoons.
Daytime temperatures average around 24 ºC with night time lows averaging 14 ºC. The most consistent rain is experienced
between the months of May through November, with the heaviest rains September through November.
Note:
Teachers can use this reading for further practice in reading comprehension exercises.
390
Warm up
Tips to discover Costa Rica
Recommendations
If parking, look for places under surveillance
Do not leave the doors open
Do not leave things inside the vehicle
Put your backpack in front of you
Never leave your belongings alone
Use Recognized currency sites
If you’re going to use a taxi, use a red one
True/ False exercise
____If parking, do not look for places under surveillance
____Leave the doors of the car open
____Do not leave things inside the vehicle
____Put your backpack behind you
____Leave your belongings alone
____Used recognized currency sites
____If you’re going to use a taxi, use a yellow one.
Video link: https://www.youtube.com/watch?v=zZMId6le4vA
Oral Comprehension
Hiking for beginners Video: https://www.youtube.com/watch?v=yeCmOlwhyFY
INSTRUCTIONS: Complete the blank spaces with the missing verbs
1. __________ sure you have appropriate hiking shoes
2. __________ lightly
3. __________ a day pack
391
4. __________ plenty of water
5. __________ some snacks
6. __________ an extra jacket
7. __________ sunblock
8. __________ a short trail
ANSWERS
1. Make sure you have appropriate hiking shoes
2. Dress lightly
3. Carry a day pack
4. Bring plenty of water
5. Bring some snacks
6. Bring an extra jacket
7. Bring sunblock
8. Choose a short trail
392
Spoken Interaction
393
Warm up
INSTRUCTIONS: Students read a brief e – mail written by a traveler where he describes his travelling plans for his next vacations
in Costa Rica to one of his closest friends.
TOURIST TIME TO
PLACES TO GO ACTIVITIES TO DO THINGS TO CARRY
S STAY
Ana and La Fortuna, Arenal Sightseeing of the volcano 6 days Binoculars
John Volcano Take a walk around La Fortuna 5 nights Sleeping bag
Tabacon Hot springs downtown Sweater
Relax at the hot springs Hiking boots
Massages Money
Gretchen Manuel Antonio Bird & Sloth watching in the National 4 days Swimming suit
Beach Park 3 nights Money
Quepos Downtown Swimming at the beach Cap or hat
Do souvenir shopping at the downtown Binoculars
Get a tan Sandals
Pablo Tortuguero National Boat ride in the rivers 3 days Sandals
Park Mangrove visit 2 nights Life vest
Turtle watching night tour Night vision glasses
Dancing night Light clothes
Caribbean food tasting
394
To: Martha mcastros@gmail.com
From: Christian ccorrales@hotmail.com
Hello, Martha!
I am writing to you to tell you about my vacations in Costa Rica. I have been to Costa Rica for two weeks. I came here
on January 22nd, and I am leaving on February 6 th. I am really excited about being here! Costa Rica is a very exotic country. I
can tell you that landscapes are just beautiful. This tourist destination has amazing beaches, rainforests, national parks,
mountain ranges and so much more to show people. Also, there are a lot of different activities tourists can do. For example,
doing rafting is a really popular activity in the Pacuare and Reventazón. Besides, Guanacaste has the best beaches in all
Costa Rica to do surfing. Actually, there have been international surfing tournaments in here. I want to do some hiking and
biking too if I have enough time. A friend told me I can do these activities in the Northern part of the country. I just love
all the different food I have tried during my stay.
I will tell you more about my experience when I come back to the U.S.
Sincerely yours,
Christian
395
Questions about the email:
1. How long has Christian been in Costa Rica?
2 What does Christian consider about Costa Rica?
3. What activity is considered as popular in Costa Rica?
4. Which province has the best beaches?
Written Production
INSTRUCTIONS: Write four simple sentences describing a dream vacation using the pictures below. Describe the places they see,
the activities people can do there and the things people can carry during the time they plan to stay in this place.
396
Sample passage
My dream Vacation
In the summer of 2010, five of my family members and I visited Costa Rica, and I’m so glad we did. This is a beautiful country
between the Pacific and the Caribbean. Costa Rica means “Rich Coast”, and it ranks first on the Happy Planet’s Index as the
"greenest” country in the world. They abolished their Army in 1949. Since they have no defense budget, they devote their money to
their people in the form of good education and health benefits. Costa Rica boasts a literacy rate of 94.9%. Bananas and coffee are
their main exports.
The climate of Costa Rica is tropical year-round. Tourism makes it the most visited nation in Central America. Medical tourism
is attractive to Americans because of Costa Rica's proximity (a short flight), the quality of its medical service, and lower costs. The
397
country has gained a good reputation in plastic surgery for these reasons, and now you see resorts devoted to the privacy of
patients, affording them luxury while getting their procedure done.
Early the next morning we began driving to the Poas Volcano area and what they call a cloud forest. The diameter of this
volcano is one of the widest in the world. After that, we drove to the La Paz Waterfall Gardens, a Nature Park. We walked
spectacular trails that led us to Magia Blanca Falls
We got up early and headed for the Manuel Antonio National Park. An experienced guide took us through the park. He
pointed out things of interest along the way. We hiked for 3 hours.
This park is considered to be Costa Rica’s most beautiful park, with white-sand beaches ideal for swimming, and tropical
rainforest alive with wildlife. There were monkeys and iguanas everywhere.
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1

Sonia Marta Mora Escalante

Alicia E. Vargas Porras

Anabelle Venegas Fernández

Rigoberto Corrales Zúñiga

Marianella Granados Sirias,

Alfredo Ortega Cordero,

Docentes de Inglés de Tercer Ciclo y Educación Diversificada

Erika Barrantes Villalobos,

Christian Corrales Solórzano,

María José Espinoza Castro,

Gretchen Rojas Alvarado,

Cindy Saborío Rodríguez,

Peace Corps Volunteers

U.S. English Language Fellows Program

Asesoría Nacional de Inglés Departamento de Tercer Ciclo y Educación Diversificada

In addition, he stated that:

The Learner as a New Citizen

Rationalism Humanism Constructivism

Considerations Understanding Implications for

Socio-cultural It includes the notions of diversity, Addresses learning new behaviors,

Which pedagogical trends influence the teaching practices?

EXTENSION OF THE CEFR STANDARDS - INTEGRATION OF LANGUAGE ABILITIES

EXTENSION OF THE CEFR STANDARDS- INTEGRATION OF LANGUAGE ABILITIES

EXTENSION OF THE CEFR STANDARDS - INTEGRATION OF LANGUAGE ABILITIES

Learner  An agent/performer with intercultural

Aims of communicative  Communicative activities become actions that

Assessment  Assessment is based on what the social agent

Task accomplishment by an individual involves the strategic activation of specific linguistic

Week 5 Week 5&6

Domain: Scenario: Theme:

 Teacher makes sure that all learners understand task instructions.

Classroom Setting in the Action Oriented Approach

And you can also use

A more complex “learn to do” classroom task for each

Phases for the Integrated Mini-Project

7th - Unit 3 – Example

Integrated Mini-Project: Tourist Brochure to support local tourism

Phase 1: Participating to negotiate: (5 or 10 minutes in week 1 or 2)

Some tasks can

Learner´s Exit Profile

Academic Diversified Education Technical Diversified Education

Scope and Sequence Third Cycle

Themes: Themes: Themes: Themes: Themes: Themes:

Scenario: Scenario: Scenario: Scenario: Scenario: Scenario:

Themes: Themes: Themes: Themes: Themes: Themes:

Themes: Themes: Themes: Themes:

CEFR STANDARDS CEFR STANDARDS CEFR STANDARDS CEFR STANDARDS

Domain Scenario Unit

Socio-Interpersonal My High School…Our place. 1

Socio-Interpersonal and Transactional Let the Good Times Roll! 2

Socio-Interpersonal and Transactional Going Shopping! 4

Socio-Interpersonal and Transactional Amazing Costa Rica! 6

Level 8th Unit 1

Scenario: My High School…Our place

Week 1 Week 2 Week 3 Week 4 Week 5/6

Phonology Goal for Each Week

Theme Theme Theme Theme

Function Function Function Function