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RELANZAMIENTO DE LA EDUCACIN COSTARRICENSE

9

entre la prctica cotidiana institucional y los temas y

principios de la transversalidad. Esto plantea, endefinitiva, un reto importante para cada institucineducativa hacia el desarrollo de postulados humanistas,crticos y ecolgicos.

COMISIN TEMAS TRANSVERSALES

M.Sc. Priscilla Arce Len. DANEA.

M.Sc. Viviana Richmond. Departamento de EducacinIntegral de la Sexualidad Humana

M.Sc. Mario Segura Castillo. Departamento deEvaluacin Educativa

M.Sc. Carlos Rojas Montoya. Departamento deEducacin Ambiental.

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TABLE OF CONTENTS

I. Presentation 2II. La transversalidad en los Programas de Estudio 4III. Cross- Curricular Themes 12IV. Introduction 16V. The Purpose of English Language Learning in our Educational System at the Elementary Level 17VI. Implications of the Educational Policy 17VII. English as a Foreign Language for I and II Cycles in the Educational System 19

VIII. English as an Object of Study 19IX. The Mediation of Learning 20X. Methodological Approach 23XI. Planning 32XII. Profile for the English Teacher in Elementary Education 36XIII. Second Cycle Students` Profile in the Process of Learning English as a Foreign Language 36XIV. Syllabus Objectives 37XV. Linguistic Objectives 38XVI. Study Blocks 38XVII. Scope and Sequence for the II Cycle 40XVIII. Fourth Grade 43

XIX. Fifth Grade 55

XX. Sixth Grade 69

XXI. Didactic Tips 83XXII. Bibliography 84

XXIII. Glossary 86XXIV. Appendices 90

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CROSS-CURRICULAR THEMES

Cross-curricular themes are inserted in the curricula withthe purpose of preparing students to be able totransform and to create new knowledge through theinvestigation and processing of information, the capacityto solve problems in a reflexive and systematic way, with

a critical attitude and self-criticism being committedespecially to problems of daily life. There is also concernfor the ethical formation of the students, emphasizing theimportance of practice their freedom and their self-autonomy, as well as to show generosity and solidaritytoward their fellowmen.

Cross-curricular themes have been linked closely with the

formation for life, acquiring particular value and strengthto reach a balance between an education that preparesthe students for productivity and employment, along withgrowth on social and personal values.

THE CROSS-CURRICULAR THEMES IN THESYLLABUS OF STUDY

The challenge of cross-curricular themes is to identifyunder which objectives and contents of the subject cancross-curricular themes be covered. Many of thecontents, procedures, attitudes and values included in thesyllabus are presented to be related to the scope andcompetencies of cross-curricular themes, crystallizingthem in a pedagogical activity clearly designed within

time and space. The subject keeps its identity, but at the

same time takes advantage of a cross-curricular theme tobe enriched.

HUMAN RIGHTS FOR DEMOCRACY AND PEACE

Starting from this cross-curricular theme, mechanisms arecreated to promote true participation of family, communityinstitutions and civilians in general. Thus civilians should

be well informed and knowledgeable of the legal systemthat the country offers, so all citizens participateeffectively, and not just for electoral purposes.

Some fundamental general contents of this cross-curricular theme are:

Declaration of Human Rights

The Political Constitution of Costa Rica Judicial-institutional frame that allows the practice

of individual and social rights in Costa Rica(public and private entities)

Childhood and Adolescence Code

Origin and evolution of Costa Rican democraticsystem

Peaceful solution of conflicts Instances of organization and student

participation in theinstitutional environment

EDUCATION FOR HEALTH

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The promotion of health through the school as a center of

socialization of childhood allows early learning related tothe understanding of health and its main factors. Thesearch for spaces for reflection and analysis of concreterealities in health, favors the development of healthylifestyles during childhood and adolescence.During the elementary school years, students go throughdifferent stages which produce physical, psychosocialand cognitive changes. All these phenomena submit the

students to social pressure that cause them a series ofheath problems that affect their school life.


SELF CARE Every day bathing

Washing of hands before eating Washing of hands after going to the bathroom

Brushing of teeth

ASPECTS OF HEALTH

Vaccination Oral health

Visual and auditory sharpness Anemia and hemoglobin

Emergent illnesses

HEALTHY EATING

Breast -feeding

Desirable eating habits

Healthy eating

Hygiene of foods Education for the consumer

Nutritional factsPHYSICAL ACTIVITY

Daily practice of a variety of physical exercises

Participation in out-door activities

ENVIRONMENTAL CULTURE FOR SUSTAINABLEDEVELOPMENT

Environmental education is considered a suitableinstrument for the construction of an environmentalculture of people and societies, to reach sustainablehuman development, by means of a process that allowsthem to understand their interdependence with theenvironment, starting from critical and reflexiveknowledge of the immediate reality-biophysical, social,economic, political and cultural.

Education as an instrument for the achievement of anenvironmental culture requires the invigorating of basicvalues for sustainable development, such as love,

peace, equity and responsibility.

The education for the acquisition of an environmentalculture implies an integral view of reality, in order to makethe most appropriate decisions that allow to maintain andto improve the quality of individual and collective life thatpursues the systematic satisfaction of physical and

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intellectual needs, as well as those of moral, spiritual,

cultural and social nature in harmony with socio- culturaland natural environments.


CONSERVATION, PROTECTION AND RECOVERY OF

THE ENVIRONMENT (socio- cultural and natural)

Conservation and saving of energy

Conservation of clean air Conservation and saving of the aquatic resources

Conservation of soil

Biodiversity (Protected Wild Areas)

Environmental services Meso-American biological corridor Conservation of national, regional and local

cultures

PREVENTION AND MITIGATION OF THE IMPACT OFHUMAN ACTION ON THE ENVIRONMENT.

Prevention and mitigation of fires with emphasis onthe forest

Pesticides: problems, effects and alternativesolutions

Organic agriculture

Climatic change

Appropriate handling of solid waste

Education for the prevention of risks anddisasters

RESPECT FOR ALL FORMS OF LIFE

Ecology

Biodiversity: flora and fauna Human ecology

SUSTAINABLE HUMAN DEVELOPMENT

Relationship between population, environment anddevelopment

Quality of life

Commitment to the environment Equity of gender, ethnicity and opportunities National Identity

Education for co-management and self -management

Civil participation

Principles and values of The Earth Charter

Ethics of development

Education in population Migrations

Urban and rural population Social demography

Cultural, ethnical and learning styles diversity

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INTEGRAL EDUCATION OF SEXUALITY

Education of human sexuality begins from the firstchildhood and lasts along ones life. First, it is a right anda duty of parents. The educational system, as asocializing and humanizing space, requires that itseducational institutions promote development andlearning to attend and to complete the education given by

parents. It is the Nations responsibility to subsidize andencourage parents to take action in the field of theeducation and the information stated in the Childhoodand Adolescence Code.

The methodology to be used in the integral education ofsexuality favors reflection, investigation and analysis,within a process of authentic dialogue that promotes

participation of the family and the educational community;promoting the development of relationships of equityamong peers, adults, youngsters and children.


Sexuality and vital cycle (early childhood, latechildhood, preadolescence, adolescence, adultsand elders )

Sex gender

Self-esteem Autonomy

Tolerance

Aggression and its manifestations

Prevention of aggression Agent of change

Conceptualization of conflict Solution of conflict

Communication types Creativity

Peaceful responses

Search of information

Selection of information Open attitude

Democratic attitude Equity

Masculinity

Femininity Machismo

Feminism Rights and Laws (AIDS Law, Law Against Sexual

Harassment

7600 Law Childhood and Adolescence Code Hygiene, personal care, papanicolau, breast test

Identification and analysis of the characteristics ofones own family

Intergenerational relationships Analysis of myths, taboos and prejudices

Expression of affection and tenderness Paternity and maternity

Making of decisions

Patriarchy Affectivity

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Rican children will be exposed to a world different from

their own. They will be able to appreciate the moral,spiritual and aesthetic values of a new culture, and at thesame time appreciate Costa Rican idiosyncrasies, values,traditions, and customs. In addition, children will developfeelings of solidarity and brotherhood that will enablethem to contribute to the improvement of their society.

New trends in the Costa Rican Educational System

geared to the learning of a foreign language are thus, aneffective way of facilitating and achieving the objectives ofeducation in Costa Rica, which will enhance theintegrated development of students at the elementarylevel (I and II Cycles).

By means of the acquisition of a foreign language, CostaRican students are getting the opportunity to broaden

their knowledge of the world and to participate in thedevelopment of the XXI century Costa Rican society.

THE PURPOSE OF ENGLISH LANGUAGE LEARNINGIN OUR EDUCATIONAL SYSTEM AT THEELEMENTARY LEVEL

The process of teaching English to children in the I and IICycles in our educational system is based primarily onthe fact that childhood is the best time to acquire aforeign language. The teaching of English in these cyclesthus responds to the following basic needs:

sensitiveness to other cultures and broader

knowledge of the world;

discovery of new ways of communicating withothers (through linguistic, social and culturaloptions);

providing children with tools to cope with thechallenges of this century;

development of critical thinking skills.

The study of English as a foreign language at theelementary level will expose learners to new educationalexperiences. The purpose is that learning English shouldbecome a motivating, simple, interesting and creativeprocess.

Furthermore, it is expected that in the context ofelementary institutions where language learning takesplace, using English for communicative purposes willincrease self-confidence and personal development, aswell as students self-esteem. This involves cognitive,socio-affective and basically, linguistic skills to make theteaching and learning process more effective.

IMPLICATIONS OF THE EDUCATIONAL POLICY

The Educational Policy for the XXI Century will providelearners with the opportunity to express their positivefeelings for their country, which is characterized by its

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In summary, learning English as a foreign language in

Costa Rica will allow students to develop communicativecompetence, to gain knowledge of a new culture, newbeliefs and attitudes as well as to develop their fullpotential in order to become productive members ofCosta Rican society.

ENGLISH AS A FOREIGN LANGUAGE FOR I AND II

CYCLES IN THE EDUCATIONAL SYSTEM

English is conceived as a linguistic and cultural tool forcommunication, which complements education as awhole. Knowledge of English helps children becomesensitive to new linguistic codes, and value Costa Ricanculture and its interaction with other countries. Ongoingexposure and use of English will allow the learner to

develop communicative competence in the oral and aurallinguistic skills, the main focus of the curriculum.

ENGLISH AS AN OBJECT OF STUDY

The purpose of studying English in our curriculum is oraland aural communication. Listening and speaking skills

are, therefore, emphasized at the I and II Cycles.English as an object of study is divided into threeimportant components: formal, functional, and cultural.

Formal component

Although the formal component refers to form, lexis andmorphology, they should be taught within a context andnever in isolation. Special attention in the I and II Cyclesshould be placed in these components as a means toachieve effective oral communication.

Functional componentThe functional component refers to the communicativepurpose for using the language, (greeting, introducingand saying goodbye are examples of languagefunctions). In functional communication activities thelearner is placed in a real life situation where s/he mustperform a task by communicating as best as s/he can.

Cultural component

This component takes into account the understanding ofthe socio cultural context of the country or countrieswhere the language is spoken. Knowing the target culturefacilitates the understanding of the language itself.Values, attitudes, and beliefs should be taken into

consideration. Cultural aspects should alwaysaccompany the learning of a language. Special attentionin the I and II Cycles should be placed on this componentas a mean to achieve oral communication.

The main objective of learning English is to enable thestudents to understand and communicate basic ideas in

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Students should be prepared to:

a) understand basic speech in different environments(background noise, distance, unclear sound);b) understand speakers with different regional English

accents.

Some specific listening activities that should be used are:1. distinguishing between sounds, stress and intonation

patterns;

2. answering questions;3. listening to songs, poems, descriptions, short

conversations, stories and the like.4. following instructions and commands.

Teachers should expose their students to a considerableamount of meaningful language input by listening toconversations, descriptions, directions, songs, sports

activities, videos and any other form of authentic spokenmaterial.

Activities geared towards developing comprehensionshould:

1. meet the students needs and interests;2. be designed according to the students level;

3. provide the students with practice in listening;4. make use of background knowledge;5. provide the learners with the necessary steps in the

development of the activity;6. be consistent with objectives;7. be evaluated;8. be integrated with speaking and motor skills.

SpeakingThe emerging of the productive skill, speaking, appearslittle by little in a process that includes the repetition ofcertain sounds and/or a combination of them in context atthe very beginning stage. Isolated words appear in ameaningful context, where the child pronounces the wordand the adult utters it in a context as many times as

necessary. The childs speech improves according to thequality of the input provided by the teacher, along with hisor her support and patience to higher levels of language.This is the early production level of the Natural Approachexplained by Stephen Krashen and Terrell.

This Syllabus is focused on oral communication.

Therefore, speaking is vital to attain communicativecompetence. Students should be provided with a varietyof opportunities to use the language.

To promote the development of this skill, teachers mustbe aware of the following principles:

speaking is acquired through listening and

practice; supra-segments of the language intonation, pitch,

rhythm are learned by listening to good languagemodels such as native speakers and non-nativespeakers;

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learning to speak English provides an opportunity

to know the world around us; learning to speak English means using appropriate

language in different situations;

students must speak English in class as much aspossible;

language tasks must be authentic and meaningful.

Some specific speaking activities that should be used

are:1. descriptions;2. dialogues;3. role plays;4. information gap;5. games;6. dramas;7. storytelling.

Reading

For the purposes of this Syllabus, reading is introducedgradually in the II Cycle. It has to be understood as asecondary skill, used to reinforce the oral skills. It is anactive skill, which involves different tasks such asguessing, predicting and answering questions. Studentsshould be encouraged to transfer the reading sub-skillsthey have already acquired in his/her native language

Students should be prepared to read basic and simpleinformation to:

a) get the main idea from written material;

b) follow instructions to perform different tasks;c) understand his or her socio-cultural context

Reading activities should :a) be interesting;b) be selected according to students interests, levels,

needs, and age;c) be authentic;

d) help the students build on information alreadyacquired in their own language;e) be flexible and varied.

Some reading activities that should be used are:

1. identifying main points or ideas2. getting the gist of a story

3. completing stories or dialogues4. matching pictures with readings5. ordering a story6. reading jigsaws7. answering questions

Writing

Writing is introduced gradually in the II Cycle. As aproductive skill, the main purpose of writing is toemphasize the expression of ideas, thoughts andfeelings.

Any written practice should:a) be related to the topic being studied;

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b) follow the linguistic objectives;

c) include authentic writing materials such as texts,notes and letters;d) integrate the other skills before, while or after the

writing task is performed;d) motivate students to express themselves creatively.

Teachers should use a variety of texts, techniques,activities and materials in order to promote the

development of writing. Students should be encouragedto communicate their ideas meaningfully.

Some writing activities include the following:1. shopping lists;2. messages;3. letters;4. postcards;

5. invitations;6. descriptions.

METHODOLOGICAL APPROACH

An eclectic approach is used in this Syllabus, since itintegrates basically the following: The Communicative

Approach, Total Physical Response (TPR), CooperativeLearning, Multiple Intelligence Theory and LearningStyles. (See chart in annex 1 for further information).

THE COMMUNICATIVE APPROACH TO LANGUAGE

TEACHINGTheory of language

The communicative approach in language teaching startsfrom a theory of language as communication. The goal oflanguage teaching is to develop what Hymes (1992),referred to as communicative competence. His theory of

communicative competence was a definition of what aspeaker needs to know in order to be communicativelycompetent in a speech community. Another linguistictheory of communication favored in CLT is Hallidays(1970), functional account of language use. Halliday haselaborated a powerful theory of the functions of language,which complements Hymes view of communicativecompetence. He described seven basic functions that

language performs for children learning their firstlanguage:

1. The instrumental function: using language toget things.

2. The regulatory function: using language tocontrol the behavior of others.

3. The interactional function: using language to

create interaction with others.4. The personal function: using language to

express personal feelings and meanings.5. The heuristic function: using language to learn

and discover.6. The imaginative function: using language to

create a world of imagination.

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7. The representational function: using languageto communicate information.

Theory of learning

Little has been written about the learning theory of thecommunicative approach. An important feature is thecommunication principle in which activities that involvereal communication promote learning. A second element

of this principle is the task principle; activities in which thelanguage is used for carrying out meaningful taskspromote learning. A third and last element is themeaningfulness principle: language that is meaningful tothe learner supports the learning process. Littlewood(1981). Learning activities are consequently selectedaccording to how well they engage the learner into thecommunicative principle. Thus, it can be considered to be

a pragmatic view of language learning: students learn bydoing.

Objectives

The following are the most important levels of generalobjectives applicable to any teaching situation in thecommunicative approach: (Piepho 1981).

An integrative and content level (language as a means ofexpression)A linguistic and instrumental level (language as asemiotic system and an object of learning)

An affective level of interpersonal relationship andconduct (language as a means of expressing values and

judgments about oneself and others)A level of individual learning needs (remedial learningbased on error analysis)A general educational level of extra-linguistic goals(language learning within the school curriculum

The Syllabus

Types of learning and teaching activities

The range of exercise types and activities compatible withthe communicative approach is unlimited. Classroomactivities are often designed to focus on completing tasksthat are mediated through language or involve negotiationof information and information sharing.

According to Littlewood (1981), it is necessary todistinguish between functional communication activitiesand social interaction activities in the communicativeapproach. The former includes tasks such as comparingsets of pictures and noting similarities and differences,working out sequence of events; discovering missingfeatures, communicating behind a screen, giving

instructions, following directions; and solving problemsfrom shared clues. The later include conversation anddiscussion sessions, dialogues and role-plays,simulations, skits, improvisations, and debates.

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Learner roles

Learner roles are clearly described by Breen and Candlin(1980), in the following terms:

The role of learner as negotiator -between the self, thelearning process, and the object of learning- emergesfrom and interacts with the role of joint negotiator withinthe group and within the classroom procedures and

activities which thegroup undertakes. The implicationfor the learner is that he should contribute as much as hegains, and thereby learns in an interdependent way.

Teacher roles

Breen and Candlin describe teacher roles in the following

terms:

The teacher has two main roles; the first role is tofacilitate the communication process between allparticipants in the classroom, and between theseparticipants and the various activities and texts. Thesecond role is to act as an independent participant withinthe learning-teaching group.

Breen and Candlin point to secondary roles such as: organizer of resources and as a resource himself, as aguide within the classroom procedures and activities andfinally researcher and learner.

Other roles assumed for teachers are needs analyst,counselor, and group process manager.

Role of instructional materials

A wide variety of materials have been used to supportcommunicative approaches to language teaching.Materials have the primary role of promotingcommunicative language use.

TOTAL PHYSICAL RESPONSE

Total Physical Response can be considered both as anapproach or a technique. James Asher (1977), aprofessor of psychology, developed this methodology. Ithas also been called the Comprehension Approach dueto the importance it gives to listening comprehension.

Theory of language

Asher states that the instructor can learn most of thegrammatical structure of the target language andhundreds of vocabulary items from the skillful use of theimperative. He views the verb and particularly the verb inthe imperative, as the central linguistic motif around

which language use and learning are organized.

Theory of learning

Asher sees a stimulus-response view as providing thelearning theory underlying language teaching pedagogy.

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He develops his theory of learning upon three influentiallearning hypotheses.

The bio-program hypothesis

Second language teaching and learning should reflect thenaturalistic processes of first language learning. Ashersees three processes as central. a) Children developlistening competence before they develop the ability to

speak. b) Childrens ability in listening comprehension isacquired because children are required to respondphysically to spoken language in the form of parentalcommands. c) Once a foundation in listeningcomprehension has been established, speech evolvesnaturally and effortlessly out of it.

Brain lateralization hypothesis

Asher sees Total Physical Response as directed to right-brain learning whereas most second language teachingmethods are directed to left-brain learning. Asherinterprets the results obtained in many neurologicalstudies as the brain divided into hemispheres accordingto function, with language activities centralized in the righthemisphere. Asher holds that the child language learner

acquires language through motor movement is a righthemisphere activity. Right-hemisphere activities mustoccur before the left hemisphere can process languagefor production.

Reduction of stress hypothesis

An important condition for successful language learning isthe absence of stress. First language acquisition takesplace in a stress-free environment, according to Asher,whereas the adult language-learning environment oftencauses considerable stress and anxiety. The key tostress-free learning is to tap into the natural bio-programfor language development and thus to recapture the

relaxed and pleasurable experiences that accompany firstlanguage learning.

Objectives

To teach oral proficiency at the beginning level. Thisapproach is built around the coordination of speech and

action. It attempts to teach language through physical(motor) activity. It gives great importance to listeningcomprehension. Speech directed to young childrenconsists primarily of commands. Students respondphysically to the commands.

The Syllabus

It is a sentence- based Syllabus with grammatical andlexical criteria being primary in selecting teaching items.TPR requires initial attention to meaning rather than tothe form of items. Grammar is thus taught inductively.Grammatical features and vocabulary items are selectedaccording to the situations in which they can be used in

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the classroom and the ease with which they can belearned.

Types of learning and teaching activities

Imperative drills are the major classroom activity in TotalPhysical Response. They are typically used to elicitlearners actions and activities.

Learner rolesThe learners:

1. Listen and perform.2. Recognize and respond to novel combinations of

previously taught items.3. Produce novel combinations.

Teacher roles

The teacher:1. Is the director of all the students behavior.2. Decides what to teach.3. Models and presents the new materials.4. Must be well prepared and well organized.

5. Provides opportunities for learning.

The role of instructional materialsThere is generally no basic text in a Total PhysicalResponse course. Materials and realia play an increasingrole.

THE NATURAL APPROACH

Developed by Tracy Terrel and Stephen Krashen thenatural approach is believed to conform to the naturalisticprinciples found in successful second languageacquisition. In the natural approach, there is an emphasison exposure, or input rather than practice. Practicesinclude optimizing emotional preparedness for learning; aprolonged period of attention to what the language

learners hear before they try to produce language; and awillingness to use written and other materials as a sourceof comprehensible input.

Theory of language

Communication is the primary function of language.Language is viewed as a vehicle for communicating

meanings and messages. The input hypothesis givessupport to a theory of language in which acquirers inorder to progress to the next stage in the acquisition ofthe target language, they need to understand inputlanguage that includes a structure that is part of the nextstage ( I + 1 ).

Theory of Learning

Theory of learning is supported on five hypotheses:

1. The acquisition learning hypothesis. Acquisitionrefers to an unconscious process that involves thenaturalistic development of language proficiencythrough understanding language and through

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using language for meaningful communication.Learning by contrast refers to a process in whichconscious rules about the forms of the languageare developed.

2. The Monitor Hypothesis: This hypothesis claimsthat we may call upon learned knowledge tocorrect ourselves when we communicate.

3. The Natural Order Hypothesis states that theacquisition of grammatical structures proceeds in a

predictable order.4. The Input Hypothesis claims to explain therelationship between what the learner is exposedto of a language acquisition.

5. The Affective Filter Hypothesis: It states thatacquirers with a low affective filter seek and

receive more input, interact with confidence, and aremore receptive to the input they receive.

Types of Learning and Teaching Activities

It is important to point out that in order to minimize stress,learners are not required to say anything until they areready.

Some of the most useful teaching and learning activities

favored in this approach are as follows:

1. Acquisition activities are focused on meaningfulcommands rather than language forms.

2. Pair or group work may be employed followed by awhole class discussion led by the teacher.

3. There is a gradual progression from yes/noquestions, through either-or questions, toquestions that students can answer using wordsthat they have heard used by the teacher.

4. Mime and gestures are emphasized.

Teachers Role

Three main roles are given to teachers within the Natural

Approach framework. These are: generator of input,manager and director.

Learners Role

The learner, on the other hand, is a processor ofcomprehensible input. Learners roles are seen tochange according to their stage of linguistic development.

Central to these changing roles are learner decisions onwhen to speak, what to speak about and what linguisticexpressions to use in speaking.

The Role of Instructional Materials

Materials come from the world of realia rather than fromtextbooks. The primary aim of materials is to promote

comprehension and communication.

COOPERATIVE LANGUAGE LEARNING

It makes use of cooperative activities involving pairs andsmall group activity organized so that learning is

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dependent on the socially structured exchange ofinformation between learners in groups and in which eachlearner is held accountable for his or her own learningand is motivated to increase the learning of others.

Theory of LanguageIt follows some basic premises:

1. All normal children growing up in a normalenvironment learn to talk.

2. Human beings spend a large part of their livesengaging in conversation about their mostsignificant and engrossing activities.

3. Conversation operates according to certainagreed-upon set of cooperative rules ormaxims.

4. One learns in the native language throughcasual, everyday conversational interaction.

5. One learns in the second language throughcooperative interactional activities.

Theory of LearningIt stresses social interaction in learning. Learners developcommunicative competence in a language by conversingin socially and pedagogically structured situations.Through the instructional use of small groups, students

work together to maximize their own and each otherslearning.

Objectives

It fosters cooperation rather than competition, to developcritical thinking skills, and to develop communicative

competence through socially structured interactionactivities.

The SyllabusThere is not any particular form of language Syllabus,since activities from different curricula can be taught.Group-based procedures in teaching.

Types of learning and teaching activities1. Formal cooperative learning groups.2. Informal cooperative learning groups.3. Cooperative base groups.

Different activity types can be used: Team practice fromcommon input, jigsaw- differentiated but predeterminedinput, cooperative projects selected by the students.

Learner rolesThe learner is a member of a group who worksresponsively and collaboratively on tasks with other groupmembers.

Teacher rolesThe teacher:

1. develops highly structured and well-organizedenvironment in the classroom;

2. sets goals, tasks;3. arranges the classroom;4. assigns groups and roles and;5. selects material and time.

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MULTIPLE INTELLIGENCES THEORY IN THETEACHING OF ENGLISH IN THE I AND II CYCLES

For more than twenty years, psychologist HowardGardner from Harvard University has tested his ideasabout learning and intelligence in an interdisciplinaryresearch group with teachers and students at differentschools in Massachusetts, U.S.A. He came up with thetheory of Multiple Intelligences, which postulates an

individual profile of strengths and weaknesses acrossseven domains, concluding that each person has at leastseven intelligences and probably, many more.

LEARNER PROFILEWORDSMART

VERBAL/ LINGUISTICLEARNER

THE WORDPLAYER

NUMBER

SMART

LOGICAL/

MATHEMATICALLEARNER

THE

QUESTIONER

PICTURESMART

VISUAL/SPATIALLEARNER

THEVISUALIZER

MUSICSMART

MUSICAL/ RHYTHMICLEARNER

THE MUSICLOVER

BODYSMART

BODY/ KINESTHETICLEARNER

THE MOVER

PEOPLESMART

INTERPERSONAL/SOCIALLEARNER

THESOCIALIZER

SELFSMART

INTRAPERSONAL/INTROSPECTIVELEARNER

THEINDIVIDUAL

(See suggested list in annex #3)Although these intelligences are not necessarilydependent on each other, they seldom operate inisolation.

Each person possesses all the intelligences but they aredeveloped in various degrees, according to the differentinput s/he has received since childhood. The way inwhich intelligences are combined, varies as many as

peoples faces and personalities.

Each intelligence displays a distinguished set ofpsychological process, very different from person toperson. Howard Gardner pointed out that every personis unique because of those learning processes.

This theory has several implications for language learning

and language teaching. The most significant is that eachlearner is unique and has the potential to express anddevelop his abilities in different ways. EnglishElementary Teachers must check their planning in everystage of the procedures to analyze if the activities and theperformance tasks selected help to develop the studentsmultiple intelligences.

Moreover, other theories such as the EmotionalIntelligence Theory, introduced by Daniel Goldman in1995, states that a relaxed alertness is the optimum statefor learning. Small children have been helped withlanguage acquisition by focusing on their lives, which areordered not only by rhythmical brainwaves but also byfollowing the rhythm of day and night and seasons.

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world programmed to learn in a certain way. But theenvironment in which we grow up, the people we interactwith, the nature of the knowledge that comes to us, andeven the amount of knowledge that we are able to absorbcan alter it. Also our personality influences our approachto learning, and personal factors such as shyness orextroversion may determine even the channels we use toabsorb, process and retrieve new knowledge.

According to Anthony Gregory: Learning styles is theoutward expression of the human minds mediationabilities, which presents the means and capacities weemploy to receive and express information.

There are two factors that determine a persons ownlearning style:

1. The way the information is perceived.2. The way the new information encountered daily is

ordered.

Another contribution to the Learning Style Theory is theNeuro -Linguistic Programming (NLP) developed byRichard Bandler and John Grinder. This theory states thatpeople take information through their five senses. This is

referred to as VAKOG:VisualAuditoryKinestheticOlfactoryGustatory

According to the NLP the three senses mainly used forlearning are visual, auditory and kinesthetic. Each personhas a preference for one of these. But in the teachingand learning process, we are dealing with not only thelearners learning style but also that of the teachers.

Teachers take advantage of their own natural learningstyle by displaying their abilities using a teaching stylethat matches their way of learning. However, when there

is a mismatch between the teachers teaching style andthe learners learning style, the performance andprogress of the latter can be seriously affected. One wayto tackle this, is by including in the planning activities,task and techniques to respond to different learning stylesand needs of all of students. (See Annex 2.)

PLANNINGPlanning is essential for the success of the teaching -learning process. Good planning allows the teacher toanticipate and make the most of all the variables thatinfluence teaching and learning. Therefore, planningdemands careful thought, creativity and time. It mustinclude the following elements.

The Cognitive Target:

It is the what the students are going to do in the class;which means content. This includes the topics or themesto be covered in the four study blocks.

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First, students use the new linguistic components in arelatively limited setting by playing with the language. Theteacher should organize sequential tasks, going frombasic language use to more demanding communicativeskills on the part of the learners.

Students are asked to incorporate their languageacquisitions to their background knowledge to producenew situations, appropriate to their needs and interests.The materials must promote meaningful and constantcommunication among the students while they are usingthem. The teacher should encourage students to use thetarget language as much as possible, because they willfrequently want to use fragments of the foreign languagewhile doing different tasks.

Consolidation/ Production

In this final step, the teacher points out what has beenaccomplished successfully and what remains to beimproved through certain review exercises, which wereintroduced and practiced before. This is the time tocomment on the students performance. Also, thestudents are encouraged to find original situations where

their new linguistic acquisitions can be applied, forexample dramatizations, original role-playing,simulations, etc. However, if the previous step was verydemanding, the teacher should devote time to correct andencourage of students output.

Evaluation of Learning Outcomes

The teacher chooses different tasks, which match boththe objectives and the tasks from the plan that will beconsidered suitable for evaluating the students languageskills. The Syllabus includes a list of the different criteriathat can be used to assess students performance. It isnecessary to select at least one criterion for each step orstage.

Curricular Accommodations:

It is the adjustment of the teaching and learning processin order to meet the individual characteristics, differencesand needs of those students with special educationalneeds.There are three basic types of curricular

accommodations: access (modifications of the physicalspace), non-significant (those that do not modifysubstantially the curriculum), and significant (require theelimination or addition of cognitive targets and/orobjectives, depending on each student special needs).

The plan being discussed here requires only thespecification of non-significant accommodations for those

students with special needs.

A different plan is requested for those students withsignificant accommodations.

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Chronicle:

This is an obliged entry only of a daily lesson plan. It isthe teachers personal comments of the studentsperformance and the corresponding suggestions writtenat the end of each lesson.

A unit lesson plan format is included in annex 4.

PROFILE FOR THE ENGLISH TEACHER INELEMENTARY EDUCATIONThe elementary English teacher of the Costa RicanEducational System must:

have communicative skills in the target language; encourage and demonstrate oral communication in the target

language;

have ample knowledge of second-language learning andsecond-language acquisition;

have knowledge of languages and dialects of his/hercommunity;

encourage proper use of the target language; encourage non-verbal communication; master innovating methodologies and communication

techniques; promote positive human relationships; be self-confident and perseverant at work; be sensitive toward childrens characteristics, needs,

strengths and weaknesses when planning anddeveloping activities;

have ample knowledge of children development;

respect others opinions and decisions in reaching aconsensus;

promote team work and good communication along withpositive leadership;

be willing to communicate and interact with families; observe childrens reactions and behavior carefully in order to make the necessary changes in his/her teaching-

learning practices; promote meaningful and creative experiences for those

with whom they interact; be willing to develop him/herself professionally; promote discussion groups (reflective teaching) with colleagues

and other professionals to improve teaching practices; participate in extra-curricular activities at school, in the

community and nationwide.

PROFILE FOR STUDENTS IN THE II CYCLE INTHE PROCESS OF LEARNING ENGLISHAS A FOREIGN LANGUAGE

At the end of the II Cycle the child...

Shares relevant aspects of Costa Rican culture inorder to promote a better understanding of CostaRicans identity;

Applies principles of cultural awareness to promotecultural understanding and respect for citizens of othercountries,

Continues expressing creativity and enjoyment in theprocess of learning the foreign language;

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Demonstrates improvement of communicative abilitiesin the oral and aural skills, the main focus of thecurriculum;

Applies reading and writing skills as a secondarysupport, through the use of sub-skills, techniques,activities, tasks etc., such as substitution, skimming,looking for details and production of short pieces ofwriting;

Demonstrates command of a wide variety of language

functions in order to fulfill his needs.

SYLLABUS OBJECTIVES

1. To help Costa Rican children become sensitive toother cultures and broaden their knowledge of theworld;

2. To provide Costa Rican children with opportunities todiscover new linguistic, social, and cultural optionsthat will allow them to communicate facts and feelingsabout themselves and people from other cultures;

3. To further the Costa Rican general curriculum with aview of forming an integrated Costa Rican citizen who

will be able to cope with the challenges of the XXIcentury;

4. To encourage students to be creative, independent,and critical thinkers so that they help in theconstruction of modern Costa Rican society;

5. To promote the acquisition of a foreign language as a

tool to enhance the development of the country;

6. To promote in Costa Rican positive attitudes towardsthe study of foreign languages by means of high-quality education;

7. To encourage students to socialize responsibly andproductively with equal opportunities for everyone;

8. To inculcate values as an integrated part of CostaRican childrens individual and collectivedevelopment;

9. To offer students an innovative perspective forlearning a foreign language with emphasis on the

development of listening and speaking abilities;

10. To promote students understanding of the culturaland linguistic differences between Costa Rica andother countries;

11. To promote awareness of the importance of takingcare of the environment;

12. To encourage the use of English to communicatecultural, social, economical, and personal aspects inorder to grow a citizen committed to the developmentof the country.

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LINGUISTIC OBJECTIVES

The objectives used in this syllabus are stated in terms of

linguistic skills. The term skill is used as a micro concept, to be distinguished from the macro-concept ofthe customary division of language skills, that is, intolistening, speaking, reading and writing. In the II cycle,the purpose is to integrate and interrelate these skills asunderstanding, performing and following relationships inthe communication process. The organization reflects thedistinction between receptive (listening and reading) andproductive performance (speaking and writing).

STUDY BLOCKS

Planning in the II Cycle is determined by the childrensability to achieve the communicative competenceappropriate for the level. Therefore, the study blocks areguides that will help teachers to prepare lessons andfoster life long learning.

It is important that teachers take into account thefollowing:

1. Study Blocks should be developed sequentially asthey are given. They allow the development ofcommunicative competence to interact with theenvironment.

2. It is strictly necessary to keep the appropriate level of

difficulty for each study block. Otherwise, students willnot achieve the corresponding level for subsequentstages of learning.

3. Unless facing special situations (new schools in theprogram, students coming from schools where therewas no English, students special needs), teachersshould not change the already given sequence.

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This syllabus is divided in four main study blocks:

Myself My surroundings Costa Rica, my extended world The World, a common village

My surroundings

Costa Rica, my extended world

The world, a common village

Myself

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SCOPE AND SEQUENCE, II CYCLE4th LEVEL 5th LEVEL 6th LEVEL

SOCIALIZING

Using the language to express

Forms of interaction using classroomlanguage

Ways to exchange formal and informalgreetings, introductions and leave-takings

Ways of meeting new people (formal and

informal greetings, introductions, andleave-takings

Ways of extending and acceptinginvitations

The importance of speaking English in mycommunity

SOCIALIZING

Expressing

Forms of interaction using classroomlanguage

Ways of meeting new people (formal andinformal greetings, introductions, andleave-takings

Ways of extending, accepting, andrefusing invitations

The importance of speaking English inCosta Rica

Pen-pals, a mean to make new friends

SOCIALIZING

Communicating about

Ways of asking and denyingpermission

Ways of using the telephone

Ways of asking and giving informationon the phone

Ways of receiving and leavingmessages

The importance of English as aglobal language

Interaction with Pen-pals, as a meanto make new friends

Information about exchange programs

KEEPING HEALTHY

Exchanging information about

Internal body organs

Common diseases in Costa Rica

Symptoms and treatment of commondiseases

Forms to maintain a healthy way of living Health centers

TAKING CARE OF MY BODY

Using the language to refer to


Diseases and epidemics in Costa Rica

Symptoms and treatment of not commondiseases

Ways of fighting common diseases inCosta Rica

Health centers

Diseases and internal organs

MY PHYSICAL CHANGES

Having the ability to express about

Common diseases and epidemics inthe world

Teen-tips, How to cope with myself? Challenges and joys of growing up

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FAMILY TIES

Sharing information about

My own nuclear and extended family Rights and duties in my family

My favorite part of the house and itsfurniture

FAMILY RELATIONSHIPS

Defending my point of view about

Family and family relationships Types of families in Costa Rica

Likes and dislikes about the duties in myfamily

Furniture according to parts of the house

TYPES OF FAMILIES IN THE WORLD

Expressing opinions about

Types of families Information about types of families in

the world Differences and similarities between

Costa Rican families and those fromEnglish speaking countries

High-tech helping families in the world

MY SOCIAL LIFE

Expressing about

Different kinds of food and beverages inmy community.

Table manners and tableware Leisure time activities

Ways to express preferences aboutdifferent kinds of food, beverages andleisure time activities

Costa Rican folk tales, legends, andsongs

COSTA RICAN CUSTOMS ANDTRADITIONS


Typical dishes and beverages in Costa

Rica Different forms for entertainment

Identification and description of placesfor entertainment

Costa Rican folk tales, legends andsongs

COSTA RICA AND THE ENGLISHSPEAKING COUNTRIES: CUSTOMSAND TRADITIONS

Comparing and contrasting

Typical dishes from Costa Rica and

English speaking countries Formal and informal invitations to go

out

Formal and informal invitations to goout

Different forms of entertainment inCosta Rica and English speakingcountries

English speaking countries folk tales,legends, and songs

HOLIDAYS AND CELEBRATIONS IN MYREGION


Holidays and celebrations in my region

HOLIDAYS AND CELEBRATIONS IN MYCOUNTRY


Holidays and celebrations in Costa Rica

HOLIDAYS AND CELEBRATIONS INENGLISH SPEAKING COUNTRIES

Expressing personal opinions about

Holidays and celebrations

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Food and beverages for holidays andcelebrations

Music and dances

Food and beverages for holidays andcelebrations

Music and dances

Food and beverages Music and dances, and folk tales

Comparison of holidays andcelebrations within Costa Rica andEnglish speaking countries

COSTA RICAN IDENTITY

Communicating about General information about Costa Rica

Costa Ricas democratic manifestations My province

The most visited places in my province

COSTA RICAN BEAUTIES

Communicating about Costa Rica natural beauty its resources

and weather conditions The seven provinces of Costa Rica, The most visited places in my country.

Cultural diversity

Human rights in my country

COSTA RICA: A GREEN PARADISEFOR THE REST OF THE WORLDSIMILARITIES AND DIFFERENCESBETWEEN COSTA RICA AND OTHER

COUNTRIESExpressing opinions about

English speaking countries

Identification and description ofoutstanding landmarks in the world

Ways to preserve and improvedemocracy

Cultural diversity in the world The most visited places in the world

ENVIRONMENTAL EDUCATION


Natural resources in my province

Pollution in my province

Ways of preventing pollution


Communicating about

Use and misuse of natural resources inmy country

Influence of technology on theenvironment

Natural disasters

Ways of preventing natural disasters


Expressing about

Pollution around the world

Advantages and disadvantagesrelated to the use of technology andthe environment

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FOURTH GRADESTUDY BLOCK COGNITIVE TARGETSSOCIALIZING Using the language to express

Forms of interaction using classroom language Ways to exchange formal and informal greetings, introductions and leave-takings

Ways of meeting new people (formal and informal greetings, introductions, and leave-takings Ways of extending and accepting invitations

The importance of speaking English in my community

LINGUISTIC OBJECTIVES FUNCTIONS AND

LANGUAGE

PROCEDURES VALUES AND

ATTITUDES

EVALUATION OF

LEARNINGOUTCOMES

LISTENING Brainstorming different items. Understanding information in the class. Identifying basic traits in oral form.SPEAKING Applying different forms of expressions

to communicate with others. Participating in conversations and

dialogues. Persuading others to do something.READING Identifying the main point of important

information in the text. Recognizing the script of a language.

WRITING Manipulating the script of a language. Transferring visual or oral information

into written forms.

FUNCTIONS Exchanging formal

and informalgreetings,introductions andleave-takings.

Expressing waysof meeting people.

Extending andacceptinginvitations.

Interactingappropriately inthe classroom

setting. Expressing the

importance ofdifferent topics.

The students: Identify sounds, words

and expressions tocomplete tasks.

Get the gist of shortstatements.

List sets of items. Apply of familiar

language in differentcontext.

Substitute words andexpressions forequivalent meanings.

Produce simple, logical

sentences with familiarlanguage.

Draw meanings fromwritten and oral sources.

Politenessin thesocialinteractionmanners.

Respect

fordifferencesamongpeople.

Interest infriendship

The students: Extract ideas, main

points and generalinformation fromauditory and visualdevices.

Express opinions,ideas throughcompletion ofcharts and tablesamong others.

Read newvocabulary ormaterial about the

topic being studied. Complete

dialogues,paragraphs andshort notes.

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LINGUISTIC OBJECTIVES FUNCTIONS AND

LANGUAGEPROCEDURES VALUES AND

ATTITUDESEVALUATION OF

LEARNING

OUTCOMESLANGUAGEGreetings:formal/informalIntroductionsLeave-takings.Extending andaccepting invitations.(Would you like / Iwould like.)EXPRESSIONS:Can you lend me?Would you help meon?English in my

community.

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STUDY BLOCK COGNITIVE TARGETSKEEPING HEALTHY Exchanging information about

Internal body organs Common diseases in Costa Rica Symptoms and treatment of common diseases

Forms to maintain a healthy way of living Health centers

LINGUISTIC OBJECTIVES FUNCTIONSAND

LANGUAGE

PROCEDURES VALUES ANDATTITUDES

EVALUATION OFLEARNING

OUTCOMESLISTENING Understanding explicit information. Identifying global meaning from

oral messages.

SPEAKING Applying familiar language to

improve pronunciation. Asking and giving informationusing familiar and concrete language.

READING Identifying the main point of

important information in the text. Recognizing the script of a

language.

WRITING Manipulating the script of a

language. Transferring information visual or

oral into written forms.

FUNCTIONS Showing

understanding ofexplicitinformation

Asking for

and givinginformation

Identifyingmainpoints

Filling incharts.

Discussing

on healthproblems.

The students: Identify sounds, words, and

expressions to completetasks.

Listen to modelspronunciation and use ofterms.

Identify elements thatcomprise a whole.


Substitute words andexpressions for equivalentmeanings.

Participate in role-playing

activities, dialogues andinterviews, etc.

Choose the right words tocomplete meanings,sentences and paragraphs.

React to oral tasks.

Respectfor life.

The needto takecare ofonesbody.

Responsibility foroneshealthgroup.

The students: Ask for

information. React to new

vocabulary ormaterial.

Express ideas

and information inwritten and oralform on the topicsbeing studied.

Write simplesentencescorrectly.

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LINGUISTIC OBJECTIVES FUNCTIONSAND

LANGUAGE



OUTCOMES

LANGUAGE:Diseases suchas:Flu, dengue,hepatitis, choleraamong others.Symptoms:Headache,backache, pain inthe legs amongothers.EXPRESSIONSYoud better takeaMy body hurts.

Im not feeling sowell.Internal bodyorgans such as:heart, liver, andstomach amongothers.

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STUDY BLOCK COGNITIVE TARGETSFAMILY TIES Sharing information about

My own nuclear and extended family Rights and duties in my family My favorite part of the house and its furniture

LINGUISTIC OBJECTIVES FUNCTIONS AND LANGUAGE PROCEDURES VALUES ANDATTITUDES


OUTCOMESLISTENING

Connecting actively newinformation to information.previously learned.

Listening and imitatingsounds.

SPEAKING Describing different items. Responding with single

words or short phrases towhat is seen or heard.

READING Indicating the main point or

important information in thetext.

Skimming the gist of a text.WRITING Writing short compositions.

FUNCTIONS

Identifying and describingnuclear and extended family.

Identifying and describingrights and duties in thefamily.

Identifying and describingparts of the house.

LANGUAGE Extended family ( cousin,

mother in law, godmother).

I like to wash dishes but Idont like to clean the house.

I love to watch T.V. andlisten to music.

Parts of the house(bedroom, living room,kitchen).

I love the living room. Furniture (bed, rug, closet,

chair, sofa).

My bed is big.

The students:

Listen to modelspronunciation anduse of terms.

Apply backgroundknowledge toconvey meanings.

Locate items in acontext.

Complete oral andwritten tasks.

Read passagesabout differenttopics to completetasks.

Participate in shortconversations.

Produce shortwritten dialoguesand paragraphsusing and adaptingfamiliar language.

Respect for

otherscustoms.

Respect forothersrelationships

Sincerity toexpressemotions.

The students:

Apply vocabulary indifferent situations. React to new


Describing itemsabout the topicbeing studied

correctly. Express ideas in

oral and writtenforms on the topicfocused on.

Understand readingcomprehension.

Write simple

sentences correctlyabout the topicbeing studied.

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STUDY BLOCK COGNITIVE TARGETSMY SOCIAL LIFE Expressing ideas about

Different kinds of food and beverages in my community Table manners and tableware Leisure time activities

Ways to express preferences about different kinds of food, beverages and leisure time activities Costa Rican folk tales, legends, and songs

LINGUISTICOBJECTIVES

FUNCTIONS ANDLANGUAGE



OUTCOMESLISTENING Imitating sounds. Following directions. Gathering information

in oral form.SPEAKING Expressing

conceptual meaningspecially quantity andamount, location,comparisons.

Organizinginformation inexpository language.

READING Identifying the main

point or importantinformation in the text.

Skimming to obtainthe gist of the text.

FUNCTIONS Showing understanding of

explicit information. Imitating sounds. Presenting information in

oral form. Finding out information.

Filling in charts.

LANGUAGE Food. (Types of food,

recipes). Beverages. (Milk, juice,

coffee, tea, soft drinks). Tableware. (Spoon, knife,

fork, plate, napkin, cup). Leisure time activities (play

football, basketball, read,watch T.V., swim).

EXPRESSIONS: (It sounds good. / Can you

give me the/ I like/

The students: Identify sounds,

words andexpressions tocomplete tasks.


List sets of items. Read passages

about differenttopics to fill incharts, completetexts, makecomparisons.

Use numerical

concepts in differentsituations.

Produce shortdialogues,paragraphs andstories in oral andwritten form.

Respect forothers customs.

Responsibilityfor onesactions.

Solidarity withothers.

The students: Extract ideas,

main points, andgeneralinformation fromauditory andvisual devices.

Expressopinions, ideasand feelings inoral and writtenform about thetopic beingstudied.

Us the new

languageproperly ondifferent tasks.

Fill in chartsproperly.

Produce shortpieces of writingabout the topic

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OUTCOMES

WRITING Transferring oral

information. Expressing feelings

ideas interests andconcerns inwritten form.

I prefer I would like to goto the/

focused on.

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STUDY BLOCK COGNITIVE TARGETSHOLIDAYS ANDCELEBRATIONS IN

MY REGION


Holidays and celebrations in my region Food and beverages for holidays and celebrations Music and dances




EVALUATION OFLEARNING OUTCOMES

LISTENING Brainstorming

different items. Identifying

global meaningfrom oralmessages.

SPEAKING Participating in

conversationsand dialogues. Applying familiar

language toimprovepronunciation.

READING Indicating the

main point orimportantinformation inthe text.

Skimming toobtain the gist ofthe text.

FUNCTIONS Asking for and giving

information aboutdifferent topics. Interacting appropriately

in the classroom setting. Identifying main points. Describing and explaining

a topic.LANGUAGE

Holidays in mycommunity Typical food in my

community. Typical beverages. Regional recipes. Regional music and

dances.

EXPRESSIONS We celebrate Virgen del

Mar, Da de San Rafael,etc

I like chorreadas, pozol,rice and beans, etc

Lets prepare tamalmudo, pan de elote, etc.

The students: Listen to models

pronunciation anduse of terms. Get the gist of short

statements. List sets of items. Choose the right

words to completemeanings,

sentences andparagraphs. Apply familiar

language in differentcontext.

Participate in role-playing activities,dialogues,

interviews, etc. Demonstrate

knowledge of thelanguage learned toread texts and applyinformation inwritten form.

Produce short


Commitment foronescommunityimprovement.

Concern for abetter world

The students: React to new

vocabulary ormaterial. Express opinions,

ideas and feelings inoral and written formon the topic beingstudied.

Understand reading

comprehension byperforming differenttasks.

Read new vocabularyor material about thetopic being studied.

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WRITING Manipulating the

script of alanguage.

Writing shortcompositions.

written dialogues

and paragraphs.

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STUDY BLOCK COGNITIVE TARGETSCOSTA RICAN

IDENTITY

Communicating about

General information about Costa Rica Costa Ricas democratic manifestations

My province The most visited places in my province





LISTENING Understanding

information in theclass.

Identifying the mainpoint or importantinformation from anoral context.

SPEAKING Responding with

single words orshort phrases towhat is seen orheard.

Exchanginginformation about

different topics.READING Drawing

information fromshort writtenpassages.

Skimming to obtainthe gist of the text.

FUNCTIONS Asking for and giving

information about CostaRica.

Expressing opinionsabout different topics.

LANGUAGE

Information about Costa RicaPlaces: park, museum,hotel, mall, bookstore,library, etc.

EXPRESSIONS My country is There are in my

My province is People like to visit

The students: Get the gist of short

statements. Substitute words

and expressions forequivalentmeanings.

Apply familiar

language in differentcontext. Apply background

knowledge toconvey meanings.

Exchangeinformation withclassmates.

Share points ofview.

Discuss ideas,pictures and chartsof different topics.

Produce shortwritten dialoguesand paragraphs

Equal treatmentwith all people. Commitment

for onescommunityimprovement.

Respect forothers opinions.

The students: React to new


Understand readingcomprehension byperforming differenttasks.

Express opinions,ideas and feelings inoral and written formabout the topic beingstudied.

Fill in charts properly.

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LINGUISTIC FUNCTIONS AND PROCEDURES VALUES AND EVALUATION OF

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WRITING Transferring into

drawings, tables,graphs, and othersoral information.

Expressing ideasfeelings andconcerns in a

written form.

using and adapting

familiar language.

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STUDY BLOCK COGNITIVE TARGETS

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STUDY BLOCK COGNITIVE TARGETSENVIRONMENTALEDUCATION


Natural resources in my province

Pollution in my province Ways of preventing pollution

LINGUISTIC OBJECTIVES FUNCTIONS ANDLANGUAGE

PROCEDURES VALUESAND

ATTITUDES


OUTCOMESLISTENING Brainstorming on different

items. Identifying global meaning

from oral messages.

SPEAKING Describing situations and

events.

Contrasting information. Expressing likes and dislikes.

READING Identifying the main point of

important information in thetext.

Recognizing the script of a

language.

WRITING Producing short pieces of

writing. Selecting appropriate words to

complete a short conversationor a text.

FUNCTIONS

Asking for andgiving informationabout theimportance ofnatural resources.

Talking aboutpollution.

Discussing issues

on the prevention ofpollution.

LANGUAGE

Natural resources(rivers, volcanoes,flora, fauna).

Types of pollution(water, air, land,

sound).EXPRESSIONS:

Water pollution is abig problem in

Dont pollute water

Lets plant a tree. Lets clean the river.

The students:

Listen to modelspronunciation anduse of terms.

Locate items in acontext.

Apply familiarlanguage in differentcontext.

Participate in role-playing orsimulations.

Read passages aboutdifferent topics tocomplete tasks.

Develop readingcomprehension

activities aboutfamiliar topics.

Interact orally usingproper pronunciation.

Produce written shortdialogues andparagraphs.

Respectfor theenvironment.

Sensitivity tobiodiversity

problems. Sensitivit

y to livingbeings.

The students: Describe pictures,

events orexperiences in oraland written formabout the topicbeing studied.

Perform readingexercises based on

readings anddialogues. Complete diagrams,

crossword puzzles,stories, etc.

Exchangeinformation, feelingsand ideas in oral

and written form.

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FIFTH GRADE

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FIFTH GRADE


SOCIALIZING Expressing Forms of interaction using classroom language

Ways of meeting new people (formal and informal greetings, introductions, and leave-takings

Ways of extending, accepting, and refusing invitations The importance of speaking English in Costa Rica

Pen-pals, a means to make new friends

LINGUISTICOBJECTIVES FUNCTIONS ANDLANGUAGE PROCEDURES VALUES ANDATTITUDES EVALUATION OFLEARNINGOUTCOMES

LISTENING

Understanding explicitinformation.

Identifying the mainpoints of an oral

stimulus.

SPEAKING

Asking for and givinginformation aboutdifferent topics.

Maintaining aconversation stating

acceptance anddenial.

READING

Extracting the mainidea from supportingdetails.

Guessing details and

FUNCTIONS

Greeting, introducingand saying good bye.

Extending invitations.

Accepting and

rejecting invitations. Asking for and giving

information.

Recognizing theimportance ofEnglish.

LANGUAGE

Formal and informalgreetings (review)

Extending, acceptingand refusinginvitations

EXPRESSIONS

Would you like tocome to my party?

The students: Listen to models

pronunciation anduse of terms.

Apply

backgroundknowledge toconveymeanings.

Brainstorm ondifferent topics.

Elicit informationfrom students or

among partners. Ask for and give

information. Create dialogues. Participate in

short discussions. Choose the right

words to

Politeness inthe socialinteractionmanners.

Respect for

differencesamongpeople.

Selfconfidence.

The students: Write invitations

letters and postcards

Complete diagrams,

crossword puzzles,stories, etc. Check pronunciation

and listeningcomprehension.

Generate questionsand answers aboutdifferent topics.

Express ideas,opinions andinformation ondifferent topics.

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OUTCOMES

general meaningsfrom short passages.

WRITING

Substituting words formeaningful items inwritten form.

Writing shortdialogues andconversations.

Yes, I would like to...Id like to

Im sorry, I need tostudy tonight.

What do you do onweekends?

Would you like toexchange mail withme?

My interests are ... Why is English so

important in the worldtoday?Because...

Would you mind

passing me the glue? Please, lend me your

notebook?

completedialogues,sentences andparagraphs.

Read passagesto get the gist andcomplete differenttasks.

Listen topassages read bysomeone to getthe main ideasand completedifferent tasks.

Produce lettersandconversations.

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STUDY BLOCK COGNITIVE TARGETSTAKING CARE OF MYBODY



Diseases and epidemics in Costa Rica Symptoms and treatment of uncommon diseases

Ways of fighting common diseases in Costa Rica

Health centers Diseases and internal organs

LINGUISTIC

OBJECTIVES

FUNCTIONS AND

LANGUAGE

PROCEDURES VALUES AND

ATTITUDES

EVALUATION OF

LEARNING OUTCOMES

LISTENING

Followingdirections.

Understandingtechnical

vocabulary. Understanding

informationpresented in visualform.

SPEAKING Describing items,

situations andevents.

Expressingopinions, feelingsand ideas.

FUNCTIONS Describing situations

and places. Discussing diseases

and health problems. Following directions.

LANGUAGE Internal organs: brain,

heart, liver, stomach,lungs, kidneys, spinalcord, intestines, etc.

Common Diseases:Flu, Dengue, mumps,chickenpox, measles,

cold, cholera, cancer,AIDS, etc.

Symptoms: diarrhea,headache, backache,rash, cough, sorethroat runny nose,chest pain, cramps,vomit, etc.

The students: Listen to teachers

pronunciation anduse of terms.

Apply backgroundknowledge to conveymeanings.

Brainstorm ondifferent topics.

Elicit informationfrom students oramong partners.

Exchangeinformation withpartners.

React to commandsand requests.

Listen to passagesread about differenttopics to fill in charts,complete texts andmake associations.

Locate items in a

Necessity to takecare of onesbody.

Interest infriendship.

Responsibility forones group

health.

The students: Follow different

instructions. Completing diagrams,

crossword puzzles,stories, etc.

Express ideas,

feelings, and opinionson different topics.

Show comprehensionof texts,conversations andpassages.

Produce vocabulary. Describe pictures

orally. Respond to different

questions in oral orwritten form.

Write short passages. Identifying and

applying vocabularyin different situations.

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READING

Representinginformation read invisual form.

Guessing detailsand generalmeanings fromshort passages

WRITING Selecting

appropriate wordsto complete a shortconversation ortext.

Composing andadapting writtenmaterial.

Treatment:

prescription,medicine, pills,injection/shot, rest inbed, exercise, bloodtest, X-rays, diet, etc.

EXPRESSIONS:

Ouch! That hurts! What happened?

Whats the problem? Whats wrong with

you? How do you feel

today? I am sick. I have an upset

stomach. I have anallergy, the mumps,the measles, fever, acold.

Would you like someointment, an aspiring,some alcohol, a piece

of cotton, somegauze, a pill, abandage aid, etc.

Get well, soon. You should take

some medicine.

context.

Match visualmaterials, charts,diagrams withmeanings.

Describe places,people andsituations.

Construct charts, or

other graphicshowing data.

Express opinionsand ideas ondifferent topics.

Participate in groupsand pair discussions.

Participate of role-play situations.

Create short writtenconversations usingand adapting.familiar language

Complete written andoral tasks.

Match pictures with

meanings.

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STUDY BLOCK COGNITIVE TARGETSMY FAMILY

RELATIONSHIPS

Defending my point of view about

Family and family relationships Types of families in Costa Rica

Likes and dislikes about the duties in my family Furniture according to parts of the house




OUTCOMESLISTENING Guessing the general

meaning of shortconversations andpassages.

Identifying the mainpoints of short

conversations orpassages.

SPEAKING Expressing likes, dislikes

and needs. Sharing and requesting

information.

Describing objects andplaces.

READING Understanding simple

vocabulary andexpressions presented infamiliar contexts

FUNCTIONS Asking for a giving

information on familyissues.

Talking about family ties,roles and activities.

Identifying and describing

parts of the house. Expressing likes and

dislikes.

LANGUAGE Extended family (aunt,

uncle, niece, cousin,father in law, godfather,

daughter-in law). Family types ( single

parent family, adoptedchild).

The students: Listen to the teachers

pronunciation and use ofterms.

Apply backgroundknowledge to conveymeanings.

Brainstorm on differenttopics. Elicit information from

students or amongpartners.

Exchange information withpartners.

Locate items in a context

Express questions abouttheir likes, dislikes andopinions.

Respect forotherscustoms.

Equaltreatmentwith allpeople.

Ability todeal withproblematicsituations.

The students:

Identifyvocabulary indifferentsituations.

Complete

diagrams,crosswordpuzzles, stories,etc.

Match pictureswith meanings.

Express ideas,feelings, and

opinions ondifferent topics.

Showcomprehension oftexts,conversationsand passages.

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LINGUISTIC OBJECTIVES FUNCTIONS AND PROCEDURES VALUES AND EVALUATION OF

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LANGUAGE ATTITUDES LEARNINGOUTCOMES

Identifying the main ideasof a text.

WRITING Writing letters,

messages, post cardsand simple stories.

Substituting words formeaningful items in

written form.

Appliances: oven,microwave oven,refrigerator, stove, TV.

Furniture: couch, diningroom table, china cabinet,wall unit, bed, closet,cabinet.

Responsibilities.

EXPRESSIONS Who washes the dishes,

makes dinner, does thelaundry?

Who takes care of (looksafter) the children?

Dont be shy, aggressive,noisy

Furniture: Where is the chair? It is

in your bedroom. Where is the couch? It is

in the living room. Whats your favorite

place in the house? I like my bedroom very

much. My bedroom is small, it

has ...

Describe visual andwritten material orpersonal experiences.

Role-play differentsituations.

Discuss possibilities,consequences, attitudesand personal points of

view. Listen to passages read

about different topics to fillin charts, complete textsand make associations.

Listen to films, stories,songs or passages andconversations.

Match visual materials,charts or diagrams withmeanings.

Produce pieces of writingabout the topic beingstudied.

Create short writtenconversations using andadapting familiarlanguage.

Describe picturesor experiencesorally.

dialogues andRespond todifferentquestions in oralor written form.

Produce shortconversations inoral and writtenform.

Write shortpassages.

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COSTA RICANCUSTOMS AND

TRADITIONS


Typical dishes and beverages in Costa Rica

Different forms for entertainment Identification and description of places for entertainment

Costa Rican folk tales, legends and songs




LISTENING Understanding short

passages andconversations.

Understanding a rangeof familiar statementsand questions.

SPEAKING

Describing objects andplaces. Sharing social and

cultural traditions andvalues.

Retelling information.

READING

Scanning informationfrom texts.

Identifying the mainideas of a text.

FUNCTIONS Identifying Costa

Rican typical food. Describing food and

traditions. Describing places.

LANGUAGE Typical food and

beverages: gallopinto, picadillos,tortillas, tamales etc.

Recipes. Shopping places of

the community:supermarket,department store,

mall, shoe store. Table manners when

dining out: Menu,appetizers, salads,main course, sidedishes, desserts

The students: Listen to

teacherspronunciation anduse of terms.

Applybackgroundknowledge toconvey

meanings. Brainstorm on

different topics. Elicit information

from students oramong partner.

Exchangeinformation with

partners. Match visual

materials, chartsor diagrams withmeanings.

Participate in roleplaying activities.

Describe


Responsibility ofones actions.

Capacity to get aconsensus.

The students: Describe pictures,

events or experiencesin oral and writtenform.

Check readingexercises based onreadings anddialogues.

Complete diagrams,crossword puzzles,stories, etc.

Rearrange scrambledinformation, stories,comic strips andsentences correctly.

Exchange

information, feelingsand ideas.

Respond to differentquestions in oral orwritten form.

Produce shortdialogues andconversations in oral

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LANGUAGE ATTITUDES LEARNING OUTCOMESWRITING

Writing short passagesand conversations.

Composing andadapting simple writtenmaterial.

EXPRESSIONS

May I take your order please? Yes, please. For main

course Id like the I like to go shopping. I like to play

basketball My favorite hobby

is La Llorona is a

popular folk tale. Cut up, peel, chop,

stir, pour, boil the

pictures,

situations, andexperiences inwritt

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