MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
Dirección de Desarrollo Curricular
Plantilla priorizada de aprendizajes esperados Curso lectivo 2020
Indicaciones para completar la plantilla priorizada: El asesor nacional con base al trabajo que realizó en la
planificación inicial para guía de priorización y el diagnóstico efectuado con docentes del país, completa la
matriz de priorización, donde específica cómo se desarrollarán los aprendizajes esperados resaltando el
aprendizaje esperado base, medular de cada asignatura según las nuevas condiciones de ciclo lectivo 2020 y
acordes con la complejidad, secuencialidad y características específicas de cada asignatura.
a. Aspectos administrativos:
Asignatura: Inglés Ciclo: Segundo Año escolar: Sexto
b. Presentación: (No mayor a una página, incluir las cuatro aspectos a destacar y los aspectos
principales del diagnóstico realizado en la priorización: consulta a docentes, análisis de las
características del programa, aprendizajes esperados base que son fundamentales en cada asignatura
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MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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Para elaborar esta priorización se realizó un diagnóstico con 35 docentes de 18 regiones educativas del país
que imparten este año escolar, donde se les consultó el nivel de alcance hasta el cual el grupo de estudiantes
logró trabajar durante el periodo presencial antes de la interrupción del curso lectivo por la emergencia de
COVID19. Una vez realizado este proceso, se procedió a determinar cuáles aprendizajes esperados no fueron
cubiertos, para a partir de esto, establecer una priorización de aprendizaje esperado base, medular para
continuar el ciclo lectivo, ante el contexto en el que estamos.
El Programa de estudios desarrolla las cuatro habilidades lingüísticas de escucha, habla, lectura y escritura.
El programa sigue una estructura de organización cíclica. Usa un enfoque metodológico ecléctico, aunque
privilegia el enfoque comunicativo en el proceso de mediación pedagógica.
De ahí la importancia de establecer priorización de contenidos curriculares que potencien las áreas antes
descritas así como los propósitos que persigue cada unidad.
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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Al redactar tome en cuenta y destaque los siguientes cuatros aspectos.
1- Estamos en el contexto de la Pandemia de covid-19 nuestro país toma medidas claves como activar
y ampliar los mecanismos de respuesta a emergencias, comunicarse con las personas sobre los riesgos,
que las personas sepan cómo pueden protegerse, además de encontrar, aislar, probar y tratar cada caso
de Covid-19, rastrear a las personas con las que haya estado en contacto y una serie de medidas de
aislamiento social que incluye el cierre de centros educativos de todo el país y según las indicaciones del
Ministerio de Salud un posible reingreso (con diferentes escenarios) a partir del 13 de julio del 2020.
En el contexto descrito, el Ministerio de Educación Pública (MEP) inicia el desarrollo de una estrategia para la
mediación pedagógica denominada Aprendo en casa, la cual se fundamenta en las disposiciones de la
Política Educativa y la Política Curricular vigentes, dando relevancia a la habilidad de aprender a aprender,
mediante una herramienta didáctica denominada Guía de Trabajo Autónomo (GTA) y potenciando el uso de
recursos tecnológicos, así como a la generación de acciones específicas y contextualizadas para el
aprendizaje a distancia.
Aprendo en casa tiene como propósito promover la continuidad del proceso de aprendizaje educativo a
distancia, guiándose por las siguientes premisas:
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
Dirección de Desarrollo Curricular
2-La premisa principal es mantener la vida y la salud.
3-El objetivo principal es mantener el vínculo de la persona estudiante con el aprendizaje.
4- Teniendo mucha claridad de los puntos anteriores.
El docente valora si es posible desarrollar aprendizajes esperados nuevos, pero debe hacerlo a través de
estrategias pedagógicas que proponen actividades sencillas, cortas y en las que la persona estudiante
tenga posibilidades de lograr el éxito.
c. Plantilla priorizada de aprendizajes esperados, curso lectivo 2020.
Aprendizaje esperado base
Aprendizaje esperado
(Componente del
programa de estudio)
Indicador del aprendizaje esperado
Algunas actividades sugeridas
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MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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(Fundamental)
Unit 1
SOCIALIZING
Listening Understanding explicit
and implicit information.
identifies
specific
information in an
aural text by
answering
simple
questions or
filling in charts
Teacher activates students´ prior knowledge
about forms of greetings, leave takings and
personal introductions with a song, a crossword
puzzle, or matching of greetings, leave-takings
and introductions with their responses.
Using a video or PowerPoint with audio and
pictures, teacher introduces ways of using the
phone and ways for leaving and receiving
messages.
Students listen to models of vocabulary,
language forms and their pronunciation.
Before first listening to phone conversations,
the teacher reviews key vocabulary and
expressions by a matching of situations and
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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types of messages.
Students listen to three phone conversations
where people have to leave a message.
Students answer questions about specific
details.
Students fill in a chart or complete the
conversations to get the main ideas and details
from the conversations. A word or phrases
bank can be provided.
Students listen one more time to check their
answers and self-assess their performance.
Students practice the conversations in pairs.
ReadingApplying basic reading
skills such as skimming,
scanning, anticipating,
and reviewing a text.
makes predictions
about a reading
gets the gist of a
reading passage
Identifies main
points in a text.
Infers ideas about a
Students listen to teacher’s introduction of the
new vocabulary and phrases related with ways
for giving and denying permission in English
using a video, a PowerPoint with pictures or the
board.
Teacher models pronunciation of new terms.
Students respond to several questions for
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
Dirección de Desarrollo Curricular
simple text. predicting and anticipating to the main ideas of
the reading.
Students in pairs make predictions about the
content of the text.
Teacher clarifies vocabulary if needed.
Students apply background knowledge to get
the gist of text during first reading by answering
specific questions.
Students locate specific information in the
reading by completing a chart.
Students construct a chart, a mind map or a
graphic organizer to show their comprehension
of the text.
Students predict the meanings of key
vocabulary and phrases in a short text about
ways of denying or accepting permission by
solving a multiple choice exercise or filling in a
cloze activity.
Students participate in self-assessment with an
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
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instrument provided by the teacher.
SpeakingCarrying on a
conversation.
Responding with single
words or short phrases
to what is seen or
heard.
exchanges information
in a conversation
responds with single
words or short phrases
to what is seen or
heard.
Students brainstorm expressions used for
asking and denying permission.
Teacher models pronunciation of key
vocabulary.
Students practice role-playing of conversations
where they have to ask for permission to a peer
that makes the role of the teacher, mother,
principal. The one role-playing this person has
to grant or deny the permission. Then, they
switch roles.
Students brainstorm expressions used for
leaving and receiving messages in a telephone
conversation.
Students role-play telephone conversations
where they have to leave a message.
They also role-play ways to reply to a phone
message.
Students participate in self-assessment with an
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
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instrument provided by the teacher.
Writing Producing short pieces
of writing.
produces correct
sentences in oral and
written form
Students apply background knowledge to
identify simple sentences in a conversation as
examples for asking for permission or granting
permission.
They classify them in a chart.
Students based on the patterns given create
three small conversations where they have to
ask someone for permission and the other
person grants or denies the permission.
Students participate in self-assessment using
an instrument provided by the teacher.
Rúbrica de desempeño de logro de aprendizajes para lenguas extranjeras en primaria: Unit 1 6th GradeImportante:
1. Recordar que esta rúbrica es para valorar el logro de los descriptores de competencia al finalizar cada una de las
unidades. El desarrollo de las competencias lingüísticas es un proceso y es dinámico, por lo que el docente elaborará
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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instrumentos con indicadores de aprendizaje más específicos acordes con los escenarios, características y necesidades
de los estudiantes.
2. Cuando se valora que el estudiante tiene un nivel de logro que está en proceso o no lo ha logrado, significa que no ha
logrado el aprendizaje requerido o que puede realizar algunas de los aspectos que describe el indicador de aprendizaje y
que aún requiere tiempo y acompañamiento por parte del docente para alcanzarlo a un nivel aceptable.
Assessment Strategy Indicators of learning:
Performance level
1. Not achieved
(Learner cannot
achieve the
task.)
2. In progress(Learner can
achieve the task
with some
difficulty and
needs
improvement)
3. Achieved(Learner can
achieve the
task without
any difficulty).
identifies specific
information in an aural text
by answering simple
questions or filling in charts
identifies specific details of
conversations heard from videos or
audios by filling in blanks with
words or phrases provided.
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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makes predictions about a
reading
responds to several questions for
predicting and anticipating to the
main ideas of the text.
gets the gist of a reading
passage
answers questions about a
conversation based on background
knowledge and general information
in the text.
Identifies main points in a
text.
locates specific information in a
text by completing a chart, a mind
map or a graphic organizer.
Infers ideas about a simple
text.
solves a multiple choice exercise
by guessing the meanings of key
vocabulary and phrases in a short
text about ways of denying or
accepting permission.
exchanges information in a asks for permission or grants and
denies the permission in a
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
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conversation conversation exchange.
responds with single words
or short phrases to what is
seen or heard.
uses single words or short phrases
to leave and receive messages in
a telephone conversation.
produces correct sentences
in oral and written form
writes grammatically correct
sentences to create conversations
for asking someone for permission.
Unit 2 MY PHYSICAL CHANGES
Listening Understanding
familiar language
and simple
sentences spoken at
identifies main
ideas in a
conversation.
matches words with
Students listen to teacher’s introduction of new
vocabulary and phrases related with diseases
and epidemics in the world using a video or a
Power Point presentation.
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near normal speed. pictures. Teacher models pronunciation of new terms.
Before first listening about the topic, the teacher
activates students ‘prior knowledge of
vocabulary and expressions that will be
encountered in the audio with a crossword
puzzle or matching of pictures with key
vocabulary.
Students listen to descriptions of common
diseases and epidemics around the world.
Students respond to questions about the
descriptions to show understanding of general
meanings.
After second listening, students identify the
main details by matching pictures with
descriptions.
Students participate in self-assessment with an
instrument.
Reading Extracting the main
ideas and important
Identifies main
ideas and important
Students listen to teacher’s introduction of new
vocabulary and phrases related with growing
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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details from written
texts like songs,
poems, riddles,
stories, folk tales,
etc.
details in different
types of reading
passages.
Infers information
from a reading
selection.
up and becoming a teenager. Teacher
emphasizes the use of the comparative form in
English.
Teacher models pronunciation of new terms.
Students identify the main characteristics of
males and females when you grow up and
complete a venn diagram.
Students predict the meanings of some words
and phrases from context by solving a multiple
choice exercise.
Students participate in self-assessment with an
instrument.
Speaking Planning and
organizing
information in
expository language
such as an oral
presentation.
Participating in pair
Makes an outline of
the main ideas of
an oral
presentation.
Exchanges
information with
peers about
Students activate prior knowledge about
common diseases and epidemics in the world.
Teacher reviews pronunciation of new terms.
Students are given the activity of preparing a
short talk about one common disease in the
world, its symptoms and treatment to discuss it
in a group.
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
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and group
discussions.
Formulating and
asking questions
about different
topics.
different topics.
Produces structures
and vocabulary with
comprehensible
pronunciation and
intonation.
Responds and asks
different types of
questions properly.
Teacher provides a model of outline and its
uses for organizing the ideas in an oral talk.
Students choose a topic and develop a simple
outline to organize their ideas following the
pattern provided by the teacher.
Students rehearse their presentations and get
ready for a class discussion.
After each presentation, each student is
expected to write a question and asks it to one
of the presenters.
The presenters have to be ready to answer
questions.
Students participate in self-assessment with an
instrument.
Writing
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MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
Dirección de Desarrollo Curricular
Rúbrica de desempeño de logro de aprendizajes para lenguas extranjeras en primaria: Unit 2 6th GradeImportante:
1. Recordar que esta rúbrica es para valorar el logro de los descriptores de competencia al finalizar cada una de las
unidades. El desarrollo de las competencias lingüísticas es un proceso y es dinámico, por lo que el docente elaborará
instrumentos con indicadores de aprendizaje más específicos acordes con los escenarios, características y
necesidades de los estudiantes.
2. Cuando se valora que el estudiante tiene un nivel de logro que está en proceso o no lo ha logrado, significa que no ha
logrado el aprendizaje requerido o que puede realizar algunas de los aspectos que describe el indicador de aprendizaje y
que aún requiere tiempo y acompañamiento por parte del docente para alcanzarlo a un nivel aceptable.
Assessment Strategy Indicators of learning:
Performance level
1. Not achieved
(Learner cannot
achieve the
task.)
2. In progress(Learner can
achieve the task
with some
difficulty and
needs
improvement)
3. Achieved(Learner can
achieve the
task without
any difficulty).
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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identifies main ideas in a
conversation.
responds to questions about
descriptions of common world
diseases that are heard to locate
main ideas.
matches words with
pictures. identifies the main details of a text
heard by matching pictures with
descriptions.
Identifies main ideas and
important details in different
types of reading passages.
identifies the main characteristics
that differentiate males from
females in a text by completing a
chart or a venn diagram.
Infers information from a
reading selection.
solves a multiple choice exercise
to show deep comprehension of a
reading passage about science.
Makes an outline of the
main ideas of an oral
presentation.
develops a simple outline to
organize ideas about becoming a
teenager following a pattern
provided by the teacher.
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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Exchanges information with
peers about different topics.
exchanges information about
common diseases in the world and
treatments with peers and family
supported with pictures.
Produces structures and
vocabulary with
comprehensible
pronunciation and
intonation.
uses basic structures and
vocabulary related with diseases
and treatments with
comprehensible pronunciation and
intonation.
Responds and asks
different types of questions
properly.
asks and answer questions related
with diseases and treatments
properly.
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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Unit 3 TYPES OF
FAMILIES IN THE
WORLD
Oral comprehension
Listening
Identifying the main
point or important
information in the
text.
Understanding
familiar language.
Identifies main
points and of
specific details in
information heard.
Discriminates
sounds, words or
expressions in
familiar language.
Teacher introduces key vocabulary and language
forms to compare people (families) and objects
(computers). https://www.youtube.com/watch?
v=GEfcpQa9_es
Students listen to models of new vocabulary,
language forms and their pronunciation.
Before first listening of a description about how
technology influences family life like the cellphone,
Internet and computers, as a warm-up activity the
teacher reviews key vocabulary and expressions
with a crossword puzzle or matching of pictures
with forms.
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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Students listen to descriptions of different types of
families in the world. Teacher can read it aloud or
use a video.
Students circle from a set of sentences the ones
that are connected with the information heard.
Students identify the main ideas in the description
heard by deciding if a set of sentences is true or it
is false.
Students listen to a second video about how
technology influences family life.
https://www.youtube.com/watch?v=37OLJPjoews
Students listen and identify key vocabulary and
expressions by circling it.
Students show comprehension by responding to
teacher´s questions.
Students listen one more time to check their
answers and self-assess their performance.
Reading Extracting the main
ideas and important
Identifies main
ideas and
Students listen to teacher’s introduction of the new
vocabulary and phrases related with the families
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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details from written
texts like songs,
poems, riddles,
stories, etc.
important details in
different types of
reading passages.
Infers information
from a reading
selection.
around the world.
Teacher models pronunciation of new terms.
Students apply background knowledge to get the
gist of text during first reading by answering
specific questions about family and technology.
See(https://www.bartleby.com/essay/Impact-of-
Technology-on-Family-Life-PKWAPAYVC)
Students locate main ideas in the reading to
complete a chart.
Students construct a chart, a mind map or a
graphic organizer to show understanding of the
main ideas of the text.
Students predict the meanings of key vocabulary
and phrases in the text by solving a multiple choice
exercise or filling in a cloze activity.
Students read the text one more time to check
their answers and self-assess their performance.
Speaking Talking about concrete Produces simple Students listen to teacher’s introduction of the new
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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situations, events, and
facts using familiar
language.
dialogues and
short
conversations.
Produces
structures and
vocabulary with
comprehensible
pronunciation and
intonation.
vocabulary and phrases related with comparing
families in Costa Rica and in English speaking
countries.
Teacher models pronunciation of new terms
emphasizing comparative forms.
Students practice role-playing of conversations
where they meet people from different countries in
the world and they talk and ask questions about
how are families in those countries. They make
some comparisons.
Students make a list of three ways in which
technology is affecting family life. They think about
how different families were when they did not have
access to technology and what families do now
that they have more technology at home.
Teacher helps with the pronunciation of unknown
words. They also search in online dictionaries.
Students share their ideas in small groups and
then report orally to the class.
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
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Students participate in self-assessment with an
instrument provided by the teacher.
Writing
Rúbrica de desempeño de logro de aprendizajes para lenguas extranjeras en primaria: Unit 3 6th grade Importante:
1. Recordar que esta rúbrica es para valorar el logro de los descriptores de competencia al finalizar cada una de las
unidades. El desarrollo de las competencias lingüísticas es un proceso y es dinámico, por lo que el docente elaborará
instrumentos con indicadores de aprendizaje más específicos acordes con los escenarios, características y
necesidades de los estudiantes.
2. Cuando se valora que el estudiante tiene un nivel de logro que está en proceso o no lo ha logrado, significa que no ha
logrado el aprendizaje requerido o que puede realizar algunas de los aspectos que describe el indicador de aprendizaje y
que aún requiere tiempo y acompañamiento por parte del docente para alcanzarlo a un nivel aceptable.
Assessment Strategy Indicators of learning: Performance level
1. Not achieved
2. In progress(Learner can
3. Achieved(Learner can
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
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(Learner cannot
achieve the
task.)
achieve the task
with some
difficulty and
needs
improvement)
achieve the
task without
any difficulty).
Identifies main points and
specific details in
information heard.
identifies from a set of sentences
the ones that are connected with
the information heard by circling
them.
Discriminates sounds,
words or expressions in
familiar language.
recognizes sounds, words or
expressions in familiar language
related with types of families that
are heard in a description or
conversation.
Identifies main ideas and
important details in different
types of reading passages.
locates main ideas in a reading by
completing a chart, a mind map or
a graphic organizer.
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
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Infers information from a
reading selection.
solves a cloze activity by inferring
the meanings of key vocabulary
and phrases in a reading
selection.
Produces simple dialogues
and short conversations.
participates in role-playings of
short conversations about types of
families in the world.
Produces structures and
vocabulary with
comprehensible
pronunciation and
intonation.
produces structures and
vocabulary to describe family life in
another culture with
comprehensible pronunciation and
intonation.
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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Unit 4 COSTA RICA AND THE ENGLISH SPEAKING COUNTRIES: CUSTOMS AND TRADITIONS
Listening Understanding short
passages made up
of familiar language.
Identifies key
vocabulary, main
points and ideas in
a text heard.
Students listen to teacher’s introduction of the
new vocabulary and phrases related with
typical dishes from Costa Rica and English
speaking countries
Teacher models pronunciation of new terms
emphasizing information question and
expressions of likes and dislikes regarding
food.
Before first listening about the topic, the teacher
reviews key vocabulary and expressions that
will be encountered in the audio using pictures
or definitions of words.
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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Students listen to a video with descriptions of
types of food around the world.
https://www.youtube.com/watch?
v=pWUzkxtoJ2I
Teacher asks questions about the description
to get general meanings.
Students listen to the descriptions a second
time and complete a chart to identify its main
characteristics.
Students listen for a third time to check their
responses and also get feedback from peers
and teacher.
Students participate in self-assessment with an
instrument.
Reading Understanding short
phrases presented
in a familiar context.
Understanding the
Recognizes the
main ideas of a
reading passage.
Students listen to teacher’s introduction of the
new vocabulary and phrases related with forms
of entertainment in Costa Rica and English
speaking countries and review comparative
forms.
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MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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gist of short
sentences. Gest the gist of a
reading.
Teacher models pronunciation of new terms.
Teacher explains some new expressions that
appear in the text.
Students read a modified version of a text
about forms of entertainments in the world.
http://theepictri.com/different-types-
entertainment/
Students identify the main forms of
entertainments and one or two characteristics
by circling them and inserting them in a
conceptual map to get the main ideas and
details from the text.
Students get the general meanings of short
texts about customs and traditions in different
countries in the world.
Students participate in self-assessment with an
instrument.
Speaking Expressing plans for
the future based on
Talks about future
plans in a
Students activate prior knowledge about how to
make invitations to people and how to make
x
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
Dirección de Desarrollo Curricular
personal
experiences.
Taking part in brief
prepared tasks of at
least two or three
exchanges.
conversation.
Answers different
types of questions
correctly.
future plans.
Teacher reviews pronunciation of new terms.
Students write three places or activities they
would like to do during the weekend.
Students participate in an information exchange
about activities they want to do or places they
want to go. They ask and answer questions.
Students activate prior knowledge about eating
out.
They make future plans and extend invitations
to friends to participate as well.
Following a pattern given by the teacher, they
role- play a conversation asking for food at a
local restaurant.
Students participate in self-assessment with an
instrument.
Writing Making short
substitutions in a
Makes short
replacements of
Students apply prior knowledge to review
vocabulary and expressions related with old
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
Dirección de Desarrollo Curricular
short, familiar written
task.
language in a
written text.
stories and legends.
Students receive a short version of a Costa
Rican folk tale.
Some of the words in the text are underlined.
Students have to substitute them to create a
new story.
Student share their new stories with a partner.
Students participate in self-assessment with an
instrument.
Rúbrica de desempeño de logro de aprendizajes para lenguas extranjeras en primaria: Unit 4: 6th gradeImportante:
1. Recordar que esta rúbrica es para valorar el logro de los descriptores de competencia al finalizar cada una de las
unidades. El desarrollo de las competencias lingüísticas es un proceso y es dinámico, por lo que el docente elaborará
instrumentos con indicadores de aprendizaje más específicos acordes con los escenarios, características y
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
Dirección de Desarrollo Curricular
necesidades de los estudiantes.
2. Cuando se valora que el estudiante tiene un nivel de logro que está en proceso o no lo ha logrado, significa que no ha
logrado el aprendizaje requerido o que puede realizar algunas de los aspectos que describe el indicador de aprendizaje y
que aún requiere tiempo y acompañamiento por parte del docente para alcanzarlo a un nivel aceptable.
Assessment Strategy Indicators of learning:
Performance level
1. Not achieved
(Learner cannot
achieve the
task.)
2. In progress(Learner can
achieve the task
with some
difficulty and
needs
improvement)
3. Achieved(Learner can
achieve the
task without
any difficulty).
Identifies key vocabulary,
main points and ideas in a
text heard.
identifies main characteristics of
Costa Rica in a description heard
by answering questions or by
completing a chart.
Recognizes the main ideas identifies main characteristics of
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
Dirección de Desarrollo Curricular
of a reading passage.forms of entertainments in the
world in a reading passage by
underlining them.
Gest the gist of a reading.
identifies the general ideas of short
texts about customs and traditions
in different countries in the world
by answering questions.
Talks about future plans in a
conversation.
describes in a simple way future
travel plans in an information
exchange with peers.
Answers different types of
questions correctly.
answers questions about personal
food and drink preferences at a
restaurant.
Makes short replacements
of language in a written text. substitutes words in a story or
description to create a new text.
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
Dirección de Desarrollo Curricular
Unit 5 HOLIDAYS AND CELEBRATIONS IN ENGLISH SPEAKING COUNTRIES
Listening Gathering
information in oral
form.
Identifies main
points and general
information from
auditory and visual
devices.
Students listen to teacher’s introduction of new
vocabulary and phrases related with holidays
and celebrations in other countries of the world
using a video or a PowerPoint with `pictures.
Teacher models pronunciation of new terms.
Before first listening about the topic, the teacher
reviews key vocabulary and expressions that
will be encountered in the audio with a
crossword puzzle or matching of pictures with
key vocabulary.
Students listen to descriptions of ways people
celebrate special occasions in different parts of
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
Dirección de Desarrollo Curricular
the world and the type of food and beverages
they eat and drink. See
https://www.youtube.com/watch?v=3Sv0ac-
W8Vc
Students respond to questions about what they
hear to show understanding of general
meanings.
After second listening, students identify the
main details of the descriptions by completing a
chart or by deciding which statements are true
or false based on the information heard.
Students participate in self-assessment with an
instrument.
Reading Reading passages
about different
topics to fill in charts,
complete texts,
make associations.
Identifies main
points and general
information from
reading passages.
Students listen to teacher’s introduction of new
vocabulary and phrases related with music,
dances and folk tales around the world.
Teacher models pronunciation of new terms,
especially present tense verbs and action
verbs.
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MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
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Students identify the main characteristics of the
most attractive types of music and dances in
the word by completing a chart.
See
https://www.starquestdance.com/%E2%80%A8
ten-dance-around-the-world/
Students answer questions to get specific
information about each of the dances.
Students participate in self-assessment with an
instrument.
Speaking Responding with
single words or short
phrases to what it is
seen or heard.
Exchanging basic
information.
Sharing points of
view.
Responds to simple
questions with a
single word or
phrases.
Exchanges basic
information with
people.
Expresses
opinions, ideas and
Students activate prior knowledge about
recipes and beverages in different parts of the
world
Students review vocabulary and expressions to
express likes and dislikes and practice
pronunciation of words and phrases with the
teachers’ support.
Students search and identify a recipe and
beverage from other country in the world that
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
Dirección de Desarrollo Curricular
feelings. they like very much.
Students using pictures describe the recipe and
the drink and its preparation.
Teacher reviews vocabulary and key
expressions to describe some holidays and
celebrations around the world.
Students select one celebration in the world
they like very much.
Following a pattern given by the teacher they
describe this celebration and how it is
celebrated.
Students in groups or pairs, share the
information with peers.
Students participate in self-assessment with an
instrument.
Writing Producing pieces of
writing.
Produces short
pieces of writing.
Students apply prior knowledge to compare one
celebration in Costa Rica and one in an English
speaking country.
Students with the help of the teacher review
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
Dirección de Desarrollo Curricular
comparative sentences using examples from
celebrations and traditions.
Students based on an example, create a short
paragraph comparing one celebration in Costa
Rica and one celebration in an English
speaking country.
Students share their paragraphs with their
peers.
Students participate in self-assessment using
an instrument provided by the teacher.
Rúbrica de desempeño de logro de aprendizajes para lenguas extranjeras en primaria: Unit 5 6th Grade Importante:
1. Recordar que esta rúbrica es para valorar el logro de los descriptores de competencia al finalizar cada una de las
unidades. El desarrollo de las competencias lingüísticas es un proceso y es dinámico, por lo que el docente elaborará
instrumentos con indicadores de aprendizaje más específicos acordes con los escenarios, características y
necesidades de los estudiantes.
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
Dirección de Desarrollo Curricular
2. Cuando se valora que el estudiante tiene un nivel de logro que está en proceso o no lo ha logrado, significa que no ha
logrado el aprendizaje requerido o que puede realizar algunas de los aspectos que describe el indicador de aprendizaje y
que aún requiere tiempo y acompañamiento por parte del docente para alcanzarlo a un nivel aceptable.
Assessment Strategy Indicators of learning:
Performance level
1. Not achieved
(Learner cannot
achieve the
task.)
2. In progress(Learner can
achieve the task
with some
difficulty and
needs
improvement)
3. Achieved(Learner can
achieve the
task without
any difficulty).
Identifies main points and
general information from
auditory and visual devices.
identifies main details and general
information in descriptions heard in
videos about holidays and
celebrations in the world by
completing a chart or by deciding if
a set of statements are true or
false.
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
Dirección de Desarrollo Curricular
Identifies main points and
general information from
reading passages.
identifies the main characteristics
of the most attractive types of
music and dances in the world in
reading passages by completing a
chart.
Responds to simple
questions with a single word
or phrases.
answers questions with a single
word or phrases about holidays
and celebrations in the world.
Exchanges basic
information with people.
describes favorite holiday and
celebration in an information
exchanges with people.
Expresses opinions, ideas
and feelings. expresses likes and dislikes about
holidays and celebrations in the
world in an informal exchange.
Produces short pieces of
writing.
writes a short paragraph
comparing one celebration in
Costa Rica and one celebration in
an English speaking country.
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
Dirección de Desarrollo Curricular
Unit 6 COSTA RICA: A GREEN PARADISE
FOR THE REST OF THE WORLD
Listening Listening carefully to
the teacher’s
pronunciation and
use of terms.
Understanding
familiar language
and simple
sentences spoken at
Discriminates
sounds and
expressions as they
are heard.
Identifies main
ideas and details
from a text heard.
Teacher introduces key vocabulary and
language forms to describe the flora and fauna
of Costa Rica.
Students listen to models of new vocabulary,
language forms and their pronunciation.
Before first listening of a description of some of
Costa Rica’s most beautiful flora and fauna, the
teacher reviews key vocabulary and
expressions with a crossword puzzle or
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
Dirección de Desarrollo Curricular
near normal speed. matching of pictures with forms.
Students listen to descriptions of costa Rica´s
amazing flora and fauna, and make a list of
words and expressions they identified. (see
https://www.youtube.com/watch?
v=3wfmFHERgWI
https://www.youtube.com/watch?v=zaFq3iamIxo
Students fill in a chart to get the main ideas and
details from the descriptions after second
listening.
Students unscramble the descriptions as they
listen to them for a third time to get the main
points.
Students listen one more time to check their
answers and self-assess their performance.
Reading Demonstrating
knowledge through
applications in a
variety of contents.
Uses background
knowledge of
vocabulary and
expressions to get
Students listen to teacher’s introduction of the
new vocabulary and phrases related with Costa
Rica and its democratic system. (see,
https://www.costaricantrails.com/cr/cr02.html)
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
Dirección de Desarrollo Curricular
the gist of a text. Teacher models pronunciation of new terms.
Teacher asks questions about the reading to get
general meanings.
Students apply background knowledge to get
the gist of text during first reading by answering
specific questions.
Students locate specific information in the
reading to complete a chart.
Students construct a chart, a mind map or a
graphic organizer to show their comprehension
of the text.
Students participate in self-assessment with an
assessment instrument.
Speaking Sharing points of
view.
Asking questions
about different
topics.
Expresses
opinions, ideas and
feelings.
Asks questions
appropriately.
Students activate prior knowledge with the
support of the teacher about vocabulary and
phrases useful to describe Costa Rica´s flora
and fauna.
Students practice role-playing of situations like
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
Dirección de Desarrollo Curricular
being a park ranger and explaining a group of
tourist all the natural beauty of Costa Rica.
Students make a list of five personal information
questions that a tourist would ask to park
ranger. Students get ready to use them as they
play roles as tourists.
During the role-playing students switch roles.
Students participate in a class discussion about
what they like the most of Costa Rica and what
they like the least.
They write two sentences for each side.
They share the information in oral form.
Students participate in self-assessment with an
instrument provided by the teacher.
Writing Transferring visual
or oral information
into written forms
through completing
charts, tables
Relocates
information from a
reading to fill in a
text or table
Students apply background knowledge to
review vocabulary and expressions to write
about Costa Rica using present tense.
Students based on a pattern given by the
respond and e-mail from a friend who wants to
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
Dirección de Desarrollo Curricular
among others. visit Costa Rica.
They explain all the attractions of Costa Rica,
natural beauty, democratic system, peaceful
country.
Students edit and correct their e-mails with
teacher´s and peers ‘feedback.
Students participate in self-assessment using
an instrument provided by the teacher.
Rúbrica de desempeño de logro de aprendizajes para lenguas extranjeras en primaria: Unit 6 6th GradeImportante:
1. Recordar que esta rúbrica es para valorar el logro de los descriptores de competencia al finalizar cada una de las
unidades. El desarrollo de las competencias lingüísticas es un proceso y es dinámico, por lo que el docente elaborará
instrumentos con indicadores de aprendizaje más específicos acordes con los escenarios, características y necesidades de
los estudiantes.
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
Dirección de Desarrollo Curricular
2. Cuando se valora que el estudiante tiene un nivel de logro que está en proceso o no lo ha logrado, significa que no ha
logrado el aprendizaje requerido o que puede realizar algunas de los aspectos que describe el indicador de aprendizaje y
que aún requiere tiempo y acompañamiento por parte del docente para alcanzarlo a un nivel aceptable.
Assessment Strategy Indicators of learning:
Performance level
1. Not achieved
(Learner cannot
achieve the
task.)
2. In progress(Learner can
achieve the task
with some
difficulty and
needs
improvement)
3. Achieved(Learner can
achieve the
task without
any difficulty).
Discriminates sounds and
expressions as they are
heard.
lists words and expressions related
with costa Rica´s amazing flora
and fauna as they are heard from a
video.
Identifies main ideas and
details from a text heard.
identifies main ideas and details
from the descriptions heard in an
audio or video.
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
Dirección de Desarrollo Curricular
Uses background
knowledge of vocabulary
and expressions to get the
gist of a text.
applies background knowledge of
vocabulary and expressions to
answer general questions about a
text related with Costa Rica´s
natural beauty.
Expresses opinions, ideas
and feelings.
expresses opinions and ideas to
people from abroad about Costa
Rica using simple sentences.
Asks questions
appropriately.
asks questions to people who are
visiting Costa Rica in a role-play
situation in an accurate form.
Relocates information from
a reading to fill in a text or
table
transfers information from a text
model to complete an e-mail to be
send to a friend who wants to visit
Costa Rica.
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
MINISTERIO DE EDUCACIÓN PÚBLICAViceministerio Académico
Dirección de Desarrollo Curricular
Nombre de la persona asesora nacional que elaboro: Ana Isabel Campos Centeno, Asesora Nacional de Inglés
Nombre del Jefe del Departamento de Primero y Segundo Ciclos. Anabelle Venegas Fernández
Año 2020: Transformación curricular, una apuesta por la calidad educativa.