March - Middle April T1-2

MINISTERIO DE EDUCACION PÚBLICA
DIRECCION REGIONAL DE EDUCACION DE NICOYA

LICEO DE NICOYA CODIGO 4105
TELEFONO: 26855115 / TELEFAX: 26855810
CEDULA JURIDICA 3-008-111897
CENTROS EDUCATIVOS DE CALIDAD GENERADRES DE CAMBIO PARA PROMOVER EL ÉXITO
“Educar para una nueva ciudadanía”
Direccion Regional de Educación Nicoya. Centro Educativo: Liceo De Nicoya

Nombre y apellido del docente: Marco Umaña Mejias Asignatura: English
Nivel :Tenth 10 Mes: March to early April
Período lectivo: I Semestre, 2024
English Planning Template
Term: I Level: 9th grade Unit: 1 Week: three weeks
Domain: Socio-interpersonal and Academic Scenario: Having a say! Theme: 1. Learn from each other.
Enduring Understanding: To live in community requires communicating effectively and as we improve our communication skills we improve our lives.
Essential Question: How does living in community help us in our life?
General Competences
Responsible Citizenship ( X )
Life Competences ( )
Competences for Employability ( )
Learn to Know Learn to Do Learn to Be and Live in Community

Grammar & Sentence Frames Functions Psycho-social
- Adverbs - Describing experiences and events .  Willing to collaborate andk helping
- Broader range of intensifiers such as too, enough - Describing feelings and emotions. others.
- Comparative and superlative adjectives
- Complex question tags  Value feedback and error correction as a
- Past continuous
learning opportunity
Discourse Markers
Connecting words expressing cause and effect, contrast
Vocabulary etc. Linkers: sequential past time - Then, later, after that,
Learn from Each Other (Teen Life) finally. Socio-cultural
 Valuing an open-minded communication as a
Courtship, engagement, love, marriage, buddy, strategy to future understanding .
study-buddy, relationship, trust, integrity,
observe share, loyalty, constant, communication,  Showing empathy: putting oneself in the
express, accept, esteem, reflection, confidence, shoes of others’ and listening to their needs
selfexpression, self-acceptance, selfesteem, self-
reflection, selfconfidence, depression, secrets,  Adopting a non-judgmental attitude towards
emotions others’ situations
Idioms
 Feeling blue (To be sad) Let’s invite her
to join us because I think she is feeling
blue today.
 Learning by example – Following the
lead of others, applying truth to one’s life
observed in others.
 He believed in learning by example so he
surrounded himself with good friends.
 sit tight – To wait quietly and patiently
often in an anxious situation – Margie
called to tell us her car had broken down.

We told her to sit tight and we would be
there as soon as possible.
Phonology
Phonology Break words down into syllables. - consonant

clusters: – Initial /tɹ, kɹ, gɹ, fɹ, bɹ, pɹ, dɹ
Assessment Strategies &
indicators of learning
Goals Pedagogical Mediation/ Didactic Sequence Time
(Diagnostic, formative,
summative)
Learner… Learner can Pre-teaching March –
middle
Participating in warm-up activities, such as icebreakers e.g. evocative quotation, active brain
gym, scenario, photo or song), improvisational acting out and generative question. April 2024
Teacher plays a song called “Amazing” by Aerosmith, students have to listen twice the song,
and after that, they have to complete the missing words in the provided song.
Engaging in activation of prior knowledge and schemata, eliciting information e.g.,

predictions, setting a scene, brainstorming to review and eliciting new language: vocabulary,
sounds, language forms, and socializing unit goals.
Before every class, teacher asks to learners questions related to the topic.
Introducing different text types (oral/written) visual aids, technology, key vocabulary
grammar and sentence frames.
Teacher introduces to students vocabulary and grammar related to the topic.
Listening to speak/write
L.1.1 Gets the topic of small L.1. follow small group Interpretation of group discussion, sound of most letters, most important
discussion between information in news broadcasts (television, radio, Internet), some colloquial
group discussion between
two or more native expressions, the main idea in an informal conversation, the gist of a dialogue in
two or more native speakers,
speakers, if that a movie trailer or video clip and teacher explanations
if that conversation is
unhurried and if it is related conversation is
unhurried and if it is Planning: Pre-listening
to teen life, interpersonal
relationships, addictions, related to teen life,
interpersonal Activating prior knowledge by motivating and contextualizing. Stating the task goal, sharing
causes and consequences. whats/he knows about the topic, predicting what the text is about supported by typographical
L.1.2 Identifies the most relationships,
and/or visual clues, listing possible difficulties and strategies for coping them and showing
important points in a small addictions, causes and
responsibility when doing the tasks. Identifying information, for general understanding of the
group discussion between consequences.
audio recordngs/video or conversations.
two or more native speakers,
if that conversation is  For every listening task, teacher explains some details about the audio, so students
unhurried and if it is related might have a better idea and better chances to predict difficult parts of the audio.
to teen life, interpersonal

relationships, addictions, Monitoring: Listening for the first time
causes and consequences.
Students listen to the audio called “College Life”, it can be retrieved at https://www.esl-
L.1.3 Gets specific details
lab.com/easy/college-life/ then students try to take notes about the audio (like specific details
from a small group
about the conversation) (T1L).
discussion between two or
more native speakers, if that
Students listen to the audio called “Daily Schedule”, it can be retrieved at https://www.esl-
conversation is unhurried
lab.com/easy/daily-schedule/ then students try to take notes about the audio (like specific
and if it is related to teen
details about the conversation) (T2L).
life, interpersonal
relationships, addictions,
Students listen to the audio called “College Students”, it can be retrieved at https://www.esl-
lab.com/intermediate/college-students/ then students try to take notes about the audio (like
L.1.4 Distinguishes each
specific details about the conversation) (T3L).
speaker ́s contribution in a
small group discussion
Students listen to the audio called “Sleeping Problem”, it can be retrieved at https://www.esl-
between two or more native
lab.com/intermediate/sleeping-problem/ then students try to take notes about the audio (like
speakers, if that
specific details about the conversation) (T4L).
conversation is unhurried
and if it is related to teen
Students listen to an audio called “The Lesson on Teenagers”, it can be retrieved at
life, interpersonal
https://listenaminute.com/t/teenagers.html then students try to get some missing words
about the audio (T5L).
- Pair/Group Feedback
– for comparing what s/he understood and explaining his/her own strategies for conveying
meaning and checking understanding.

Teacher asks some questions to learners related to specific details and information, it is to
check learners’ understanding about the audio.
Listening for the second time
 Extracting
Students listen to the audio called “College Life”, it can be retrieved at https://www.esl-
lab.com/easy/college-life/ then students answer some questions related to some
details about the audio (T1L).
Students listen to the audio called “Daily Schedule”, it can be retrieved at https://www.esl-
lab.com/easy/daily-schedule/ then students answer some questions related to some
details about the audio (T2L).
Students listen to the audio called “College Students”, it can be retrieved at

https://www.esl-lab.com/intermediate/college-students/ then tudents answer some
questions related to some details about the audio (T3L).
Students listen to the audio called “Sleeping Problem”, it can be retrieved at https://www.esl-
lab.com/intermediate/sleeping-problem/ then tudents answer some questions related to
some details about the audio (T4L).
Students listen to the audio called “The Lesson on Teenagers”, it can be retrieved at
https://listenaminute.com/t/teenagers.html then students answer some questions
related to some details about the audio.
Post-listening (self/co-assessment)
– Reacting to content or focusing on features/language forms.
When finishing a listening task, teacher focuses on language forms and phrases said in the
audio, it is repeated every time for every listening task.
Reading to write/speak
R.4. identify Interpretation of links and connections between events, contextual clues,
R.4.1 Gets main ideas from problem-solution in a problem-solution, the sound of most letters, factual and fictional texts, charts
different texts related to teen text related to teen and graphs, many subject specific words when encountered in texts of various
life, interpersonal life, interpersonal lengths.
relationships, addictions, relationships,
causes and consequences addictions, causes
(e.g., by linking an issue to and consequences Planning: Pre-reading
its problem source). (e.g., by linking an Activating prior knowledge by motivating and contextualizing. Stating the task goal, sharing
R.4.2 Identifies the problem issue to its problem whats/he knows about the topic, predicting what the text is about supported by typographical
in a text related to teen life, source). and/or visual clues, listing possible difficulties and strategies for coping them and showing
interpersonal relationships,
addictions, causes and
consequences. audio recordngs/video or conversations.

R.4.3 Identifies facts and
opinions in a text related to -Teacher asks to students questions related to the topic… “what do you know about?,
teen life, interpersonal what do you understand about?”, learners might have an idea about what is the lecture
relationships, addictions, about.
R.4.4 Identifies possible Monitoring: Reading for the first time
solutions to a problem in a
– Identifying
text related to teen life,
interpersonal  links and connections between events by underlining or circling key words, pointing to,
writing, drawing, raising his/her hand, texts from described events, ideas.
R.4.5 Identifies the best -Learners have to read a lecture called “What is it like being a teenager in Britain?”, in this
solution to a problem in a lecture they have to get the gist of short simple texts on familiar topics by underlining, or
text related to teen life, circling key words, pointing to, writing, drawing, raising his/her hand, texts from described
interpersonal relationships, events, ideas.
consequences. -Learners have to read a lecture called “How Smoking Affects Your Health?”, in this lecture
they have to get the gist of short simple texts on familiar topics by underlining, or circling key
words, pointing to, writing, drawing, raising his/her hand, texts from described events, ideas.
Pair/Group feedback
– for comparing what he/ she understood and did, explaining his/her own strategies for
conveying meaning.
Teacher asks some questions to learners related to the reading, also asks for unknown
vocabulary and phrases to be checked.
Reading for the second time
Recognizing
 details by using contextual clues to support reading comprehension and/or locating

information for a specific purpose that is relevant, irrelevant, or missing in functional
text. (e.g. visuals, titles, sub- headings, familiar vocabulary, typographical features, key
words, diagrams, and illustrations).
 problem-solution in a text by answering literal questions about text (e.g., who, what,
when, where, why, which, and how).
– Interpreting
 texts of various lengths by determining the main idea and supporting details in them as
context cues for interpreting the meaning with greater accuracy.
-Learners have to read a lecture called “What is it like being a teenager in Britain?”, in this
lecture they have to identify the problem and the solution in the lecture, also they have to
answer some questions related to specific details.
-Learners have to read a lecture called “How Smoking Affects your Health?”, in this lecture
they have to identify the problem and the solution in the lecture, also they have to answer some
questions related to specific details. events, ideas.
Post-reading
–Reacting to the content of the text or focusing on features/ language forms.
Teacher checks features/ language forms of English language and checks exercises related to
questions about the lecture and its specific details..
SI.1.1 Plans a set of common,
Oral and Written Production
familiar everyday
expressions to participate in SI.1. interacts in
Spoken Interaction
telephone conversations on simple telephone
Starting, maintaining and closing telephone, interviews, comments, detailed directions,
topics related to teen life, conversations on
explanations, complaints and simple face–to-face conversations.
interpersonal relationships, topics related to teen
addictions, causes and life, interpersonal
Planning
consequences. relationships,
SI.1.2 Makes lists of addictions, causes and
 Checking comprehension of tasks given by the teacher.
common, familiar everyday consequences.
 Identifying the task, planning a set of questions to ask (content /language), asking for
expressions to
help if needed and select the appropriate materials.
participate in telephone
conversations on topics
Teacher checks learners’ comprehension about the task, by asking questions related to the
related to teen life,
interpersonal relationships, instructions, and gives a model to follow in case of answering questions which are answered
addictions, causes and with a phrase.
consequences.
SI.1.3 Keeps the telephone Elaborating
conversation going by  the conversations by using appropriate expressions, a set of yes /no / wh-questions
checking understanding from and possible answers by using learned expressions and asking for help if needed.
the speaker's point of view
or listener's point of view. Students will have some time to elaborate the conversations / task by using appropriate
SI.1.4 Interrupts the listener expressions, aa set of yes /no / wh-questions and possible answers by using learned
in a telephone conversation, expressions and asking for help if needed in all the tasks related to SI.
politely.
SI.1.5 Keeps the telephone Rehearsing
conversation going on or by  by practicing the conversation, rehearsing the questions with peers.
adding a new topic.
Learners have to plan and present a dialogue to the class, for this task they must include some
questions related to teen life from the following list:
• What do you think about courtship in teenage years? Do you have one?
• What is love for you?
• What do you look for in a boyfriend/girlfriend?
• Do you think you might like to get married someday?
• What makes someone a good friend?
• What makes someone a bad friend?
• What is your favorite class in school? What do you like about it?
• What is your least favorite class in school? What don’t you like about it?
• What do you usually do after school?
• What do you like to do most during the weekends?

• How would you describe your perfect day?
• Where is your favorite place to hang out? What do you like about it?
• Do you have chores at home? What are they?
• Is there anyone you have a crush on right now?
• What is your ultimate goal in life?
• What scares you the most about the future?
• What is your dream job?
• What are your plans for the future?
• How is a normal day in your life?
Interacting
Interviewing
 others according to different scenarios and prompts by using a learned expression in
complete sentences.
Offering
 comments and otherwise contribute in a small group situation by using sentence
structures for giving opinions and justifications to prepare comments spoken within a
small or whole group.
In pairs students have to plan a short interview (dialogue), learners discuss about preferences
teenagers have, they have to express their opinion and support/justify his/her opinion, also
students have to try to answer the different questions according to his/her background,
teacher checks some pronunciation and grammar and gives feedback to students, also teacher
gives a series of phrases to answer some questions, checks for the use of complete sentences
grammatical structure Subject+Verb+Complement.
Evaluating
 Promoting reflective processes on what was accomplished, strategies used, outcomes
and what needs to be improved.
Every time that students work in an oral task, at the end teacher gives feedback
SP.5.1 Retells what has been related to errors they made during the process of practicing the oral skill.
said in a simple story
read/heard in class. SP.5. retell a simple Spoken Production
SP.5.2 Recaps main ideas story read /heard in Description of opinions, films, books, feelings, experiences, incidents, accidents, simple
related to what has been class. stories and situations.
said in a simple story
read/heard in class. Planning and Organizing
 a presentation by understanding the task, selecting the appropriate oral and visual
forms and registers according to context, discourse markers, asking for help if needed
to be used in front of an audience
 the presentation by creating and outlining the content presentation.
Learners have to plan a presentation by selecting the appropriate oral and visual forms and
registers according to context, discourse markers, asking for help if needed to be used in front
of an audience, also they have to create an outline and need to interview her mom or
someone from his family about a memory/accident.
Rehearsing
 the presentation with peers
Students can practice their presentation with other peers.
Production
Giving
 descriptions of incidents, accidents by viewing or reading dialogues using relevant
functional language, analyzing them in a whole group with teacher direction, taking
notes for sentence patterns, then practicing asking and responding to peers in a small
group.
Students have to ask to their mom, dad or any member of his/her family a story or a memory,
something that he/she remembers about his/her teenage years, also learners have to bring
some supporting material like pictures or similar to support his/her speech. Teacher checks
some pronunciation and grammar and gives feedback to students.
Evaluating
W.1.1 Pre-writes Every time that students work in an oral task, at the end teacher gives feedback
ideas/information to write a related to errors they made during the process of practicing the oral skill.
learning log.
W.1.2 Drafts a learning log

related to the topic that W.1. write a learning Written Production
involves what s/he did / log. Production of learning logs; double-entry journal; simple personal letters; brief reports;
thoughts and descriptions of incidents, accidents, plots.
feelings, how well or badly it
went/what was learned, Pre-writing
what s/he will do differently
next time.  learning logs; double-entry journal; simple personal letters; brief reports; descriptions
W.1.3 Revises a learning log of incidents, accidents, plots by understanding the task, selecting oral and visual forms
to look for mistakes related and appropriate registers according to context, discourse markers, grammar and
to subject-verb agreement, lexical convention, punctuation, and asking for help if needed.
capitalization, spelling, and
basic punctuation and Learners have to plan some ideas about his/her learning log, they have to do a brainstorming
content. about different ideas for their learning log.
W.1.4 Edits a learning log by
correcting mistakes before Drafting
publishing it.  a learning log by using a graphic organizer that involves what he/she did/
thoughts/feelings/how well or badly it went//what was learned/what he/she will do
differently next time.
Learners start writing their first draft about their learning log, they can write on what he/she
did/ thoughts/feelings/how well or badly it went//what was learned/what he/she will do
differently next time.
Revising
 learning logs; double-entry journal; simple personal letters; brief reports; descriptions
of incidents, accidents, plots with the support of a partner in a shared writing activity.
Learners and teacher check learning logs looking for grammar errors.
Editing
of incidents, accidents, plots independently before publishing.
Learners re-write their learning log, but this time they have to re-write it without any error on
grammar, spelling, etc.
Competence:
Learners individually think about the rules of coexistence in the classroom and the roles of the
students and the teacher. They write the rules that they consider important for coexistence in
the classroom. Next, they meet in groups to share their ideas and consolidate a list per group
that will be shared with the entire group.
At the end learners collaboratively build a list of rules of coexistence, which can be reflected in
a mural, or posters that allows them to remember rules of coexistence as teens.
Guanacastequidad Activity
Teacher asks to learners questions like:

 How do you feel being a teenager in Nicoya?

 Do you feel proud when you know that you were born in Guanacaste?
 What is something different that teenagers who live in Guanacaste have in
comparison with teenagers who live in the city?
Learners answer those questions and teacher creates a small discussion based on learners’
thoughts and feelings.
Integrated Mini-Project Time
Participating to negotiate, thinking for planning, acting out for completing the project and responding and sharing:
– Produce a TV news segment regarding a project at school that required collaboration.
– Do short reviews of English songs or music videos with portions of the video including narration of
activities by learners.
– Listen to presentations and offer constructive feedback for future
– Creating a proposal for school director that describes an activity that would allow them to invest their
time for the sake of the community.
Phase: _______
Reflective Teaching
What worked well What didn’t work well How to improve
Enduring Understanding Reflection
Term: I Level: 9th grade Unit: 1 Week: three weeks

Theme 2: Support each other (Interpersonal

Domain: Socio-interpersonal and Academic Scenario: Having a say!
relationships)
Enduring Understanding: To live in community requires communicating effectively and as we improve our communication skills we improve our lives.
Essential Question: How does living in community help us in our life?
General Competences
Responsible Citizenship ( X )
Life Competences ( )
Competences for Employability ( )
Learn to Know Learn to Do Learn to Be and Live in Community

Grammar & Sentence Frames Functions Psycho-social
- Conditional s, 2nd and 3rd - Checking understanding.  Willing to collaborate and helping
- Connecting words expressing cause and effect, contrast - Expressing opinions; language of agreeing and others.
etc. disagreeing.
- Future continuous  Value feedback and error correction as a
- Will and going to, for prediction
learning opportunity
- Modals - must/can’t deduction
Discourse Markers
Linkers: sequential past time - Then, later, after that,
finally. Socio-cultural
Vocabulary
 Valuing an open-minded communication as a
Support Each Other (Interpersonal strategy to future understanding .
Relationships)
Conversation, communicate, message, feedback,  Showing empathy: putting oneself in the
compassion respond, empathy, sympathy, verbal shoes of others’ and listening to their needs
communicatio n, non-verbal communicatio n,
 Adopting a non-judgmental attitude towards
ethics, confidential, confidentiality , passive
others’ situations
listening, active listening,
Idioms
 A shoulder to cry on – someone to
whom you can tell your problems to and
then ask for sympathy and advice
Sometimes you just need a shoulder to
cry on after a hard day.
Phonology
Consonant clusters st, sk , sp, sl, sm, sn, – /∫ɹ / – / θɹ/ –
/spɹ, spl,/
Assessment Strategies &
indicators of learning
Goals Pedagogical Mediation/ Didactic Sequence Time
(Diagnostic, formative,
summative)
Learner… Learner can Pre-teaching March –
middle
Participating in warm-up activities, such as icebreakers e.g. evocative quotation, active brain
gym, scenario, photo or song), improvisational acting out and generative question. April 2024
Teacher plays a song called “Hotel California” by “The Eagles”, students have to listen twice
the song, and after that, they have to complete the missing words in the provided song.
Engaging in activation of prior knowledge and schemata, eliciting information e.g.,

predictions, setting a scene, brainstorming to review and eliciting new language: vocabulary,
sounds, language forms, and socializing unit goals.
Before every class, teacher asks to learners questions related to the topic.
Introducing different text types (oral/written) visual aids, technology, key vocabulary
grammar and sentence frames.
Teacher introduces to students vocabulary and grammar related to the topic.
Listening to speak/write
L.5. get the gist of a Interpretation of group discussion, sound of most letters, most important
L.5. gets the gist of a dialogue in a movie information in news broadcasts (television, radio, Internet), some colloquial
dialogue in a movie trailer or trailer or video clip expressions, the main idea in an informal conversation, the gist of a dialogue in
video clip related to teen life, related to teen life, a movie trailer or video clip and teacher explanations
interpersonal relationships, interpersonal
relationships, Planning: Pre-listening
consequences. addictions, causes and
Activating prior knowledge by motivating and contextualizing. Stating the task goal, sharing
L.5.1 Identifies the topic of consequences. whats/he knows about the topic, predicting what the text is about supported by typographical
an aural/oral stimulus. and/or visual clues, listing possible difficulties and strategies for coping them and showing
L.5.2 Gets the gist of a responsibility when doing the tasks. Identifying information, for general understanding of the
dialogue in a movie trailer or audio recordngs/video or conversations.
video clip related to teen life,
interpersonal relationships,  For every listening task, teacher explains some details about the audio, so students
addictions, causes and might have a better idea and better chances to predict difficult parts of the audio.
consequences.
Monitoring: Listening for the first time
L.5.3 Gets key words that
support the gist of a dialogue Students listen to the audio called “Dating Game”, it can be retrieved at https://www.esl-
in a movie trailer or video lab.com/easy/dating-game/ then students try to take notes about the audio for general
clip related to teen life, understanding (T1L).
addictions, causes and Students listen to the audio called “First Date”, it can be retrieved at https://www.esl-
consequences by sharing lab.com/easy/first-date/ then students try to take notes about the audio or general
ideas in pair/group work. understanding (T2L).
Students listen to the audio called “Difficult Situations”, it can be retrieved at

https://learnenglishteens.britishcouncil.org/skills/listening/intermediate-b1/difficult-
situations then students try to take notes about the audio for general understanding (T3L).
Students listen to the audio called “Important People”, it can be retrieved at

https://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/important-people
then students try to take notes about the audio or general understanding (T4L).
Students listen to an audio called “A Team Meeting About Diversity”, it can be retrieved at
https://learnenglish.britishcouncil.org/skills/listening/intermediate-b1/a-team-meeting-
about-diversity then students try to take notes about the audio or general understanding
(T5L).
- Pair/Group Feedback
– for comparing what s/he understood and explaining his/her own strategies for conveying
meaning and checking understanding.
- Teacher asks some questions to learners related to specific details and information, it is to
check learners’ understanding about the audio.
Listening for the second time
 Extracting the main idea in an informal conversation or a presentation by

using sequential information and yes/no questions.
Students listen to the audio called “Dating Game”, it can be retrieved at
https://www.esl-lab.com/easy/dating-game/ then students answer some questions
related to some details about the audio (T1L).
Students listen to the audio called “First Date”, it can be retrieved at https://www.esl-
lab.com/easy/first-date/ then students answer some questions related to some details
about the audio (T2L).
Students listen to the audio called “Difficult Situations”, it can be retrieved at

https://learnenglishteens.britishcouncil.org/skills/listening/intermediate-b1/difficult-
situations then students answer some questions related to some details about the
audio (T3L).
Students listen to the audio called “Important People”, it can be retrieved at
https://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/important-
people then students answer some questions related to some details about the audio
(T4L).
Students listen to an audio called “A Team Meeting About Diversity”, it can be

retrieved at https://learnenglish.britishcouncil.org/skills/listening/intermediate-b1/a-team-
meeting-about-diversit then students answer some questions related to some details
about the audio.
Post-listening (self/co-assessment)
– Reacting to content or focusing on features/language forms.
When finishing a listening task, teacher focuses on language forms, phrases and some unknown
words said in the audio
Reading to write/speak
Interpretation of links and connections between events, contextual clues,

R.2. identify links and problem-solution, the sound of most letters, factual and fictional texts, charts
R.2. identifies links and connections between and graphs, many subject specific words when encountered in texts of various
connections between events events related to teen lengths.
related to teen life, life, interpersonal
interpersonal relationships, relationships,
addictions, causes and addictions, causes and Planning: Pre-reading
consequences. consequences. Activating prior knowledge by motivating and contextualizing. Stating the task goal, sharing
R.2.1Gets the gist of texts whats/he knows about the topic, predicting what the text is about supported by typographical
that contain some links and and/or visual clues, listing possible difficulties and strategies for coping them and showing
connections between events
interpersonal relationships, audio recordngs/video or conversations.
addictions, causes and -Teacher asks to students questions related to the topic… “what do you know about?,
consequences. what do you understand about?”, learners might have an idea about what is the lecture
R.2.2 Identifies links and about.
connections between events
Monitoring: Reading for the first time
addictions, causes and – Identifying
consequences in a text.
 links and connections between events by underlining or circling key words, pointing to,
writing, drawing, raising his/her hand, texts from described events, ideas.
-Learners have to read a lecture called “Stages of relationships”, in this lecture they have to
identify links and connections in the text, then she/he underline or circling key words.
Pair/Group feedback
– for comparing what he/ she understood and did, explaining his/her own strategies for
conveying meaning.
Teacher asks some questions to learners related to the reading, also asks for unknown
vocabulary and phrases to be checked.
Reading for the second time
Distinguishing
 information in charts and graphs with some understanding by answering literal
questions about text.(e.g., what, when, where, which, and how).
 many subject specific words when encountered in text.
-Learners have to read a lecture called “Stages of relationships”, in this lecture they have to
answer literal questions about text.(e.g., what, when, where, which, and how):
1. What are the name of the stages that a successful interpersonal relationship goes through?
_____________________________________________________________________
_____________________________________________________________________
2. What is the difference between a break up and a successful relationship?

_____________________________________________________________________
_____________________________________________________________________
3. Mention some characteristics of interpersonal relationships
_____________________________________________________________________
_____________________________________________________________________
4. When we have a conflict in a relationship, what can we do to avoid it?
_____________________________________________________________________
_____________________________________________________________________
5. Write examples of ending interpersonal relationships

_____________________________________________________________________
_____________________________________________________________________
6. According to the passage “It’s impossible to maintain all the relationships in your life
forever. This is especially true of secondary relationships.” can you explain what is secondary
relationships?
_____________________________________________________________________
_____________________________________________________________________
Post-reading
–Reacting to the content of the text or focusing on features/ language forms.
Teacher checks features/ language forms of English language and checks exercises related to
questions about the lecture and its specific details, also asks questions related to the lecture to
check learners comprehension and reactions about the reading.
Oral and Written Production
Spoken Interaction
SI.4. offers comments and SI.4. offer comments Starting, maintaining and closing telephone, interviews, comments, detailed directions,
otherwise contributes in a and otherwise explanations, complaints and simple face–to-face conversations.
small group situation. contribute in a small
SI.4.1Plans the language and group situation. Planning
content to offer comments
and otherwise contribute in  Checking comprehension of tasks given by the teacher.
a small group situation.  Identifying the task, planning a set of questions to ask (content /language), asking for
SI.4.2 Makes sentences to help if needed and select the appropriate materials.
offer comments and
otherwise contribute in a
small group situation. -Teacher explains to learners some phrases they can use to express and justify opinions, then
SI.4.3 Offers comments in a they have to use those phrases for a further discussion.
small group situation.
SI.4.4 Contributes in a small -Teacher checks learners’ comprehension about the task, by asking questions related to the
group situation by giving instructions, and gives a model to follow in case of answering questions which are answered
ideas, opinions or facts. with a phrase.
Elaborating
 the conversations by using appropriate expressions, a set of yes /no / wh-questions
and possible answers by using learned expressions and asking for help if needed.
Students will have some time to elaborate the discussions / task by using appropriate
expressions, a set of yes /no / wh-questions and possible answers by using learned
expressions and asking for help if needed in all the tasks related to SI.
Rehearsing
 by practicing the conversation, rehearsing the questions with peers.
Students will have some time to practice the discussion among their small group (class was
spitted into smaller groups for this task), questions and answers with peers.
Interacting
Interviewing
 others according to different scenarios and prompts by using a learned expression in
complete sentences.
Offering
 comments and otherwise contribute in a small group situation by using sentence
structures for giving opinions and justifications to prepare comments spoken within a
small or whole group.
Teacher divides the whole group into smaller groups of four students, then teacher gives to
every group a case for discussion which has a phrase or citation to generate discussion, also it
has a given situation and two questions related to the given phrase, then learners have to
plan, elaborate and rehearse a discussion among them, and finally they have to present their
discussion for the whole group as follows:
Discussion Case Group 1
Instructions: In a small group discuss with your classmates the following phrase and discussion
question:
“Maintaining friendships and other relationships takes work. The first and most important
factor is communication. This requires in-person discussions about your feelings. Although
texting and messaging online can be very fulfilling sometimes, they often don’t provide the
same effects”.
Situation and discussion questions: Think about you are in a long distance relationship with
your boyfriend-girlfriend...
• Do you agree that distance might be a barrier?
• Do you think that texting and messaging is enough?
question:
“At some point in the relationship, a conflict will arise. How you deal with it will determine
whether the conflict strengthens the relationship or not. Rather than avoid the point of
contention, it’s important to talk it through and listen to their point of view”.
Situation and discussion questions: Think that you have a couple, and you are going through
problems and discussions...
• How do you go through a conflict?
• What would you do to overcome a conflict? Give your opinions.
question:
“If something is bothering you at work or school, speak up. If you’re having some issues with a
friend, family member, or partner, be sure to tell them. Hopefully they’ll reciprocate with
respect and honesty”.
Situation and discussion questions: You are having personal problems with a classmates…
• What can you do to stop having that personal problem?
• Do you think that violence is the answer to those problems?

question:
“Aside from honesty and open communication, it’s also important to:
• Establish boundaries.
• Be an active listener.
• Show the other person respect at all times.
• Maintain a positive attitude.
• Be open to constructive criticism and feedback without letting your emotions take over.
• Saying goodbye”.
Situation and discussion questions: you have a classmate who is not getting along with a
classmate…
• What would you do to help him/her during that situation?
• How would you improve that relationship?
When learner finish their discussion, they can move to a different group with different
classmates to discuss and give opinions about different discussion questions and topics related
to interpersonal relationships.
Evaluating
related to errors they made during the process of practicing the oral skill.
SP.2. narrates what is SP.2. narrate what is
occurring in a film or book, occurring in a film or Spoken Production
and indicates their personal book, and indicate Description of opinions, films, books, feelings, experiences, incidents, accidents, simple
opinion about it. their personal opinion stories and situations.
SP.2.1 Selects the about it.
appropriate information to Planning and Organizing
narrate what is occurring in a  a presentation by understanding the task, selecting the appropriate oral and visual
film or book, and indicate forms and registers according to context, discourse markers, asking for help if needed
his/her personal opinion to be used in front of an audience
about it.  the presentation by creating and outlining the content presentation.
SP.2.2 Organizes information
and ideas to sequence Learners have to plan a presentation by selecting the appropriate oral and visual forms and
events or actions in graphic registers according to context, discourse markers, asking for help if needed to be used in front
organizers, timelines or of an audience, also they have to create an outline and need to interview her mom or
outlines by placing them in someone from his family about a memory/accident.
some sort of order.
SP.2.3 Narrates what is Rehearsing
occurring at the beginning of  the presentation with peers
a film or book.
SP.2.4 Narrates what is Students can practice their presentation with other peers.
occurring at the middle of a
film or book. Production
SP.2.5 Narrates what is Narrating
occurring at the end of a film
or book.  what is occurring in a film or book by using supporting details and examples in
SP.2.6 Indicates his/her complete sentences. e.g., retelling an event, asking for information
personal opinion about a
film or book he/she Students have to narrate what is occurring in a film or book by using supporting details and
narrated. examples in complete sentences. e.g., retelling an event, asking for information. Teacher
checks some pronunciation and grammar and gives feedback to students.
Evaluating
related to errors they made during the process of practicing the oral skill.
W.2. writes a double-entry
journal. W.2. write a double- Written Production
W.2.1 Pre-writes ideas/ entry journal. Production of learning logs; double-entry journal; simple personal letters; brief reports;
information to write a descriptions of incidents, accidents, plots.
double-entry journal.
W.2.2 Drafts a double-entry Pre-writing
journal.
W.2.3 Revises a double-entry  learning logs; double-entry journal; simple personal letters; brief reports; descriptions
journal to look for mistakes of incidents, accidents, plots by understanding the task, selecting oral and visual forms
related to subject-verb and appropriate registers according to context, discourse markers, grammar and
agreement, capitalization, lexical convention, punctuation, and asking for help if needed.
spelling, and basic
punctuation and content. After working reading skill, learners have to plan some ideas about his/her double entry
W.2.4 Edits the double-entry journal, they have to do a brainstorming about different ideas for their double entry journal.
journal by correcting the
mistakes before publishing Drafting
it.  a double entry journal by completing specific graphic organizers and sentence frames
aimed at monitoring comprehension.
Learners start writing their first draft about their double entry journal, they can write on what
he/she did/ thoughts/feelings/how well or badly it went//what was learned/what he/she will
do differently next time. For this activity, teacher gives a series of scenarios to learners about
interpersonal relationships, they choose two scenarios and then write a learning log, in left
column learners write notes, quotes, lists, descriptions, or short summaries from the book–
things that strike them as remarkable, puzzling, odd, or significant, and in the right-hand
column, learners write their reactions.
Revising
of incidents, accidents, plots with the support of a partner in a shared writing activity.
Learners and teacher check double entry journal looking for grammar errors.
Editing
of incidents, accidents, plots independently before publishing.
Learners re-write their double-entry journal, but this time they have to re-write it without any
error on grammar, spelling, etc.
Competence:
Learners make a postcard to welcome the 2024 school year for their classmates, teachers,
teaching and administrative staff with emoticons, images, drawings and positive words to
welcome. They do a postcard, and after that when the learners finishes his/her postcard,
teacher will paste it on the whiteboard, and finally every learner will get one postcard from
the whiteboard with a positive message, finally he/she hast to share it with the class.
Guanacastequidad Activity
Teacher asks to learners questions like:

 How are teenagers in Nicoya with their relationships with peers?
 Do you consider that teenagers in this high-school are well educated and respectful?
Learners answer those questions and teacher creates a small discussion based on learners’
thoughts and feelings.
Integrated Mini-Project Time
Participating to negotiate, thinking for planning, acting out for completing the project and responding and sharing:
– Produce a TV news segment regarding a project at school that required collaboration.
– Do short reviews of English songs or music videos with portions of the video including narration of
activities by learners.
– Listen to presentations and offer constructive feedback for future
– Creating a proposal for school director that describes an activity that would allow them to invest their
time for the sake of the community.
Phase: _______
Reflective Teaching
What worked well What didn’t work well How to improve
Enduring Understanding Reflection

March - Middle April T1-2

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

March - Middle April T1-2

Uploaded by

Copyright:

Available Formats

MINISTERIO DE EDUCACION PÚBLICA

DIRECCION REGIONAL DE EDUCACION DE NICOYA

“Educar para una nueva ciudadanía”

Direccion Regional de Educación Nicoya. Centro Educativo: Liceo De Nicoya

Learn to Know Learn to Do Learn to Be and Live in Community

“Educar para una nueva ciudadanía”

“Educar para una nueva ciudadanía”

called to tell us her car had broken down.

Phonology Break words down into syllables. - consonant

Engaging in activation of prior knowledge and schemata, eliciting information e.g.,

“Educar para una nueva ciudadanía”

“Educar para una nueva ciudadanía”

to teen life, interpersonal

“Educar para una nueva ciudadanía”

meaning and checking understanding.

Listening for the second time

Students listen to the audio called “College Students”, it can be retrieved at

“Educar para una nueva ciudadanía”

some details about the audio (T4L).

“Educar para una nueva ciudadanía”

consequences. audio recordngs/video or conversations.

“Educar para una nueva ciudadanía”

Reading for the second time

 details by using contextual clues to support reading comprehension and/or locating

“Educar para una nueva ciudadanía”

“Educar para una nueva ciudadanía”

“Educar para una nueva ciudadanía”

• What do you like to do most during the weekends?

“Educar para una nueva ciudadanía”

“Educar para una nueva ciudadanía”

Students can practice their presentation with other peers.

“Educar para una nueva ciudadanía”

W.1.2 Drafts a learning log

“Educar para una nueva ciudadanía”

Teacher asks to learners questions like:

“Educar para una nueva ciudadanía”

 How do you feel being a teenager in Nicoya?

Term: I Level: 9th grade Unit: 1 Week: three weeks

“Educar para una nueva ciudadanía”

Theme 2: Support each other (Interpersonal

Learn to Know Learn to Do Learn to Be and Live in Community

“Educar para una nueva ciudadanía”

“Educar para una nueva ciudadanía”

Engaging in activation of prior knowledge and schemata, eliciting information e.g.,

“Educar para una nueva ciudadanía”

Students listen to the audio called “Difficult Situations”, it can be retrieved at

Students listen to the audio called “Important People”, it can be retrieved at

“Educar para una nueva ciudadanía”

Listening for the second time

 Extracting the main idea in an informal conversation or a presentation by

“Educar para una nueva ciudadanía”

about the audio (T2L).

Students listen to the audio called “Difficult Situations”, it can be retrieved at

Students listen to an audio called “A Team Meeting About Diversity”, it can be

“Educar para una nueva ciudadanía”

Interpretation of links and connections between events, contextual clues,

“Educar para una nueva ciudadanía”

Reading for the second time

2. What is the difference between a break up and a successful relationship?

“Educar para una nueva ciudadanía”

3. Mention some characteristics of interpersonal relationships

4. When we have a conflict in a relationship, what can we do to avoid it?

5. Write examples of ending interpersonal relationships