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1. MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés
1
Didactic Planning
Week 1
Level: 7th
Unit: 3
Domain: Socio-Interpersonal and Transactional Scenario: Getting Back to Nature Theme:Natural wonders in my backyard
Enduring Understanding: Costa Rican natural beauty can be enjoyed by experiencing its wonders when traveling.
Essential Question:How can people more closely experience nature when visiting places?
Learn to Know Learn to Do Learn to Be and Live in Community
Grammar & Sentence Frame
What are these?
There is___. Is there____? Yes/No.
There are___. Are there____? Yes/No.
I like my___.
Vocabulary
backyard, flower, cat, dog, tree, grass, stones,
nature, living, non-living things, cat, garbage,
trash can, plants, rivers, lakes, mountains,
flowers, bugs, rocks, flora, fauna
Phonology
/-at/
Function
Identifying natural elements in my community
(backyard)
Discourse Markers
Connecting words: and, but
Psycho-social
 Appreciating local natural wonders.
Socio-cultural
 Promoting the enjoyment of natural wonders
for all.

2. MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés
2
Assessment
Strategies &
Evidences
(Learning
Outcomes)
Learner can
Didactic Sequence
Oral Comprehension:Pre-listening; Listening for the first time; Pair/Group feedback; Listening for the second time; Post-listening
Written Comprehension:Pre-reading; Reading for the first time; Pair/Group feedback; Reading for the second time; Post-reading
Spoken Interaction/Production:Planning; Organizing; Rehearsing; Using/Describing
Written Production:Pre-writing; Drafting; Revising; Editing
Time
Total:
120 min
Learner…
R.2. Identifies key
words related to
nature in texts by
brainstorming/
eliciting vocabulary
and completing a
graphic organizer.
R.2. identify key
words related to
nature in texts.
Pre-teaching
Routine – Checking attendance, checking in with Ls, posting and reviewing the week goal
and class agenda, etc.
Warm up
 T calls attention to the adaptation of the Essential Question already written on the
board: How can people more closely experience nature when visiting their backyards?
Using a picture of a house and backyard and an example or examples of realia from
nature (bug in a jar, stone, leaf, flower, etc.) and miming, T shows what a backyard is,
showing a picture of his/her backyard.
Pre-task (Reading to listen)
 Pre-reading
T explains the task goal and asks L what he/she know about the topic by using showing
pictures or realia of nature items from different backyards (e.g., grass, tree, flowers,
stones) and responds to Qs: What are these? T writes the word “backyard” on the board
in the center of a cluster graphic organizer. T asks What is in a backyard? Ls name the
words supported by pictures (using prior knowledge) and perform choral repetition. (T
writes only the responses (waiting to add new vocabulary later) on the board as words
coming out of the center).
5 min
5 min
15 min
backy ard
tree

3. MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés
3
Checks answers to
repair learning.
R.1.Identifies
English language
sounds by repeating
short vowel sounds
-at in orally stated
single-syllable
words e.g., hat.
R.1. identify
English
language sounds
using knowledge
in phonics,
syllabification
and word parts.
In smallgroups, L elicits morevocabulary about what might be in a backyard using the letters
of the word “backyard” as a guide with each word beginning with a letter from that word. For
example:
B ird
A nimal
C at
K ite
Y am
A vocado
R ose
D irt
L exchanges products with other groups for peer feedback.
 Using the words that have now been generated by Ls, the class as a large group
classifies things that are natural and non-natural using a graphic organizer on the board.
Living Non-living
Task: Giving a Tour of My Backyard (Reading to listen/speak/write)
1. Reading for the first time
Teacher reads a text and asks Ls to listen for some of the words on the board as T
models telling a story using one of the pictures and pointing out examples of vocabulary
in the picture. If needed after listening to Ls’ responses,T reviews words from story which
include /at/. Example of story:
a. This is a picture of my backyard. I like my backyard because there are flowers
and trees. There is a little cat in my backyard. Her name is Emma. She is a funny
cat and likes to run when she sees a rat.
2. Pair/Group Feedback
15 min
15 min

4. MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés
4
L.1.Identifies
instructions for
games and follow
teacher’s or
students’ modeling
of the activity by
interacting when
playing a game.
SI.2.Asks
somebody to
repeat what they
said more slowly
by asking Qs or
L.1. identify
instructions for
games and
follow teacher’s
or students’
modeling of the
activity.
SI.2. ask
somebody to
repeat what they
said more slowly.
Ls say aloud words from the board that they heard in the story. They repeat new
vocabulary as teacher pronounces and shows the object in the picture.
3. Reading for the second time
Teacher reads the story again without the picture as Ls listen for the second time. T then
asks: Is there a___ in my backyard? Yes/no… What other things are there in my
backyard?
4. Post reading
Ls observe pictures of different backyards (using pictures or drawings of Ls own
backyards or someone they know that Ls were assigned to photograph/draw as
homework) and practice question and sentence frames supported by card rings
(http://www.theteachertoolkit.com/index.php/tool/student-response-cards).
a. Is there a _____ in my backyard?
b. Are there ________ in your backyard?
c. There is _________ in my backyard.
d. There are _______ and _______ in my backyard.
e. _________ is in my backyard but it is not natural.
(T monitors, encourage Ls to use classroom language to ask for support: How do you
say___? Can you repeat the word “cat”, slowly, please?)
 Choral speech: L repeats all the words and the sound /a/ in “cat”, “rat” and “bat”, after the
teacher.
 Option: Use one of the short texts or dialogues found at the conclusion of these weekly
plans, following suggestions for Pre-, Task, and Post-Listening activities.
Post-Task (Reading to speak)
 L draws his/her crazy backyard.
 Ls form a circle and follow instructions for playing the game Backyard Ball
 T models the game throwing the ball to one L asking questions using is there/are there __
in your crazy backyard? Etc.
 L continue playing the game among them using the grammar structures and the
vocabulary.
20 min
45

5. MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular
Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés
5
repeating to
confirm learning.
 Option: T puts different forms of realia/photos of different backyards, in a bag. The
learner who gets the ball/stuffed animal draws an item and ask a question/answer or tells
about his/her crazy backyard.
 Option: exit-ticket assessment done at the end of class by learners to show what they
can do (individually), with the concepts of the lesson, e.g., by responding to the T a
question when they leave the class.
Options Integrated Mini-Project Time
 Advertisement of traveling to
beautiful places
 Brochure
 Design board games
Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should
be opportunities for Ls to practice English, not just those related to presentation.
For the first and second weeks, learners focus on:
Participating/negotiating: Brainstorming, discussing, negotiating, making decisions and
selecting the work strategies, resources and the mini-project. After each week’s lesson,
learners identify which learning tasks completed that week could be adapted for use in their
chosen Integrated Mini-Project.
Thinking/planning: planning creating and outlining collaboratively the language content and
strategies.
For the third and fourth weeks, learners focus on:
Acting out/rehearsing: Practicing the mini-project in pairs or groups.
For the week of presentation, learners focus on:
Responding and sharing/Assessment: Delivering and participating in peer assessment of
mini-project.
Adjust
previous times
listed above to
allow 5 min
each w eek.
Group
presentations
can be w eek 5
or 6.
Reflective Teaching
What worked well What didn’t work well How to improve
Enduring Understanding Reflection
How successful were the learners in achieving the enduring understanding by the end of the unit?