Teacher S Guide Unit 2-10th Grade

MINISTERIO DE EDUCACIÓN PÚBLICA
Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada
Asesoría Nacional de Inglés
Autoridades
Giselle Cruz Maduro

Ministro de Educación Pública
Melania Brenes Monge

Viceministra Académica de Educación
María Alexandra Ulate Espinoza

Directora de la Dirección de Desarrollo Curricular
Rigoberto Corrales Zúñiga

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

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

Asesor Nacional de Inglés, Departamento de Tercer Ciclo y Educación Diversificada
María Gabriela Castillo Hernández

Edición y construcción
Asesora Regional de Inglés, Dirección Regional San Carlos
Ezequiel Rojas Gutierrez

Asesor Regional de Inglés, Dirección Regional San José Central
Diego Gómez Castro, CTP de Granadilla

Marlon Orozco Campos, Liceo Edgar Cervantes
Yesenia Salazar Mora, CTP Alajuelita
Nathalie Garro, CTP Alajuelita
Construcción de unidades
Docentes de Inglés de Tercer Ciclo y Educación Diversificada
Marco Brenes López

Katherine Williams
Dirección de Recursos Tecnológicos, Diseño de portadas
Level 10th Unit 2

CEF Level to be Reached B1 Basic User/Independent User
Scenario: Stories Come in All Shapes and Sizes
Everything from tweets, memes, poems, posts, blogs, comics, short stories, videos and more reveal truths and beliefs
Enduring Understanding
about the writers and their culture.
Essential Question What do the stories we share say about us?
General Competences
Responsible Citizenship ( )
Life Competences ( )
Competences for Employability ( )
Assessment and Goals

Week 1 Week 1 Week 2 Week 2 Week 3 Week 3 Week 4 Week 4 Week 5/6
Goals Assessment Goals Assessment Goals Assessment Goals Assessment
L1. understand L1. recognizesL2. understand L2. extracts SI1. repeat what SI.1. repeats SP3. express SP3. expresses Assessment
the main points of the main points of
specific details specific details has been said what has been opinions of a opinions of a
a relatively long even a relatively from many from many web- and convey this said and short story,
short story, play,
discussion on a long discussion web-based based information to conveys this play, essay, or
essay, or poem Anecdotal
familiar topic, on familiar topic, broadcasts/ broadcasts/ another person. information to poem examined in reports / rubrics
related to stories related to stories memes, memes, comics, another person. examined in class. / instruments
in Standard on standard comics, posts, posts, poems. class. for self and co-
English. English. poems dealing W2. assessment
with subjects of SP2. sustain a SP2. sustains a W2. summarizes
interest if the conversational conversational summarize simple text
R1. discriminates people talk exchange with a exchange with simple text dealing with Suggested
R1. understand factual clearly. peer in the peers. dealing with familiar Integrated
specific factual information from classroom when familiar subjects. (e.g., Mini Project
text and simple texts and simple R.3. the topic is subjects (e.g., short stories,
reports on familiar reports on understand familiar, though short stories, videos, blogs).
topics (e.g., movie familiar topics. texts of various R.3. Recognizes there may be videos, blogs) A story in
reviews, lengths, as information from some difficulty in and check several
interviews, tweets, long as the texts of various understanding written formats

posts, etc.). words used are lengths and being sentences to (genres):
familiar and/or understood from look for short story,
concern areas time to time. mistakes comic, post,
of learners’ (subject-verb tweet, meme.
SP1. describes
SP1. describe interest (e.g., W1. express W1. expresses agreement,
what is occurring
what is occurring tweets, what has been what has been pronoun and A short
in tweets, blogs,
in tweets, blogs, memes, learned, how it learned, how it article reflection/rea
short stories,
short stories, poems, posts, has been has been agreement, ction written
videos, including
videos, including blogs, comics, learned, and learned, and capitalization, about the
his/her personal
his/her personal short stories, learning goals learning goals indentation, essential
opinion about
opinion about videos) for the future. for the future. commas, question of
them.
them. supported by appropriate the unit in a
the use key of vocabulary blog
words, and
diagrams, and connecting A reader`s
illustrations. SI.2. interacts in ideas and theater using
a face to face required various
SI.2. talk in conversation format) literary
detail about talking in detail spelling and genres.
tweets, about tweets, basic
memes, memes, poems, punctuation
poems, posts, posts, blogs, accurately
blogs, comics, comics, and short enough to be
short stories, stories, videos followed most
videos. when interacting of the time.
in pairs or small
groups.
Phonology
R2. manipulates English language sounds using knowledge in phonics, syllabification and word parts.
 Review of sound articulation (7th to 9th) and of phonological features of most unfamiliar words when needed.
 Use of prosodic features (stress, intonation, rhythm) to support the message intended to convey.
 Even though this goal is still linked to reading in Diversified Education, teachers can reinforce it in Spoken Interaction and Spoken
Production activities as well.
Theme Theme Theme Theme
1. Tell me a Story 2. Thumbs Up /Thumbs 3. The Reviews Are In* 4. You Should Read
Down This
Function Function Function Function

 Describing experiences and  Talking about films and  Expressing opinions about  Summarizing stories
events about stories and film books. stories and film reviews. previously read and film
reviews. reviews.
Discourse Markers Discourse Markers Discourse Markers Discourse Markers
Connecting words expressing cause Connecting words expressing Connecting words expressing Connecting words expressing
and effect, contrast etc. cause and effect, contrast etc. cause and effect, contrast etc. cause and effect, contrast etc.
- On the other hand, we could - On the other hand, we - On the other hand, we  On the other hand, we
stay at home and watch a video. could stay at home and could stay at home and could stay at home and
- However, this depends on the watch a video. watch a video. watch a video.
kind of book. - However, this depends on - However, this depends on  However, this depends on
- Therefore, it is interesting to the kind of book. the kind of book. the kind of book.
watch the new movie. - Therefore, it is interesting to - Therefore, it is interesting to Therefore, it is interesting to
watch the new movie. watch the new movie. watch the new movie.
Grammar & Sentence Frames Grammar &Sentence Frames Grammar & Sentence Frames Grammar & Sentence Frames
Reported speech (range of
Present tense tenses) Phrases for summarizing
A _______ is someone who Present tense  There are more similarities
_______. A _______ is someone who  The lead in the movie than differences.
(writer, editor, designer, artist, _______. then said that he would  They are really quite
graphic designer, illustrator, (writer, editor, designer, artist, marry. different because…
producer, director, poet, blogger) graphic designer, illustrator,  One of the few similarities/
producer, director, poet, blogger)  Social media is
differences is…
Past tense reporting that people
I just read a book about … Past tense are making the photo Phrases for organizing
Last night I saw a movie about__. I just read a book about … viral.  The most striking/ most
Last night I saw a movie about__.  The reviewer indicated obvious/ most important/
Determiners that he didn’t like the most apparent/ only/ main
 All the memes I saw today were Determiners similarity/ difference is…
movie.
about Mother’s Day.  All the memes I saw today  Another/ An additional
 Neither the characters nor the were about Mother’s Day. (subtler) similarity/
 Neither the characters nor Conditionals, 2nd and 3rd
plot interested me. difference is…
the plot interested me.  If I had enough time, I
 None of the themes you
mentioned are my favorites.  None of the themes you would have watched the Modals
mentioned are my favorites. movie again.  The author might have
 If I had had enough used fewer characters.
money, I would have  The movie should have
bought the book and DVD. had more action.

 If I were you, I would post
more on Facebook.
Vocabulary Vocabulary Vocabulary Vocabulary
Tell me a Story Thumbs Up/Thumbs Down Thumbs Up/Thumbs Down The Reviews Are In*
 writer, editor, designer,  tweets, memes, poems,  tweets, memes, poems,  characters, character
artist, graphic designer, posts, blogs, comics, posts, blogs, comics, development, plot,
illustrator, producer, short stories, videos, short stories, videos, action, exposition,
director, poet, blogger reviews, summary, reviews, summary, storytelling.
literary analysis, fiction, literary analysis, fiction,
nonfiction. nonfiction.
You Should Read This
 compose, create, post, The Reviews Are In*
present  characters, character
 graphics, illustrations, development, plot,
pictures, photos, line art, action, exposition,
images storytelling.
 metaphors, comparisons,
contrasts, descriptions.
Psycho-social Psycho-social Psycho-social Psycho-social
 Practicing self-questioning  Practicing self-questioning  Practicing self-questioning  Practicing self-questioning
strategies on a text before strategies on a text before strategies on a text before strategies on a text before
making decisions. making decisions. making decisions. making decisions.
 Respecting others’ opinions  Respecting others’ opinions  Respecting others’  Respecting others’
and emotions. and emotions. opinions and emotions. opinions and emotions.
Sociocultural Sociocultural Sociocultural Sociocultural

 Being aware of
 Demonstrating a  Willing to share own  Demonstrating a importance of constructive
nonjudgmental position toward contributions in nonjudgmental position feedback.
other's diverse intercultural collaborative work toward other's diverse
skills, beliefs and values. respectfully. intercultural skills, beliefs
 Willing to share own  Being aware of importance and values.
contributions in collaborative of constructive feedback.  Willing to share own
work respectfully. contributions in
collaborative work
respectfully.
Didactic Planning
Week # 1
Level: 10th Unit: 2
Domain: Socio-interpersonal Scenario: Stories Come in All Shapes and Sizes Theme: Tell me a Story
Enduring Understanding: Everything from tweets, memes, poems, posts, blogs, comics, short stories, videos and more reveal truths and beliefs about the writers and
their culture.
Essential Question: What do the stories we share say about us?
General Competences
Learn to Be and Live in

Learn to Know Learn to Do
Community
Grammar & Sentence Frames Function Psychosocial

Present tense  Practicing self-questioning
Describing experiences and events about stories and film reviews. strategies on a text before
A _______ is someone who ______(writer, editor,
making decisions.
designer, artist, graphic designer, illustrator, producer, Discourse Markers
director, poet, blogger)  Respecting others’ opinions
and emotions.
Connecting words expressing cause and effect, contrast etc.
Past tense  On the other hand, we could stay at home and watch a video.
I just read a book about …  However, this depends on the kind of book. Sociocultural
 Therefore, it is interesting to watch the new movie.
Last night I saw a movie about__.
 Demonstrating a
Determiners nonjudgmental position
 All the memes I saw today were about Mother’s toward others’ diverse
Day. intercultural skills, beliefs and
 Neither the characters nor the plot interested me. values.
 None of the themes you mentioned are my  Willing to share own
favorites. contributions in collaborative
work respectfully.
Vocabulary
Tell me a Story
 writer, editor, designer, artist, graphic designer,

illustrator, producer, director, poet, blogger
You Should Read This
 compose, create, post, present

 graphics, illustrations, pictures, photos, line art,
images metaphors, comparisons, contrasts,
descriptions.
Assessment
Time
Strategies &
Total:
indicators of learning Learner can Didactic Sequence Mediation 200 min
(Diagnostic, formative,
(5 lessons)
summative)
Pre-teaching
Routine: Checking attendance, checking in with Ls, T posts the Essential

Question on the board, Can Do’s, and class agenda, etc.
Participating: Warm up
Teacher talks to learners about the use of GIF’s by many people to tell stories
in Instagram, Facebook, WhatsApp and other social media.
The teacher presents a series of GIF’s and learners are asked to make up a
story to go with the GIF’s. For example, if a GIF shows a person dancing in a
silly manner, the learner may talk about how the person was trying to impress
someone with his crazy dancing skills. Learners make up stories with different
GIF’s. Teacher encourages learners to tell the stories in past tense.
Engaging: Activation of prior knowledge

The teacher writes the Unit’s Essential Question on the board: What do the
stories we share say about us? He or she asks students to think about it.
Students share some thoughts with the class.
The teacher hands out graphic organizers with different kinds of storytellers
(poets, writers, directors, bloggers, etc.). He or she explains that there are
many different ways of telling stories and each one is different.
The students’ job is to fill in what each storyteller makes and what kind of
person they think these storytellers are (e.g. poets are creative, directors are
bossy). For the last section, there are no right or wrong answers. It is just a
chance for students to see that different types of stories can tell us different
things about people.
Graphic Organizer - Types of Storyteller
Type of What do they make? What kind of people do

Storyteller: you think they are?
Director Example: They make movies Example: I think they are

bossy.
Poet
Writer
Blogger
Artist
Illustrator
Graphic designer
Editor
Introducing
The teacher reminds students that this week they are talking about stories.
In order to talk about stories, they will need the past simple to retell events
(e.g. Clark Kent took off his glasses and became Superman!) and they will
need the present simple to talk about their preferences (I love sci-fi movies,
but my brother hates special effects.). If necessary, teacher can give a
short review of the present and past simple constructions.
Then students fill out a worksheet to practice those two tenses. The
worksheet gives students a chance to talk about events in a story and their
own preferences for stories.
When students have had time to complete the exercise, they check their
papers with a partner. The teacher helps students check.
L1. recognizes the main L1. understand the main Oral Comprehension
points of even a relatively points of a relatively long
long discussion on familiar discussion on a familiar Pre-listening
topic, related to stories on topic, related to stories Learners watch the video https://www.youtube.com/watch?v=1WxifFqboAA.
standard English. in Standard English. As they watch it, they have to think of what happened when the characters
met.
Learners talk about the video: What happened?
Teacher writes their ideas on the board and monitors the use of past tense to
describe what they saw.
Teacher explains that they are going to listen to a story told by Carolina, and
they have to pay attention to what happened to her.
Listening for the first time

Learners listen to a conversation
(https://www.esl-lounge.com/student/listening/3L7-love-is-in-the-air.php) (0:01
to 2:27 minutes) for the first time. Learners are asked to choose the topic of
the conversation.
 The day Carolina met his best friend

 Carolina’s great love story
 Carolina’s best childhood memory
Pair/Group feedback
Learners, in pairs, decide on a topic, and then they share their decision with
the rest of the class.
Listening for the second time

Learners listen to the conversation again and answer a True/False exercise.
Listen to Carolina talking about her great love story. Read the statements
and decide if they are True or False. Circle the correct answer.
1. They first met four or five years ago. True

False
2. They met for the second time about five years ago. True
False
3. Enrico was sitting at a table chatting to some friends. True

False
R1. discriminates factual 4. Enrico spoke first in the bar. True

information from texts and False
simple reports on familiar
topics. 5. Carolina was surprised that Enrico recognized her after so many years
True False
Learners compare their answers with their elbow partner and then with the
whole group.
Post-listening
Learners think of a person they met.
 When did you meet?

 Where did you meet?
 What happened exactly the day you met?
 Are you still friends?
Using the inside and outside circle technique, learners describe their
R1. understand specific experience meeting the person they chose.
factual text and simple
reports on familiar topics The teacher splits the class into two halves. One half of the students will form
(e.g., movie reviews, the inside circle and the other half will form the outside circle. The teacher asks
interviews, tweets, students in the inside circle to share their story with the classmate facing them
posts, etc.). in the outside circle. When they have done this, teacher asks them to say
"pass,” at which point their partners in the outside circle will share their
responses. On teacher’s signal, the outside circle moves one step to the left or
right and the learners talk with a new partner.
Written Comprehension
Pre-reading
Learners listen to the teacher as he/she explains that in today’s class, they’re
going to learn a little it about a popular book. Learners watch the following
video https://www.youtube.com/watch?v=MABCLn_UlTg ( From 0:36 to 1:45
minutes) and jot down notes on the information they got about the book.
Then, as a class, they answer the following questions:
SP1. describes what is  What is it about?
occurring in tweets, blogs,  What does each chapter celebrate?
short stories, videos,
 Why is a book like this important nowadays?
including his/her personal
opinion about them.
Reading for the first time
Learners skim the text ‘Good Night Stories for Rebel Girls: Book Review’
and answer the question:
R 2. identifies minimal pair  Is this book only for girls?
sounds: ɜ: / ɔ: using  Is the book about princesses and fairytales?
knowledge in phonics,
syllabification and word Pair/Group feedback
parts. In pairs, learners discuss their answers. Then, they share their responses with
the class.
Reading for the second time

Learners read the text for the second time and complete the True or False
exercise.
Instructions: Read the book review for ‘Good Night Stories for Rebel Girls’
and decide whether the statements below are true or false. Circle the correct
answer.
1. The book is written n in a normal writing style for facts and information.
True False
2. Many of the women’s stories have not been told often.
True False
3. The book is about many kinds of women.
True False
4. The book is better for girls than boys.
True False
5. The women are all amazing because they helped other people.
SP1. describe what is
occurring in tweets,
True False
blogs, short stories, 6. You won’t want to stop when you start reading.
videos, including his/her
personal opinion about
them. True False
In pairs, learners compare their answers, and then they share with the whole
group. The teacher monitors learners’ performance while working on the
reading exercise.
Post-reading
Learners think about the question:
 Do you think you will like this book? Why or why not? Give two
reasons.
R2. identify and
manipulates English A few minutes are given to learners to organize their ideas. Then, the class is
language sounds using divided into groups of three. Each learner shares his/her opinion. At the end,
knowledge in phonics, each group summarizes their answers.
syllabification and word
parts. Spoken Interaction/Production
Spoken Interaction/Production
Planning / Organizing
Students watch the video https://www.youtube.com/watch?v=wEKLEeY_WeQ
Rehearsing
Individually, the students think and write about the message of the video. The
teacher makes questions such as: what do you think happens in the video?
What would you do if you could do the same?
In this way the teacher will encourage the learners to write down what
happened in the video and their personal opinion about the situation showed
in it.
Interacting/Describing
The students move around the classroom talking to their partners about the
ideas he/she has concerning the video. And each student has to answer to the
following question: If you could change the ending of this video, which one
would it be? Each student takes note of each classmate’s answer and then
some of them share their partners’ opinions.
The students move around the classroom talking to their partners abo
Phonology
Recognition
The students watch the video https://www.youtube.com/watch?
v=vJcW2nwWxkQ in order to reinforce the correct pronunciation of the sounds
ɜ: and ɔ:
The teacher writes on the board a series of words that share the same target
sounds. Then she/he reads the words out loud to make students aware of the
pronunciation of these words. Then, the learners listen to the teacher again
and raise their hand if they hear to the sound ɜ: or stamp their feet if they hear
the sound ɔ:
The teacher writes down on the board pairs of words that are similar, however
the teacher says only one of the words that contain the target sounds in it.
The teacher repeats the word twice. Then, each student comes to the board
and circles the word he/she listened to. Teacher and students check the
answers together.
Articulation
Students watch the video again and using a mirror the learners analyze the
position of their teeth, tongue, lips, etc.
Practice / Production
Students work in pairs and write down five sentences with at least one word
with the sound ɜ: and five sentences with at least one word with the sound ɔ:
Then, learners share the sentences written with all classmates.
Integrated Mini-Project Time
Participating to negotiate: (5 or 10 minutes in week 1) Adjust previous times listed above

to allow 5 min each week.
In pairs, learners choose a movie they have both watch and would like to write a summary about. Group presentations can be week 5
or 6.
Reflective Teaching
What worked well
What didn’t work well How to improve
Enduring Understanding Reflection

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

At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed
to ensure Ls’ understanding.)
Learner Self-Assessment
I can… Yes In progress No

Recognize the topic of an oral conversation
Identify important details from an oral conversation.
Discriminate the most relevant information in a reading passage.
Describe what happened in a video story.

Graphic Organizer - Types of Storyteller
Type of What do they make? What kind of people do you

Storyteller: think they are?
Director Example: They make movies Example: I think they are

bossy.
Poet
Writer
Blogger
Artist
Illustrator
Graphic designer
Editor
Present simple and past simple worksheet

Past Simple:
1) I ____________ Harry Potter yesterday. (see)
2) Harry ____________ with his cruel Aunt and Uncle. (live)
3) Then he ____________ he was a wizard! (find out)
4) He ____________ to a school for wizards. (go)
5) It ____________ long to make friends at school. (take)
6) His evil enemy Voldemort ____________ other plans for him! (have)
Present Simple:
Complete the sentences with the following words. You will use one option per
sentence, but some of the words need to be changed to make correct sentences in
the present simple.
think, love, like, can stand, prefer
1) When it comes to movies, I ____________ thrillers.

2) He ____________ comedies over dramas.
3) ____________ you ____________ movies with lots of action?
4) We ____________ not ____________ that movies need a lot of special effects
to be great.
5) I just ______ not ______ the love story between those two characters!
Now write some sentences of your own. What do you like, when it comes to
movies?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Listen to Carolina talking about her great love story. Read the statements and
decide if they are True or False. Circle the correct answer.
1. They first met four or five years ago. True False
2. They met for the second time about five years ago. True False
3. Enrico was sitting at a table chatting to some friends. True False
4. Enrico spoke first in the bar. True False
5. Carolina was surprised that Enrico recognized her after so many years
True False
____________________________________________________________________
Listen to Carolina talking about her great love story. Read the statements and
decide if they are True or False. Circle the correct answer.
1. They first met four or five years ago. True False
2. They met for the second time about five years ago. True False
3. Enrico was sitting at a table chatting to some friends. True False
4. Enrico spoke first in the bar. True False
5. Carolina was surprised that Enrico recognized her after so many years
True False
Good Night Stories for Rebel Girls: Book Review

Good Night Stories for Rebel Girls is for people who want something different from fairy tale
princesses. Here you can read the stories of one hundred amazing women from the past
and present.
We all know how fairy tales go. A beautiful girl waits for a prince to find her. Then she gets
married to him and becomes a princess. But what if the girl was clever or strong instead of
beautiful? What if she wanted to be an astronaut, a politician or a pirate instead of a
princess? And what if she didn’t need a prince to do it? That’s the idea behind the
book Good Night Stories for Rebel Girls. It’s a book of fairy tales with a difference: all the
stories are true.
The book tells the stories of one hundred amazing women from 1500 BC to today. But, the
stories aren’t just boring biographies. Instead, they’re like fairy tales. You probably won’t
know the names of most of the women but, when you finish reading, you’ll ask yourself why.
Why haven’t we learned about these women before? Often history remembers men more
than women. If you close your eyes and think of a war hero and a pilot, you probably think
of men. If you read the book, those pictures might start to become women of all colours and
ages. The women in the book did things because they wanted to and they didn’t listen when
people told them not to.
One problem with the book, unfortunately, is its name, because it gives the idea it’s a book
for girls. It’s a great idea to show young girls what women can do. But the stories are also
interesting for boys to read. And it’s also important that boys can think of women in jobs like
doctor, Formula One race car driver and president.
Not all the women included are ‘good girls’. One woman, Jingū, Empress of Japan, decided
to start a war with Korea because of a dream. Is it a problem that the book doesn’t say that
was a bad thing? Another example is pirates. The two women pirates in the book are
unusual heroes because pirates were dangerous and they killed other people. It’s good to
see a variety of women but why not show a bad ending to their story sometimes? We can
understand that just because they’re female, they’re not always good people.
You could read one story every night but you probably won’t want to stop with one. If you
finish quickly, don’t worry because there are now two Rebel Girls books.
Nicola Prentis
Instructions: Read the book review for ‘Good Night Stories for Rebel Girls’ and
decide whether the statements below are true or false. Circle the correct answer.
1. The book is written in a normal writing style for facts and information.
True False
True False
True False
True False
True False
6. You won’t want to stop when you start reading.
True False
__________________________________________________________________________________
Instructions: Read the book review for ‘Good Night Stories for Rebel Girls’ and
decide whether the statements below are true or false. Circle the correct answer.
1. The book is written in a normal writing style for facts and information.
True False
True False
True False
True False
True False
6. You won’t want to stop when you start reading.
True False
Didactic Planning
Week # 2
Level: 10th Unit: 2
Domain: Socio-interpersonal Scenario: Stories Come in All Shapes and Sizes Theme: Thumbs Up /Thumbs Down
Enduring Understanding: Everything from tweets, memes, poems, posts, blogs, comics, short stories, videos and more reveal truths and beliefs about the writers and their
culture.
General Competences
Learn to Know Learn to Do Learn to Be and Live in Community

Grammar & Sentence Frames Psychosocial
Present tense Function
A _______ is someone who _______.  Talking about films and books.  Practicing self-questioning strategies on a
(writer, editor, designer, artist, graphic designer, text before making decisions.
illustrator, producer, director, poet, blogger)  Respecting others’ opinions and emotions.
Discourse Markers
Past tense Connecting words expressing cause and effect,
I just read a book about … Sociocultural
contrast etc.
Last night I saw a movie about__. - On the other hand, we could stay at home  Willing to share own contributions in
and watch a video. collaborative work respectfully.
 Being aware of importance of constructive
- However, this depends on the kind of book. feedback.
Determiners
 All the memes I saw today were about

Mother’s Day. Therefore, it is interesting to watch the new
 Neither the characters nor the plot interested movie.
me.
 None of the themes you mentioned are my
favorites.
Vocabulary
Thumbs Up/Thumbs Down

 tweets, memes, poems, posts, blogs,
comics, short stories, videos, reviews,
summary, literary analysis, fiction,
nonfiction.
The Reviews Are In*

 characters, character development, plot,
action, exposition, storytelling.
Phonology
Review of sound articulation (7th to 9th) and of
phonological features of most unfamiliar words when
needed.
Even though phonology is linked to reading in

Diversified Education, teachers can reinforce it in
Spoken Interaction and Spoken Production activities
as well.
Assessment Time
Strategies & Learner can Didactic Sequence Mediation Total:
indicators of 200 min
learning
(Diagnostic,
(5 lessons)
formative,
summative)
Pre-teaching
Routine: Checking attendance, checking in with Ls, T posts the Essential Question on the board, Can
Do’s, and class agenda, etc.
Learners will play an adaptation of the game “Guess who”, but instead of using that name, they will play 10 min
“Guess what movie this is?” Teacher will paste a picture of different movies on learners’ backs, and they
will not see it nor will tell their classmates what is in their backs. Learners will have to stand up and mingle
around. They will have to make pairs. Learner A will see picture in learner B. Learner B will ask “YES/NO
questions” trying to guess what the movie on his back is and vice versa. They can ask 3 questions per
person, and they will have to pick a different classmate and repeat the strategy by asking different
questions. When they have different clues, they will be able to guess what the movie is.
Engaging: Activation of prior knowledge

Learners participate of a gallery walk. Teacher pastes the pictures of films learners may know on
different walls inside the classroom. Teacher asks learners to walk around and comment if they know 20 min
any of those movies and what they know about it.
Then, learners sit in pairs and comment about what they saw in the gallery. Finally, in circles, teacher
asks them about what they found, if they have a favorite film, and what they know about those films.
Introducing:
The teacher gestures as he/she can remember something. Then, when the learners ask what’s wrong, the
teacher says: “I’m trying to remember the name of a movie, but I can’t think of it. What was the movie
called?”
The teacher describes the movie to see if somebody can help him/her remember.
“It was a science fiction film written and directed by James Cameron. The film had incredible special
effects, which took people to a spectacular world beyond imagination.
The film was set in the year 2154 on Pandora, a fictional Earth-like moon in a distant planetary
system.
Jake Sully, a former U.S Marine paralyzed from the waist down was selected to participate in the
program. Using a genetically engineered human hybrid who looked like the creatures in that planet,
Jake was sent to gain their trust and convince them to leave their sacred home. “
The teacher interacts with the learners and provides them with clues to guess which the movie is
(Avatar).
The teacher then introduces key vocabulary to talk about films: genre, setting, actor, plot, climax, and
critics. For each of the sections, the teacher writes the expressions on the board and explains them to
the learners using real examples from famous films.
Talking about films

What kind of movie was It was a (an) …
it?  romance comedy ( Rom com)
 science-fiction (Sci-fi)
 horror movie
 animated movie
 action movie
 thriller
 documentary
 adventure movie
 drama
Who was in it? ____________ was in it.

Who was starring in it? ____________ was starring in it.
Where did it take place? It took place on a Earth-like planet in 2031.

When did it take place? It took place on the moon.
It took place in a prison
It was set on a train.
I was set on the countryside in the 90’s.
What was it about? It was about…who…

What happened in it’ It was about two young people who fell in love on a sinking ship.
It was about a meteor that was going to destroy the Earth.
How did it end? In the end, the ring is destroyed.

What happened in the In the end, Harry decided he really loved Sally.
end?
What did the critics say? The critics _________________.
What kinds of reviews did It got ___________ reviews.
it get? The critics said it was good. The critics panned it. The critics raved
about it.
It got great reviews. It got poor reviews.
How was the movie? It was heart-warming.

It was a total laugh riot.
The special effects were breathtaking.
It made my blood run cold.
It gave food for thought.
The plot was intriguing.
Learners get a worksheet in which they have to think about a film they like about each type of gender and
write the names of the films in the corresponding column. (Taken from https://www.teach-this.com/)Then,
in pairs, learners practice the questions used to talk about films.
Oral Comprehension:
Pre-listening
L2. extracts specific L2. understand Learners are asked what they consider are the most important elements of a movie: the plot, special
details from specific details from effects, the leading actors, the moral message, the genre? Learners share their thoughts with a partner
oral/aural movie many web-based and then with the whole group.
reviews. broadcasts/ memes,
comics, posts,
poems dealing with Learners observe as the teacher writes the sentences below on the board. In pairs, learners read the
subjects of interest if sentences and guess the meaning of each one by their context. To do so, the teacher provides a
the people talk definitions bank, so learners can read the sentences and look for the corresponding definition of the
clearly. words in boldface.(Adapted from https://www.esl-lab.com/difficult/movie-reviews-script/)
 His behavior was so bizarre that he lost his job because of it.
 I was fascinated by the movie's plot and sound track.
 You must admit that the ending of the movie was a little weak.
 The movie was awesome. It was the best I have seen in a long time.
 The book's plot was too weird for me, so I returned it to the library.
 The scene where the doctor was killed by the shark was so fake. You could easily tell that the
shark was just a plastic model.
Definitions Bank
not real, not authentic accept or acknowledge
fantastic, great, wonderful strange, absurd, weird
the story of a book, play, or movie strange, absurd, unusual

Learners listen to the audio “Movie Reviews” https://www.esl-lab.com/difficult/movie-reviews/ for the first
time and answer the following questions:
 Who are the people talking?
 What do they think about the movie they saw? ¿Do both of them think the same way?

Pair/Group feedback
In pairs, learners compare their answers, and then they share with the group.
Learners listen for the second time and complete the worksheet below by writing the corresponding
R.3.Recognizes answers.
information from
texts of various What do they think about… The father The daughter
lengths the movie?
the special effects?
the ship's communications officer
the photography
Learners, in pairs, compare their answers and then share them with the group.
Post-listening
Learners get a black sheet of paper. In the middle of the paper, they write the name of one of their
favorite movies. Then, they write key words about, the special effects, the actors, the plot, and the
photography.
Using the piece of paper with their notes, learners mingle around and talk about the movie they chose.
R.3. understand
texts of various Written Comprehension:
lengths, as long as Pre-reading
the words used are Learners watch the trailer of the movie Annihilation https://www.youtube.com/watch?v=89OP78l9oF0 .
familiar and/or Then, they are asked if they have seen the movie or what they think about it just by seeing the trailer.
concern areas of Learners brainstorm adjectives to describe their thoughts about the movie.
learners’ interest
(e.g., tweets, The teacher explains that critics use multiple adjectives to describe a movie. Teacher presents some
memes, poems, examples and clarifies meaning ( Taken from
posts, blogs, https://www.edu.xunta.gal/centros/ieslamasabade/system/files/Language_of_FilmReview.pdf)
General comments and opinions Useful recommendations

‐ It is rather confusing / long / slow / boring ‐ Don’t miss it!
‐ The cast is excellent / weak / awful / ‐ It is well worth seeing!
unconvincing ‐ It will change the way you see ( e.g. young
‐ The script/ story is dull / clever / exciting people) after watching this film.
‐ It has a tragic / surprising / dramatic ending ‐ It is bound to be a box‐office hit.
‐ It does not come across as true / convincing ‐ I highly / thoroughly / strongly recommend it.
‐ The music / sound effect is dull / rich ‐ It is highly entertaining.
‐ It is a catchy tune as backing music ‐ It is certainly at the top of my list of good
‐ The theme song is powerful / weak / movies.
satisfying ‐ Fans of … will no doubt be thrilled with this.
‐ The color in the photography is natural / ‐ It’s a must!
spectacular / dull / dark and frightening ‐ I would not recommend this because…
‐ The acting is true to life / powerful / natural ‐ Wait until it comes out on video.
‐ It’s a boring movie. Don’t bother with this
one.
‐ Only watch this film if you have plenty of time
to spare.

Learner are asked to take a look at the title, captions, and pictures in the reading passage “Annihilation
review – Natalie Portman thriller leaves a haunting impression” Then, they skim the text and decide
if the general review of the movie is a positive or a negative one. Learners are asked to think about
reasons for their choice: What makes you think like that?
Pair/Group feedback
In pairs, learners compare their answers and then share them with the class.
Reading for the second time

Learners read the text again. This time, they look for specific information about the movie and the
characters to complete the worksheet below.
SI.2. interacts in a
face to face
conversation talking Annihilation review – Natalie Portman thriller leaves a haunting impression
in detail about
tweets, memes, How does the reviewer describe the a.
poems, posts, blogs, movie? b.
comics, and short c.
stories, videos when
interacting in pairs d.
or small groups. e.
Is it a positive review? Why or why not?
How does the reviewer describe the main

characters? a.
b.
c.
d.
e.
Learners compare their answers and then share with them with the group. Teacher monitors learners’
performance during the reading exercise.
Post-reading
Learners choose a movie they like and create a mind map with adjectives to describe the acting, the
special effects, the music, the photography, Then, learners, in pairs, share their opinions about the movie,
using the mind map as a guide.
SI.2. talk in detail Planning
about tweets, The class is divided into groups of three. Learners are told that they work as movie critics and they were
memes, poems, chosen to participate in a meeting to share their reviews about the last movie they saw.
posts, blogs, Learners receive a prompt with some questions about movies.
comics, short 1. What is the title of the film?
stories, videos. 2. What genre is it?
3. What is it about?
4. Is it based on a book?
5. Where is the film set?
6. When is the film set?

7. Who stars in the film?
8. Who plays the main role(s)?
9. Who is your favorite character in the film? (Why?)
10. What’s your opinion about the movie ( acting, special effects, music, photography)
Organizing
Learners take some time to think about each question and to make notes about the answers.
Rehearsing
Students practice asking those questions to each other like in a role play
Learners present their role plays to the class.
R2. manipulates Phonology

English language
sounds using Review of sound articulation (7th to 9th) and of phonological features of most unfamiliar words when
knowledge in needed.
phonics, By using the RAP methodology (Repetition, articulation and productive practice) of different English
syllabification and diphthongs.
word parts.
Even though phonology is linked to reading in Diversified Education, teachers can reinforce it in Spoken
Interaction and Spoken Production activities as well.
Participating to negotiate: (5 or 10 minutes in week 2) Adjust
previous times
In pairs, and based on the movie chosen in week 1, learners look for information about the movie: actors/actress, special effects, plot, etc. listed above to
allow 5 min
each week.
Group
presentations
can be week 5
or 6.
Reflective Teaching
What worked well What didn’t work well How to improve

At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’
understanding.)
In
I can… Yes No
progress
 Extract specific details about the elements of movies from oral /aural stimulus,
 Gest the gist of a written movie review.
 Recognize key vocabulary used in movie reviews.
 Ask questions about my partner’s favorite movie.
 Answer questions about my favorite movie.

Materials for Unit 2, Theme 2

Materials for “WARM UP”
Pictures of movies to paste in earners´ backs:
Materials for Engaging activity:

Movies for the gallery walk

Film Genres
Think of a film that you like for each type of genre. Write the names of the films in the ‘Film Title’
column.
Film genres Film title

Action
Contains: high energy, big-budget stunts and chases
Adventure:
Contains: exotic and historical places, searches and expeditions.
Comedy
Contains: funny or comical events, jokes
Drama
Contains: realistic characters, settings, and real-life situations.
Horror
Contains: frightening scenes, a shocking finale, ghosts, monsters.
Sci-fi
Contains: heroes, aliens, distant planets, futurist technology.
B. In pairs, talk about the films you like from the different genres using the language below.
What’s your favorite genre? What (action film) do you like?
What is/was it about? When was it made?
Where/when was it set? Who is the director?
Talking about films

one.
to spare.
Talking about films

one.
to spare.
Annihilation review –
Natalie Portman thriller leaves a haunting impression
(Adapted from https://www.theguardian.com/film/2018/feb/22/annihilation-review-natalie-portman-thriller-
leaves-a-haunting-impression)
4 / 5 stars4 out of 5 stars.

Ex Machina writer-director Alex Garland’s unnerving sci-fi concoction combines gut-

wrenching body horror and trippy science to compelling effect
Natalie Portman and Gina Rodriguez in Annihilation, a

genre film that revolves around intelligent characters
reacting intelligently to fantastical events. Photograph:
Photo credit: Peter Mountain/Peter Mountain
There are ample reasons to be both excited

and concerned about Annihilation. It’s the
writer-director Alex Garland who has chosen
to adapt Jeff VanderMeer’s award-winning
novel, packed with visceral horror, weighty
ideas and unusual storytelling.
Lena (Natalie Portman), a biologist, is in a daze. Her soldier husband (Oscar Isaac) is
missing in action and without him, she is struggling to focus on what remains of her
life. But when he suddenly returns, her brief hope that normality will ensue is
shattered when his odd behavior turns into something far more destructive. He’s
hospitalized and she’s whisked away by a psychologist (Jennifer Jason Leigh) who
informs her that his mission took him inside “the shimmer”, a rapidly expanding area
that’s taken the lives of everyone who has entered, bar him. She soon joins a new
mission to find out what’s inside and discover whether she can save her husband’s life.
It’s hugely refreshing, and remarkably uncommon, to watch a genre film that revolves
around intelligent characters reacting intelligently to fantastical events. The team is
made up of briskly efficient problem-solvers who remain practical and focused while
dealing with otherworldly chaos. Unlike with so many superficially similar films, as an
audience we understand and empathize with the decision-making process, the script
never sacrificing its smarts for suspense. It’s tightly constructed and empty of
unnecessary exposition yet the characters mostly feel like they are more than their
various professions. This is also down to a strong set of performers and while it’s rare
to see an all-female ensemble in a film of this ilk, Garland has little time for gender,
imagining a future where such distinctions don’t warrant recognition.
Annihilation review – Natalie Portman thriller leaves

a haunting impression
How does the reviewer describe the movie? a.

b.
c.
d.
e.
How does the reviewer describe the main

characters? a.
b.
c.
d.
e.

Didactic Planning
Week # 3
Level: 10th Unit: 2
Domain: Scenario: Stories Come in All Shapes and Sizes Theme: 3. The Reviews Are In*
Enduring Understanding: Everything from tweets, memes, poems, posts, blogs, comics, short stories, videos and more reveal truths and beliefs about the
writers and their culture.
General Competences

Grammar & Sentence Frames Function Psychosocial
Expressing opinions about stories and film − Practicing self-questioning strategies on a text
Reported speech (range of tenses) reviews. before making decisions.
− Respecting others’ opinions and emotions.
− The lead in the movie then said that he
would marry. Discourse Markers
− Social media is reporting that people are Connecting words expressing cause and effect,
Sociocultural
contrast etc.
making the photo viral. − Demonstrating a nonjudgmental position toward
- On the other hand, we could stay at home and
− The reviewer indicated that he didn’t like other's diverse intercultural skills, beliefs and
watch a video.
the movie. values.
- However, this depends on the kind of book.
− Willing to share own contributions in
- Therefore, it is interesting to watch the new
collaborative work respectfully.
movie.
Conditionals, 2nd and 3rd
− If I had enough time, I would have watched the
movie again.
− If I had had enough money, I would have
bought the book and DVD.

If I were you, I would post more on Facebook.
Vocabulary
Thumbs Up/Thumbs Down
− tweets, memes, poems, posts, blogs,
comics, short stories, videos, reviews,
summary, literary analysis, fiction,
nonfiction.
Assessment Time
Strategies & Learner can Didactic Sequence Mediation Total:
indicators of 200 min
learning (5
(Diagnostic, lessons)
formative,
summative)
Pre-teaching
Routine: Checking attendance, checking in with Ls, T posts the Essential Question on the board, Can
Do’s, and class agenda, etc.
The teacher asks learners to name all the movies they can think of. (Usually, stop after about 20-30, but
you can leave the list on the board during the activity)
The class is then divided into groups of 4-5 members.
Step 1: Students must describe a movie; they brainstorm about it using anything they want. For example,
the director is George Lucas, and the main actors are Mark Hamil and Harrison Ford.
Step 2: Groups take turns to go in front of the class to role-play or imitate lines that the characters from
the movie would say, ie: "I am your father Luke," or "I'm gonna kill Darth Vader for killing Obi Wan
Kenobi" etc. In other words, they can only say character names, places in the movie, etc. The class
collects 4-5 pieces of information and then starts to guess which movie it is.
Optional: Students cannot talk. They must act out a scene from the movie without talking. For example,
act out the lightsaber fight using two pencils.
Engaging : Activation of prior knowledge

Learners watch the video ‘73 Questions With Rosie Huntington-Whiteley | Vogue’
https://www.youtube.com/watch?
v=6sSQZw6G2yA&list=PLztAHXmlMZFRBzyTy_w8r15g3OrNb36r6&index=2&t=163s . Learners watch
the first 90 seconds of the video, so they get familiar with the format. After this intro, learners are asked
to predict what kind of questions might be asked to the model.
Learners watch the video again and this time they have to write down 7 answers they hear in the video.
Learners are reminded that they don’t need to remember and understand all the questions and answers.
(Those Vogue videos are a bit long so it’s up to you whether you want to play the whole video or just a
few minutes)
After watching the video, the teacher asks: “What did the girl answer? The class is divided into groups of
three and each group brainstorms the answers they heard.They share their information with the whole
class, and the teacher writes the answers on the board.
Introducing
Using the answers the learners wrote, the teacher explains the use of reported speech to report what a
person said. First, the teacher explains the distinction between direct speech and reported speech. (Info
taken from https://www.myenglishpages.com/site_php_files/grammar-lesson-reported-speech.php)
Direct speech Reported speech
She says: "I like tuna fish." She says that she likes tuna fish.
She said: "I'm visiting Paris next weekend" She said that she was visiting Paris the following
weekend.
A. Reporting Statements
When transforming statements, check whether you have to change:
1- Pronouns
In reported speech, you often have to change the pronoun depending on who says what.
Example:
She says, “My dad likes roast chicken.” – She says that her dad likes roast chicken.
2- Tenses
● If the sentence starts in the present, there is no backshift of tenses in reported speech.
● If the sentence starts in the past, there is often backshift of tenses in reported speech.
Direct speech Reported speech
(no backshift) “I write poems.” He says that he writes poems.
(backshift) “I write poems.” He said that he wrote poems.

No backshift
Do not change the tense if the introductory clause is in a present tense (e. g. He says). Note, however,
that you might have to change the form of the present tense verb (3rd person singular).
Example:
He says, “I write poems.” – He says that he writes English.
Backshift
You must change the tense if the introductory clause is in a past tense (e. g. He said).
Example:
He said, “I am happy.” – He said that he was happy.
Examples of the main changes in tense:
Direct Speech Reported Speech
Simple Present Simple Past

He said: "I am happy" He said that he was happy
Present Progressive Past Progressive

He said: "I'm looking for my keys" He said that he was looking for his keys
Simple Past Past Perfect Simple

He said: "I visited New York last year" He said that he had visited New York the previous year.
As a practice, learners read a part of an interview with a fictitious book writer, Joe Harrplayer and fill out
a table. (See Annexes) (Taken from https://eslbrains.com/wp-content/uploads/2019/08/ESL-Brains-
Reported-speech-with-Vogue-SV.pdf)
Also, learners play a Reported Speech sentence completion guessing game. The teacher gives the
students a list of sentence stems that should be completed with reported speech such as “I forgot to tell
someone…”, “ or “Someone told me that I…”. They complete as many sentences as they can and then
read out only the part they have written for the other students to guess which sentence that comes from.
Planning
The learners think of a movie they have watched recently and about which they have a strong opinion.
Their pick can be a new release or an old favorite, and it can be a film they loved or one they loathed,
but that they remember well.
Organizing
SP.2 Sustains a SP2. Sustain a Then, learners take a minute to jot down a few notes about this film using the following guiding
conversation conversation questions:
exchange with a exchange with a
peer. peer in the ● What was your opinion of it? Why?
classroom when ● What details do you remember best?
the topic is familiar
, though they may Rehearsing
be some difficulty The class is divided into pairs and a timer is set.Each learners has two minutes to rehearse the
understanding and following, in any order:
being understood
from time to time. Tell your partner about this movie. The learner has to assume that his/her partner knows nothing
about it, and provide enough detail so the listener gets a broad idea of what happens, the
characters and the setting.
Express your opinion of the movie. The learner tells his/her partner if his/her partner should see
it? Why or why not?
Support your opinion: The learner gives details about the movie that make it one he/she would
recommend — or not?
SI.Repeats what
has been said and When the first learner finishes. They switch roles.
conveys this
information to Interacting/Describing
another person. Learners make groups of three. Each one takes turns to share information and their opinion about the
movie they chose. The rest of the group asks follow up questions to find out more details about the
movie and their peer’s opinion about it.
W1. expresses Planning

what has been Learners are told that for this class, they are going to play two roles. a) an interviewer who is going to
learned, how it has interview a famous actor or actresses from the movies their classmates talked about last class, and b)
been learned, and one of the main actors /actresses of the movie they talked about last time.
learning goals for
the future. SI.1 Repeat what Organizing
has been said and In their roles as interviewers, learners think of five questions they would like to ask the famous
convey this actor/actress.

information to In their role as an actor/actress, they think of possible questions he/she could be asked and a possible
another person. answer.
Rehearsing
The class is divided into pairs. Each learner takes roles to be the interviewer and the famous actor.
Learners switch roles. Also, learners take notes on the answers he/she got during the interview. Then ,
learners report to each other the answers they got:”You said that…”
The teacher monitors learners’ performance closely and provides help if necessary.
Learners look for another partner and play the actor/actress/interviewer role again to collect information
again. After that, learners report to the group the answers they got from the actors/actresses. The
teacher provides general feedback.
Pre-writing
Learners are told that they were hired by a local newspaper to write a report about a movie they have
seen and can find information about.
To do so, learners use the following guiding questions:.
● When was the movie released?
W1. Express what ● Who was the main cast of the movie?
has been learned, ● What was the movie about?
how it has been ● What are the best qualities of this movie?
learned, and the ● What were people’s opinions about the movie?
learning goals for ● What did critics say about the movie?
the future. ● Would you recommend this movie?
recall, organize, plan, write
Drafting
Learners jot down their first ideas about the movie they chose. Then, they organize those ideas into a
clear logical sequence.
Revising
The class is divided into pairs. Learners peer-correct each other’s report using the following checklist.
Editing Checklist
Criteria Yes Partially No

The report includes information about..
when the movie was released
the cast of the movie
the plot of the movie
the best qualities of the movie
people’s opinions about the movie
critics opinions about the movie
personal recommendation
The report...
it is written in a clear, logical sequence
is well-capitalized
General Feedback:
Editing
Learners correct and modify their report, considering their partner’s suggestions and feedback.
Publishing
Learners present their report orally to the class. They talked about what they learned about the movie
and how they learned it.

Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to practice English, not just Adjust
those related to presentation. previous
times listed
above to
Thinking for planning allow 5 min
In pairs and continuing with the project guide for week 1 and 2, learners write their first draw about the movie, including their personal opinions each
about it. week.
Reflective Teaching

understanding.)
In
I can… Yes No
progress
sustain a conversation with a peer
report what someone said
report what I have learned
Show how I have worked with others this week.

Let’s Practice
Instructions: Read a part of an interview with a fictitious book writer, Joe Harrplayer. Next, fill in the table below the text.
David: Tell us what made you begin your writing career.
Joe: I was in my last year at the university when I realized I didn’t really know what I wanted to do with my life. At that time, my best friend told me that he
liked reading my blog and I should try writing something longer. So I did, and that’s how my first book came into existence. : We should thank your best friend,
then. Personally, I believe that you are a master at storytelling! Where do you get inspiration from?
J: That’s funny! My wife asked me where I got all the ideas from the day before. To be honest, I don’t how it works. It just happens - sometimes out of
nowhere.
D: What’s your next move and when can we expect your next book?
J: Well, I’m planning to start a new book tomorrow! Just kidding. I say that all the time, but my busy schedule makes it impossible. I can tell you that I came up
with a great story last summer. So I know what I want to write and I promise that I will start writing this year.
D: Thanks for talking and good luck with your new project.
J: Thanks for having me. You don’t realize it but you’ve just made my father’s dream come true. He said once that he’d always dreamt of seeing me in this
show!
DIRECT SPEECH REPORTED SPEECH
I really like reading your blog! My best friend told me that he _________ reading my blog
I believe that you _________ a master at storytelling! David said that Joe is a master at storytelling!
“Where do you get all the ideas from?” – asked John’s wife yesterday. My wife asked me where I _________ all the ideas from the day
before.
I _________ to start a new book tomorrow! Joe said that he was planning to start a new book the next day
“I’ve always dreamt of seeing you in that show” said Joe’s father Joe’s father said that he ______________ of seeing me in your show!
D idactic Planning
Week # 4
Level: 10th Unit: 2
Domain: Socio-interpersonal Scenario: Stories Come in All Shapes and Sizes Theme: Tell me a Story
Enduring Understanding: Everything from tweets, memes, poems, posts, blogs, comics, short stories, videos and more reveal truths and beliefs about the
writers and their culture.
General Competences

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

Community
Function
Grammar & Sentence Frames · Summarizing stories previously read and film reviews. Psychosocial
Phrases for summarizing Discourse Markers - Practicing self-questioning

strategies on a text before making
Connecting words: decisions.
- There are more
- It´s not futuristic; however, it has good special effects.
similarities/differences than differences.
- Respecting others’ opinions and
- …on the other hand, the actors were really good.
Adverbial phrases of degree extent emotions.
- Therefore; the plot is different.
- They are really quite different
because one is an action film and the
other is a romantic movie. Sociocultural
Being aware of the importance of
- One of the few similarities (or constructive feedback.
differences) is that there is too much
action.
Phrases for organizing
- The most striking /obvious /

apparent / important characteristic is that
this film is very old
- The main difference is that this is a
new film.
- An additional / subtle similarity is
that the movie is a low budget production.
Modals
- The character might have used
more passion.
- The director should have had less
extras.
Vocabulary
Characteristics
- obvious, important, striking, apparent,
similar, different.
The review is in
characters, plot, action, development,
exposition, storytelling, subtle.
Time
Assessment Total:
Strategies & 200 min
indicators of Learner can Didactic Sequence Mediation (5 lessons)
learning
(Diagnostic,
formative, summative)
Pre-teaching
Routine:
- Checking attendance
- T checks the lessons goal and class agenda.
· E.g.: This week we are going to summarize stories previously read and film reviews.
Participating: Warm up:

T asks Ls about their favorite films, characters and/or TV series; as well as the more recent film
they have watched, and the type of films they prefer. T writes some clue words on the board;
characteristics and production names. T also shares his own film and TV program preferences.
Engaging: Activation T writes on the board the question What do you think of this film?
Ls get in groups of four then T shows pictures (whether on flashcards, a powerpoint presentation
or a handout) with posters of at least six known TV series and/or films. Ls share their opinion of
the films by using simple characteristics. Later, T elicits students to share their opinions with the
rest of the class.
Introducing
T selects two film titles from the previous activity (or two different movies or TV series) to
make a comparison of both. T introduces the phrases for organizing, and the intensifiers in
phrases like “These two films are really quite different because…”, “the most important
difference of those films is that…” and “This character is very similar to the other one…”
One of the few similarities (or differences) is that there is too much action.
- The most striking /obvious / apparent / important characteristic is that this film is
very old
- The main difference is that this is a new film.
- An additional / subtle similarity is that the movie is a low budget production.
Oral Comprehension:
L1. Recognizes the L1. Understands
Pre-listening
main points of even a the main points of Ls get a handout with synonyms of vocabulary then Ls write the number of the matching
relatively long a relatively long synonym on the column of numbers. Ls do it based on either their previous knowledge or word
discussion on familiar discussion on a meaning in context. These words will be used throughout the exercise. The vocabulary
topic, related to stories familiar topic, includes old, curse, violence, best, issues, budget, character, plot, and effects.
on standard English related to stories in Later, t and Ls check the outcomes.
standard English
Ls listen to the audio “Old Movies” for the first time https://drive.google.com/open?
id=1MysND3aCUSgx0_OAmtB4hk0RjZKtrD5I . T writes these three questions on the
board:“Who are the speakers?”, “What are they talking about?” “How old do you think the
speakers are?”
Pair/Group feedback
Ls pair off and discuss those three questions. Then they share the outcomes with the rest of the
class.

Still in pairs, Ls listen to the audio for the second time and check the sentences that correctly
reflect what the speakers say, on a comparative chart.
R1. Discriminates Post-listening

factual information from Ls make a circle in the classroom or outside. T cuts some paper stripes with names of films, TV
texts and simple series, comics and books on them. T puts them in a plastic bag and asks two Ls pick up one
paper each. Each L has to read the name on the paper and compare it with his/her mate´s title,
reports on familiar
orally by using adverbial phrases and phrases for organizing. T goes around with the bag asking
topics. two other people do the same on and on.
Written Comprehension:
Pre-reading:
R1. Understand Ls participate in a Game Show exercise (trivia) about TV, films, comics and others. Ls get in
specific factual text groups of three or four; they get a handout with some pop culture questions that they read and
and simple reports discuss to choose the correct answer out of some options. The trivia includes vocabulary about
on familiar topics the topic.
(e.g. movie During the activity Ls must reach the answer they think is right, based on previous knowledge,
reviews, memes, intuition or peer opinion; therefore, T makes clear that the main goal is to have fun. This can
also be developed when using TICs through applications such as; Edmodo, Kahoot,
interviews, tweets,
Classroom and the likes.
posts, etc.)
T hands out a review film-page where Ls read three different short film reviews. They try to
guess the name of the films based on the information read. Later, T tells the titles: #1 Joker, #2
Wonder Woman and #3 Parasite.
Pair/Group feedback
SI 1. Repeat what has In pairs or groups, Ls classify sentences that reflect an arguable aspect in the reviews. . E.g.:
been said and convey This film contains violence.
this information to
another person. Reading for the second time
T writes on the board the question What do you think this production should have had? Then by
using the same handout with the three short film reviews, Ls discuss what they think those
productions must or should have had less and more; they take short notes or write simple
sentences. Ls write a short solution to the problem by using the modal phrases in past
“should/must have had more/less. Ls share their solutions with the rest of the class. E.g. L= “It
should have had less violent scenes”
Finally, T draws to columns on the board; with the words more and less, and T writes some
words given by Ls on those columns.
Post-reading
T asks Ls to check the current movie listings on their cellphones; select one and write a short
description /review in a form of a 5-line chat message. Then send it to one of their mates in the
SP1. Describes what is class through WhatsApp or Facebook. (If Ls do not have access to these tools; they write it on a
occurring in tweets, sheet of paper). The description includes:
blogs, short stories, - Name of the film
videos, including - Type
his/her personal - Some characteristics
- An opinion of what should/must have had more/less
opinion about them.
At the end, some volunteers read the messages to the rest of the class. * Spelling is not
. evaluated.
Spoken Interaction
Planning and organizing:

SI1. Repeating
T shows a “frozen” image of a short film entitled “Snack Attack”* that Ls will watch soon. Ls´
what has been and opinions are elicited through questions like:
conveying this “What do you think is this short film about?
information to “Who do you think is the main character?”
W1. Summarize simple another person and “How many characters do you think it has?”
text dealing with “What origin do you think it has?”, and others.
familiar subjects (e.g. , talking in detail
short stories, videos, about tweets, films,
*T can use any other animated short film
blogs) and check memes, short
Rehearsing
written sentences to stories, posts, and For an information gap activity, T asks Ls to pair off and get a handout with list of sentences
look for mistakes blogs. about visual productions and their characteristics for both participants. L 1 utters and L 2
(subject-verb completes them orally, with any words that come up to their minds spontaneously. then Ls
agreement, pronoun swap roles.
verb agreement, Example: Student 1: “El Chavo contains a lot of …” Student 2 “violence”, “funny moments”,
capitalization, “comedy”, etc.
indentation, commas, Ls take notes on what his/her classmate said.
appropriate vocabulary Interacting/Describing
and connecting ideas Two pairs sit together. Each learner reports to the other what his/her classmate said during the
and required format) info-gap activity. Some volunteers report to the whole class.
spelling and basic
punctuation accurately
enough to be followed
most of the time. Spoken Interaction/Production
Planning
Ls watch the 4-minute animated short film “Snack Attack”. Ls pay attention and take brief notes
SP 1. Express (if they find it necessary). Short Animated Film: Snack Attack YouTube
personal opinions https://youtu.be38y_1EWIE9I
of a short story,
films, TV series, Organizing
blogs or, videos, Ls watch the short film a second time and T hands out a set of 8 event cards. Each card
sustaining a contains one or two sentences of events from the film. Ls discuss and rearrange the events
conversational into the correct order by numbering them. Later, Ls share the outcomes with the rest of the
exchange with a class.
peer and Ls pair off or make groups to answer the questions below, orally; Ls share opinions among
descripting about their peers,
what is occurring in Questions are written by T on the board or on a piece of paper.
tweets, blogs, short
stories, videos. What are some characteristics that define this film?
What should this film have had more/less?
How can you compare this short film with a TV series or a full-length movie?
What do you think about the film?
What's the moral of the story?
Rehearsing
Learners pair up. They practice describing the short film by using the questions as a guide.
Describing
Some volunteers share their description of the short film with the rest of the class.
W1: Describe,
review and Written Production
summarize simple
text dealing with Pre writing:
familiar subjects Ls work on an associogram (list of lexical items and/or ideas that relate to a topic.); to generate
(e.g. , short stories, vocabulary to be used.
videos, blogs) and
check written
sentences to look
for mistakes
(subject-verb
agreement,
pronoun,
punctuation,
vocabulary,
spelling and
coherent ideas).
Drafting:
During a controlled-composition task, and based on the associogram, T and Ls construct ten
questions on the board for Ls to answer in a complete way.
1.What kind of films do you like?
2.And why?
3.When do you like to go to the movies?
4.Whom do you like to go with?
5.What´s the title of the last film you watched? And
6.What type of film is it?
7.What did you like the most of the film (or the least)?
8.Why?
9.What should this film have had more (or less)?
10.How would you recommend this film?
In pairs, Ls eliminate the ten questions only and organize the relevant information in the
answers. Ls notice how the information is fitting and goes from general to specific, comparing
and reviewing a film in a basic but coherent way. Ls also pay attention to verb-subject
agreement, spelling and orthography.
Then, in collaboration with their mates, Ls compiles all the answers into a solid paragraph by
rewriting and linking them with some connectors if necessary. Ls re-read it to make sure it
sounds logical, coherent and descriptive.
Revising:
The learners share their paragraph with another pair of students for peer-correction. To do so,
the following checklist is used:
Great job! Needs a little Comments
of work
Is punctuation correct?
Are all the words spelled correctly?
Is the vocabulary varied, interesting, and

relevant to the film being reviewed?
Does the review include the information

requested?
Are ideas written in a clear, logical sequence?
Editing
Ls read the feedback provided by their peers and edit the paragraph.
Publishing
Ls publish their written reviews by pasting them on a mural entitled: Film Reviews. Ls take time
to walk around and read their peer’s film review.

Acting out/ Completing MP: Adjust previous times listed above to

In the same pairs and continuing with the project guide for weeks 1, 2 and 3, learners share their summary with another allow 5 min each week.
pair of students to get feedback. Then, they edit and correct the summary, considering their peers suggestions. Group presentations can be
week 5 or 6.
Responding and sharing: Learners share the summary of the movie they wrote. To do so, the teacher creates a blog
where learners post their papers and their classmates respond to them.
Leaners participate in individual and peer assessment of mini-project.
Teachers monitor ….
 Did Ls use English during all aspects of Integrated Mini-Project?
 How did project presentations reflect understanding and/or mastery of Can Do statements?
 Did Ls put into practice the focus of Learn to Be and Live in Community?
Did the Integrated Mini-Project provide answers to the Essential Question?
Reflective Teaching

understanding.)
I can… Yes In progress No
Describe characteristics of a film, documentary, TV series, short animated film, cartoon, etc.
Identify important details from oral passages.
Express my opinion about films, stories, TV shows, and so on.
Reply to other´s ideas about films, and other productions.
Write a film review
Show how I have worked with others this week.

Oral comprehension (pre-listening stage handout)
Sentences Synonyms numbers
1. That's an old joke - I've heard it about a thousand don´t make money
times.
2. The actor´s dialogue was limited; he just cursed all

the time. story
3. Local films are watched by just a few people. They

don’t sell tickets because people prefer Hollywood hurt people
films.
4. This is a far superior movie of the saga. ancient

1
5. Modern films and TV series show lots of guns, use impolite

violence and crimes. vocabulary
6. Documentaries expose relevant people´s problems. the best
7. There are three main characters in that film. back then
8. The film has a very simple plot. protagonists
9. The sounds and visuals of this movie make things issues

seem very real.
10. In the past, memes and stickers did not exist. effects
Oral comprehension (listening for the second time chart)

Older Movies Modern Movies
1. are the best. 1. are in 2 colors.
2. are in black and white. 2. have actors that curse too much.
3. have better plots. 3. have a lot of violence.
4. have lots of action. 4. have less action.
5. have actors with real issues. 5. make much money.
6. show much better characters. 6. include real people.
Oral comprehension (Post-Listening)

Written Comprehension: Pre-reading: Trivia

Game Show
1. The film Toy Story 2 was about to be cancelled because…
a. the first part was not popular.
b. a computer problem deleted the files of the film.
c. the director used too many special effects affecting the plot.
2. In 2007, the film Ratatouille inspired many children to…

a. to become chefs.
b. to visit restaurants.
c. to ask their parents for a rat as a pet.
3. The film Finding Nemo provoked that…

a. the population of clownfish in their natural habitats dropped.
b. people were more conscious about nature.
c. people loved sharks.
4. The cartoon character that appears in the most films is …

a. Superman.
b. Sponge Bob.
c. Donald Duck.
5. Animators of the film Up created the balloons that lift the house.
They created a total of _________________ balloons.
a. 10,297
b. 1,270
c. 150
6. In the film Jurassic World, the place where dinosaurs live is …

a. Jamaica.
b. Australia.
c. Costa Rica.
7. In the TV series The Simpsons all characters have…

a. four fingers.
b. a big house.
c. a cat and a dog.
8. In the film Maleficent the horns of the actress were so heavy that she could have…
a. fallen down.
b. broken her neck.
c. destroyed the set.
Reading Comprehension: Reading for the first time
Film reviews
Review #1 Review #2 Review #3
This is a fictional story of a man An Amazon princess who lives on an Members of an unemployed family target
struggling to find his way in Gotham´s island occupied only by women. Until an a wealthy household to survive. This is a
society. He works as a clown by day but event makes her go to the city and fight. well-written, horribly fascinating comedy-
he wants to be a stand-up comic at night. This is a fictional story that contains lots drama.
He discovered that his existence is cruel of action and special effects, drama and Parasite is a black comedy, a movie about
then he takes a bad decision. love. status aspiration, materialism, the
This film contains violence but it also has patriarchal family unit and the satiric idea
a lot of a psychological drama. You can Positives: acting, plot, great costumes, of having servants.
love it or hate it. amazing scenarios and cool visual effects.
Positives: acting, plot, reflects perfectly
Positives: acting, plot, make up and visual Negatives:The rival´s performance, the Korean society.
effects. sometimes it is boring because it's slow
(sometimes boring), finally, it has many Negatives: inability to contend with
Negatives: occasionally it is a slow movie slow motion scenes. society; it is a conservative film in some
(sometimes boring), and it needs more moments.
supporting characters.
Spoken Interaction
Planning and elaborating:

Example of a “frozen” image of the short film “Snack Attack”
Taken from:
https://images.app.goo.gl/6n7gzEAEjPCFoep46
Spoken Interaction
Repeating and Interacting: Information Gap task
Student 1 Student 2
1. The Star Wars saga has a lot of … 1. In your opinion the movie The Ouija is …
2. The characters of a drama film should have … 2. Black and white comedies were more…
3. Sometimes film reviews are… 3. The Avengers should have had less…
4. Actors of Mexican soup operas should have had 4. The best role an actor can interpret is not
less… comedy, it is…
5. Comedy films are… 5. Movies must include more…
6. Costa Rican films are very … 6. Film festivals are important because…
7. A good documentary must have more… 7. The most important person in a movie is…
8. The main characters of Titanic are… 8. Independent movies are not…
9. The film Spiderman uses more special effects 9. The most underrated productions are…
than…
10. In this moment reality TV shows are
10. Usually reggaeton music videos contains too considered…
much …
Spoken Interaction Production

Describing: Snack Attack event cards
Spoken Interaction: Phonology
Video: https://youtu.be/EeToarNceeM
Phonology /OƱ/ and /ɔ:/
So Saw
Exercise 1: Pronounce these words along with your partner.
OƱ ɔ:
Boat Bought
Board Bored
Code Cord
Coke Cork
Cone Corn
Choke Chalk
Close Claws
Dome Dorm
Foam Form
Foe For
Goal Gall
Home Horn
Know Nor
Low Law
Poke Pork
Show Sure
Snow Snore
Toe Torn
Exercise 2: Identify the word based on the correct sound you hear.
OƱ ɔ:
Stoke Stoke
Morning Morning
Code Code
Stork Stork
Poke Poke
Bought Bought
Pork Pork
Horn Horn
Cord Cord
Boat Boat
Weeks 5 and 6
Review and Integrated Mini-Project
Level: 10th Unit: 1

Enduring Understanding: Literature opens the imagination and adds value to cultural knowledge and language.
Essential Question: How can literature change the way we see the world?
General Competences

Grammar & Sentence Frame Function Psychosocial
 Did Ls use all sentence frames?  Did Ls use all functions?  Did Ls show evidence of …
Vocabulary  Being aware and committed to protecting the
 Did Ls say aloud and write all vocabulary? Discourse Markers environment
 Did Ls practice connecting words: and, but,  Appreciating natural wonders
Phonology because?
 Did Ls recognize, articulate and produce Sociocultural
phonological sounds?  Did Ls practice idioms and quotes?
Assessment
Strategies & Time
indicators of Total:
Learner can Didactic Sequence Mediation
learning 120 min
(Diagnostic, formative, (3 lessons)
summative)
 Did Ls  Can Ls do Referencing notes from formative assessments throughout the weeks, repeat activities to strengthen All of week 5
achieve all all tasks? Ls in weaker areas or select from Optional Activities that follow these plans. or 6
learning
outcomes?
Options Integrated Mini-Project Time

 Participating to negotiate: (5 or 10 minutes in week 1) All of week 5

In pairs, learners choose a movie they have both watch and would like to write a summary about. or 6 of unit
Thinking for planning

In pairs and continuing with the project guide for week 1 and 2, learners write their first draw about the
movie, including their personal opinions about it.
Thinking for planning

In pairs and continuing with the project guide for week 1 and 2, learners write their first draw about the
movie, including their personal opinions about it.
Acting out/ Completing MP:

In the same pairs and continuing with the project guide for weeks 1, 2 and 3, learners share their
summary with another pair of students to get feedback. Then, they edit and correct the summary,
considering their peers suggestions.
Responding and sharing: Learners share the summary of the movie they wrote. To do so, the teacher
creates a blog where learners post their papers and their classmates respond to them. Each group has its
own blog as a way to monitor their performance more closely.
Leaners participate in individual and peer assessment of mini-project.
Teachers monitor ….
 Did Ls use English during all aspects of Integrated Mini-Project?
 How did project presentations reflect understanding and/or mastery of Can Do statements?
 Did Ls put into practice the focus of Learn to Be and Live in Community?
Did the Integrated Mini-Project provide answers to the Essential Question?
Images taken from:

https://images.app.goo.gl/T9qEsoGHwf9iq4mPA
https://images.app.goo.gl/FqfSgfG4ykZY88rw7
https://images.app.goo.gl/JFatvsYQV8dbWkE89
https://images.app.goo.gl/5Goh8qhUNyt1CtjH8
https://images.app.goo.gl/mPH2XaQPCxZcLgRP7
AilSoft Cl. https://images.app.goo.gl/T4ciXJFyFPyknP2c8
https://images.app.goo.gl/LqWE2KBgaCwwNVwV9
https://images.app.goo.gl/gytc8hcA8DDtr6hA9
https://images.app.goo.gl/h9ks1ngDVGEH1atB8
Reviews taken and re-adapted from:
- The Guardian www.the guardian.com › film › parasite-review-bong-joon-ho…

By Peter Bradshaw. Feb, 7 2020.
- The New Yorker. How Parasite Falls Short of Greatness by Richard Brody. Oct. 14, 2019.
https://www.newyorker.com›howparasitefallsshortofgreatness
- Joker Rotten Tomatoeshttps://www.rottentomatoes.com›joker
- Wonder Woman (2017) Rotten Tomatoes. https://www.rottentomatoes.com›wonderwoman

Teacher S Guide Unit 2-10th Grade

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MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Giselle Cruz Maduro

Melania Brenes Monge

María Alexandra Ulate Espinoza

Rigoberto Corrales Zúñiga

Mag. Marianella Granados Sirias,

Mag. Alfredo Ortega Cordero,

María Gabriela Castillo Hernández

Ezequiel Rojas Gutierrez

Diego Gómez Castro, CTP de Granadilla

Marco Brenes López

Level 10th Unit 2

Competences for Employability ( )

Assessment and Goals

interviews, tweets, long as the texts of various understanding written formats

Function Function Function Function

bought the book and DVD. had more action.

Sociocultural Sociocultural Sociocultural Sociocultural

Competences for Employability ( )

Learn to Be and Live in

Grammar & Sentence Frames Function Psychosocial

 writer, editor, designer, artist, graphic designer,

You Should Read This

 compose, create, post, present

Routine: Checking attendance, checking in with Ls, T posts the Essential

GIF’s. Teacher encourages learners to tell the stories in past tense.

Engaging: Activation of prior knowledge

Graphic Organizer - Types of Storyteller

Type of What do they make? What kind of people do

Director Example: They make movies Example: I think they are

they have to pay attention to what happened to her.

Listening for the first time

 The day Carolina met his best friend

Listening for the second time

1. They first met four or five years ago. True

3. Enrico was sitting at a table chatting to some friends. True

R1. discriminates factual 4. Enrico spoke first in the bar. True

 When did you meet?

Reading for the second time

Integrated Mini-Project Time

Participating to negotiate: (5 or 10 minutes in week 1) Adjust previous times listed above

Enduring Understanding Reflection

Week Plan Self-Assessment

I can… Yes In progress No

Recognize the topic of an oral conversation

Identify important details from an oral conversation.

Discriminate the most relevant information in a reading passage.

Describe what happened in a video story.

Graphic Organizer - Types of Storyteller

Type of What do they make? What kind of people do you

Director Example: They make movies Example: I think they are

Present simple and past simple worksheet

think, love, like, can stand, prefer

1) When it comes to movies, I ____________ thrillers.

3. Enrico was sitting at a table chatting to some friends. True False

4. Enrico spoke first in the bar. True False

3. Enrico was sitting at a table chatting to some friends. True False