Ingles Bachillerato 2018 1

Ministerio de Educación Pública
Dirección de Gestión y Evaluación de la Calidad

Departamento de Evaluación Académica y Certificación
LISTADO DE OBJETIVOS Y CONTENIDOS QUE SE

MEDIRÁN EN LAS PRUEBAS DE CERTIFICACIÓN DE
LOS PROGRAMAS:
 Bachillerato por Madurez Suficiente
 Bachillerato de Educación Diversificada a

Distancia
Este documento está elaborado con base en los programas de estudio del Ministerio de Educación
Pública, consta de objetivos, contenidos y distribución de ítems respectivamente. Es una guía para los
postulantes de los programas Bachillerato por Madurez Suficiente (BXM) y Bachillerato de Educación
Diversificada a Distancia (EDAD) de educación abierta.
2018
Página 1 de 23
DISTRIBUTION OF ITEMS BASED ON OBJECTIVES AND CONTENTS

(pruebas del nivel de bachillerato y prueba comprensiva)
Cognitive target 1. Achievements of our national athletes
Objectives Contents Number of items

1. Understanding short and factual  National athletes: Biographies. Achievements.
texts.  Sports: Swimming, diving, archery, canoeing, among others.
 Information questions: Who, when, where, how fast, among others.
2. Understanding ideas and information  Lexicon related to this target content
in the text through making Consider the language examples provided in the National Syllabus. 5
inferences. Who, when, where, how fast/long, which, etc.
What sports does _____________________ play?
3. Understanding conceptual meaning. Are you good at _______________________?
What’s his/her best ____________________?
Cognitive target 2. Costa Rican art, music, and craft
1. Selecting written material that is  Art expressions: Crafts, types of music, painting, writing and others.
appropriate to their competence to  Locations: Galleries, theaters, among others.
read independently.  Information question: Which, when, what, how many, why, and others.
 Lexicon related to this target content
Consider the language examples provided in the National Syllabus. 5
Wh-questions: which, when, what, how many, how, etc.
Who is a famous painter/writer?
Where does the ________ play?
Página 2 de 23
Cognitive target 3. Costa Rican typical food

1. Identifying details in familiar material.  Typical foods
 Popular dishes
2. Understanding relations between the  Information questions: Which, when, how, what kind of ……………?
parts of a text through lexical  Lexicon related to this target content
cohesion devices. Consider the language examples provided in the National Syllabus.
What are the most popular dishes in ___________?
4
What do you eat for breakfast, lunch, etc._________?
Which, when, how, what kind of _______?
What’s typical from ____________?, etc.
What's your favorite food?
Cognitive target 4. Types of food, eating habits and behaviors at the table

1. Identifying details in familiar material.  Giving information about foods: Ingredients and procedures.
 Table manners: Eating time, courtesy, etiquette, and table setting.
2. Understanding relations between the  Meals: Breakfast, lunch, dinner.
parts of a text through lexical  Lexicon related to this target content 5
cohesion devices. Consider the language examples provided in the National Syllabus.
We prefer ___________________.
Lunch is more formal.
Our main meal is ________________.
What food do/does ______________ like the best?
In my family, we set the table this way
Página 3 de 23
Cognitive target 5. Holidays and celebrations in Costa Rica with some celebrations in English speaking countries

1. Identifying details in familiar 
Holidays in Costa Rica and English speaking countries
material. 
Current events and celebrations

Origin and traditions
2. Understanding relations between 
Giving information on current events and celebrations:
the parts of a text through lexical When is it celebrated?
cohesion devices. How is it celebrated? 5
Consider the language examples provided in the National Syllabus.
What’s your favorite __________?
My family is used to going/eating/celebrating on _______.
I prefer ________________, etc.
Cognitive target 6. Causes and effects of natural resources misuse

1. Understanding a range of  Natural resources: Flora and Fauna. Sustainability. Preservation
imaginative and factual material that  Resource misuse: contamination, deforestation, others
includes some complex sentences  Causes and effects of natural resources misuse
and unfamiliar language.  Lexicon related to this target content
2. Understanding the communicative We should ___________________.
5
value (function) of sentences and A solution could be _____________.
utterances. I think/believe that _____________.
I agree/don’t agree _____________.
It’s better to ____________________.
Página 4 de 23
Cognitive target 7. Tourist aspects worldwide and tourist attractions offered by Costa Rican communities

1. Understanding conceptual meaning.  Tourist attractions and places to visit
 Facilities and accommodations
2. Selecting written material that is  Giving information about tourist attractions
appropriate to their competence to  Describing places
read independently.  Local and international tourism
3. Recognizing indicators of discourse. Consider the language examples provided in the National Syllabus.
6
Have you ever __________________?
4. Drawing conclusions from extended Have you gone/liked/enjoyed _______________?
texts. You should ____________________.
There is/are ___________________.
Let me show you _______________.
The place offers you __________. etc.
Cognitive target 8. Common illnesses and new diseases and epidemics

1. Selecting written material that is  Common illnesses and their symptoms
appropriate to their competence to  New diseases
read independently.  Epidemics
 Prevention
 Medications
5
What’s the matter?
How do you feel?
Página 5 de 23
Do you know about ________________?

You need to take __________________, etc.
You need to drink___________________.
You need to stay in bed, etc.
What are the symptoms of _____________?
Cognitive target 9. Our democratic tradition

1. Identifying details familiar  Democracy in Costa Rica: Freedom, rights and obligations.
in
material.  The voting process: The electoral tribunal, elections, ballot, voters,
political parties, candidates, polls, surveys, etc.
2. Understanding relations between  Sovereignty: Constitution, laws, citizenship, etc
the parts of a text through lexical  Government: President, vice president, deputies, congress, political
5
cohesion devices. power, local government, ministries, etc.
 Democracy and other ideologies
What do you understand by democracy/freedom/sovereignty?, etc?
What do you think about politics/ democracy?
What do you think about the right to vote/speak? etc.
Página 6 de 23
Cognitive target 10. Careers, jobs, and lifestyles

1. Understanding a range of imaginative  Careers
and factual material that includes some  Information about job demand in Costa Rica
complex sentences and unfamiliar  Opportunities for employment
language.  Salaries
2. Understanding the communicative value Consider the language examples provided in the National Syllabus.
(function) of sentences and utterances. Which professions are ___________________?
What professions do you _________________?
3. Understanding a variety of types of What do you know about/think of _______________?
written material for personal interest and
for information.
Which are the benefits of ________________? 5
I’d like (to) ____________ because __________.
How much does a _______ earn/cost at _________?
4. Copying readily with unfamiliar topics What does he/she do?
involving more complex language and Where can you major in ____________?
recognizing attitudes and emotions. ________ is better than _________.
It takes __________________ to graduate, etc.
5. Extracting salient points to summarize the I’m interested in ___________________.
text, ideas, cognates, derivatives, etc Let me tell you about _______________.
I'd like to apply for ________________.
You need to fill out _________________ etc.
What do you want to be _________________? Why?
Would you like to ______________________?
Do you want to enter _________________?
Página 7 de 23
Cognitive target 11. Science and technology

1. Understanding a wide range of factual  Science
and imaginative texts.  Technology
 Discoveries
2. Coping readily with unfamiliar topics  Advantages and disadvantages of technology
involving more complex language and  Telecommunication trends
recognizing attitudes and emotions.  Machinery and industry
 Misuse of technology and its consequences
6
How does science and technology affect the discovery of _______?
What’s the future of ______________________?
Which are some applications of _____________?
What are some fields of interest?
Traveling to outer space _________________.
Cognitive target 12. Morals and values

1. Drawing conclusions extended 
from Morals and values
texts.  Human rights
 Interpersonal relationships
2. Understanding a wide range of factual  Respect and tolerance 5
and imaginative texts.  Lexicon related to this target content
Morals and values: What's a value / moral?
Página 8 de 23
I agree with you about ____________________.

I think that we could ____________________.
You’d better ________________________.
Why don't you/we __________________?
Maybe if you ____________________.
You shouldn't ____________________.
Cognitive target 13. Gender, senior citizens, and minority groups

1. Understanding a wide range of factual  Men’s and women’s roles in society
and imaginative texts.  Asking about gender
 Senior citizens opportunities
2. Copying readily with unfamiliar topics  Minority groups
involving more complex language and  Family life
recognizing attitudes and emotions.  Lexicon related to this target content 5
3. Distinguishing the main idea from How can you help / take care of ___________________?
supporting details. Could we ___________________?
Let’s ____________________.
4. Transcoding information to diagrammatic I’d like to ____________________.
display. I don’t think (that) ____________________.
Página 9 de 23
Cognitive target 14. Mass media and communications

1. Identifying the main point or important  Mass media
information in a piece of discourse.  Communication
 Communication facilities
2. Distinguishing the main idea from  Lexicon related to this target content
supporting details. Consider the language examples provided in the National Syllabus.
TV is important because ___________________
3. Reading between the lines. The communication facilities ________________ 4
Why is __________________ important?
I think (that) ___________________
I don’t consider _________________
In my opinion ___________________, etc.
Total number of items 70
Página 10 de 23
Notas importantes:
 Se encuentran fusionados los contenidos de “Tourist Attractions Offered by Costa Rican Communities” de 10 año con “Tourist Aspects
Worldwide” de 11 año.
 Se encuentran fusionados los contenidos de “Careers, jobs and lifestyles” de 10 año con “Job demand in Costa Rica” y Careers” de 11
año.
 Se encuentran fusionados los contenidos de “Gender: Roles of Men and Women” y “Senior Citizens, Minority Groups and…” de 11 año.
 Los siguientes objetivos y contenidos se tomarán en cuenta dentro de cada lectura de la prueba:
 WORDS WITH SAME/DIFFERENT MEANING (SYNONYMS AND ANTONYMS)
Objectives Contents
1. Understanding relations between the parts of a text through lexical  Lexical cohesion devices
cohesion devices.  Synonyms and Antonyms
2. Understanding relations within the sentence.
3. Understanding texts through the use of synonyms/antonyms.
 LINKING WORDS IN CONTEXT

Objectives Contents
1. Understanding conceptual meaning.  Lexical cohesion devices
2. Understanding relations between the parts of a text through lexical  Linking words
cohesion devices.  Conjunctions
3. Understanding relations within sentences.
 PREFIXES, SUFFIXES AND ROOT WORDS

Objectives Contents
1. Interpreting material that contains complex sentences.  Prefixes
2. Recognizing indicators of discourse.  Suffixes
 Root words
 WORDS WITH THE SAME PRONUNCIATION BUT DIFFERENT MEANINGS
Objectives Contents
1. Interpreting material that contains complex sentences.  Homonyms
Página 11 de 23

(prueba EDAD 1)
Cognitive target 1. Achievements of our national athletes

1. Understanding short and factual texts.  National athletes: Biographies. Achievements.
 Sports: Swimming, diving, archery, canoeing, among others.
2. Understanding ideas and information in  Information questions: Who, when, where, how fast, among others.
the text through making inferences.  Lexicon related to this target content
Consider the language examples provided in the National 8
3. Understanding conceptual meaning. Syllabus.
Who, when, where, how fast/long, which, etc.
What sports does _____________________ play?
Are you good at _______________________?
What’s his/her best ____________________?
Cognitive target 2. Costa Rican art, music, and craft
1. Selecting written material that is  Art expressions: Crafts, types of music, painting, writing and others.
appropriate to their competence to read  Locations: Galleries, theaters, among others.
independently.  Information question: Which, when, what, how many, why, and others.
Wh-questions: which, when, what, how many, how, why, etc.
Who is a famous painter/writer?
Where does the ________ play?
Página 12 de 23
Cognitive target 3. Costa Rican typical food

1. Identifying details in familiar material.  Typical foods
 Popular dishes
2. Understanding relations between the  Information questions: Which, when, how, what kind of ……………?
parts of a text through lexical cohesion  Lexicon related to this target content.
devices. Consider the language examples provided in the National Syllabus. 7
What are the most popular dishes in ___________?
What do you eat for breakfast, lunch, etc._________?
Which, when, how, what kind of _______?
What’s typical from ____________?, etc.
What's your favorite food?
Cognitive target 4. Holidays and celebrations in Costa Rica with some celebrations in English speaking countries

1. Identifying details in familiar language.  Holidays in Costa Rica and English speaking countries
 Current events and celebrations
2. Understanding relations between the  Origin and traditions
parts of a text through lexical cohesion  Giving information on current events and celebrations:
devices. When is it celebrated?
How is it celebrated?
6
What's your favorite __________?
My family is used to going/eating/celebrating on _______.
I prefer ________________, etc.
Página 13 de 23
Cognitive target 5. Causes and effects of natural resources misuse

1. Understanding a range of imaginative  Natural resources: Flora and Fauna. Sustainability. Preservation.
and factual material that includes some  Resource misuse: contamination, deforestation, others.
complex sentences and unfamiliar  Causes and effects of natural resources misuse
language.  Lexicon related to this target content
2. Understanding the communicative We should ___________________.
value (function) of sentences and A solution could be _____________.
utterances. I think/believe that _____________.
I agree/don't agree _____________.
It's better to ____________________.

1. Understanding conceptual meaning.  Tourist attractions and places to visit, facilities and
accommodations
2. Selecting written material that is  Giving information about tourist attractions, describing places
appropriate to their competence to read  Local and international tourism
independently.  Lexicon related to this target content
8
3. Recognizing indicators of discourse. Have you ever __________________?
Have you gone/liked/enjoyed _______________?
4. Drawing conclusions from extended You should ____________________.
texts. There is/are _________________. Let me show you _______________.
The place offers you __________. etc.
Página 14 de 23
Cognitive target 7. Common illnesses and new diseases and epidemics
1. Selecting written material that is  Common illnesses and their symptoms

appropriate to their competence to read  New diseases, epidemics, prevention, medications
independently. Consider the language examples provided in the National Syllabus.
How do you feel?
Have you seen a doctor? 6
Do you know about ________________?
You need to take _____________. You need to drink_______________.
What are some sexual diseases? Etc.
Cognitive target 8. Our democratic tradition

1. Identifying details in familiar material.  Democracy in Costa Rica: Freedom, rights and obligations.
 The voting process: The electoral tribunal, elections, ballot, voters,
2. Understanding relations between the political parties, candidates, polls, surveys, etc.
parts of a text through lexical cohesion  Sovereignty: Constitution, laws, citizenship, etc.
devices.  Government: President, vice president, deputies, congress, political 6
power, local government, ministries, etc.
 Democracy and other ideologies
What do you understand by democracy/freedom/sovereignty?, etc?
Página 15 de 23

1. Understanding a range of imaginative  Careers
and factual material that includes some  Information about job demand in Costa Rica
complex sentences and unfamiliar  Opportunities for employment
language.  Salaries
2. Understanding the communicative value Consider the language examples provided in the National Syllabus.
(function) of sentences and utterances. Which professions are ___________________?
What professions do you _________________?
3. Understanding a variety of types of What do you know about/think of _______________?
written material for personal interest and Which are the benefits of ________________?
for information. I'd like (to) ____________ because __________. 6
How much does a _______ earn/cost at _________?
4. Copying readily with unfamiliar topics What does he/she do?
involving more complex language and Where can you major in ____________?
recognizing attitudes and emotions. ________ is better than _________.
It takes __________________ to graduate, etc.
5. Extracting salient points to summarize I'm interested in ___________________.
the text, ideas, cognates, derivatives, Let me tell you about _______________.
etc. I'd like to apply for ________________.
You need to fill out _________________ etc.
What do you want to be _________________? Why?
Would you like to ______________________?
Do you want to enter _________________?
Página 16 de 23
Notas importantes:
 Se encuentran fusionados los contenidos de “Tourist Attractions Offered by Costa Rican Communities” de 10 año con “Tourist
Aspects Worldwide” de 11 año.
 Se encuentran fusionados los contenidos de “Careers, jobs and lifestyles” de 10 año con “Job demand in Costa Rica” y
Careers” de 11 año.
 Se encuentran fusionados los contenidos de “Gender: Roles of Men and Women” y “Senior Citizens, Minority Groups and…”
de 11 año.
 Los siguientes objetivos y contenidos se tomarán en cuenta dentro de cada lectura de la prueba:
 WORDS WITH SAME/DIFFERENT MEANING (SYNONYMS AND ANTONYMS)

Objectives Contents
1. Understanding relations between the parts of a text through lexical cohesion  Lexical cohesion devices.
devices.  Synonyms and Antonyms.
2. Understanding relations within the sentence.
3. Understanding texts through the use of synonyms/antonyms.
 LINKING WORDS IN CONTEXT

Objectives Contents
1. Understanding conceptual meaning.  Lexical cohesion devices.
2. Understanding relations between the parts of a text through lexical cohesion  Linking words.
devices.  Conjunctions.
3. Understanding relations within sentences.
Página 17 de 23

(prueba EDAD 2)
Cognitive target 1. Types of food, eating habits and behaviors at the table

1. Identifying the main point or important  Giving information about foods: Ingredients and procedures.
information in a piece of discourse.  Table manners: Eating time, courtesy, etiquette, and table setting.
 Meals: Breakfast, lunch, dinner.
2. Distinguishing the main idea from  Lexicon related to this target content.
supporting details. Consider the language examples provided in the National Syllabus. 8
We prefer ___________________.
Lunch is more formal.
Our main meal is ________________.
What food do/does ______________ like the best?
In my family, we set the table this way

1. Understanding conceptual meaning.  Tourist attractions and places to visit
 Facilities and accommodations
2. Selecting written material that is  Giving information about tourist attractions
appropriate to their competence to read  Describing places
independently.  Local and international tourism 10
3. Recognizing indicators of discourse. Consider the language examples provided in the National Syllabus.
Have you ever __________________?
4. Drawing conclusions from extended texts. Have you gone/liked/enjoyed _______________?
Página 18 de 23

1. Understanding a range of imaginative and factual  Careers
material that includes some complex sentences  Information about job demand in Costa Rica
and unfamiliar language.  Opportunities for employment
 Salaries
2. Understanding the communicative value (function)  Lexicon related to this target content
of sentences and utterances. Consider the language examples provided in the National
Syllabus.
3. Understanding a variety of types of written material Which professions are ___________________? 8
for personal interest and for information. What do you know about/think of _______________?
Which are the benefits of ________________?
4. Identifying the main point or important information How much does a _______ earn/cost at _________?
in a piece of discourse. What does he/she do?
Where can you major in ____________?
5. Extracting salient points to summarize the text, ________ is better than _________.
ideas, cognates, derivatives, etc. It takes __________________ to graduate, etc.
I'm interested in ___________________.
Página 19 de 23
Cognitive target 4. Science and technology

1. Understanding a wide range of factual and  Science
imaginative texts.  Technology
 Discoveries
2. Coping readily with unfamiliar topics  Advantages and disadvantages of technology
involving more complex language and  Telecommunication trends
recognizing attitudes and emotions.  Misuse of technology and its consequences
10
How does science affect the discovery of _______?
What's the future of ______________________?
Which are some applications of _____________?
Cognitive target 5. Morals and values

1. Drawing conclusions from extended texts.  Morals and values, human rights, interpersonal relationships,
respect and tolerance
2. Understanding a wide range of factual and  Lexicon related to this target content
imaginative texts. Consider the language examples provided in the National Syllabus.
Morals and values: What's a value / moral? 8
I agree with you about ____________________.
I think that we could ____________________.
You’d better ________________________.
Why don't you/we __________________?
Maybe if you ____________________.
Página 20 de 23
Cognitive target 6. Gender, senior citizens and minority groups

1. Understanding a wide range of factual and  Men’s and women’s roles in society
imaginative texts.  Asking about gender
 Senior citizens opportunities
2. Copying readily with unfamiliar topics involving  Minority groups
more complex language and recognizing  Family life
attitudes and emotions.  Lexicon related to this target content
Consider the language examples provided in the National
8
3. Distinguishing the main idea from supporting Syllabus.
details. How can you help / take care of ___________________?
Could we ___________________?
4. Transcoding information to diagrammatic display. Let's ____________________.
I'd like to ____________________.
I don't think (that) ____________________.
Página 21 de 23
Cognitive target 7. Mass media and communications

1. Identifying the main point or important information  Mass media
in a piece of discourse.  Communication
 Communication facilities
2. Distinguishing the main idea from supporting  Lexicon related to this target content
details. Consider the language examples provided in the National
Syllabus.
3. Reading between the lines. TV is important because ___________________ 8
The communication facilities ________________
Why is __________________ important?
I think (that) ___________________
I don't consider _________________
In my opinion ___________________, etc.
Página 22 de 23
Notas importantes:
 Se encuentran fusionados los contenidos de “Tourist Attractions Offered by Costa Rican Communities” de 10 año con “Tourist
Aspects Worldwide” de 11 año.
 Se encuentran fusionados los contenidos de “Careers, jobs and lifestyles” de 10 año con “Job demand in Costa Rica” y
Careers” de 11 año.
 Se encuentran fusionados los contenidos de “Gender: Roles of Men and Women” y “Senior Citizens, Minority Groups and…”
de 11 año.
 Los siguientes objetivos y contenidos se tomarán en cuenta dentro de cada texto incluido en la prueba:
 PREFIXES, SUFFIXES AND ROOT WORDS

Objectives Contents
1. Interpreting material that contains complex sentences.  Prefixes
2. Recognizing indicators of discourse.  Suffixes
 Root words
 WORDS WITH THE SAME PRONUNCIATION BUT DIFFERENT MEANINGS

Objectives Contents
1. Interpreting material that contains complex sentences.  Homonyms
Página 23 de 23

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Ministerio de Educación Pública

Dirección de Gestión y Evaluación de la Calidad

LISTADO DE OBJETIVOS Y CONTENIDOS QUE SE

 Bachillerato por Madurez Suficiente

 Bachillerato de Educación Diversificada a

DISTRIBUTION OF ITEMS BASED ON OBJECTIVES AND CONTENTS

Cognitive target 1. Achievements of our national athletes

Objectives Contents Number of items

Cognitive target 2. Costa Rican art, music, and craft

Objectives Contents Number of items

Cognitive target 3. Costa Rican typical food

Objectives Contents Number of items

Objectives Contents Number of items

Objectives Contents Number of items

Cognitive target 6. Causes and effects of natural resources misuse

Objectives Contents Number of items

Objectives Contents Number of items

Cognitive target 8. Common illnesses and new diseases and epidemics

Objectives Contents Number of items

Do you know about ________________?

Cognitive target 9. Our democratic tradition

Objectives Contents Number of items

Cognitive target 10. Careers, jobs, and lifestyles

Objectives Contents Number of items

Cognitive target 11. Science and technology

Objectives Contents Number of items

Cognitive target 12. Morals and values

Objectives Contents Number of items

I agree with you about ____________________.

Cognitive target 13. Gender, senior citizens, and minority groups

Objectives Contents Number of items

Cognitive target 14. Mass media and communications

Objectives Contents Number of items

Total number of items 70

 LINKING WORDS IN CONTEXT

 PREFIXES, SUFFIXES AND ROOT WORDS

DISTRIBUTION OF ITEMS BASED ON OBJECTIVES AND CONTENTS

Cognitive target 1. Achievements of our national athletes

Objectives Contents Number of items

Cognitive target 2. Costa Rican art, music, and craft

Objectives Contents Number of items

Cognitive target 3. Costa Rican typical food

Objectives Contents Number of items

Objectives Contents Number of items

Cognitive target 5. Causes and effects of natural resources misuse

Objectives Contents Number of items

Objectives Contents Number of items

Cognitive target 7. Common illnesses and new diseases and epidemics

Objectives Contents Number of items

1. Selecting written material that is  Common illnesses and their symptoms

Cognitive target 8. Our democratic tradition

Objectives Contents Number of items

Cognitive target 9. Careers, jobs, and lifestyles

Objectives Contents Number of items

Total number of items 60

 WORDS WITH SAME/DIFFERENT MEANING (SYNONYMS AND ANTONYMS)

 LINKING WORDS IN CONTEXT

DISTRIBUTION OF ITEMS BASED ON OBJECTIVES AND CONTENTS

Objectives Contents Number of items

Objectives Contents Number of items

Cognitive target 3. Careers, jobs, and lifestyles

Objectives Contents Number of items

Cognitive target 4. Science and technology

Objectives Contents Number of items