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 ]
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‡ It consists of designing a guide that
involves a group of structured, well-
organize activities, developed to
accomplish the objectives which
have a special purpose known by
both the teacher and the learners.
 ë

|


 |

‡ It is to establish in general terms, the
topics(content), objectives that you are going to
use for the whole school year.

‡ The information is taken from the syllabus.

 ï  |

‡ It is related to the aims of the curriculum.
‡ It is more efficient to think in terms of
preparing a series of connected lessons
commonly called a ³teaching unit´.
‡ This unit could represent the work covered
in the language class over an extended
period that usually corresponds to three
weeks or a month.
 ]
 |
 |

‡ The unit plan is broken into daily lesson plans, which
correspond to individual work sessions that the
teacher prepares for the time -forty minutes- it covers.
‡ It follows similar procedures as the unit plan, but in
very specific terms. At the end of the daily plan include
the chronicle.
‡ ë
 
is the personal annotations after class;
for example, comments about the activities, if the
lesson was developed as it was planned, suggestions
for future sessions, etc.
 2 
 ]

|

‡ General Information
‡ Target Content/Cognitive Target
‡ Objectives
‡ Functions
‡ Language Examples
‡ Procedures or Mediation Activities
‡ Values/Attitudes and Culture
‡ Strategies of Evaluation.
 ë


 

‡ It constitutes the heading of the page.

‡ It constitutes the name of the
institution, the corrresponding level, the
teacher¶s name and the period of time
the unit is going to last.
 ë

  
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]
2
 

‡ It is ³the what´ the students are going to

do in the class, which means content, the
topic(s) included in the plan that the
teacher is going to develop.
‡ In I and II Cycles, it includes the topics
or themes to be covered in the four study
blocks.
 

‡ They are the learning outcomes that
students should achieve.
‡ They must give response to the current
educational aims and policies.
‡ They may refer to activities, skills,
language type or a combination of all
these.
‡ The syllabus has a list of objectives for
each level because there are different
stages in the class to achieve skills.
‡ Objectives from our syllabus are skill-based,
not content-based. For that reason, they are
neither general nor specific.

‡ They are established basically in terms of the

four basic linguistic skills.

‡ Objectives are classified to develop receptive

or productive skills.
 0 
  
‡ When planning for the I Cycle the
teacher should choose at least two
objectives for listening and two for
speaking and one for culture and values.

‡ For the II Cycle the teacher should

choose at least one objective for each skill
and one for culture and values. It is not
necessary to modify the objectives
because they are established in terms of
operational elements.
 

2


‡ They are sample structures and vocabulary
that serve as the vehicle to achieve the skill-
based objectives.

‡ The task of the teacher is to choose the

language to present to the students.

‡ The Syllabus provides some sample

language. The teacher can add other
linguistic patterns according to students¶
interests and needs.
 0 
‡ They are the skills that learners
develop by means of the learning
situations that are given to them
to find solutions or to make
decisions.
‡ They should be a purpose for
using the language.
 | 
‡ Steps to carry out and achieve objectives.
‡ It is a set of stages or steps organized in
sequence. (Rivers 1978)
‡ They deal with the actions that need to be
taken in the classroom in order to help
students achieve objectives.
‡ It is necessary to take into account the
learners and the demands of the program.
  
‡ The lessons structure is divided into five
steps.
‡ These are the stages or steps organized in
sequence.
 u


‡ It is usually a brief lively session to welcome

the students to their second language class,
to their new topic or reinforce a previous one.
‡ It is varied and motivating way before
starting the lesson. It should include games,
songs, riddles, jokes, etc.
‡Students should be encouraged to
participate and have fun.
 |
 
‡ Introduction of new language components,
structures and vocabulary.
‡ It is carried out by the teacher with a lot of input
for students.
‡ Students are allowed time to assimilate the
language, to listen actively and to try to understand
what the teacher is saying.
‡ The teacher uses simple, but natural language
through different techniques.
 |

‡ It is divided into controlled practice and
creative practice. r  

 
 

 

  


  


 



  




 

   |

‡ Students use the new linguistic
components in a setting by playing with
the structures of the languages.
‡ The teacher should prepare exercises
that go from purely mechanical, repetitive
drills, to transformation exercises
demanding a lot, on the part of the
learners.
 
|


‡ In this step, students are rewarded for

their efforts.
‡ It is a ³skill using´ stage in which
students should be able to take risks, to
try to incorporate their language
adquisitions to their background
knowledge to produce new situations,
appropriate to their needs and interests.
‡ The activities planned should take the
form of ³tasks´ which allow group work and
problem solving. There must be tolerance
from the teacher to the students¶ mistakes.

‡ The role of the teacher is to manage and

facilitate the different learning activities.
   
 

‡ In this final step, the

teacher points out what has
been accomplished
successfully and what
remains to be improved
through certain review
exercises, which were
introduced and practiced
before.
‡ This is also the moment to comment on the
students¶ performance.

‡ Also the students are encouraged to find

original situations where their new linguistic
acquisitions can be applied, for example
dramatizations, original role plays, simulations,
etc.
 G

 
‡ Promote positive attitudes and values
during the teaching and learning process.

‡ Teachers should provide the students

with the opportunities to compare culture
with that of countries where English is
spoken and to reinforce Costa Rican
values.
‡ Attitudes during the teaching- learning
process.
 2

 

‡ The teacher chooses different tasks,
which match both the objectives and the
procedures from the plan that will be
considered suitable for evaluating the
students¶ language skills.
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 Take this information Present activities to motivate the one criterion for
and each step
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 from the Syllabus. student.
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Syllabus 
Language Presentation Take this
Speaking: (Examples) Introduce the topic, language and information
Choose at least two Take this information functions.This step is teacher- from the
from the Syllabus centered. Syllabus.
objectives from the
Syllabus
Practice
This step is student-centered and
Reading: 
  teacher-monitoring. Ask the
Choose at least one   student to perform tasks.
objective from the  


Consolidation
Syllabus.
or
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Production
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Choose the Take this information Present activities to motivate the Attitudes: one criterion for
from the Syllabus. student. each step
objectives from the Take this
Syllabus Presentation information
from the
Speaking: Introduce the topic, language and
Syllabus.
Choose the Language: functions. This step is teacher-
(Examples) centered.
objectives from the
Syllabus Take this information Practice
from the Syllabus This step is student-centered and
Reading: teacher-monitoring. Ask the
Choose the student to perform tasks.
objectives from the Consolidation
Syllabus.
or
Writing:
Production
Choose the
Prepare tasks in which the
objectives from the student integrates the skills it is
Syllabus. student-centered