CINDEA Ricardo Jiménez - Satélite Juan Santamaría

Departamento de Inglés
Profesor Moisés Daniel Rodríguez Castro
Nivel III, Periodo IV, 2023

Plans to be applied from week 1 (July 17) until

week 6 (August 16)

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 Level III
Period IV
Didactic Planning
Week # 1
Theme: Get ready: Take a Look at your
Domain: Public Scenario: Get Ready. Get set. Go!
Dreams and Fears
Enduring Understanding:
Essential Question: How can decisions define my future?
New Citizenship:

Dimensions
1. Ways of thinking (√ )
2. Ways of living in the world (√ )
3. Ways of relating with others (√ )
4. Tools for integrating with the world ( )

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

Grammar & Sentence Frames Functions

Psycho-social
Adverb Describing dreams and fears about the
future. Making decisions that benefit my future.
- My professor of literature tells stories well.
 - In this university, you hardly have to work. Discourse Markers Sociocultural
It´s easy.
Linkers: sequential Respecting everyone’s choices regarding
Vocabulary their future.
– past time (later)
Get ready: Take a Look at your Dreams and - He finished filling out the university
Fears. applications then he checked them.
- college, high school, teachers,counselors - Later, he looked at them again, to see if he
Soft skills (punctuality, responsibility, had missed anything important.
initiative, etc.) - After that, he decided to mail them.
- Having a part time job - Finally, he waited for university’s answer.
Assessment
Strategies & Time
indicators of Total:
Learner can
learning Didactic Sequence Mediation 200 min
(goals)
(Diagnostic, (5
formative, lessons)
summative)

1
 Pre-teaching
40 m
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:

The teacher asks learners about their dreams and fears in their future careers. Then,
Teacher asks them if their dreams have changed.

What did you want to be when you were a child? What do you want to be now?
And what are your dream careers or professions?

Engaging Activation of prior knowledge

T asks learners if they have had an informal job or a part – time job. T asks if someone
has been rejected in a job and asks about the reasons why. Ls get in groups to share
their answers.

2
Introducing

T defines hard and soft skills and gives some examples on the board or screen. Then, T
shows a video about soft and hard skills
[Link] After watching the video, Ls
complete the following graphic organizer by writing the definition and examples for the
two types of skills.

Hard Skills Soft Skills

Definition: Definition:

Examples Examples
a. ______________ a. _______________
b.______________ b._______________
c. ______________ c. _______________
Then, T introduces some
expressions and vocabulary (adverbs) used in careers and job conversations and
descriptions.

3
T shows a list of the most common adverbs used in job descriptions within samples
sentences.

An adverb is a word that is used to change or qualify the meaning of an adjective, a verb,
a clause or another adverb. An adverb of manner describes the way something
happens. On the hand, An adverb of degree is used to discuss the degree or intensity,
of an adjective, an action or another adverb.

Adverbs

Manner: Tell how

Degree: Tell in what
timely, quickly, independently,
effectively, closely, together, hardly,
degree
currently, properly, directly, successfully,
actively, efficiently, especially well, lots, perfectly, rather,
enough, pretty

Sample sentences:
Your ability to get things done depends on how well you can focus on one task.

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 You need to work hardly to get better results.
The plan was achieved successfully.
There are many details to take into account when working with customers from abroad
especially online business protocols.
The new worker finished his tasks pretty fast.

After that, T asks Ls to get in groups of four to write some sentences with the previous
vocabulary and expressions. Finally, they share them out loud with the rest of the group.
[Link] L.1. Understand 40 m
the main point the main point and
and the the important
Pre listening
important details details of audio
of audio recordings,
T sets the following question for L to give their opinions.
recordings. provided standard
language is used
What occupations are popular among men and women in Costa Rica? Is there
and the topic is one
any social or cultural stereotype that influences the jobs people have in Costa
of interest
Rica?

After this, T shares the following expressions:

“learn the ropes” = learn how to do a specific job
“It took me a few months to learn the ropes at my new job.”

5
 “pull one’s weight” = do a person’s share of the work
“If you can’t pull your own weight around here, the boss is going to fire you.”

L1.1 Identifies Listening for the first time

the topic of
audio recordings T plays the recording [Link] (Career

about future search) and students take some notes about what they listen and understand trying

plans regarding to answer these questions given by the teacher in advance:

jobs and studies. Questions

a. What is the track about?
b. Do you agree with Bryan? Why or why not?
c. Which professions or careers are mentioned in the audio?

Pair/group feedback

6
 L share their notes to answer to the previous questions in small groups.

L1.2 Recognizes Listening for second time

main points of
audio recordings
about future Read the following sentences and say if they are true or false based on what you
plans regarding listen. 40 m
jobs and studies.

1. Ryan is misunderstanding Ashley at the beginning of the conversation. True

False
2. Ashley wants to study auto mechanics. True False
3. Ryan and Ashley are discussing about gender roles related to jobs. True
False
4. Ashley thinks that Ryan’s thoughts seems to be old-fashioned. True False
5. Ashley’s boyfriend is pursuing a degree medicine. True False

L1.3 Gets T asks students (individually or in pairs) listen and answer the questions. (script is
important detail available at the annexes)
from audio
recordings about 1. Ashley wants to pursue a career as _________.

7
future plans
regarding jobs a. an auto mechanic X
and studies. b. a sales associate
c. a mechanical engineer

2. Right now, Ashley’s boyfriend is ______________.

a. pursuing a career in auto mechanics
b. getting a degree in a medical field X
c. majoring in secondary education

3. Ryan thinks that _____________.

a. there is no money in James ‘profession
b. James is not qualified for the job X
c. James is pursuing a job for women

4. Ryan suggests that women are more suited for jobs in _____.

a. nursing and child care

b. farming and house cleaning
c. education and office work X

5. At the end of the conversation, the man ends up ____________.

a. taking care of his own car X

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 b. making his own dinner
c. apologizing to James

Post -listening

In groups, learners outline ideas to answer the following question. Then, they share their
thoughts.

How social and cultural stereotypes affect career choices among teenagers in
Costa Rica?

R.1. reads short R.1. read short Pre reading

media reports on media reports on 40 m
familiar events. familiar events. Teacher writes on the board “Top 10 fears that hold people back in their careers”.
Then t asks learners to work in pairs and brainstorm a list of possible situations that
make a person hold back in his/her career.

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R1. 1 Identifies Reading for the first time:
the topic of short The learners get a worksheet. Learners are then given a minute to quickly skim the
media reports on article and decide what it is about. Then, they use a check mark on the corresponding
familiar events. topic.

A. Job demand in Costa Rica _______

B. Reasons that make people postpone careers decisions.____X___
C. Fears of high demand careers _______
D. Fears that make you strong when choosing a career_______

Pair/Group feedback:
In pairs, learners compare their answers, and then share with the whole group.

Reading for the second time

R1.2 Recognizes
main points of Learners read the article again, but this time they highlight main ideas and circle two or
short media three specific details for each main idea. In pairs, learners compare what they
reports on highlighted with a classmate.
familiar events.

Post-Reading

10
SI.1. speaks in a SI.1. speak in a In groups, learners write a ten-sentence paragraph based on the following question:
comprehensible comprehensible
and fairly fluent and fairly fluent What are the fears that may hold you back in your future careers?
manner using a manner using a
large number of large number of
different words different words and
and expressions, expressions,
though there though there may Task: You got this video from a friend. [Link]
may be pauses be pauses for self- job-fair-2020. A job fair will take place by the end of the year. You and your classmates
for self- correction. want to apply for a job at this fair and you want to find out about your soft skills. In order
correction. to be ready for this, it is important to be aware of your strengths and weaknesses.
Interview each other using the soft skills survey provided by the teacher. Then, share
Indicators of your findings in small groups.
learning
Checking

SI1.1 Starts T uses comprehension questions to make sure learners understood the task. For
fairly fluent example: Do you have to do a presentation? Do you have fill out a survey? How do you
conversations share the information from the survey?
about college
and career Planning
decisions with

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peers by using a Learners get a survey from the teacher, and they go over it and fill it out individually. T
large number of can also show it on the screen for learner to fill it out.
different words [Link]
and expressions, card/
though there
may be pauses
for self-
correction and
checking
understanding
from the
listener's point of
view.

SI1.2 Interrupts
Elaborating
the listener in a
conversation
While filling out the survey, learners can ask for or give help to clarify phrases or
related to
vocabulary words to improve understanding.
college and
career decisions
by using phrases
Using/ Interacting
such as: Excuse

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me, May I say Learners get in small groups. Groups are subdivided into two. They take turns to share
something? No, the answers and ensure equal participation by all. Part A starts sharing the answers from
I'm sorry but… the survey to Part B. Once part A has finished, learners from Part B share their answers
as well. They open the sharing time with a greeting. They can use the following
expressions such to start interacting: What are your social skills? / Do you maintain
attention to tasks? / What are your main academic skills? etc.

During the sharing time, learners can take turns interrupting each other to ask
SI1.3 Keeps the questions to clarify a point mentioned or to make sure the other learners are following
conversation them. They can use phrases such as: Excuse me, May I say something? No, I'm
going by using sorry but…
phrases such as:
Really…, Right. Learners keep the survey sharing time going by using phrases such as: Really…, Right
to show interest in the conversation.

SI1.4 Closes Learners close the survey sharing time by using a leave taking.
the conversation Finally, T asks one learner from each group to report to the rest of the class giving a brief
summary of his/her group’s survey answers.

13
by using a leave-
taking.

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 Integrated Mini-Project
Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to Adjust
practice English, not just those related to presentation. previous
times
listed
Participating to negotiate: (5 or 10 minutes in week 1 or 2) Students answer the following questions about choosing a above to
career: allow 5
1- What would you like to study? min each
2- Where could you study that career? week.
3- Why did you choose that place and that career?
Group
presentati
Option #1 ons can
Learners prepare one presentation about how they look themselves 10 years from now. Ls will design a photo album or a be week
diary creating a possible situation of their future. 5 or 6.

Option #2

A multi-step research Career Research: “Planning my Future”- Gallery Walk (learners explore different careers and
professions they want to pursue, complete with educational requirements, salary and job opportunities)

15
Option #3
Writing future goals (pros and cons) of the major’s academic possibilities and occupations.

Option #4
Running a debate or a vocational café.

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.)

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 Learner Self-Assessment
In
I can… Yes No
progress
recognize the topic when people speak at normal speed on familiar topics
identify key words when people speak at normal speed on familiar topics
distinguish main points when people speak at normal speed on familiar topics.
identify the topic of audio text if the topic is familiar and the text can be replayed
recognize key words of audio text if the topic is familiar and the text can be
replayed
get main ideas of audio text if the topic is familiar and the text can be replayed.
identify main ideas in factual text and simple reports on familiar topics.
distinguish supporting details in factual text and simple reports on familiar topics.
select the appropriate online information and visuals to give a presentation about
personal goals and intentions.
organize the online information and visuals to give a presentation about personal
goals and intentions.
make sentences with the online information and with the appropriate linkers or
connecting words to give a well-organized presentation about personal goals and
intentions.
give a well-organized presentation about personal goals and intentions.

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 Materials for Week #1

Hard Skills Soft Skills

Definition: Definition:

Examples Examples
a. ______________ a. _______________
b.______________ b._______________
c. ______________ c. _______________

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This image shows a chart to be completed with soft and hard skills.

Script : Career Search

Ashley: Ryan. I just want you to know that I’m going to go to school to become an auto mechanic.

Ryan: Uh what? Does Dad know about this?

Ashley: Who cares? It’s my life. I really enjoy working on cars.

Ryan: Oh, I get it. You want to study auto mechanics because of your new boyfriend. What’s his name? Jimmy or
something? Listen, auto mechanics is a man’s job.

Ashley: No, you got it all wrong. [What?] First of all, his name is James, and second, he doesn’t work at an auto shop
anymore. He had a job there for five years, and he really liked his job because he learned how to identify problems and fix
things. You, on the other hand, can’t even change the toilet paper roll in the bathroom.

Ryan: Hey, that’s not fair.

Ashley: And James is now back in college. He’s majoring in nursing.

Ryan: Nursing? Nursing? That’s a woman’s job?

Ashley: I cannot believe I’m hearing this. A man can be a nurse, and they can do the job just as well as anybody else.
Nurses, whether they are men or women, care for the sick, the elderly. Things like that.

Ryan: Uh.

Ashley: And are you saying that women can’t be farmers, carpenters, or truck drivers?

Ryan: Well, most men do those jobs, so . . . Anyway, women can do them if they want. I just think that women are better
suited to be secretaries, waitresses, piano teachers. You know.

Ashley: Man, you’re stuck in the 18th century. No one will marry you.

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 Ryan: Oh, well, just forget this. But not to change the subject, but I’m having a problem with my car, and I was wondering
if Jimmy, I mean James, could take a look at it.

Ashley: Forget it. Start pushing!

Ryan: Ah!

Vocabulary and Sample Sentences

 auto mechanic (noun): a person who repairs cars

– It took him two years of training to become an auto mechanic.

 get something (idiom): understand something

– At first, I didn’t understand the job very well, but I kept asking questions, and I eventually got it.

 elderly (noun): older people, seniors

– The elderly often receive support from family and friends.

 be suited (verb): be appropriate

– Because of his skills, he is very suited for a teaching job overseas.

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21
22
Optional readings (Homework)

23
Source: Taken from [Link]

These images show sections of a reading called Top 10 Fears that Hold People Back in Their Careers.

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 Source for chart below :[Link]

This image above shows a soft skills report card.

Didactic Planning
Week # 2

25
 Level III
Period IV
Didactic Planning
Week #2
Domain: Academic Scenario: Get Ready. Get, set, go. Theme: Get Set: College or Career?
Enduring Understanding: Decisions can have positive and negative consequences in the future.
Essential Question: How can decisions define my future?
New Citizenship:

Dimensions
1. Ways of thinking (√ )
2. Ways of living in the world (√ )
3. Ways of relating with others (√ )
4. Tools for integrating with the world ( √ )

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

Grammar & Sentence Frames Function Psychosocial

Modals Talking about college or career decisions. - Managing soft skills at different scenarios.

might, may, probably Discourse Markers

26
 We may go to college next year. Connecting words expressing cause and Sociocultural
We might not have time off during test effect, contrast, etc.
evaluation week. Respecting everyone’s choices regarding
On the other hand, we take a course to their future.
sharpen our soft skills.
Vocabulary
However, the university offers new
Get set: College or Career? majors.

Moving out of the home –time to live alone

College, university, career, study abroad,
decision, decide, enroll, analytical, artistic,
musical, athletic, compassionate,
competent
Assessment
Strategies &
Time
indicators of
Learner can Total:
learning Didactic Sequence Mediation
(goals) 200 min
(Diagnostic,
(5 lessons)
formative,
summative)
Pre-teaching 15 m

27
 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

Is it common living on your own in your country? Family? Do you like the idea of
living on your own?

Engaging: Activation of prior knowledge

T. asks learners about how they imagine college and how they would organize
themselves if living alone away from home.

L.2. extracts the L.2.

main points in a understand Pre listening 40 m
relatively long the main
conversation. points in a Write the correct word next to its definition. Use a dictionary if necessary.
relatively long
conversation to bring up maintenance troublesome to tidy up

28
 that is
a landlord to settle down soaked to strike a balance
overheard
1. To care for a child until it becomes an adult _________________
2. To find a way to do multiple things in an acceptable way_______________

to become calmer and easier ______________

causing problems that are annoying _________________
completely wet _________________
an owner of a building who you pay rent to _________________
to put everything in its place _________________
work needed to keep something in good condition ________________

Listening for first time

L2.1 Identifies
Students listen to the track for the first time and guess a title for it.
the topic in a
[Link]
relatively long
conversation
about dreams and
Pair /group feedback
fears about the
Learners compare their answers, and then they share with the whole group.
future.

29
 Listening for second time
L2.2 Recognizes T asks leaners to match key words from the track with their corresponding definition.
key words in a
relatively long Match the key words with their corresponding definitions. (see resources week #2 )
conversation
about dreams and
fears about the
future.

Students listen to the track again and answer the following questions:
L2.3 Gets main
points in a
1. Why do people stay at home rather than moving out? (give 2 reasons)
relatively long
2. What is the most important reason to move out?
conversation
3. What are some things you have to take into account when you are going to
about dreams and
rent an apartment?
fears about the
4. Why is money considered the main issue when living by your own?
future.

Post listening

30
 Students check their answers along with their teacher and comment about them.

Pre-reading
[Link] Teacher shows pictures to students and asks them what they think, Teacher asks
between different R.2. students to mention the different texts they know and what is the main purpose to use
text purposes (to distinguish each one of them. Then teacher makes an explanation about the different kinds of texts:
inform, to argue a between descriptive, persuasive, etc.
point, etc.). different text
purposes (to 40 m
inform, to
argue a point,
etc.).

31
Students identify the different literary sources writing the corresponding number into the
parenthesis.
[Link] journals 2. Magazines [Link] sites [Link]
strip
[Link] [Link] [Link] [Link]
[Link] [Link] [Link] [Link]

In pairs and with the rest of the class comment the next questions:
1. In which of these literary sources is more probable that you can find a job?
2. Which of these sources are used for academic purposes?
3. Which ones are used for entertainment?
4. Some of these resources are written in other languages, how did you identify
them?
5. Which ones inform? Explain? describe? Entertain?

Reading for the first time

32
 Source: Active Skills for Reading 2 Book, Unit 8., page 103. National Geographic
Learning

Indicators of
T asks learners to skim the text above in order to identify its form. After reading,
learning
learners circle the text form from the chart below and write two reasons for their
choice.

33
R.2.1 Identifies the Is it a/an_____?
form (Is it a book?
a brochure? a 1. book article 2. magazine 3. web sites 4. comic strip
flyer? booklet? a 5. recipe 6. flyer 7. newspaper 8. poem
web page? an 9. database 10. timetable 11. advertisement 12. book
advertisement?
junk mail? An Reasons: __________________________________________
editorial? a __________________________________________
newspaper article?
a job application Pair/Group feedback
form? a survey? a
short story? A Students share their answer in pairs. They give two reasons for their choice.
comic strip? a
poem?, a recipe? a
manual?, a DIY
book? an email?, a
travel guide?, bird
spotter’s guide)

34
 Reading for the second time

R2.2 Identifies the Learners read the text again but this time they pay special attention to the sentences.
source of the text. Learners recognize different structures using colors as follows.
(Is it to persuade?
to inform? to find Red: Short direct sentences
out? to entertain? Green: imperatives
to instruct? to Yellow: long sentences (commonly with adjectives)
explain? to Based on the second reading, learners circle the style of a text they read and the
describe? type of vocabulary in the reading.
R2.3 Recognizes
sentence
structure. (short Text Styles
direct sentences, 1. formal language with 2. informal 3. impersonal 40 m
using the a business-like tone language with language
imperative; longer lots of opinions
sentences using Vocabulary type
adjectives) easy to read technical

35
 Post-reading

R2.4 Distinguishes Learners just read an informative article. Now, it is time for them to choose one
the style of a text. section of this article and transform it into a persuasive paragraph. They can follow
(formal language the oreo technique as seen in the image.
with a business-
like tone, informal
language with lots
of opinions,
impersonal
language)

Source: [Link]
R2.5 Distinguishes
the vocabulary Task: Alfredo and Andrea have great plans for their future. They want to apply for a
type. (easy to major that is not offered in their hometowns. They start doing some research about
read, technical) different majors offered by different public and private universities. They are excited;
however, they have not considered some challenges they may or might face studying
away from home. So, they decided to write a list of advantages and
disadvantages/challenges of moving out to study away from home. For the advantages
listed before, they have to write a solution for each.

36
 Pre-writing

W1. Lists the W.1 list the T reviews the use of may and might as possibility.
advantages and advantages 40 m
disadvantages of and
things that are of disadvantages
personal concern of things that
(e.g., future goals, are of
universities, personal
majors, soft skills, concern (e.g.,
careers, events). future goals,
universities,
majors, soft
Adapted from: [Link]
skills, careers,
events).
Teacher reminds learners how and when to use may and might with some
examples from the unit.
We might not have time off during test evaluation week.
We may go to college next year.

37
icators of learrning Prewriting

W1.1 Prewrites an T shows/ draws a graphic organizer on the screen/board. T asks learners to brainstorm
advantages and ideas for advantages and ideas for disadvantages or challenges about his /her concerns
disadvantages list regarding studying away from home.
of things that are of
personal concern
(e.g., future goals,
universities,
majors, soft skills,
careers, events.

Drafting

W1.2 Drafts After writing some ideas in the graphic organizer, learners write complete sentences
sentences to with them. They must include in the sentences may and might.
express
advantages and
disadvantages of
things that are of
personal concern

38
(e.g., future goals,
universities,
majors, soft skills, Revising
careers, events. Learners check their sentences, and the teacher makes a quick check of their work by
using the following chart.
W1.3 Revises
sentences to
The sentences … My revision Peers revision
express
Yes No Partially Yes No Partially
advantages and
are well capitalized.
disadvantages of
‘verbs match with the subject.
things that are of
have pronoun and article
personal concern
agreement.
(e.g., future goals,
include modals may and might.
universities,
have a period at the end.
majors, soft skills,
careers, events by ‘commas are used correctly.

checking subject- fulfill the information asked in

verb agreement, the task.

pronoun and
article agreement,
capitalization,
sentence sense,

39
text structure, word
order, content,
punctuation and
use of commas. Editing
Learners correct any mistake found during peer correction and add the suggestions
W1.4 Edits given by his/her teacher.
sentences to
express
advantages and Publishing
disadvantages of Learners writes their sentences in a blog.
things that are of
personal concern
(e.g., future goals,
universities,
majors, soft skills,
careers, events
before publishing.
Integrated Mini-Project Time
Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls Adjust
to practice English, not just those related to presentation. previous
times listed
Thinking for planning: (5 or 10 minutes in week 3 and 4) above to

40
 allow 5 min
Option #1 each week.
Learners prepare one presentation about how they look themselves 10 years from now. Ls will design a photo album or
a diary creating a possible situation of their future. Group
presentations
Option #2 can be week
5 or 6.
A multi-step research Career Research: “Planning my Future”- Gallery Walk (learners explore different careers and
professions they want to pursue, complete with educational requirements, salary and job opportunities)

Option #3
Writing future goals (pros and cons) of the major’s academic possibilities and occupations.

Option #4
Running a debate or a vocational café.
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

41
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.)

42
 Learner Self-Assessment
In
I can… Yes No
progress
identify the topic of texts of various lengths as long as the words used are
familiar.
identify key words of texts of various lengths as long as the words used are
familiar.
distinguish the gist of texts of various lengths as long as the words used are
familiar.
identify the topic in texts of various lengths as long as the words used are
familiar and/ or concern areas of student interest.
identify the intended audience in texts of various lengths as long as the
words used are familiar and/ or concern areas of student interest.
recognize the text structure in texts of various lengths as long as the words
used are familiar and/ or concern areas of student interest.
get main idea in paragraphs or sections of texts of various lengths as long
as the words used are familiar and/ or concern areas of student interest.
extract supporting details in paragraphs or sections of texts of various
lengths as long as the words used are familiar and/ or concern areas of
student interest.
analyze the author’s argument in texts of various lengths as long as the
words used are familiar and/ or concern areas of student interest.

43
draw conclusions texts of various lengths as long as the words used are
familiar and/ or concern areas of student interest.
prewrite a summary with a main idea in a few words dealing with familiar
subjects.
draft a summary with the main idea in a few words using the appropriate
linkers or connecting words.
revise a summary with the main idea in a few words by checking subject-
verb agreement, pronoun and article agreement, sentence sense, text
structure, word order and punctuation
edit a summary with the main idea in a few words before publishing.

44
 Resources Week #2

Write the correct word next to its definition. Use a dictionary if necessary.

to bring up maintenance troublesome to tidy up

a landlord to settle down soaked to strike a balance

3. To care for a child until it becomes an adult _________________

4. To find a way to do multiple things in an acceptable way_______________

to become calmer and easier ______________

causing problems that are annoying _________________

completely wet _________________

an owner of a building who you pay rent to _________________

to put everything in its place _________________

work needed to keep something in good condition ________________

Match the definitions

45
This image shows a matching exercise

Students listen again and answer the questions.

5. Why do people stay at home rather than moving out? (give 2 reasons)

6. What does *them¨(paragraph 1, line 6) refer to?

7. What do ¨they¨(P.2, line 3) refer to?

8. What is the most important reason to move out?

9. What are some things you have to take into account when you are going to renta n apartment?

46
10. Why money is considered the main issue when living by your own?

Transcript

I want to talk about my experience of moving out and living on my own. Moving out to live on your own is not very
common in Hong Kong. Many people still choose to live with their parents even though they have a decent job and
they're already at (in) their 30s. Many of them would stay with their parents until they get married. There are several
reasons behind – firstly, Hong Kong's rent is expensive. Many people would rather save up more money to purchase
an apartment instead of renting one. Secondly, the Chinese traditional value of family is that the parents are the ones
who brought you up. When you become an adult, you should also take good care of your parents and you should
spend more time to be with them. And of course there are people who are still dependent on their parents for food,
clothing, household chores, etc.

When I tell people about the idea of moving out, many people's reaction is like, 'What do your parents say?', because
they assume the parents would not like their children to leave them. Well, I don't know if my parents like it, but I can
tell you my parents support and respect my decision. They think it is good for me to try and live on my own and then
I would know it is the best to stay with my family.

The most important reason for independent living is to save the travelling time to work. It used to take me one hour
15 minutes to travel to work from my previous living place. From my new apartment, it just takes me 30 minutes, so
I saved 45 minutes' travelling time. I don't have to get up so early and I save two-third (two-thirds) of my travelling
cost. It does not only save my time to travel for work, but also from most of the places in Hong Kong. In addition, I
gain my personal space and freedom by independent living. I make my own decision (decisions) all the time, I do not
have to say whether I would go home for dinner, I can invite my friends to come up and stay late.

47
Of course, there are some trade-offs in living on your own. If you want to rent an apartment, there are lots of
preparatory works (work) to do. You have to keep visiting the apartments to search for your ideal one. You have to
negotiate with the landlord about the price, furniture inclusion, who is responsible for the maintenance of the furniture
and equipments (equipment). My experience was that after we moved into the apartment, it was not until the kitchen
cupboard was soaked with water that we found out there was water leakage (leak) in the kitchen sink.

Money is the main issue in living on your own. You have to be responsible for all the expenses, for example the rent,
electricity, gas, water, telephone, internet bills, etc. Therefore, you've got to be well prepared and save up for your
bills. Although I find my transportation time much shorter, the saved time is spent on other things, such as cooking
and some other household chores. I think preparing and cooking the food do occupy a significant portion of my time;
therefore, I always try to make simple meals. On the other hand, I have to regularly tidy up my apartment and wash
my clothes, so it doesn't really save much of my time after all.

Now everything is settled down, I'm getting used to my new life and I am enjoying it. I feel that moving out makes it
easier for me to strike a balance between my work, my social life, my study and my family. It may be troublesome,
but it may worth (be worth it).

48
This image shows a woman reading a text.

49
 DIFFERENT FORMS OF LITERATURE

( ) ( ) ( ) ( )

( ) ( ) ( ) ( )

( ) ( ) ( ) ( )

50
Identify the different literary sources writing the corresponding number into the parenthesis.
[Link] journals [Link] [Link] sites [Link] strip
[Link] [Link] [Link] [Link]
[Link] [Link] [Link] [Link]

In pairs ans with the rest of the class comment the next questions:

1. In which of these literary sources is more probable that you can find a job?

2. Which of these sources are used for academic purposes?

3. Which ones are used for entertainment?

4. Some of these resources are written in other languages, how did you identify them?

5. Which ones inform? Are created to argue? to give a point of view?

51
Source: Active Skills for Reading 2 Book, Unit 8., page 103. National Geographic Learning

This image shows a reading called The Right Job for Your Personality

52
 Advantages and disadvantages/challenges of studying away from home

Directions:

Advantages Disadvantages/
challenges

53
 Level III
Period IV
Didactic Planning
Week # 3
Domain: Academic Scenario: Get Ready. Get set. Go! Theme: Surviving or Thriving?
Enduring Understanding: Decisions can have positive and negative consequences in the future.
Essential Question: How can decisions define my future?
New Citizenship:

Dimensions
1. Ways of thinking (√ )
2. Ways of living in the world (√ )
3. Ways of relating with others (√ )
4. Tools for integrating with the world ( √ )

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

Grammar & Sentence Frames Function Psychosocial

Future continuous Will+ be+ gerund Describing soft skills needed to be Making decisions that benefit my future.
successful in working life.
Discourse Markers Sociocultural

54
 - Alex will be arriving later today. He should
be punctual to keep his job. Markers to structure informal spoken Respecting everyone’s choices regarding
discourse their future.
Complex questions tags
- This job is interesting, isn’t it? - Right
- This enterprise doesn’t offer social
security insurance, does it? - Really?

Vocabulary - Well, anyway

-College dressing
-College problems - Oh, I know.
-Being positive to reach your goals
- Developing a positive attitude towards life
events and jobs.
- Being open to changes, creative and
proactive

Assessment Learner can Time

Didactic Sequence Mediation
Strategies & (goals) Total:

55
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
40 m
board, Can Do’s, and class agenda, etc.

Participating: Warm up

T asks learners to watch the video What are soft skills?

[Link]

Engaging: Activation of prior knowledge

After watching the video, T. brainstorms learners’ opinions related to soft skills. Learners
can use the following phrases to give their opinions.

56
 Then, they make a list of their own soft skills and copy them on their notebooks. After
that, learners fill out a soft skills KWL chart. If the students are attending virtual classes
or have access to technological devices, they can use [Link]

40 m
SP.1 Expresses SP.1. Express an
an opinion on opinion on
different topics. different topics
associated with
everyday life and
common issues
(e.g., give a short
talk on the value

57
 of developing soft Task: A company wants to hire manpower. So, representatives will be coming to the high
skills).
school two weeks from today to interview learners. T wants learners to be ready for it.
Thus, T asks learners to watch the following video and prepare themselves to give a short
talk about it at [Link] guiding a set of
questions.

Planning

Learners watch the video and take notes to answer some questions for their short talk. T
Indicators of presents and clarifies the following questions:
learning

SP1.1 Plans the

information to
express an
opinion about
dreams and fears
for the future.

58
 Why are soft skills
important in the work What is the difference
place? between soft skills and
hard skills?

What are the benefits of

What are some examples soft skills?
SP1.2 Organizes of soft and hard skills?
the information to
express an
opinion about
dreams and fears Organizing How can soft skills training
for the future help you achieve dreams
supported by and overcome fears?
sentence frames Once learners have gotten the answers and
and illustrations.
their notes, they start organizing the information and looking for resources in order to
prepare a well-organized short talk.
SP1.3 Makes
sentences with
the information to
express an
Ls make sentences using appropriate linkers in which they specify aspects such as the
opinion about
dreams and fears importance of soft skills, the difference between soft and hard skills, examples, benefits
for the future with
training to achieve dreams or overcome fears.
the appropriate
linkers or

59
connecting Rehearsing
words supported
Before giving the talk with collected and prepared information, learners practice with other
by illustrations.
learners what they will share during the short talk. They help each other clarifying if any
doubts about pronunciation or vocabulary.

Expressing
SP1.4 Gives an Learners share their information and express their personal opinions about how soft
opinion about
skills training can help them achieve dreams and overcome fears.
dreams and fears
for the future
supported by
sentence frames
and illustrations. 40 m

T asks learners to take a look at the chart below. Then, they have to comment on which
SP.2. Expresses SP.2. Present an
an argument argument clearly stage they think they are and why (in terms of life, career choice, world situation, etc). T
clearly enough to enough to be
asks learners what they can do in order to move forward the stage they are in.
be understood understood most
most of the time. of the time.

60
 T reviews future continuous will+ be+ gerund. T models some sentences and then, T asks
learners to work in pairs and write some sentences in future continuous with the words
Indicators of from the chart.
learning

Examples:

The team will be achieving a high performance after the soft skills training next month.

Task: You will go to college next year. Make a Surviving vs Thriving comparative chart
for an oral presentation. Tell your classmates about your future in college (housing, outfit
(college dress style, customs, habits), skills you will have to use, etc. Use future
continuous in your short talk as well as some colloquial expressions such as: Right,
Really? Well, anyway. The short presentation must be 2 or 3 minutes long.

61
SP2.1 Plans Planning
the language,
content and
College Facts Surviving Thriving
resources to
express an Clothes
argument Housing
clearly enough Part-time job(job)
to be Money
understood Skills for college
most of the Skills for work
time about Skills for life
future plans Others
regarding jobs
and studies,
and college
problems and
dressing.

SP2.2 Makes
sentences to Organizing
express an
argument Ls write sentences using appropriate linkers. They also organize the resources they want
clearly enough to share with classmates (power point presentations, video, etc; to support their
to be
understood presentations).
most of the
time in a well-
organized
presentation Rehearsing
with the
appropriate Learners rehearse individually first. Then, they practice with a classmate who has already
linkers or practiced individually, too. L use the following checklist to provide feedback to each other.
connecting

62
 words about
future plans Oral Presentation Checklist
regarding jobs The presentation... Ye No Partially
and studies, s
and college
is well -organized (it has beginning, a middle and
problems and
dressing. an end)
´s sentences are well connected. (use of
connectors)
SP2.3Express has a logical sequence of ideas
es an has resources to support it.
argument
clearly enough has clear sentences.
to be fulfills the information asked in the task.
understood
most of the
time in a well-
organized
presentation. Expressing

Learners make a presentation to express arguments clearly enough to the audience.

Integrated Mini-Project Time
Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to Adjust
practice English, not just those related to presentation. previous
times
Acting out listed
above to
Option #1 allow 5

63
Learners prepare one presentation about how they look themselves 10 years from now. Ls will design a photo album or a min each
diary creating a possible situation of their future. week.

Option #2

A multi-step research Career Research: “Planning my Future”- Gallery Walk (learners explore different careers and
professions they want to pursue, complete with educational requirements, salary and job opportunities)

Option #3 Group
Writing future goals (pros and cons) of the major’s academic possibilities and occupations. presentati
ons can
Option #4 be week
Running a debate or a vocational café. 5 or 6.

They also have to mention the skills they will probably use at this job.
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.

64
 Learner Self-Assessment
In
I can… Yes progres No
s
prepare questions for an interview about studying in Costa Rica or abroad.
exchange personal experiences, feelings, opinions and reactions about
studying in Costa Rica or abroad in an interview.
plan the language, content and resources to express opinions about
studying in Costa Rica or abroad.
make sentences to express opinions about studying in Costa Rica or
abroad.
express ideas to give opinions about studying in Costa Rica or abroad.
ask for other’s opinions about studying in Costa Rica or abroad.
start the simple face-to-face conversation with a greeting.
keep a face-to-face conversation going about studying in Costa Rica or
abroad by checking understanding from the speaker's point of view or
listener's point of view
continue with the conversation about studying in Costa Rica or abroad by
checking understanding from the speaker's point of view or listener's point of
view.
Asks for agreement and disagreement in given statements about studying in
Costa Rica or abroad.

65
Answers questions about studying in Costa Rica or abroad.
Closes the conversation about studying in Costa Rica or abroad

66
 MATERIAL WEEK # 3

This image shows a list of expressions to express opinion.

67
This image shows a KWL Chart.

68
This image shows a list of questions for learners to use.

69
 Form of the future progressive
The future progressive tense is formed by adding will be to the -ing form (gerund form) of the main
verb and it is used to indicate an action which will be taking place at some time in the future.

will be verb+ing

Affirmative:
I will/'ll be attending a university induction next week. Negative I will not/won't be
attending a university induction next week.
Interrogative
Will you be attending a university induction next week?
NOTE:
will be attending = 'll be attending
will not be watching = won't be attending
Examples:

 I will be attending a university induction next Sunday afternoon.

 We'll be working on our project this morning.
 When you arrive, I'll be studying
 I will be leaving for work in a few minutes.

70
 SURVIVING OR THRIVING?

Look at this chart and comment in which stage you think you are and why (in terms of life, career choice, world situation,
etc. can you improve it?

This image shows stages in terms of in terms of life, career choice, world situation.

71
 Level III
Period IV
Didactic Planning
Week # 4
Domain: Scenario: Get Ready. Get, Set, Go. Theme: Go! The Future is Now
Enduring Understanding: Decisions can have positive and negative consequences in the future.
Essential Question: How can decisions define my future?
New Citizenship:

Dimensions
1. Ways of thinking (√ )
2. Ways of living in the world (√ )
3. Ways of relating with others (√ )
4. Tools for integrating with the world ( √ )

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

Grammar & Sentence Frames Function Psychosocial

Embedded Questions
Initiating and closing conversations about - Managing soft skills at different scenarios.
- Main question / statement + interrogative+ future plans regarding jobs and studies.
subject + verb + object / complement

72
 Discourse Markers Sociocultural
- Do you know when I can apply for the job?
Markers to structure informal spoken Respecting everyone’s choices regarding
Vocabulary discourse their future.

Go! The Future is Now. - Oh, I know.

- Getting a job (looking for and getting a job, - Yes, I suppose so.
interviews, resumes, filling out forms,
financial aid, type of letters, having a part- - I know how you feel.
time job etc.
- You know, I don´t like her either.
- Companies Human resources department
CEO Soft skills (punctuality, responsibility,
initiative, etc.)
- Enterprises, business, companies
Moving out of the home-time to live alone

Assessment
Time
Strategies & Learner can
Didactic Sequence Mediation Total:
indicators of Goals
200 min
learning

73
(Diagnostic, (5
formative, lessons)
summative)
Pre-teaching
Routine: Checking attendance, checking in with Ls, T posts the Essential Question on the 40 m
board, Can Do’s, and class agenda, etc.

Participating: Warm up

Teacher writes on the board or projects on the screen the following question:

How can decisions define my future?

After that, the teacher asks learners to move around the classroom asking and answering
the question. Teacher can also send students to breakout rooms if they are connected via
Teams. Once there, they can take turns asking and answering the question.

Engaging: Activation of prior knowledge

Teacher asks students to think about their preferences in universities /colleges. They
think about three names (if they need information they can go to this link: [Link]
(App to choose Costa Rican ‘universities).The teacher distributes or sends a Comparing

74
Colleges activity form (see it at the resource section for this week at the end of the unit)
for each student. Learners fill it out with the information required.

Introducing

T projects on the board or screen a chart with the different types of embedded
questions we can formulate. (See resource materials at the end of week 4)

75
 The teacher explains the structures and provide learners with some examples in
context and asks students to produce some other questions orally following the
structures explained.

W.2. writes a W.2. write a

descriptive descriptive 40 m
paragraph paragraph about
about universities,
universities, majors or soft Task: My English teacher asked us to do research about universities, majors and/or soft
majors or soft skills and check skills online. He/she wants us, within a small or whole group, to write a descriptive
skills. written paragraph about universities, majors and/or soft skills to become aware of what is coming
paragraphs or after graduating from school.
Indicators of lists to look for
learning mistakes
(subject-verb Pre-writing
W2. 1 Prewrites agreement, Learners brainstorm ideas to write a descriptive paragraph about universities, majors
a descriptive pronoun and and/or soft skills by using previously learned sentence frames for monitoring
paragraph article comprehension. They look at the following questions that could help them with it.

76
about agreement,
universities, capitalization, 1. Do you know what a person can search for if they need to find a good university?
majors or soft using commas, 2. Have you decided what university could be the best option for?
skills sentence sense, 3. Where would you like to study?
word order, text 4. What profession should I choose?
structure, 5. Do you know what skills do you need to develop to be successful in your future
concrete ideas, career/job?
cohesion, etc.).
6. What do you like the best about it?

7. What soft skills are required for this major?

W1.2 Drafts a Drafting

descriptive
paragraph Learners write their production that includes a topic sentence (what you are writing

about about), supporting sentences (provide details explaining or supporting the topic

universities, sentence) and a concluding sentence (a sentence that summarizes the ideas expressed

majors or soft in the paragraph) with the appropriate linkers or connecting words.

skills that
includes topic
sentence (what

77
you are writing
about),
supporting
sentences
(provide details
explaining or
supporting the
topic sentence)
concluding
sentence (a
sentence that
summarizes the
ideas
expressed in
the paragraph)
with the
appropriate
linkers or
connecting
words.

78
W1. 3 Revises a Revising
descriptive
paragraph Then, each learner checks his/her report by using the following editing checklist:
about
universities,
majors or soft
skills by Editing Checklist My revision
checking The report … Ye No Partial
subject-verb s ly
agreement, is well- capitalized.
capitalization, ‘s verbs match with the subject.
pronoun and Pronoun and article agreement
article has at least 2 embedded
agreement, questions
sentence Has background information
sense, text (content)
structure, word has a main body of well -
order, content, sequenced ideas
spelling, use of has a conclusion.
commas, is indented.
punctuation has clear sentences.
and cohesion.

79
 fulfills with the information asked
in the task.
Spelling is correct
has punctuation marks correctly
used.
Word order

Editing & Publishing

W1. 4 Edits a Considering their own self-assessment, learners correct and modify their descriptive
descriptive paragraph. Teacher also monitors students and helps them in the editing process
paragraph before publishing.
about
universities, Note: (This activity can be useful as a part of the mini project if they choose the essay
majors or soft option)
skills before
publishing.

40 m

80
R.3 extracts the R.3. understand Pre- reading
key ideas from most words in
narrative and narrative and Teacher asks some questions such as: What do people do to choose a college major or
expository expository text, future career? Are there job fairs in your high schools? Is it a common practice for
texts. and extract the teenagers to ask parents for guidance when choosing a college major?
key ideas from
those texts.
Reading for the first time

T. asks learners to skim the article How to Make a Career Choice When You Are
R.3.1 Identifies
Undecided (See materials section for the reading). Then,T asks learners to write a
the topic from
sentence to describe the topic. Later, learners get in groups and share the sentence they
narrative and
wrote and choose the best one to the report to the rest of the group.
expository texts
about college
and career
decisions.
Pair/Group feedback
Students check the sentences in pairs and help each other to correct any mistake.

81
R.3.3 Gets Reading for the second time
main points
from narrative Learners read the text again and identify the main idea in each one of the paragraphs
and expository writing the corresponding number inside each parenthesis. Note: The ideas are
texts about paraphrased.
college and
career
decisions
(P___) Identify your goals. Let the research you did about required education and training
be your guide. Study more if you do not have all the details to set long and short-term
goals.

(P____) It is advisable to create just one single list, you have to see the careers that you
are interested in and write them into a sheet of paper.

(P ___) After this investigation you can make your choice. Choose the job that you think
will bring you happiness. Many students change their careers many times.

82
(P____) Now, you'll be excited you have less options about each of the occupations on
your list. Find job requirements and future employment possibilities.

(P__) Take out the careers you do not want to study. And make a “short list." Of at least 5
careers. Be objective and think if you can have the abilities to be successful in it.

(P___) Knowing about someone´s own personality using different instruments or even an
expert to evaluate will give the person different possible careers to choose.

(P__) Make a career action plan with all your goals. Write your long- and short-term goals,
this will be important steps for you.

(P__) Look for jobs you like and know some about to investigate later on. Also, include
professions you don't know much. You will be surprised.

Answer: 7-2-6-4-5-1-8-3

83
R.3.2 Students recognize key words from the text matching the words on the right to their
Recognizes key corresponding definitions on the left by writing the correct number.
words from
narrative and 1. Career (5) ability to do something well; expertise.
expository texts
about college
and career 2. Tool (8) systematic investigation or study of facts.
decisions.

3. Self-assessment (7) object of a person's ambition or effort.

4. Requirement (1) occupation undertaken for a significant period of a

person's life.

5. Skill ( 3 ) evaluation of oneself or one's actions and attitudes.

84
6. Gather ( 9 ) action of teaching someone a particular skill or type
of behavior.

7. Goal (4) a thing that is needed or wanted.

8. Research (2) device especially held in the hand, used to carry out a
particular. function.

9. Training (6) come together; assemble or accumulate.

10. Sources (10) a place, person, or thing from which something comes or can
be. obtained.

Post reading

85
 T asks learners to participate in a round table expressing their opinions about the article.

80 m
SI.2.
Participates in - SI.2. participate Task: You and your classmates are asked to plan a university fair. Then you searched
group work, in-group work, on the net and found a video that could help you understand what a university fair is.
expressing expressing Watch the video you found [Link] to inspire
opinions and opinions and you and your classmate to make groups and create different stands with information
making making about different university majors. Some of your classmates will play the role of
suggestions suggestions university representatives in the stands. Some other classmates will play the role of
actively. actively. high school students who will ask university representatives about the soft skills needed
to be successful in those careers. Think about the possible questions that you can
Indicators of make to the university representatives. Students playing the role of university
learning representatives must be ready to answer students’ questions.

SI2. 1 Plans a Planning and organizing

set of
sentences to Teacher asks learners to work in groups of 3 or 4 learners to create a stand with
give opinions information from different universities, plan a set of questions related to the soft skills
about soft skills needed to be successful, with previously learned language structures and content
needed to be needed for the task, using linking words for time sequence and to be asked to the

86
successful in students playing university representatives. They have to give opinions about specific
working life. soft skills they have to develop to be successful in the careers they chose.

Rehearsing
SI2. 2 Makes
complete Students rehearse their questions and possible answers with the roles assigned within
sentences to the group by taking turns. They check fluency, pronunciation, intonation, coherence and
give opinions sentence structure.
about soft skills
needed to be
successful in
working life.

SI2.3 Provides Interacting/Describing

suggestions on
how to improve Learners walk around the classroom visiting the different stands asking questions and
soft skills giving opinions about specific soft skills they have to develop to be successful in the
needed to be careers they are interested in. They can record some of the interactions with different
successful in classmates to later show their videos/audios to the rest of the class.
working life.

87
 Integrated Mini-Project Time
Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to Adjust
practice English, not just those related to presentation previous
times
Acting out: Complete their mini projects to present them in week 5 and 6. listed
above to
allow 5
Option #1 min each
Learners prepare one presentation about how they look themselves 10 years from now. Ls will design a photo album or a week.
diary creating a possible situation of their future.
Group
Option #2 presentati
ons can
A multi-step research Career Research: “Planning my Future”- Gallery Walk (learners explore different careers and be week
professions they want to pursue, complete with educational requirements, salary and job opportunities) 5 or 6.

Option #3
Writing future goals (pros and cons) of the major’s academic possibilities and occupations.

Option #4

88
Running a debate or a vocational café.

They also have to mention the skills they will probably use at this job.

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.)

89
 Learner Self-Assessment
In
I can… Yes progres No
s
plan the language, content and resources to explain points of view, justifying
assumptions and plans, briefly about studying in Costa Rica or abroad in a
well-organized presentation.
make sentences to explain points of view, justifying assumptions and plans,
briefly about studying in Costa Rica or abroad with the appropriate linkers or
connecting words in a well-organized presentation.
express ideas to explain points of view, justifying assumptions and plans,
briefly about studying in Costa Rica or abroad in a well-organized
presentation.
prewrite ideas based on a real event for a one-page report about graduating
from school, getting interviewed or choosing a career.
draft the report based on a real event for a one-page report about graduating
from school, getting interviewed or choosing a career.
revise the report based on a real event for a one-page report about graduating
from school, getting interviewed or choosing a [Link] checking subject-
verb agreement, pronoun and article agreement, sentence sense, text
structure, word order and punctuation and content.
edit the report before publishing.

90
 Materials for week # 4

Comparing colleges
Directions: The purpose of this activity is to answer questions about colleges that you are interested in to get a better idea
of which college may be the best match for you. In each college column heading, write or type the name of the college you
are interested in attending. Then answer each question about each college in the space provided. There are also blank
spaces available on Page 4 for you to fill in your own questions. To find the answers to these questions, read the college’s
Web site, request that the college send information to you (by mail or e-mail), contact the admissions office, and/or contact
the disability support services office. After you have answered the questions for each college, highlight in green the positive
aspect of each college that meets your needs and preferences. Compare the colleges and talk with your guidance counselor
or parent to find out which one might be the best match for you.

Name of College 1: Name of College 2: Name of College 3:

Questions

What majors does the college

offer that you might be
interested?
What core courses are
required
in college?

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 Name of College 1: Name of College 2: Name of College 3:
Questions

What kinds of campus

activities and organizations
does the college offer?
What are the admission
requirements?
Are there foreign language or
other courses required for
admissions?
What are the admissions
deadlines?

How many students with

disabilities
are on campus?

Does the college provide

classes
or workshops in study skills
(time management, note
taking, reading, writing)?

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Adapted from Virginia’s College Guide for Students with Disabilities:
[Link]/special_ed/transition_svcs/outcomes_project/college_guide.pdf

Embedded questions

An embedded question is a question that is inside another question or statement. This grammar point is sometimes
explained on its own or in a lesson on noun clauses or reported speech (more on this below).

Two Types
1. Embedded Questions within Questions

Here are some examples of an embedded question within another question. For patterns and uses, see the notes below
the charts.

Common Introductory Common Questions Embedded Questions

Question Phrases Examples
Do you know… When does the course Do you know when the
start? course starts?

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Who knows… What is the best career? Who knows what the best
career is ?
Do you think… Can he come to take the Do you think he can come
admission test? to take the admission test?
Do you remember… Where is the admissions Do you remember where
office? the admissions office is?
Could you tell me… Is there any scholarship Could you tell me if there is
program? any scholarship program?
Would you mind telling me What time is the lecture? Would you mind telling me
… what time the lecture is?

94
 Embedded Questions within Statements

Here are some examples of an embedded question within an affirmative or negative sentence. Note that we do not use a
question mark for these statements even though they contain a question.

Common Introductory Common Questions Embedded Question

Statement Phrases Examples
I wonder… Is our professor emphatic? I wonder whether (or not)
our professor is emphatic?
I asked… Can I have an extension? I asked if I could have an
extension.
I want to know… How much was the tuition? I want to know how much
tuition was.
I don’t know… Who does this admission I don’t know who these
papers belong to? admission papers belong
to.
I´m not sure Where are my forms? I´m not sure where my
forms are.
The question is… Should we go ahead with The question is if we
the scholarship application should go ahead with the
process?

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 scholarship application
process (or not).
Let´s ask… Do they like the student Let´s ask whether they like
induction into university the student induction into
life? university life (or not) .

Patterns

1. Sentence Pattern

A normal English sentence follows this pattern: Subject + Verb (+ Object) or SVO.

 She (S) studied (V).

 The girl (S) took (V) the test. (O).

2. Question Pattern

A normal question has an inversion of the sentence pattern, and looks like this: (Question Word) + Auxiliary Verb +
Subject + Main Verb (+ Object) or VSVO. For the Be verb, it looks like this: VSO.

 What (Question Word) did (Aux V) he (S) study(V)?

96
  Do (Aux V) you (S) like (V) elective courses (O)?
 Is (Be) he (S) organized?

3. Embedded Question Pattern

In an embedded question, the question inside the statement or other question follows a sentence pattern instead of a
question pattern: SVO. The introductory phrases follow the normal sentence (SV) or question (VS) patterns.

 I (S) don’t know (V) [what (question word) I (S) should do with this (V)].
 Do (Aux V) you (S) think (V) [we (S) need (V) more time to complete the admission process. (O)]?

97
 How to Make a Career Choice When You Are Undecided

7 Steps to Choosing a Career

BY DAWN ROSENBERG MCKAY

Updated November 20, 2019

Image by Lisa Fasol © The Balance 2019

With thousands of options, how will you choose a career that's right for you? If you don't have any idea what you want to
do, the task may seem insurmountable. Fortunately, it isn't. Follow an organized process and you will increase your chances
of making a good decision.

Assess Yourself

P.1 Before you can choose the right career, you must learn about yourself. Your values,
interests, soft skills, and aptitudes, in combination with your personality type, make
some occupations a good fit for you and others completely inappropriate. Use self-
assessment tools, and career tests to gather information about your traits and,
subsequently, generate a list of occupations that are a good fit based on them. Some
people choose to work with a career counselor or other career development
professionals who can help them navigate this process.

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Make a List of Occupations to Explore

P2. You probably have multiple lists of occupations at this point—one generated by each of the self-assessment tools you
used. To keep yourself organized, you should combine them into one master list. First, look for careers that appear on
multiple lists and copy them onto a blank page. Title it "Occupations to Explore." Your self-assessments indicated they are
a good fit for you based on several of your traits, so they're definitely worth exploring.

P3. Next, find any occupations on your lists that appeal to you. They may be careers you know a bit about and want to
explore further. Also, include professions about which you don't know much. You might learn something unexpected.

Explore the Occupations on Your List

P4. At this point, you'll be thrilled you managed to narrow your list down to only 10 to 20 options. Now you can get some
basic information about each of the occupations on your list. Find job descriptions and educational, training, and licensing
requirements in published sources. Learn about advancement opportunities. Use government-produced labor market
information to get data about earnings and job outlook.

Create a "Short List"

P5. Now you have more information, start to narrow down your list even further. Based on what you learned from your
research so far, begin eliminating the careers you don't want to pursue any further. You should end up with two to five
occupations on your "short list. “If your reasons for finding a career unacceptable are non-negotiable, cross it off your list.
Remove everything with duties that don't appeal to you. Eliminate careers that have weak job outlooks. Get rid of any

99
occupation if you are unable or unwilling to fulfill the educational or other requirements, or if you lack some of the soft skills
necessary to succeed in it.

Make Your Career Choice

P6. Finally, after doing all your research, you are probably ready to make your choice. Pick the occupation that you think
will bring you the most satisfaction based on all the information you have gathered. Realize that you are allowed do-overs
if you change your mind about your choice at any point in your life. Many people change their careers at least a few times.

Identify Your Goals

P7. Once you make a decision, identify your long- and short-term goals. This helps to chart a course toward eventually
landing work in your chosen field. Long-term goals typically take about three to five years to reach, while you can usually
fulfill a short-term goal in six months to three years. Let the research you did about required education and training be your
guide. If you don't have all the details, do some more research. Once you have all the information you need, set your goals.
An example of a long-term goal would be completing your education and training. Short-term goals include applying to
college, apprenticeships, other training programs, and internships.

Write a Career Action Plan

P8. Put together a career action plan, a written document that lays out all the steps you will have to take to reach your goals.
Think of it as a road map that will take you from point A to B, then to C and D. Write down all your short- and long-term goals
and the steps you will have to take to reach each one. Include any anticipated barriers that could get in the way of achieving

100
your goals—and the ways you can overcome them. This may sound like a lot of work—and it is. But it's much easier to forge
a career path when you know what you want. Taking these steps early will save you a lot of struggle and uncertainty in the
long run.

Source : [Link]

Editing Checklist My revision

The report … Yes No Partially
is well- capitalized.
‘s verbs match with the subject.
has a summary
Has background information
has a main body of well -sequenced ideas
has a recommendation or conclusion.
is indented.
has clear sentences.
fulfills with the information asked in the task.
has punctuation marks correctly used.

101
 This image
shows a handout for a student activity: Decision making in my life

Source : [Link]
future/

102
 Level III
Period IV
Weeks 5 and 6
Review and Integrated Mini-Project
Enduring Understanding: Everyday people are faced with choices – some big, some small – and the way people react to those
choices shape their future.
Essential Question: How can decisions?
New Citizenship:

Dimensions
1. Ways of thinking (√ )
2. Ways of living in the world (√ )
3. Ways of relating with others (√ )
4. Tools for integrating with the world ( √ )

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

Grammar & Sentence Frame Function Psychosocial

 Did Ls use all sentence frames?  Did Ls show evidence of …
 Did Ls use all functions?  Being aware and committed to
Vocabulary protecting the environment
 Did Ls say aloud and write all Discourse Markers  Appreciating natural wonders
vocabulary?  Did Ls practice connecting words: and,

103
 but, because? Sociocultural
Phonology  Ls practice some idioms and quotes
 Ls recognize, articulate and produce
phonological sounds correctly

Assessment
Strategies & Time
indicators of Total:
learning Learner can Didactic Sequence Mediation 120 min
(Diagnostic, (3
formative, lessons)
summative)
 Did Ls  Can Ls Referencing notes from formative assessments throughout the weeks, repeat All of week
achieve all do all activities to strengthen Ls in weaker areas or select from Optional Activities that 5 or 6
learning tasks? follow these plans.
outcomes?
Practice for test

Options Integrated Mini-Project Time

By allowing time for the Mini-Project each week for participating, thinking, and acting All of week
Option #1 out, learners should now have a chosen project and determined content and strategies. 5 or 6 of
Learners prepare one In the presentation week Ls focus on: unit
presentation about how they look

104
themselves 10 years from now. Responding and sharing: Participating in individual and peer assessment of
Ls will design a photo album or a mini-project.
diary creating a possible situation
of their future. Integrated Mini-project Self-Assessment
Participating to Negotiate
Option #2 I participated by
sharing my own ideas and interests with my family or
A multi-step research Career
classmates
Research: “Planning my Future”-
respecting my family or classmates’ opinions,
Gallery Walk (learners explore
communicating respectfully
different careers and professions
making decisions
they want to pursue, complete
A lot A little Not at all
with educational requirements,
salary and job opportunities) 5 4 3 2 1
Thinking:
I planned by
Option #3 looking for information and resources,
Writing future goals (pros and thinking of a design for my presentation
cons) of the major’s academic interacting with my classmates.
possibilities and occupations. making decisions
A lot A little Not at all
Option #4
5 4 3 2 1

105
Running a debate or a vocational Acting out:
café. I acted out by
reviewing the information
They also have to mention the improving my video
skills they will probably use at this
correcting the information,
job.
rehearsing and working on pronunciation, intonation,
.
fluency and other aspects,
A lot A little Not at all
5 4 3 2 1
Responding and Sharing:
I can demonstrate I was well prepared in delivering and
sharing the information by
responsibly delivering the project during the virtual /
classroom exchange.
answering questions from the audience respectfully.
self-assessing the final product.
A lot A little Not at all
5 4 3 2 1

Teachers monitor ….
 Did Ls use English during all aspects of Integrated Mini-Project?

106
 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?

107
 Materials for Week # 4

Sample of an action plan

This image shows a student handout for

an action plan

Source :[Link]
future/

108
Useful web sites

[Link]

Source: [Link]

[Link]

How to make a cover letter

[Link]

Job interviews
[Link]

Career search
[Link]
Career planning
[Link]
Job search
[Link]
Choosing a job
[Link]
Jobs and work
[Link]

109
Create a résumé
[Link]
[Link]/lp/[Link]?utm_source=google&utm_medium=display&utm_campaign=174127281&utm_term=&netw
ork=d&device=c&adposition=none&adgroupid=14195413641&placement=[Link]&gclid=EAIaIQobChMIiej3z6
Sa8QIVhZ6nCh2WMAniEAEYASAAEgIR2PD_BwE
Career test link: [Link]

[Link]

Students watch this video and complete the information in the chart below (Annex 2)

[Link]

[Link]

[Link]

[Link]

[Link]

110
Career workbook

[Link]

Exploring community colleges

[Link]
colleges_worksheet.pdf

Practice for test

Read the next dialogue and do the exercises.

Man: I wonder if this is going to be an interesting class.

Woman: Yeah. Me too. So, what’s your major?

Man: Well, I’ve been batting around the idea of going into business, but I haven’t decided yet. And my dad keeps telling
me I have to choose a major, but I’m undeclared at the moment.

Woman: Ah, that’s what happened to me my freshman year.

Man: Oh, so what year are you in school?

Woman: I’m a senior, and I only have to take 10 more credits to graduate. Yeah!

111
Man: Well. That must feel great to be almost finished with school.

Woman: You can say that again, but once I graduate, I have to start repaying a student loan, so I’m not looking forward
to that.

Man: But didn’t your parents help you out with your college tuition?

Woman: No. My dad said he wasn’t made of money, so he thought I should earn my own education, so I worked like
crazy in the summer and part-time during the school year to cover most of my costs. [Well, that’s parents for you.] And, I
received some financial aid and a scholarship one year, which really saved me. [Ah, that’s nice.] But this past year,
school has been more demanding, so I haven’t been able to work as much.

Man: Well, you know, at least you see the light at the end of the tunnel.

Woman: That’s true.

Man: Well, have you lined up a job yet?

Woman: Not yet, but I’m trying to line up a few interviews at the job fair next month.

112
Man: Well, at least you have some ideas on your future. I mean, I’m taking a business class right now, and the teacher
always lectures us by saying that life is difficult, and we should prepare for our futures by setting realistic goals. And the
only place that success comes before . . .

Woman: . . . work is in the dictionary. {Yeah!?] Yeah. I’ve heard that all before. Let me guess. Is your teacher Paul
Jones?

Man: Yeah. How do you know? I mean, did you have him too? I mean, the guy is, you know, he’s just really . . .

Woman: He’s my dad. Yeap.

Man: Your dad? I mean, I didn’t mean anything by what I said. I wasn’t bad-mouthing him or anything. I mean he’s a
good teacher and all. It’s just that . . .

Woman: . . . he’s a dad. That’s what dads do. Lecture. He has about a thousand sermons on life, and he always shares
them in his classes.

Man: Yeah. Well, um . . . , nice talking with you. I have . . . I have to go.

Woman: Same here. Bye. I’ll tell Mr. Jones you said hello, and maybe we can study together at my house? [Nah, nah,
nah . . .]

113