Professional Documents
Culture Documents
Estimado/a docente:
En atención al oficio DDC-2454-09-2018, se presenta la tabla de priorización del contenido curricular que será parte de la medición de
la prueba de Bachillerato en la asignatura de Inglés.
La siguiente información corresponde al número de ítems asignados para cada uno de los temas después del proceso de priorización
de contenido curricular. Esta priorización es para colegios de modalidad académica diurnos y nocturnos, convocatoria ordinaria 2018
y extraordinaria 2019, no aplica para colegios de colegios de modalidad técnica convocatoria 2018 y calendario diferenciado
convocatoria 2019.
En la columna “Number of items” los temas que aparecen en cero se excluyen de la prueba de Bachillerato en la modalidad académica.
Asimismo, los asteriscos que se muestran en algunas celdas corresponden a los temas en los cuales se aumentó el número de ítems.
5
Understanding ideas and Consider the language examples provided in the National Syllabus.
information in the text through Who, when, where, how fast/long, which, etc.
making inferences. What sports does _____________________ play?
Are you good at _______________________?
Understanding conceptual What’s his/her best ____________________?
meaning. Sports: swimming, diving, archery, canoeing, etc.
National athletes: achievements, biography, etc.
10*
Understanding the Language examples provided in the National Syllabus.
communicative value (function) Wh-questions: which, when, what, how many, how, why, etc.
of sentences and utterances. Who is a famous painter/writer?
Where does the ________ play?
Yes/no questions
Do you like/prefer _____________________?
Is he/she a ___________________________?
Types of music: classical, popular, etc.
Places: gallery, theater, etc.
Identifying the main point or Costa Rican and international food preparation
important information in a piece of 1. Ingredients
discourse.
5
Consider the language examples provided in the National Syllabus.
discourse.
We prefer ___________________.
Lunch is more formal.
Distinguishing the main idea from Our main meal is ________________.
supporting details. What food do/does ______________ like the best?
In my family, we set the table this way.
1
En este contenido meta se encuentran fusionados “Costa Rican Typical Food” de Décimo año y “Types of Food” de Undécimo año.
5
sentences and unfamiliar 8. Lexicon related to this target content
language.
Language examples provided in the National Syllabus.
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 ____________________.
________ may be correct _________.
Recognizing indicators of
discourse.
2
En este contenido meta se encuentran fusionados “Tourist Attractions Offered by Costa Rican Communities” de Décimo año y “Tourist Aspects
Worldwide” de Undécimo año.
11.
Common illnesses: cholesterol, blood pressure, bleeding nose,
diarrhea, constipation, hemorrhagic, migraine, sinusitis, colitis,
etc.
Sexually transmitted diseases: gonorrhea, syphilis, herpes, etc.
5
12. Lexicon related to this target content
5
between the parts of a text ministries, etc.
through lexical cohesion 9. Lexical cohesion devices
devices. 10. Lexicon related to this target content
5
personal interest and for
I'd like (to) ____________ because __________.
information.
How much does a _______ earn/cost at _________?
What does he/she do?
Identifying the main point or Where can you major in ____________?
important information in a piece ________ is better than _________.
of discourse. It takes __________________ to graduate, etc.
I'm interested in ___________________.
Coping readily with unfamiliar Let me tell you about _______________.
topics involving more complex I'd like to apply for ________________.
language and recognizing Let us review. / Be cooperative.
attitudes and emotions. You need to fill out _________________ etc.
What do you want to be _________________? Why?
Extracting salient points to Would you like to ______________________?
summarize the text, ideas, Do you want to enter _________________?
cognates, derivatives, etc. Did you want to pay the admissions fee?
Do you want to fill out the _______________?
3
En este contenido meta se encuentran fusionados “Careers, Jobs and Lifestyles”, “Job Demand in Costa Rica” y “Careers”.
from supporting details.
Transcoding information to
diagrammatic display.
Coping readily with unfamiliar
You shouldn't ____________________.
4
En este contenido meta se encuentran fusionados “Morals and Values”, “Gender: Roles of Men and Women” and “Senior Citizens, Minority Groups and…”.
0
Consider the language examples provided in the National Syllabus.
Distinguishing the main
idea from supporting TV is important because ___________________.
details.
The communication facilities ________________.
Reading between the lines. Why is __________________ important?
I think that ___________________
I don't consider _________________.
In my opinion ___________________, etc.
70 ITEMS
Recognizing indicators of
discourse.
All the texts, pictures, images and required in a national test of a foreign Synonyms, as well as antonyms,
illustrations that appear in the tests are language. homonyms, homographs, linking
either taken from the sources available words, prefixes, suffixes, and root
to the teaching of English or elaborated Even though the National Syllabus words are key words to assure
by teachers and other specialists in the does not present certain grammar communication in every topic.
field. The articles that appear in the issues in explicit or separate units,
tests may be accompanied by images grammar patterns are inseparable Teachers should be aware of helping
that help students recall specific topic components of speech. Each topic the students develop lexicon items
contents. offers the learner a context to acquire related to each topic necessary to meet
basic or complex patterns according to the best results in a national test.
Students have to deduce* and infer* the academic level. Students should acquire it throughout
the meaning of words and phrases the years of study and be ready to
within a determined context in all The vocabulary and grammar patterns master it.
topics. This ability is part of the reading used in the tests correspond to those
comprehension skills stated in the by the English National Syllabus.
English National Syllabus and it is