Function

Naming hobbies and activities practiced with the family

Discourse Markers

And

Psycho-social

Motivating good communication, collaboration, and self esteem

Socio-cultural

Using positive and affectionate expression familiar address forms (dear, darling)

Idioms/Phrases

Like father like son

SP.2. Recognizes basic family activities using expressions like “My father likes cooking”.

W.1. Represents an event or character from a picture story or one main idea

W.2. Organizes drawings or pictures within a graphic organizer.

SP.2. recognizes basic family activities using expressions like “My father likes running”.

W.1. draw pictures of an event or character from a picture story or one main idea.

W.2. organize drawings or pictures within a graphic organizer (sequence or Venn diagram).

Pre-teaching

Warm up

Students observe page 70.
Students repeat after the teacher.
Students draw their favorite hobby.

Activation of Prior Knowledge

Students observe page 71 and circle the hobbies.

Modeling

The teacher mimics some hobbies or activities in front of the class and students try to guess them.

Clarifying

The teacher clarifies vocabulary and expressions if necessary.

L.3. Recognizes simple questions, which directly concern them such as their name and where they are from.

L.3. understand simple questions, which directly concern them such as their name and where they are from.

Oral Comprehension
Task Rehearsal

Students observe page 83 and 84 in the book.
The teacher reads the text and students repeat out loud.
Students draw themselves helping around the house.

Task rehearsal

The teacher shows the camera sheet to the students.
The teacher explains how each box represents each picture Sammy takes in the house.

Task Completion

The teacher reads the text about Sammy.
Students draw a picture in each box according to the photograph Sammy takes around her house.
Color the camera and cut it out. Cut the dotted lines so you can put the pictures through the camera.

The teacher reads the text slowly, so students can draw the picture in each box.

Sammy’s new camera

Sammy got a new camera for her birthday. She is taking pictures around the house.
1. First she takes a picture of her brother playing soccer in the back yard.
2. Second she takes a picture of her father cooking dinner.
3. Third she takes a picture of her grandfather eating fruit.
4. Fourth she takes a picture of her mother reading a book.
5. Finally she takes a picture of her sister watering the plants.

Task Assessment

Students complete page 85 in the book.

Post-Task

Students complete page 75.

Function

Identifying nuclear family members` physical traits

Discourse Markers

And

Psycho-social

Respecting senior citizens and gender roles

Socio-cultural

Helping others

Idioms/ phrases

At home
Little brother/sister
Big brother/sister

L.2. Understand simple information about a person (for example, appearance and feelings) if the person speaks slowly and clearly, possibly with accompanying gestures.

SI.1. understand and respond in a predictable pattern to simple questions.

SP.1. recognizes how he/she or other person is feeling using simple, standard expressions. (Happy, sad, mad)

Pre-teaching

Warm up

The teacher asks some students to come to the front.
The teacher makes different sentences while showing the characteristics in the students such as:

• She has long hair.
• She has short hair.
• She is tall.
• She is short.
• She is happy.
• He has brown eyes.

Activation of Prior Knowledge

Students illustrate the following sentences in their notebooks.
The teacher writes the sentences on the board and mimics the descriptions.

She is old.   He is tall.   She is strong.   He is happy.

Modeling

Students observe the pictures on page 77.
The teacher reads each exercise and students circle the correct option in each case.

.

Clarifying

The teacher clarifies vocabulary.

Oral Comprehension (Listening)

Pre-task

The teacher shows the Descriptions and Feelings sheet to students.
The teacher reads the texts and students match it with the pictures.

Task rehearsal

The Teacher shows the sheet with the personal descriptions to students.
The teacher overviews the different characteristics of each set of pictures.

Task completion

Students listen to the teacher read the descriptions.

Students have to choose the correct picture that corresponds to the description.

Function

Identifying family members

Discourse Markers

And

Psycho-social

• Respecting others in my family

Socio-cultural

• Introducing family members in celebrations and family reunions (Mother’s day, Father’s day, family birthday celebrations, leisure activities)

Idioms/phrases

Mommy, mom
Daddy, dad

L.1. Identifies nuclear family members from aural stimuli when it is spoken slowly and clearly.

L.1.Recognize the words for people around them (e.g. father, mother, brother, sister, baby).

Pre-teaching
Warm up

Students observe page 60 in the book.
Teacher reads the texts and students repeat out loud.

Activation of Prior Knowledge

Teacher asks some students:

• Who do you live with?

One by one students answer.

SI.3. Understand and respond in a predictable pattern to simple questions about familiar things if the other person speaks slowly and clearly.

W.1. Draw pictures of an event or character from a picture story or one main idea.

SI.1. Understand and respond in a predictable pattern to simple questions.

Modeling

Students repeat out loud.

Clarifying

The teacher explains the pattern She is / He is

She for girls or women and he for boys or men.

Students observe page 63.
The teacher reads the text.
The students repeat out loud.

Pre-task

he teacher shows the pre-assembled silhouette family puppets (front-facing) and explains how to make them.
Students receive the sheet with the silhouette puppets:

Grandfather, Grandmother, Father, Mother, Brother, Sister.

Task rehearsal

Each student presents their puppets in pairs.
They take turns saying:

• This is my ____. (grandfather, mother, etc.)
• Who is this? – This is my ____.

The teacher shows a puppet, and students respond in chorus:

• Who is this?
• This is the ____!

Task completion

The teacher narrates «Mark’s Picnic», using pictures or gestures to reinforce comprehension.

Every time the teacher mentions a family member, students raise the correct puppet.
At the end of the story, students make short comments using structures like:

• The mother takes pictures!
• The grandfather plays with the ball!
• The sister sings!

Mark’s picnic

Mark’s family loves picnics. The father prepares some nice sandwiches with ham and cheese. The grandfather takes the ball to play with everybody. The mother likes to take pictures, so she takes her camera. The sister plays the guitar and everybody sings. The brother prepares juice for the family. The grandmother brings a book to read. They love picnics in the park.

Students make a picture in their notebooks of Mark`s family picnic.

Task assessment

Students complete page 73 in the book.

Function

Recognizing and using numbers and prices.

Discourse Markers

and, but, because

This store sells shoes and clothes.

Psycho-social

Showing respect to people and to what they do.

Socio-cultural
Idioms/ phrases

• Using social cues (body language, tone of voice, facial expression) to understand communication.

• A penny saved is a penny earned

L.2.Recognizes numbers, times and other pieces of short information, if given slowly and clearly.

SI.1. Interacts in a simple way.

 W.2.Uses emerging knowledge of words to write authentic texts.

L.2. Understand numbers, times and other pieces of short information, if given slowly and clearly.

SI.1. Interact in a simple way provided others are prepared to repeat, rephrase, and speak slowly.

Pre-teaching

Warm Up

The teacher asks students:

What is their favorite fruit?

Students brainstorm and teacher writes some on the board.

Activation of prior knowledge

Students observe page 62 in the book.

The teacher reads the vocabulary and students repeat out loud.

Modeling

Students observe pages 63.

The teacher reads the text and students repeat.

W.2. Use emerging knowledge of words to write authentic texts.

Clarifying

The teacher writes the following vocabulary on the board.

• Coin
• Fruits
• Medicine
• Bill
• Meat
• Pills
• Bread
• Milk
• Book
• Hamburger
• Soda
• Pen

The teacher reads the vocabulary and students repeat out loud.

The students observe page 64 in the book.  They brainstorm in what of those paces they can use the different items in the vocabulary list.

Pre-task

Students complete page 73 in the book.

Task-rehearsal

The teacher shows the Going to the Supermarket sheet.

The teacher reads the Grocery List.

Task completion

Students cut out the groceries in the list and put them in the basket.

The teacher checks the exercise individually.

Students paste the baket in the notebook.

Task assessment

Students work in pairs and make a new list with the things left out of the basket.

Students write a possible price to each article in the list.

The teacher checks their work.

Post task

Students play bingo on page 76.

Function

• Naming goods and services in the community.

Discourse Markers

• The cake is delicious but the food not.

Psycho-social

• Expressing appreciation and gratitude towards community helpers

Socio-cultural

idioms/ phrases

• Interacting using social phrases, manners and personal space. (“Please” “Thank you” and “Excuse me”.)
• Can I help you?

Pre-teaching

 Warm Up

Learners listen and read a picture story called  People in our town in this link:

Then, the teacher can ask learners to relate places and services shown in the video with the ones they have in their communities.

Activation of prior knowledge

• Teacher have learners to watch a video named In a shop in the following link:

https://www.youtube.com/watch?v=dyn62IQI1zo

Teacher asks learners read and repeat key phrases need to get things from those places.

Modeling

Begin by introducing the topic of goods and services.

Explain to the students that they will explore how these two concepts differ and relate by creating a word network that links various ideas.

Play the video where the teacher models goods and services using a list and a word network.

Ask students to pay close attention to how the terms are connected and how the ideas are organized.

The teacher demonstrates sentence frames to help name goods and services in the community.

Write and explain sample sentences on the board, such as:

• • «This is a store. In a store you can buy a shirt.»
  • «This is a school. In a school you can study.»
  • «This is a shoe store. In a shoe store you can buy tennis shoes.»

Emphasize how these sentence frames can be used to describe various community establishments and their functions.

rrr

R.2.comprehend readings and enjoy texts.

Clarifying

The teacher pastes pictures of different places in town on one side of the board, and in the other side there will be goods and services. What learners will have to do is to match them. Once a student matches pics, he/she has to say a sentence such as: This is a store. In a store you can buy a shirt.

Pre-task

The teacher shows the Community Helpers sheet.

The teacher explains how to complete it.

Students cut out the pictures and make the make the little book.

Task-rehearsal

The teacher reads the text one first time so students can identify the different community helpers.

Community helpers in my city

The community helpers work in the city. Community helpers work to help the community.

A police officer keeps people safe.

Firefighters help people at accidents and house fires. A paramedic cares for people and take them to a hospital.

Doctors, nurses, and dentists help people stay healthy.

A veterinarian helps keep your pet healthy.

Every house has trash that is picked up by sanitation workers.

Mail carriers and others deliver letters.

Bus drivers and take people places.

Farmers grow crops for everyone.

A grocery clerk works in a supermarket putting food items on a shelf.

A construction worker builds new offices and houses.

A baker makes bread.

Task completion

 The teacher reads the text slowly giving the students the chance to choose the correct picture and paste it in the correct space.

The teacher checks the order of the pictures.

Task assessment

The teacher reads the text one more time.

The students complete the questions in the extra sheet about the reading.

1) Who helps sick people?

1. Doctor
2. Firefighter

2) Who helps clean the community?

1. Doctor
2. Sanitation worker

3) Who makes bread?

1. Baker
2. Dentist

4) Who takes people to the hospital?

1. Firefighters
2. Paramedic

5) Who builds houses?

1. Police officer
2. Construction worker

6) Who helps the pets?

1. Nurse
2. Veterinarian

Function

• Identifying community helpers.

Discourse Markers

and, but, because

This store sells shoes and clothes.

Psycho-social

• Expressing appreciation and gratitude towards community helpers 

Sociocultural

Idioms/phrases 

• Responding to peer/adult initiated greetings and farewells.

The store is open 24/7.

L.1.Recognizes simple information about a place.

 R.1.Identifies previously encountered high-frequency words.

SP.2. Provides basic information about community and community helpers using visuals.

L.1.understand simple information about a place (for example, what to get and who works there) if the person speaks slowly and clearly.

R.1.comprehend a text heard or read that is supported by pictures in a heavily patterned book by sequencing pictures to include a clear beginning, middle, and end.

S.P.2. provide basic information about familiar things and ideas.

Pre-teaching

Warm Up:

Teacher asks students?

• What does your mother do?
• What does your father do?
• What does your aunt do?
• What does your grandfather do?

Students answer and the teacher writes some on the board.

Activation of prior knowledge

The teacher asks students:

Where does a ______(job)____ work?

 Depending on the jobs they have said before.

The teacher writes the building or place next to each job or profession.

Modeling

The teacher makes the following chart on the board.

Students brainstorm the different places where they work.

• Bakery
• Butchery
• Store
• Supermarket
• Hair salon
• Garage
• Restaurant
• Farm

Students copy the chart in their notebooks.

rrr

rrrr

Clarifying

Students observe page 81 in the book.

The teacher explains how the different workers in the community go to a specific place.

The students repeat out loud the different vocabulary.

Students complete page 81.

Pre-task

The teacher shows the Places in my town sheet to students.

The teacher reviews the places in town and reads the workers` names.

Task-rehearsal

The teacher explains the activity.

The teacher reads the text and checks vocabulary.

Task completion

The teacher reads the story slowly so students can make the match.

The students match the workers with the correct buildings.

The teacher checks the answers.

Task assessment

The teacher asks orally the following questions and students answer orally.  The teacher takes notes.

• Where does a doctor work?
• Where does the teacher work?
• Where does the mechanic work?
• Where does the waiter work?
• Where does the police officer work?
• Where does the chef work?
• Where does the teacher work?
• Where does the butcher work?
• Where does the baker work?

Function

Asking for and giving basic information about family traditions and celebrations.

Discourse Markers

My mom always makes a cake for my birthday because I invite the family.

Psycho-social

− Identifying one’s and others’ feelings.

Sociocultural

− Maintaining eye contact during conversation.

Social Language Samples and idioms/phrases/strong>

− Family … where life begins & love never ends.

− There is no place like home.

R.2. Shows understanding and enjoyment of text heard or read sequencing pictures.

R.2. Comprehend readings and enjoy texts.

Pre-teaching
Warm up

Teacher shows some pictures of the Independence Day celebrations in the country to students.

• Teachers asks students:
• What are these people celebrating?
• Why is it important to celebrate it?
• How do you celebrate it?

Students brainstorm some answers.

Activation of Prior Knowledge

The teacher asks students what kind of activities do Costa Ricans have during the following celebrations:

Students brainstorm some activities and the teacher writes them on the board.

Modeling

The teacher writes the following vocabulary on the board.

• Province
• Pilgrimage
• Walk
• Palm
• Government
• War
• Torch
• Lantern
• Parade
• Costume

The teacher asks students to illustrate the vocabulary.

Clarifying

Teacher explains how ordinal numbers are written.

The teacher repeats the vocabulary several times while the students are illustrating to help them memorize it.

Oral Comprehension (Listening)
Pre-task

The teacher reads the text on page 46 and 47.

Students follow the reading.

The teacher clarifies any vocabulary if needed.

Task rehearsal

The teacher shows the sheet about Costa Rica`s Holidays to students.

The teacher explains to students that the answers are on pages 46 and 47.

Task completion

Students complete the extra sheet about Costa Rica`s Holidays.

Students check their answers with a partner.
The teacher checks the answers on the board.

Task assessment

Students complete page 48.
Teacher checks the answers.

Function

Telling time and dates.

Discourse Markers

My family is together for Christmas but not Independence Day.

Psycho-social

Expressing appreciation and gratitude.

Socio-cultural

Maintaining eye contact during conversation.

Idioms/ phrases

Happy Birthday!

L.3. Recognizes numbers, times and other pieces of short information, if given slowly and clearly.

L.3. Understand numbers, times and other pieces of short information, if given slowly and clearly.

Pre-teaching
Warm up

Teacher asks some students:
When is your birthday?
The teacher writes their answers on the board in the correct order.

On + Month + ordinal number

Example: My birthday is on November 4th.

The teacher asks:

• When do you celebrate each of those celebrations?
• Students brainstorm the dates of the celebrations.
• The teacher writes them on the board.

Activation of Prior Knowledge

The teacher asks students for other Holiday Dates.
When is Christmas Day?
When is Mother`s Day?
When is Independence Day?
When is New Year´s Day?
When is Guanacaste Annexation Day

SI.2. Answers simple questions using individual words, expressions, or short sentences.

W.1. Copies or prints/writes words.

SI.2. Answer simple questions using individual words, expressions, or short sentences.

W.1. Copy or print/write words being learned in class and connect them to pictures.

Modeling

Students listen to the song and sing along following the words on page 54.
Students complete page 55.

Clarifying

Teacher explains how ordinal numbers are written.

Ordinal Numbers use the lst two letters of its name after the nuber symbol.

First     1^st

Second    2^nd

Third    3^rd

Fourth    4^th

Oral Comprehension (Listening)
Pre-task

Students observe page 57 and repeat the numbers after the teacher.

Task rehearsal

Students listen to the teacher read pages 40-41 and 42.
The teacher clarifies new vocabulary if needed.

The teacher shows the working sheet and explains it to students.

Teacher`s script

• Mike loves Mother`s Day.  He loves to go out for lunch with his mother and grandmother on August 15^th.
• Pam enjoys Independence Day.  She loves to go on the parade pf September 15^th.
• David loves Christmas Day on December 25^th because he spends time with his family

Task completion

Students listen to the teacher and complete the Holidays sheet.

Task assessment

Students answer the following questions orally.
Maintaining eye contact during conversation.

• The teacher asks:
• When is your birthday?
• When in Independence Day in Costa Rica?
• When is Labor Day in Costa Rica?
• When is Christmas Eve?
• When is Guancaste Annexation Day?

Then the students write the answers on their notebooks.

The teacher checks the answers.

Post task

Students complete page 56.

Function

Describing family traditions and celebrations

Discourse Markers

Psycho-social

Demonstrating empathy.

Socio-cultural

Remaining silent when others are talking.

Idioms/ phrases

Happy New Year!

Family that plays together stays together.

L.2. Recognizes key vocabulary words by answering questions.

L.2. Understand most of a short story when it is read slowly and clearly, and is accompanied by pictures or drawings.

Pre-teaching
Warm up

Teacher asks students:

• What´s your favorite family celebration?
• Students brainstorm some Holidays they prefer.

The teacher writes some of them on the board.

The teacher asks:

• When do you celebrate each of those celebrations?
• Students brainstorm the dates of the celebrations.
• The teacher writes them on the board.

Activation of Prior Knowledge

Students observe page 34.
Students listen to the teacher read the text.
Students repeat outloud after the teacher.

Modeling

Students make a list in their notebooks of different desserts they enjoy, food during celebrations, costumes they have seen in celebrations.

Clarifying

Teacher clarifies any new vocabulary the students need to share their thoughts.

Oral Comprehension (Listening)
Pre-task

Teacher writes on the board the word Christmas.
The teacher asks students different traditions or activities families do during Christmas.
Show respect for families, traditions and celebrations.

Task rehearsal

Students listen to the teacher read pages 40-41 and 42.
The teacher clarifies new vocabulary if needed.
The teacher shows the working sheet and explains it to students.

Task completion

Students read pages 40-41 and 42 and complete the sheet with its information.
Read the text on pages 40 – 41 – 42 and circle the correct option to complete the sentence.

1. Fred`s birthday is on __________________

a. January 10th.
b. Christmas Eve.
c. Christmas Day.

2. During December Fred`s family get to buy _____________

a. a new car.
b. the Christmas tree.
c. birthday presents.

3. On Christmas Eve Fred`s family gets together and have a______________

a. new tree.
b. delicious dinner.
c. new birthday.

4 Fred`s sister lover Christmas Day because _______________

a. they eat lots of food.
b. she has a birthday party.
c. they unwrap Christmas presents.

5 Fred loves New Year`s Eve because ______________

a. have a nice meal.
b. they unwrap presents.
c. they invite friends and family.

6 At midnight they go outside to ________________

a. play games.
b. watch fireworks.
c. listen to music.

Task assessment

Students listen to the reading one more time and complete page 43.

Function

• Identifying healthy and unhealthy food.

Discourse Markers

• And, but
• You always wash your hands but you don’t eat healthy.

Psycho-social

• Promoting healthy eating habits.

Socio-cultural
Idioms/ phrases

• Asking about other people’s likes and dislikes.

An apple a day keeps the doctor away.

L.1. Recognizes simple information about healthy habits and food if the person speaks slowly and clearly.

L.1. Understand simple information about healthy habits (for example, «I need to exercise».) if the person speaks slowly and clearly, possibly with accompanying gestures.

Pre-teaching
Warm up

Teacher asks students:

• What do you need to be healthy?

Students brainstorm some activities.
The teacher asks:

• What is your favorite fruit?

Students brainstorm some fruits.
The teacher writes the vocabulary on the board.
The teacher tries to promote healthy habits among students.

Activation of Prior Knowledge

Students observe page 44 and listen to its song.

Modeling

The teacher makes a chart with two columns on the board.

Teacher writes healthy food and unhealthy food on top of the columns.

Teacher asks students to brainstorm different kinds of food.

The students may decide in which column they must write them.

Example:

Pizza – French fires – Spaguetti – Gallo pinto – Pinapple – Papaya – Coke – Grapes -Doughnut

SP.1. Uses one or two learned expressions about healthy habits.

SP.1. Use one or two learned expressions about healthy habits.

Clarifying

The teacher mentions which items are correct and changes those which are in the incorrect column.

Pre-task

Students observe the food items on page 53.

Students mention which items are healthy which ones are not.

Students paste the healthy items on page 52.

Task rehearsal

The teacher asks two students to come to the front.

She asks each of them:

• What is your favorite food?

Each student answers and the teacher writes their favorite food on the board (or makes a picture).

W.2. organize drawings or pictures within a graphic organizer.

W.2. Organize drawings or pictures within a graphic organizer.

Task completion

Teacher shows the Favorite Food sheet to students.

The teaher explains how each plate belongs to a child.

Students color the food items and then cut them out.

The students paste them on the correct plate according to the text the teacher reads.

Teacher’s script

1. Daniel loves carrots, tomatoes and beans. 2. James loves doughnuts and potato chips.  3. Sara loves apples, bananas and pineapple. 4. Susan loves pizza and french fries.

Task assessment

Students work with a classmate.

Each student asks his/her partner what is his/her favorite food?

They make a picture on their notebooks of his/her partner favorite food.

Post task

Students may ask:

What do you do to stay heathy?

The may draw a picture on their notebook too.

The teacher tries to promote healthy habits among students.

Task rehearsal

The teacher asks two students to come to the front.

She asks each of them:

• What is your favorite food?

Each student answers and the teacher writes their favorite food on the board (or makes a picture).