Function

• Describing habits and routines/li>

Discourse Markers

• And, but
• I eat fruits and vegetables.

Psycho-social

• Encouraging good hygiene to help the body.

Socio-cultural
Idioms/ phrases

• Participating in indoor and outdoor school activities.

L.2. Recognizes simple instructions to be healthy when expressed slowly and clearly.

L.2. Understand simple instructions, such as “Wash your face”, “sleep well”, or “brush your teeth” when expressed slowly and clearly, with accompanying gestures and pictures.

Pre-teaching
Warm up

Teacher asks students:

What do you like to do on your free time?

Students brainstorm different activities they enjoy.

The teacher asks students which of those activities are healthy for them.

The teacher tries to promote healthy habits among students.

Activation of Prior Knowledge

Students observe page 35.

Teacher reads the texts and students repeat after her.

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

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

Modeling

Students observe page 41.

The teacher reads the text.

Students recognize the healthy habits and circle their pictures.

Clarifying

The teacher writes the words on the board and students label the body parts on their picture.

Pre-task

Teacher role plays some healthy habits at front.

Students guess and mention the healthy habit.

The teacher writes them on the board.

Task rehearsal

Teacher asks some students to come at front and role play some healthy habits.

Students repeat the heatlhy habits outloud after the teacher.

Task completion

Teacher shows students the foldable sheet.

Teacher explains how to fold it and cut the different pieces.

The teacher reads each statement and students recognize it.

Students paste it inside the foldable sheet, in the correct space.

Students color the pictures of the foldable.

Task assessment

Students draws in their notebooks a set of three healthy habits they enjoy doing with their families.

Post task

Students complete pages 48 and 49.

Function

• Identifying parts of the body

Discourse Markers

• And, but
• I play soccer and run

Psycho-social

• Respecting the school personnel and classmates

Socio-cultural
idioms/ phrases

• Participating in indoor and outdoor school activities.

It’s awesome!

R.2. Participates in choral reading

R.2. participate in choral reading (clapping and chanting) in response to the rhyme and rhythm of a predictable patterned song or picture story that is read aloud.

Pre-teaching
Warm up

Students listen to the song “Right here”.

Students try to sing along.

The teacher may play it several times

Materials: projector and speakers.

The teacher may download beforehand so internet is not needed.

Activation of Prior Knowledge

The teacher asks some questions about body parts.  Students point the body part.

Example:

• Where is your nose?
• Where are your arms?
• Where is your hair?

Recommendation: Only ask for 7 or 8 body parts.

Example. Nose, arms, feet, hair, hands, eyes and legs.

.

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

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

Modeling

Students make a picture in the notebook of their body with all the body parts the teacher mentioned.

Clarifying

The teacher writes the words on the board and students label the body parts on their picture.

Pre-task

Students observe page 32.
The teacher reads the words one by one and students repeat them afterwords.
The teacher and students point the body parts on their own body or on a classmate’s. Respect other class mates when pointing in their bodies. Try to increase physical activity

Students complete page 33.

.

Task rehearsal

Students observe page 47.

Students listen to the teacher read the different actions.

Students role play the actions.

One student repeats on of the actions.  The rest of the class role plays the action.

Other students may repeat the action or even create a new action.

Task completion

The teacher shows the extra sheet with the different body parts.

The teacher reads the sentences outloud.  The students listen carefully and try to complete the sentences looking for the correct picture.

Students match the sentences with the picture.

Students write the correct word in the line.

Task assessment

Students listen to the teacher read page 56.
Students complete page 56 with the teacher.
The teacher reads and the students answer orally.
The teacher writes the words on the board and students copy them on page 56.

Post task
Students complete page 58 individually.
Students check their answers with a partner.
The teacher checks the task.

Function

Locating classroom objects and people

Discourse Markers

And

Psycho-social

Shows willingness to work cooperatively

Socio-cultural

Asking for permission to leave the room

Idioms/phrases

Restroom

R.2 Participates in choral reading.

R.2. Participate in choral reading (clapping and chanting) in response to the rhyme and rhythm of a predictably patterned song or picture story that is read aloud.

Pre-teaching
Warm up

The teacher shows some items to students in front of the class.
The teacher puts the items in different places around the classroom.
The teacher mentions the position of each item.
Example:

• The ruler is on the desk.
• The pencil is in the pencil case.
• The chair is next to the desk.

Activation of Prior Knowledge

Students observe page 59.
Students mention some of the objects in the illustration.
Students watch the video and sing along.

Modeling

The teacher models and repeats the video and role play several times.

Clarifying

The teacher clarifies vocabulary and expressions.

Pre-task

The teacher asks different students to put some school items in different positions around the classroom.
Example:

• ____________________, put the ruler on the desk.
  Student’s name
• _____________________, put the chair next to the trash can.
  Student’s name
• ______________________, put the eraser in the pencil case.
  Student’s name
• ______________________, put the book between the ruler and the pencil.
  Student’s name

Students follow the teacher’s instructions. The teacher checks their actions.
Show willingness to work cooperatively and respect others.

.

Task rehearsal

Students observe page 57.  The teacher reviews the vocabulary with the students.

The teacher asks the questions and students look for the item in the picture to answer.

The teacher may ask extra questions with other items in the picture.

Example:

• Where is the back pack?  It is next to the table.
• Where is the green ruler?  It is next to the book.
• Where is the window?  It is next to the board.
• Where is the green book? It is in the box

Task completion

Students complete the extra sheet of Joel and Sara shopping some school supplies.

Teacher`s script

Joel and Sara are shopping for school supplies. Joel needs color pencils, scissors, a ruler, a book, and a stapler.

Sara needs a clip, a pencil, a pen, a notebook and an eraser.

Task assessment

The students listen to the teacher talk about the cat.
Students complete the extra sheet about the cat.

Teacher’s Script

The cat was very active today.  1. First the cat was playing under the chair. 2. Then the cat jumped on the chair. 3. Finally it decided to sleep in the box.

The teacher checks the answers.

Function

Identifying classroom supplies

Discourse Markers

And

Psycho-social

Showing willingness to work cooperatively

Socio-cultural

Taking turns when working in groups

Idioms/phrases

Classroom helper

L.2. Identifies simple information about an object.

L.2. recognize spoken words similar to the languages with which they are familiar (e.g., class, map, repeat).

Pre-teaching
Warm up

Students observe page 32.

Students complete the name of the school and color the illustration.

Activation of Prior Knowledge

Students observe page 34.
The teacher reads the text and students repeat outloud.

Modeling

The teacher asks some students to give her some school supplies.

Example:

• _____________________, give me a red pencil.
  (name of a student)
• ______________________, give me a white eraser.
  (name of a student)
• ______________________, give me a small notebook.
  (name of a student)

Students look for the items and give them to the teacher.

• This is a big blue door.
• This is a small yellow chair.

Clarifying

Students observe page 51.
The teacher asks pointing each picture:
What is this?
Students answer.

The teacher reviews the vocabulary with the students.
The teacher explains the instructions.
Students complete page 51.

Pre-task

The teacher tells a little story to students outloud.

Cristina is looking for some school supplies she can’t find.

She is looking for some crayons, her scissors, a red book and her blue ruler.

Students draw in their notebooks the school supplies Cristina is looking for.

Task rehearsal

The teacher shows the shopping for supplies sheet and reviews the vocabulary with students.

The teacher explains the instructions to complete the sheet.

Task completion

Students complete the extra sheet of Joel and Sara shopping some school supplies.

Task assessment

Students take turns and ask pointing different school supplies:

What is this?

Another student answers to it.

Repeat it several times.

Show respect for classmates and other’s belongings.

The teacher checks pronunciation and vocabulary.

Function

Identifying classroom objects

Discourse Markers

And

Psycho-social

• Showing respect for classmates’, teacher’s and other’s belongings

Socio-cultural

• Taking turns when working in groups

Idioms/phrases

• Elbow partners

L.3. Recognizes spoken words similar to the native language.

L.3. Understand simple information about an object (for example, the size and color of a book, and where it is) if the person speaks slowly and clearly, possibly with accompanying gestures.

Pre-teaching
Warm up

The teacher shows the students different objects around the class and asks?
What is this?
What color is this _______ ?
The teacher repeats the questions several times with different items.

For example:

• Desk
• Board
• Door
• Chair
• Trash can
• Window

Activation of Prior Knowledge

The teacher asks some students to practice the questions out loud.

Some students come to the front of the class and ask the same questions with different objects.

S.P.1. Name some common objects in familiar environments, for example (e.g., It is a ruler. It is a book

W.1. dictate words for teacher to write.

Modeling

The teacher explains that the color should go before the object.
Example:

• This is a red pencil.
• This is a black trash can.
• This is a brown door.

The teacher explains that the size should go before color and the object.

Example:

• This is a big blue door.
• This is a small yellow chair.

.

Clarifying

Teacher clarifies vocabulary and the order of the adjectives.

Oral Comprehension (Listening)
Pre-task

Students look at page 33.
The teacher reads the text. Students repeat out loud after the teacher.

Task rehearsal

The teacher writes the vocabulary on the board.
Students illustrate the vocabulary.

• Book case
• Trash can
• Window
• Desk
• Table
• Board
• Chair
• Door

Task completion

The teacher mentions the different classroom furniture on the extra sheet.

The teacher explains students must listen to the instructions and color the different furniture.

Students complete the extra sheet.

Teacher’s script
1 Color the windows blue. 2. Color the desks yellow. 3. Color the door brown. 4 Color the board green. 5 Color the bookcase orange.
6 Color the trash can pink.

Task assessment

Students observe page 35.

The teacher asks the questions slowly.

Students mark yes or no.

Post task

Some students mention different school furniture for the teacher to write on the board.

Function

Identifying personal traits and feelings

Discourse Markers

I feel happy and you.

Psycho-social

• Showing self-awareness by describing self

Socio-cultural
idioms/ phrases

See you later alligator!

L.2. Recognizes simple personal information (e.g.name, age, country of origin, personal traits).

L.2. recognize often spoken words similar to the languages with which they are familiar with.

Pre-teaching
Warm up

The teacher greets students as always.

The teacher says how she/he feels that day.

Activation of Prior Knowledge

Students observe page 20 in the book.

The teacher reads the words and students repeat them after her/him.

Modeling

The teacher says:

I feel ____________(happy)  today.

She asks some students:

How do you feel today?

Some students take turns to answer.

Clarifying

Teacher mimics the different feelings for the class so they understand each feeling.

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

Pre-task

Students look at page 24.

The teacher reads the text about Felix.

Students listen to the teacher and then repeat after her the text.

Teacher asks questions to students to clarify the information about Felix.

• What is the cat’s name?
• Where is Felix from?
• How old is Felix?
• How does Felix feel today?

Task rehearsal

Students complete page 21 in the book.

Task completion

Students complete the sheet about feelings.

Look at the pictures.

Listen to the teacher read the different feelings each child has.

Draw each face according to the feeling the teacher reads.

Task assessment

Students complete page 25 with their own information.

Post task

Students complete page 30.

Function

• ·Introducing myself.

Discourse Markers

And

My name is …. and I live in Costa Rica.

Psycho-social

Showing self-esteem, self-confidence

Socio-cultural

idioms/ phrases

Hey!

Bye-bye

See ya

Pre-teaching
Warm up

The teacher shows a Costa Rican flag to students and asks them if they know where that flag is from.

Activation of Prior Knowledge

The teacher asks students about other country flags they know.

Modeling

Students observe page 13 in the book. The teacher reads the text, so students can listen to it.

Clarifying

Students observe page 19 in the book. The teacher writes the different students’ nationalities on the board.

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.

Task Completion

Students complete the sheet about nationalities (see Activity, Unit 1).

Observe the pictures.  Listen to the teacher reading the text. Color the flags with the correct colors.  Color the children.

Task Assessment

Students come to the front of the class in pairs and role play greeting each other and introducing themselves.

Function

• Retelling/relating past events using connectors

Discourse Markers

Linkers: Sequential – past tense
First, then, after that, finally

Psycho-social

• Explaining motivations to improve/change lives.

Socio-cultural

• Using different choices of greetings and leave takings according to context.
• Expressing positive politeness to express admiration, affection and gratitude.

Idioms/ phrases

• To take the bull by the horns. (To make something hard in a brave determined way).

Pre-teaching

Teacher asks students: Do you think regular people can become heroes?  Do you think you could be a hero someday?

Warm up

Students brainstorm about different activities that make people heroes in real life. The teacher writes some on the board.

Activation of Prior Knowledge

Students read about Juan Santamaría on page 13.  Students answer some questions about the text.

The teacher writes the questions on the board.  Students answer the questions on their notebooks.

Answer the following questions according to the reading on page 13.

Juan Santamaría

1. What position did Juan Santamaría have in the army?
2. What was Juan Santamaria’s condition to set the hostel on fire?
3. Why was Juan Santamaria called the Erizo?
4. Where was the battle where Juan Santamaria fought?
5. Why was his contribution important for Costa Rica?

Modeling

The teacher explains how regular people can be heroes daily.

A doctor can be a hero because he/she can save people’s lives.

A teacher can be a hero because he/she can help children stretch their boundaries.

A friend can be a hero because he/she can listen when somebody needs support.

Clarifying

Teacher explains sometimes regular people with regular jobs can become heroes in special occasions like Juan Santamaría.

L.1. Get the main idea of a short text when read aloud clearly and slowly.

Pre-task

Teacher asks students:  Who is a bully?

Students brainstorm some actions that represent bullying.

The teacher writes them on the board.

Students brainstorm some ways to tell people to stop bullying.

Task-rehearsal

The teacher reads a comic from Captain Compassion taken from captaincompasion.org, read week 2  (see link, Unit 1).

Resources: https://www.cfchildren.org/resources/bullying-prevention-information/

Students ask for new vocabulary if there is any. Teacher asks students:

• Who is the bully?
• Who are the heroes?
• How are they helping?

The teacher writes some of the vocabulary on the board.
The teacher shares a copy of the comic for students to

Task completion

Students work in groups of three and prepare a poster to paste on the walls of the school with an antibullying message.

Students must add a picture and a message asking students to become a hero by stopping bullying.

The posters may be done on a piece of a posterboard (cartulina), construction paper or regular white paper.

Teacher must check the spelling and grammar of the message before it is written on the poster.

Task assessment

Students share their poster in the class with their classmates.

Post task

Paste the posters around the school and share them with younger students.

Function

Describing superheroes

Discourse Markers

Linkers: Sequential – past tense
First, then, after that, finally

Function

Describing superheroes

Discourse Markers

Linkers: Sequential – past tense
First, then, after that, finally

Psycho-social

• Explaining motivations to improve/change lives.

Socio-cultural

• Using different choices of greetings and leave takings according to context
• Expressing positive politeness to express admiration, affection and gratitude

Idioms/ phrases

• To take the bull by the horns.(To make something hard in a brave determined way

Pre-teaching

Teacher asks: Do you admire somebody in your family, your community or your country? Why?

What characteristics does that person have?

Warm up

Students read page 7 in the book.  Different students read each definition out loud.

Teacher answers questions if students have any.

Activation of Prior Knowledge

Students match some of the characteristics on page 7 with some superheroes.

Modeling

The teacher gives some examples:

• Superman is strong.
• Wonder woman is very kind.

Students share some of their ideas.

Clarifying

Teacher comments each student has a different point of view towards superheroes.  Respecting each other`s perspectives is important.

L.2. Understand a presentation on a topic when the subject is familiar to them and it is delivered slowly and clearly (e.g., another student’s report on a classroom project, an interview with a person of a similar age exploring common interests).

Pre-task

Complete the sentences with vocabulary from page 7.

1. A fire fighter has no fear when entering into a building on fire because he is ________.
2. Franklin Chang understands rocket science easily because he is ________________.
3. Superman is very powerful when saving people because he is ___________________.
4. The athlete holds his daily practices because he is ____________________.
5. The student feels he wants to graduate this year because he is ________________.
6. My grandfather always makes good judgements because he is _________________.
7. My mother thinks about and helps others all the time because she is _____________.
8. The graphic designer has a lot of imagination because he is ____________________.
9. The soccer player doesn`t let difficulties stop him because he is _______________.
10. The judge doesn´t like fraud because he is ____________________.

Task-rehearsal

The teacher reads some sentences about Black Panter.

• He is a strong young man who is the king of Wakanda.
• Black Panter is very tenacious because he holds to his people.
• He inspires others because people follow him.
• Black Panter is very intelligent and strong.
• He is determined because any difficulty stops him.
• Black Panter loves his land and he is very kind with his people.

Task completion

• Students make a description in their notebook of their favorite hero without naming him/her.Write at least 6 characteristics he/she has.Students may use some of the previous vocabulary.Example: Fly – honest – determined – power – strong- honest- intelligent – wise.
• What are some Martin Luther King’s achievements?

Task assessment

Each student reads the description to another classmate to see if he can guess who he/she is.

Post task: Students draw the superhero they described on the notebook.