Function

Describing people’s achievements and personal characteristics

Discourse Markers

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

Psycho-social

• Expressing respect and pride for local and national culture, outstanding people, family and friends.

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.

R.1. Distinguishes the important information in everyday visual text.

R.PA.3. Demonstrates knowledge of phonemic awareness by reading short texts aloud.

R.1.1. Identifies text features such as titles, headings or illustrations that provide information about the topic of the text.

R.1.2. Identifies relevant ideas in an everyday visual text that describes people’s achievements and personal characteristics.

R.1.3. Distinguishes important information in an everyday visual text about people’s achievements and personal characteristics.

SI.1. Provides some information concerning special or famous people.

SI.1.1. Brainstorms with a partner vocabulary, phrases and questions to ask and respond about someone’s achievements and personal characteristics.

SI.1.2. Responds to questions about people’s achievements and personal characteristics.

R.PA.3. Demonstrate knowledge of phonemic awareness.

SI.1. Provide some information concerning special or famous people.

Pre-teaching

Teacher asks if students have a personal hero?  And Why?

Warm up

Students observe pictures on page 6. They try to guess who they are.  They write their names next to each illustration.

Activation of Prior Knowledge

Teacher writes their names on the board and asks students to share if they know why they are famous for?
The teacher writes some of the student´s ideas next to each name.

Modeling

The teacher writes the name of Keylor Navas on the board and asks students if they know him.
The teacher writes next to it the words achievements, profession and country. Teacher asks:

• Where was Keylor Navas born?
• What is Keylor Navas profession?
• When was Keylor Navas born?
• What are some Keylor Navas’ achievements?

Clarifying

The teacher answers to questions if there are any.

Pre-task

The teacher divides the class in two. Half of the class read the information on page 16 of the book. The other half reads page 22.
The teacher clarifies any new vocabulary if needed.

Task-rehearsal

The teacher makes a simple chart on the board to be completed. The teacher asks the students the questions again.

• Where was Clodomiro Picado born?
• What is Clodomiro Picado profession?
• When was Martin Luther King born?
• What are some Martin Luther King`s achievements?

The teacher sits students in pairs so each of them have to read one of the texts.

Function

• Expressing past events and activities according to weather and feelings

Discourse Markers

Linkers: Sequential – past tense

• First, then, after that, finally

Psycho-social

• Developing skills to work cooperatively.

Sociocultural

• Taking care of Mother Earth
• Conserving the protected areas in our country

Idioms/ phrases

To build castles in the air (Plans that are unlikely to happen)

Pre-teaching

Students brainstorm about harmful and helpful activities for the environment.

The teacher writes them on the board.

trress

Pre-teaching

Warm up

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

Warm up

Activation of Prior Knowledge

 The teacher writes this vocabulary on the board to discuss.  Students may look for the meaning in the dictionary.

• Litter
• Factory
• Street
• Source
• Trash
• Take care
• Wind
• Recycle

Modeling

Students write next to each word of the vocabulary if it is something harmful or helpful for the environment

Clarifying

The teacher explains any vocabulary if needed.

SI.1. Indicates strengths and weaknesses of personal or human actions on the environment.

SI.1. indicate strengths and weaknesses related to the theme and language function.

Pre-task

The teacher shows the sheet and explains students they must match each of the actions with a line to its definition.

Task rehearsal

Students must read the definitions and match them with the correct picture.

Students must match strengths and weaknesses of human actions towards the environment.

Task completion

Students write helpful actions and harmful actions towards the environment on page 21.  Write at least 5 of each.

Task assessment

Students share the actions with a classmate.

The teacher writes some of the actions on the board and discuss them with the students.

Function

• Describing environmental problems at local, national and global level.

Discourse Markers

Linkers: Sequential –  past tense

• First, then, after that, finally

Psycho-social

• Respecting the environment
• Cooperating among classmates

Sociocultural

• Taking care of Mother Earth
• Conserving the protected areas in our country

Idioms/phrases

To built castles in the air (Plans that are unlikely to happen)

Pre-teaching

Teacher asks students: Do you know the difference between Trash and Recycle?

Warm up

Students look the following words and guess their meaning.  If not, they can look for them in the dictionary.

• Bin
• Bottle
• Can
• Cardboard
• Chemical
• Clean
• Compost
• Containers
• Diaper
• Dispossable
• Fertilizer
• Foil
• Greenhouse
• Landfill
• Leftover
• Light bulbs
• Magazines
• Newspaper
• Paper
• Pesticide
• Reduce
• Save
• Styrofoam
• Toy
• Trash
• Unplug
• Waste

Activation of Prior Knowledge

Students write an R next to the words that represent something that can be recycle, a T next to the thinks that are Trash and an O next to the ones that mean other thing different.

Modeling

The teacher writes the words egg, book and clean on the board.

The teacher asks student if an egg can be recycled or it is trash?

The teacher writes T, R or O, as it follows.

Clarifying

Teacher answers to student´s questions if there are some.

Pre-task

Teacher shows the chart to the students.  Teacher explains to students the vocabulary Recycling and Trash if needed.  (Make the chart on the board to avoid making copies)

Task rehearsal

Students read the text about trash vs Recycle and complete the following chart.

Trash vs Recycle:

Do you know when to trash it?

By American Lifestyle Magazine

On average, each American throws out more than 2 kilograms of waste per day. Recycling saves materials from the landfill, which makes products cheaper for shoppers and manufacturers, reduces energy use, and cuts greenhouse gas emissions. But knowing the best way to dispose of something can get confusing.

Keep this handy guide in your kitchen to know which items go where.

Recycling bin
The items below are commonly recyclable if clean.

• Paper and cardboard: recycle newspaper, paper, magazines, brown bags, and regular or corrugated cardboard.

• Aluminum: soda cans, food cans, and clean foil.

• Glass: glass of any color is typically recyclable.
• Plastic: bottles and toys, but make sure they’re clean.
• Cartons: wash out milk and juice cartons.

Trash
The following items are hard to recycle.

• Most Styrofoam: styrofoam are very expensive to recycle.

• Disposable diapers: the paper and plastic from these items cannot be recycle.

Food leftovers: are not recycle but can go into a Compost bin to produce natural fertilizer.

Modified from:

https://americanlifestylemag.com/life-culture/health/trash-vs-recycle-do-you-know-when-to-trash-it/

(Copy the words on the board to avoid making copies).

Task assessment

Students complete page 19 on the book. Students share their answers with a partner.

Students receive feedback from the classmates and the teacher.

Function

• Describing nature at local, national and global level.
• Asking for and giving information.

Discourse Markers

Linkers: Sequential – past tense.

First, then, after that, finally.

Psycho-social

• Respecting the environment
• Cooperating among classmates

Sociocultural

• Taking care of Mother Earth
• Conserving the protected areas in our country

Idioms/phrases

• Out of the woods (out of danger)

Pre-teaching
Warm up

Teacher asks students what are some of the Planet’s problems?

Students brainstorm What is Think Green?

The teacher writes the answers on the board.

Activation of Prior Knowledge

Students observe the vocabulary on page 7.  Some students read out loud.

They discuss if some of these words were part of their brainstorming on the board earlier.

Students understand the meaning of the following vocabulary: (Students must ask: Can you explain what ______________ is? When they do not understand a word)

Teacher explains the vocabulary. (teacher can use pictures to explain)

• Overpopulation
• Green house
• Gas
• Water vapor
• Carbon dioxide
• Methane
• Temperature
• Ocean
• Weather
• Food
• Health
• Solar
• Wind

(Extra Ideas: look for the vocabulary in the dictionary, illustrate it on the notebook).

Modeling

Students watch a video about the “Green house” effect from the National Geographic».

Clarifying

Students try to recognize some of the vocabulary in the video.

Pre-task

Teacher shows a diagram to be completed. (Teacher can project it on the board, and later during the assessment can complete the blanks with a marker on the board.  The diagram is at the end as an annex.)

Teacher explains the different parts of the diagram and the vocabulary in it.

Task rehearsal

Students watch at the video and try to fill in the blanks with the correct words.

During a second listening students can fill in those blanks they did not complete the first time.

Task completion

Students share their answers with a partner and discuss if they are right or not. Students listen to the video a third time and try to complete it with the help of a partner.

Task assessment

Some students go to the board to complete the blanks.

Students discuss on the right answers.

The teacher completes the diagram with the correct answers.

Students complete page 6 on the book.

Function

• Expressing likes and dislikes.

Discourse Markers

• First, the weather in Costa Rica is beautiful.
• Then, the people are nice.
• After that, the food is delicious.

Finally, the places I visited were wonderful.

Psycho-social

• Developing skills to work cooperatively.

Sociocultural

• Using different ways of sharing personal experiences and concerns.

Idioms/phrases

Idioms

• Quick, get ready!
• Dressed to kill. (Dressed in fancy, stylish clothing.)

Pre- teaching
Warm Up

The teacher asks:

How is the weather today?

Students may answer in different ways.

Activation of Prior Knowledge

The teacher asks a student to come to the front and have a small conversation with her/him.

• Teacher: Hello__________.  How are you?
• Student: Fine, thanks, and you?
• Teacher: Fine thanks.  How is the weather today?
• Student: It is ___________.
• Teacher: Thanks. Bye, bye.
• Student: Good bye

(Some answers may change a little)

Modeling

The teacher reads the dialogue at the top of page 9 of the book.

Different students role play the dialogue.

Students work with a classmate and fill in page 9.

Students rehearse the vocabulary with their classmate.

Modeling

The teacher reads the dialogue at the top of page 9 of the book.

Different students role play the dialogue.

Students work with a classmate and fill in page 9.

Students rehearse the vocabulary with their classmate.

R.1. understand much of what is written in short, simple texts on subjects with which they are familiar and/or in which they are interest

Pre-task

The teacher writes some vocabulary on the board.

Students look for it in the dictionary if they do not know it.

few      truth     bored     tic-tac-toe

but      expensive     fact

Task – Rehearsal

The teacher shows students the chart they are going to fill in.

She answers to questions if there are any.

Task completion

Students read the letter on page 29 of the book and complete the chart.

Task – Assessment

Students share their answers with a classmate.

Some students write their answers on the board to be checked.

The teacher corrects the answers if needed.

Post task

The teacher asks the students:

Where is this family?

What are they doing?

How is the weather?

Function

Describing activities and clothing during varying weather conditions and seasons

Discourse Markers

• First, the weather in Costa Rica is beautiful.
• Then, the people are nice.
• After that, the food is delicious.
• Finally, the places I visited were wonderful.

Psycho-social

• Developing skills to work cooperatively.

Sociocultural

• Using different ways of sharing personal experiences and concerns.

Idioms/phrases

Expressions

• Quick, get ready!

Idioms

• I am on cloud nine. (A person is extremely happy.)

Pre-teaching

Teacher asks students:

What is your favorite season in Costa Rica?

The teacher clarifies Costa Rica only has 2 seasons.  Rainy and Dry.

Activation of Prior Knowledge

Teacher asks students:

What are the seasons in Canada and England?

Students brainstorm about activities people can do during the four seasons some countries have

Modeling

The teacher writes the seasons on the board: Winter, Summer Spring and Fall.

Students observe page in the book and try to guess the correct order for the seasons.

Clarifying

The teacher explains that after a hot summer the tree leaves start to fall, and then the winter comes in until the spring brings green new leave and flowers into the trees.

Pre-task

The teacher shows the students the trees illustration.  The teacher explains to the students that each tree represents a season.

Task completion

Students must color the trees to show their characteristics during each season.

They must label the trees at the bottom.

Next, students have to cut out the whole illustration (rectangle).

Then, students have to fold the illustration as an accordion through the dotted lines.  (Look at the picture).

Finally, students have to glue the back of the trees together so half of each tree is glued to the half of the next season. (Look at the picture).

Task assessment

Students share their trees with their classmates.

Students complete page 27 in the book.

Post Task

Students may show their craft to their families and share the new vocabulary.

Function

• Expressing past events and activities according to weather and feelings

Discourse Markers

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

First

• Then, the people were nice.
• The weather in Costa Rica was beautiful.
• After that, the food was delicious.

Finally, the places I visited were wonderfu

Psycho-social

• Developing skills to work cooperatively.

Sociocultural

• Identifying cultural and regional differences in terms of weather and behavior at local, national and global level.

Idioms/phrases

 Expressions

• Put on your_______

Idioms

• I am on cloud nine. (A person is extremely happy.)

Pre-teaching

Teacher asks students:

How is the weather today?

Students answer with simple sentences.

Teacher asks students:

What kind of clothes do we wear in this kind of weather?

Warm up

Students observe page 24 on the book.  Teacher gives them a handout with the vocabulary.

Students label each piece of clothing.

(It also can be written down on the board and students write the labels on the book).

• Bathing suit
• Boot
• Coat
• Mittens
• Sandals
• Scarf
• Shorts
• Socks
• T-shirt
• Wool hat

Complete the instructions on page 24 coloring the sunny weather clothes.

Activation of Prior Knowledge

Students observe page 16 in the book and brainstorm about the type of clothing they need o wear in each illustration.

Modeling

Teacher adds less common vocabulary such as light jacket, wool hat,  and long sleeve shirt.

Clarifying

Teacher explains the difference between long and short sleeves.

Pre-task

Teacher presents the chart and explains it to the students.

Task rehearsal

Students complete the chart cutting the pieces of clothes and pasting them in the correct space depending on the weather conditions.

.

Task assessment

Students share their answers with a partner and compare them.  If they have questions about the clothes they may ask their partner about it.

The teacher reads the story one more time to check if their vocabulary is correct.

Some students write the answers on the board to check the spelling.

Function

• Nasking and answering questions about location of house items

Discourse Markers

Because

• I love you to pieces, because you are my Mom.

Psycho-social

• Learning how to handle emotions and emergencies in the family.

Social Language Samples
and idioms/phrases

• There is no place like home.

Pre-teaching
Warm up

The teacher asks two students to come to the front of the class.

The teacher places the students beside each other and shows how one is next to the other.

___ student’s name ___________ is next to ____ student’s name _________.

The teacher places one student behind the other and show their new position to the class.

_____ student’s name __________ is in front of _____ student’s name ________.

_____ student`s name __________ is behind of ___ student`s name __________.

The teacher asks one student to sit on a chair at front of the class and show his/her position.

_____ student’s name _____________ is on the chair.

The teacher puts some trash paper in the waste basket and shows students its position.

The trash is in the waste basket.

Activation of Prior Knowledge

The teacher asks some students questions about their positions in relation to their classmates or objects in the classroom.

The teacher may use objects such as a desk, the door, a window, a chair, the broom, the mop or the waste basket.

Where is _____student’s name______?

Doing the laundry

Ironing

Making the bed

Dusting

Vacuuming

Students brainstorm what tools or machines you need to complete those chores.  The teacher writes them on the board next to each chore.

Modeling

The teacher asks students to observe page 18 and asks these questions:

Where is the grandmother?  The grandmother is next to the sister.

Where is the boy?  The boy is in front of his father.

Clarifying

The teacher explains the positions one more time if needed.

Oral Comprehension (Listening)
Pre-task

Students look at picture on page 18 and label the different positions of the following items according to the sentences.

1. My mother lies down on the grass.
2. The CD Player is on the table.
3. My little brother is next to my father.
4. The apples are in the basket.
5. My grandfather is in front of the table.
6. My grandmother is next to my sister.

Task rehearsal

The teacher shows the preposition sheet to the students.

Students observe the pictures and guess the prepositions the pictures are showing.

Task completion

Students follow the instructions and label the correct prepositions below each picture in the fodable.

Students write a sentence using the preposition inside each tab.

Function

• Making simple requests.

Discourse Markers

But

• I like to sweep but I don´t like to mop.

Psycho-social

• Showing gratitude, appreciation and respect towards own and others’ family members.

Socio-cultural

• Promoting using social phrases and good manners when asking for something (“Please” “Thank you”).

Social Language Samples
and idioms/phrases

• I love you to pieces.

SI.1. Provides one word answers to basic requests.

R.2. Appreciates readings analyze and enjoy texts.

Acts out a conversation using key words and pictures.

Pre-teaching
Warm up

Teacher asks students:

What is your favorite room in your house?

Students observe page 27 and read the definitions of each room.

Activation of Prior Knowledge

Teacher asks students:

What are all the different rooms in a house?

Students brainstorm the different rooms in houses.

The teacher writes the words on the board.

Modeling

Students observe the picture on page 29.

Students read the words of the different rooms in the house.

Students complete page 29.

Clarifying

Teacher pronounces the vocabulary on page 29 and students repeat them several times.

W.2. Fills in gapped texts using a word list of familiar words

W.2. Fill in gapped text using a word list of familiar words.

Oral Comprehension (Listening)
Pre-task

Teacher shows students a sheet to fold and make a little house.

Students follow the instructions to fold and cut the little house.

Cut the dotted lines.

Fold the sheet in half vertically.

Fold the door and the windows as shown in the picture.

Fold the roof as shown in the picture.

Task rehearsal

Students complete page 25 of the book writing the correct number under each illustration.

Task assessment

Once students have completed the origami house they complete the blanks of the different things in the house with the corresponding room.

1. The dog is in the ___________________
2. The plant is in the __________________
3. The cereal is in the ________________
4. The window is in the _______________
5. The flowers are in the _________________
6. The cat is in the ____________________

The teacher checks their answers.

Post Task

Students complete page 14 in the book.