Presentation

Dear teachers

This sample unit was taken from the Teacher´s Guide for Fourth Grade that is in our site and is intended to provide English teachers of Fourth grade with the
guidelines on how to develop effectively the knowledge, skills and abilities set in the new English syllabus for Fourth graders. As a result, learners can achieve an
expected level of performance in the target language according to the CEFR. We believe that you know your students best and therefore we encourage you to
adapt and contextualized what you find here so that it responds to the needs and context of your learner. This lesson plan includes in the first page of the
planning template, the four dimensions of the new Curricular Policy, “To Educate for a New Citizenship”. The ones mostly emphasized in the unit are identified
with an X. These dimensions are embedded and developed in the learning experiences provided. This unit will be completed within a timeline of six weeks.

The unit includes all the steps that should be followed in the pedagogical mediation which are:
A. Assessment Strategies and Evidences of Learning: Each goal has a specific assessment indicator for each linguistic competence that requires the elaboration
of assessment instruments. Sample models of rubrics are provided
B. Goals: Each lesson has specific and clear learning goals connected to a domain, scenario, theme and language function.
C. Pedagogical Mediation/ Didactic Sequence: subdivided in the following stages;
✓Pre-Teaching: (Warm-up, Activation of Prior Knowledge, Modeling, Clarifying)
✓ Pre-task: Introductory activity for activation of students’ prior knowledge to carry out a specific task connected to a goal. It places emphasis on the
linguistic,
cognitive resources needed by the leaner.
✓ Task rehearsal: Class work where students practice the language in a meaningful way for successful task completion.
✓ Task completion: A task that learners perform to demonstrate that the goal has been successfully achieved.
✓ Task assessment: An activity for self and/or peer assessment and teacher feedback and/ or repair in relation to the achievement of a goal. Evaluation
tools to evaluate performance tasks, of what students know and can do.
D. Time: Each phase of the didactic sequence includes a suggestion for the time that may be needed.
E. Integrated Mini Project: The project is a creative opportunity for students to integrate knowledge, abilities and skills.
F. Reflective Teaching: Suggestions for you to assess your own progress in teaching the material.
G. Enduring Understanding Reflection: Space to record how students grasped new understandings and ideas in connection with the essential question of the unit.

We hope that this effort will help you to customize your teaching in an effective, creative, engaging, and interactive way in response to your students ‘needs.
This unit offers a variety of activities for each phase of the lesson plan; the teacher selects those that are appropriate for achieving the learning goals, the context
and learners needs, and the numbers of lesson available for teaching English in the school.
 Unit 1- Weather Wise
Term: 1 Level: 4th Grade Unit: 1 Week: 1

Domain: Psychosocial and socio-

Scenario: Weather Wise Theme: Weather and seasons
cultural
Enduring Understanding: Depending on the weather, we can decide what we would like to wear, the kind of activities we would like to perform, and the way
we feel.
Essential Question: How does weather affect the way we live?
General Competences
Responsible Citizenship ( )
Life Competences ( )
Competences for Employability ( )

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

Grammar &Sentence Frames Function Psycho-social

Simple present using (S-V-C) pattern. Describing things (weather conditions, seasons)  Showing respect for others’ preferences.
 My sister (likes) (winter). Discourse Markers
 I feel (happy) when it Sociocultural
(rains). Linkers: Sequential - past tense
 It is sunny and dry in  Identifying cultural and regional differences in terms of
First, then, after that, finally weather and behavior at local, national and global level.
(January).
 First, the weather in Costa Rica is beautiful.
Idioms/phrases
Comparative and superlative forms.
 Then, the people are nice.
(i.e., quantity/size/shape/ color) with Expressions
adjectives and nouns.
 After that, the food is delicious.  Let´s get dressed
 Today is (colder) than
yesterday. Finally, the places I visited were wonderful. Idioms
 This shirt is (larger) than that
 It´s raining cats and dogs. (It´s raining heavily.)
one.
 Put on your
This is (the hottest) day of the
 Quick, get ready!
year.
Wh /information questions in present Idioms
tense  It´s raining cats and dogs. (It´s
raining heavily.)
 What´s the weather like in Costa
 I am on cloud nine. (A person is extremely happy.)
Rica/ England?
 Dressed to kill. (Dressed in fancy, stylish clothing.)
 What´s your favorite season?

Vocabulary
1. Weather and Seasons
Weather conditions:
 Sunny, Rainy, Cloudy, Windy,
Snowy,...

Seasons of the year:

 Spring, Summer, Winter, Autumn
(Fall)
Months of the year:
Countries:
 England, Mexico, United States
Phonemic Awareness

Segmenting sentences into words (e.g.,

cutting up sentence strips)

 I /feel/ happy.
 I/ am/ wearing/ a/ jacket.
 I /like/ winter.
Assessment
Strategies &
Didactic Sequence Mediation
indicators of learning Time
Learner can
(Diagnostic,
formative,
summative)
Pre- teaching
Routine: Checking attendance, checking in with Ls, T posts the Essential Question on the
board, Can Do’s, and class agenda, etc.
 Warm up:
Teacher collects a variety of seasonal objects and pictures that show the four different
seasons and divides the objects into even piles, with one pile for each small group (3-4
students) in the class. Each pile is put in a box, basket, or bag. Each pile should have
between 10-20 objects such as magazine pictures (beach scenes, snow scenes), fake fall
leaves, winter hat, gloves, flower seeds, etc. The class is split into groups. The teacher
gives each group a pile of objects to sort and tells them there are many ways to sort the
objects, and they must decide as a group how to sort them.
After each group is finished, the teacher talks with the class about the different ways the
objects were sorted. Did any group choose to sort their items by the four seasons? The
teacher explains to the class that they will learn more about what each season is.

Activation of prior knowledge:

Learners observe as the teacher sticks four squares on the board. Then, in each square
the teacher starts drawing and interacting with the class:
 In the first square, the teacher draws a tree, flowers in the three, a sun and
clouds in the sky and he/she asks learners: “What’s the weather like? Learners
answer “It’s cloudy and warm.”
 In the second square, the teacher draws a tree, lots of leaves in the tree, a big
sun in the sky, and then asks “What’s the weather like?”

 In the third square, the teacher draws a tree, some leaves in the tree, leaves
falling off the tree, leaves on the ground, clouds in the sky, and wind.
 In the fourth square, the teacher draws a tree with no leaves, snow on the
ground, a cloud in the sky with snow falling, and a snowman, and then asks
“What’s the weather like?”
Modeling
The teacher divides the board into two sections: United States/Canada and Costa Rica.
Then s/he takes the squares she drew the pictures on (previous activity) and sticks them
under the USA/Canada section. Next, s/he explains that in countries like United States
and Canada, there are four seasons depending on the months of the year. The teacher
writes the months next to the corresponding square.

 Winter: December, January, February

 Spring: March, April, May
 Summer: June, July, August
 Fall (Autumn) : September, October, November
 Learners pronounce each season after the teacher, twice.
After that, the teacher explains that each season has specific elements. For example,
 Spring: learners can see flowers, trees, rain, grass, puddles, birds, etc.
 Summer: beach, sun, pool, etc.
 Autumn (Fall): colored leaves, clouds, wind, etc.
 Winter: snow, snowman, snowflakes, snowballs cold, etc.
Learners illustrate each season in their notebooks. Next, the teacher explains that in
Costa ‘ica we don’t have four seasons but two: rainy and dry season. The teacher
illustrates each one and elicits key vocabulary by using realia, e.g. umbrella, sun cream,
shorts, etc., to see if learners make a connection with the weather.

Clarifying
Learners play flashcard basketball. In teams, learners take shots with a ball (or a
scrunched up piece of paper) at a trash can/box/etc. First, the teacher shows one of the
drawings on the board and asks either of the following questions “How’s the weather?
What season is it? If the learner answers correctly, then s/he can have a shot at the
basket. If the learner gets the ball in the basket then s/he wins 2 points. If the learner
hits the basket without going inside then s/he wins 1 point. The team with the most
points is the winner.

Using the pictures from the warm-up section, the teacher takes one of the pictures (a
flower, for example), elicits the word and then says: “Where I should put this?” and
gestures towards the 4 squares. After receiving a reply for spring, the teacher calls out a
learner and asks him/her to stick the picture on the corresponding square. The activity
L.1. Recognizes continues by showing more pictures and locating them in the squares.
isolated, familiar
L.1. understand
words and phrases Pre task:
isolated, familiar
when listening to The teacher introduces the goal of the lesson. The learners review the seasons of the year
words and
clear, slow, and basic by watching the video “Seasons Song”https://www.youtube.com/watch?v=Iisj2kTZIFs .
phrases when
texts. The teacher writes the words: spring, summer, fall, and winter on small cards, and
listening to clear,
distributes them among the learners. Each time they hear the word they have on their
slow, and basic
card; they stand up and show it.
texts.
Teacher explains the difference between someone’ favorite and least favorite season.

Task rehearsal:
Learners listen to the teacher as she talks about her favorite and least favorite season. To
do so, the teacher shows pictures to illustrate her description.
 “My favorite season is summer because I go to the beach with my family and its vacation
time. I love to jump the waves, ride a banana boat, or just lay down by the beach. I also
like the summer because I go hiking to places like Cerro Pelado o Pozo Verde. My family
and I also go to the river and to the pool. My least favorite season is winter. It’s really
cold, and people have to wear heavy coats. Sometimes it gets so cold that people have to
stay home and school is cancelled. Besides, I don’t know how to ski“

Based on the teacher’s description, the learners are asked to answer the following
questions. If the answer is Yes, learners show a thumb up; if the answer is No, learners
show a thumb down.

1. Teacher’s favorite season is spring. Yes No

2. Teacher likes the summer because she gets to go to the beach Yes No
3. On the summer, teacher likes to go to river with her family. Yes No
4. Teacher’s least favorite season is winter because it’s really cold Yes No
Indicator of learning 5. Teacher knows how to ski. Yes No

‘ecognizes people’s Task completion

favorite and least Learners listen to five people talking about their favorite season. Based on the audio,
favorite season of the they fill out the worksheet below. Learners listen to the audio twice, then they make
year when listening to pairs and compare their answers with a partner, then as a whole group.
clear, slow, and basic
texts. My favorite and least favorite season
Instructions:
Listen to five people talking about their favorite and least favorite season. Write a
check mark (✓) in the corresponding parenthesis, based on what they say.
Winter Spring Summer Fall

1. Lindsay
Her favorite season is …

Her least favorite season is ….

2. Kat
Her favorite season is …
 Her least favorite season is ….

3. Matt
His favorite season is …

His least favorite season is…

4. Warren
His favorite season is …

His least favorite season is…

SI.1. Provides basic
information about 5. Rose
familiar things and Her favorite season is …
ideas during different
types of exchanges. Her least favorite season is ….
SI.1. provide
basic information
about familiar Task Assessment
things and ideas. Learners are given two pieces of paper. In one, they are asked to draw their favorite
season, and on the other one, their least favorite season. Learners mingle around the
classroom telling their classmates about the season they like or dislike. Then, all students
stick their drawings on the board to see which season is the most or least favorite one in
the group.

Pre-Task
Teacher asks learners to come over to the window (or even outside). Then the teacher
says a few times "How’s the weather?", "Look outside", and elicits t from the class the
weather and if it’s hot or cold (you can also teach "warm" if necessary). E.g. "It’s cloudy
and rainy and cold". Then, teacher asks each student in turn “How’s the weather?” and
encourage them to reply.
 Teacher shows a map of Costa Rica and the weather in different places of the country.

Indicators of learning

Answers simple
questions about
weather conditions
using simple words
and phrases.

Task Rehearsal
Using the map as a stimulus, the teacher asks learners: “How’s the weather in
Guanacaste?” Learners are expected to answer. “It’s sunny and hot”. Do you like hot
weather? No, I don’t like hot weather. Teacher continues asking questions and eliciting
answers from learners.
Pictures of weather conditions are arrange in a different position. Some new weather
conditions are included (foggy, for example.) Some volunteers go to the front and ask
their classmates how the weather in different places of the country is.

Task completion
Each learner gets a map of Costa Rica. They are asked to draw different weather
conditions in different parts of the country. In pairs, learners have a short conversation
asking about the weather conditions in different parts of the country, based on the maps
they completed.
Example:

A: How’s the weather in Cartago? A: How’s the weather in Guanacaste?

B: It’s windy and cold. B: It’s sunny and hot.
 A: Oh. I love cold weather. A: Oh. I don’t like hot weather.

Task Assessment
R.PA.1. Reads words Learners observe the teacher as s/he writes a list of weather conditions on the board.
by decoding English Each learner gets a card with a weather condition. They are asked to walk around the
graphemes and room asking “How’s the weather?” and answering the question based on the card they
phonemes. have. Learners should try to find someone to say each weather word listed on the board
R.PA.1. decode and get signatures from the students they talk to.
English
How’s the weather?
graphemes and
Weather condition My classmate’s signature
phonemes using
knowledge of
word parts,
syllabification
and phonemic
awareness

Indicator of learning

Reads simple words

related to weather
conditions.

Pre-task
The teacher introduces the goal of the lesson. Then, the teacher writes a list of words
related to this week’s theme on the board (windy, snowy, cloudy, foggy, etc.), and
previews the words by asking each student to “see” the word in their head. Then, the
learners, along with the teacher, read each word and write it in the air.

Task-Rehearsal

The teacher shows a set of letters to the students and explains to them that those letters
form the words they just reviewed (Please, erase the words from the board.)
The teacher shows a picture of a weather condition and puts the letters of that word into
a box. Then, two volunteers work together to take the letters from the box and form the
word the picture represents. The activity continues until all the words have been
recognized.
s n o w y

Task- Completion
Individually, learners work on the following worksheet.

I can read!
windy snowy foggy rainy

sunny stormy cloudy partly cloudy

 Task-Assessment

In pairs, learners play Tic-Tac-Toe. To play, each learner has to choose a word from the
ones studied in class, and take turns to write the word in a tic-tac-toe grid. Each time
they write the word, they have to read it too. The first person to write down and read
three in a row is the winner.

cloudy windy

cloudy
windy

cloudy
windy

Integrated Mini-Project Time

Integrated Mini-Project Group presentations can be week 5 or 6.

 Planning, creating collaboratively a weather forecast. Learners pretend to be a weather person, create a
forecast poster as a visual aid and present their weather report to the class. They also talk about the
clothes people should wear depending on weather conditions, and the indoor and outdoor activities
people can do.
 Rehearsing and briefly describing the weather forecast to the class.
 Participating in individual assessment.

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.)
 Learner Self-Assessment

I can…

Yes Sort of No. Help!

recognize people’s favorite and least favorite season of the year when listening to clear, slow, and basic texts.

answer simple questions about weather conditions using simple words and phrases.

read simple familiar words related to weather conditions.

Taken from https://it.dreamstime.com/illustrazione-di-stock-quattro-illustrazioni-di-tema-di-stagioni-hanno-
messo-con-di-melo-l-aviario-ed-i-dintorni-image53158475
Listening: What’s your favorite season?

SCRIPT

Lindsay / United States

My favorite season is summer. I love summer. There is no school. It's warm. The sun sets late. You can sit
on your balcony and drink a chocolate. I just think it's fabulous. My least favorite then obviously is winter,
because the sun goes down early, you can't go on your balcony and relax, it’s freezing cold, and it's just
not an enjoyable season at all.

Kat / Germany
My favorite season is winter, because there's a lot of snow, and it's cold outside, and it's just beautiful. I
feel happy when it is snowing. Also, I love to build snowman, have snowball fights with my friends, so
that is definitely my favorite season. My least favorite season is summer, because it's too hot. I really
don't like the heat.

Matt / United States

My favorite season is springtime, because everything is getting all flowery and new and fresh again. My
least favorite season, however, is fall because I know that it's going to be getting cold soon, and you
can't predict if it's going to be a warm day or a cold day.

Warren / Canada
My favorite season would be summer. It's pretty cold in Canada, and it's nice to have a long, sunny, dry
summer, and there are a lot of outdoor things you can do then, and it just feels better. My sister loves
summer, too. My least favorite is definitely winter, because it's cold, and you don't want to get outside.

Rese / Botswana
Well, in my country, we've only got two seasons. It would be summer and winter. So, I'd say my favorite
is summer, because of the sun and the warm weather, you can hang out with friends and do pretty much
anything you want to do. I guess winter I don't like so much, because I can't handle the cold and there's
really not that much to do when it's cold weather.

http://www.elllo.org/english/Mixer126/T148-Season.htm
 My favorite and least favorite season
Instructions:
Listen to five people talking about their favorite and least favorite season. Write a
check mark (✓) in the corresponding parenthesis, based on what they say.
Winter Spring Summer Fall

1. Lindsay
Her favorite season is …

Her least favorite season is ….

2. Kat
Her favorite season is …

Her least favorite season is ….

3. Matt
His favorite season is …

His least favorite season is…

4. Warren
His favorite season is …

His least favorite season is…

5. Rose
Her favorite season is …

Her least favorite season is ….

 How’s the weather?
Weather condition My classmate’s signature

I can read!
windy snowy foggy rainy

sunny stormy cloudy partly cloudy

 Unit 1- Weather Wise
Term: 1 Level: 4th Grade Unit: 1 Week: 2

Domain: Psychosocial and socio-

Scenario: Weather Wise Theme: Sunshine and Rainbows – my Feelings
cultural
Enduring Understanding: Depending on the weather, we can decide what we would like to wear, the kind of activities we would like to perform, and the way
we feel.
Essential Question: How does weather affect the way we live?
General Competences
Responsible Citizenship ( )
Life Competences ( )
Competences for Employability ( )

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

Grammar &Sentence Frames Function Psycho-social

Simple past -ed, past tense
Expressing past events and activities according to  Developing skills to work cooperatively.
regular and irregular verbs
weather and feelings
 It (rained) yesterday.
 Yesterday, it (was) Discourse Markers Sociocultural
rainy.
 Last week, it (was) Linkers: Sequential - past tense  Identifying cultural and regional differences in terms of
sunny, so I (played weather and behavior at local, national and global level.
First, then, after that, finally
soccer outside).
Information questions with past Idioms/phrases
 First, the weather in Costa Rica was beautiful.
tense
Expressions
 Then, the people were nice.
 How was the weather
yesterday?  Put on your
Vocabulary - After that, the food was delicious.
Idioms
1. Sunshine and Rainbows – My  Finally, the places I visited were wonderful.  I am on cloud nine. (A person is extremely happy.)
Feelings

Feelings:
 Happy, excited, sad
Verbs forms:
 Feel, Play, Go, visit
Assessment
Strategies &
indicators of Didactic Sequence Mediation Time
learning Learner can
(Diagnostic,
formative,
summative)
Pre- teaching
Routine: Checking attendance, checking in with Ls, T posts the Essential Question on the board,
Can Do’s, and class agenda, etc.
Warm up:
Learners listen to the teacher as she reads and acts the poem “ Winter, Spring, Summer, Fall”
taken from http://mrsrampersad.weebly.com/poems.html
Learners read the poem along with the teacher, twice, and act each action the poem says.

Activation of prior knowledge:

Learners observe the teacher as she writes the word Summer on the board. In groups of three,
learners are asked to think of activities they do in the summer. Teacher provides an example, “In
the summer, I go to the beach.” Learners share and the teacher writes and illustrates with a
drawing each activity on the board.
Modeling
The teacher sticks a set of pictures of his/her last trip to the beach. The teacher sticks the pictures
one by one and says, for example:

Last summer, I went to Tamarindo Beach in Guanacaste.

It was summer time.
It was really sunny and hot.

I was so excited and happy to be there.

I swam at the beach.

I ate a Churchill

I played soccer with my family and friends.

 I visited Las Baulas National Park.

I saw many turtles nesting their eggs.

It was a fantastic trip.

The teacher writes the key verbs on the board: went, was, swam, ate, played, visited, saw, and
provides learners with several examples on how to use them.

Clarifying
The teacher places the pictures on a table and asks two volunteers to go to the front. The teacher
says a sentence (e.g I saw many turtles) and learners have to show the corresponding picture and
say: “The teacher saw turtles.” The class provides help if necessary.

Learners play ‘Last Man Standing’. The teacher grabs a ball and has all the learners form a circle.
The teacher says a past tense verb (e.g. visited) and begins by tossing the ball at a student. As
each person catches the ball, they need to come up with a word that completes the following
statement: “Last summer, I visited (e.g.my grandma). If they repeat a word that has already
been said or can’t think of a new one within a few seconds, they are out and must sit on the
sidelines.
Important: Although some students are not in the circle anymore, they’ll still be learning!

Pre task:
L.2. The teacher shares the goal of the lesson and reviews the simple past tense verbs studied in
L.2. Recognizes understand previous classes by playing charades. The teacher acts out each verb and learners say what it is (e.g
familiar phrases and phrases and The teacher ate ice cream.) Additionally, the teacher writes down words used to indicate the past,
high frequency high such as “yesterday,” “last Sunday,” “ last December,” “last week,” and “a year ago.”
vocabulary in frequency
graphic organizers or vocabulary
word banks. that is Task rehearsal:
familiar. Learners observe as the teacher draws a table with four columns on the board. Each column is
labeled with a past tense verb.
 My daughter’s last vacation
Ate Swam Visited Played

Teacher places on the floor a set of cards with words and phrases, and asks two volunteers to go to
the front. Teacher explains that s/he is going to describe her daughter’s last vacation. As they
listen to the story, the volunteers look for the card with the word or phrase that best completes
each column, and stick it in the corresponding place.
Teacher says: “Last December, my daughter went to Barceló Hotel for a day. She went there with
her friends from high school. She had a lot of fun. The weather was sunny and a little bit windy.
First, she swam at the beach and at the big pool. Then, she played beach volleyball and soccer with
her friends. Next, she went to restaurant and ate sea food, pasta, and delicious desserts. Finally, on
her way back, she visited her uncle, Geovanni, who lives near the hotel. She was so happy and
really enjoyed the trip.”
Indicator of learning

Recognizes words Learners check the chart as a group.

and familiar phrases
related to past
events and activities,
if help is provided
with a word bank.

Task completion
Learners listen to Felipe talking about his last vacation. As learners listen to the story, they
complete the following graphic organizer.
 Instructions: Listen to Felipe talking about his last vacation. Complete the graphic
organizer based on what he says. Use the word bank.

Felipe

Went to Visited Ate Was

his cousins Barú Island excited Cartagena sancocho

happy shrimps

Task Assessment
Learners play ‘Bowling for words.’ Teacher makes a bowling score sheet for each pair of students
R.3. Recognizes
(see sample), and a set of large construction paper bowling pins. On each pin, teacher writes a
most of what occurs
in a well-structured R.3. past tense verb (the ones emphasized in class) and a number from 1 to 10. The words with the
short story and main understand highest number are the most difficult. The pins are place in a bag or box so that students can’t see
characters. most of what them. The class is divided into small teams (3 pairs of students for team) . One pair from each
occurs in a team reaches in and selects a pin. If the players correctly read the word and make a sentence with
well- it, they record the score on their score sheet. If the players can’t read the word or say a sentence,
structured they receive score of 0. The game ends when all the frames of the bowling game have been
short story played and the scores tallied. Bowling for words
and can Total
identify the Max 6 0 7 8 3 24
story’s main
characters. Ate

Learners work on self and peer assessment, as well as the whole class assesses their achievement
of the goal.

Achieved!

Pre-Task
Teacher shares the goal of the lesson. Teacher introduces the words: first, then, next, and finally,
and explains to the students that those words are used to express a sequence. Teacher acts out
an experience h/she had using the sequencing words. For example,
Yesterday afternoon was really nice.
First, I went home and had a cup of coffee.
Then, I played cards with my daughter.
Next, I watched TV.
Finally, I went to bed and slept all night.
Teacher provides some more examples to clarify meaning.
Task Rehearsal
 Teacher sticks the story ‘Summer and Winter’ on the board and reads it for the students. Then,
the learners read the story along with the teacher.

Teacher asks learners to mention some of the activities Wayne did during summer and winter.
After that, the teacher shows to the students a set of pictures illustrating the story and asks two
learners to arrange those pictures in order as the group reads the story one more time. The rest
of the class helps the volunteers by providing immediate feedback as pictures are arranged.

Indicators of leaning

Recognizes the
sequence of events
in a short story.

Identifies the main

characters of a short
story.

Task completion
 Learners, individually, read the short story ´The Beach’ and work on the worksheet below.

Frank’s trip to the beach

Hi, my name is Franck. My sister, Amy, my brother, Tony, and I like to go to the beach in the
summer. We have a lot of fun. We went to Jacó Beach in April. First, we swam at the
beach. Then, we played with a beach ball in the water with some friends. Next, we played
in the sand. We made a sandcastle. Finally, I learned how to ride a surfboard. It was fun
riding the surfboard! We had a fun time at the beach.

SI.3. Asks for

Instructions:
clarification of Put the events in order. Write 1, 2, 3, or 4 in the box.
unknown words and
expressions during
dialogues and
conversations.
SI.3. ask for
clarification
of unknown
words and
expressions
1. Who went to the beach?

2. Who learned to surf?

Task Assessment
 Learners play ´Short Story Puzzle.’ The teacher cuts up the short story ‘Frank’s trip to the
beach’ and instructs pairs of students to try and piece the story back together in the correct
order. The more pieces the teacher cuts the story up into, the harder the task will prove. Teacher
monitors learners’ performance and provides help if necessary.

Asks for clarification Pre-task

of unknown words Teacher shares the goal of the lesson. Then, the teacher explains (in Spanish) the meaning of
and expressions
clarifying something (make the meaning clear) .Clarifying is an opportunity for people to be sure
orally.
that they have an understanding of what’s going on. Teacher acts out some examples,
emphasizing on the following language:
 What’s the meaning of …..?
 Sorry, I don´t understand. Could you repeat that?
R.PA.1. Reads words  I got it. Thank you!
by decoding English
graphemes and Task rehearsal
phonemes. The teacher selects words from the story ‘Frank’s trip to the beach’ that can be acted out or
combined into action (obviously the, was, etc. are not good choices) and writes the words on the
board. Learners are asked if they have any words that they would like to add from the story (be
R.PA.1. sure to explain that these words must be action words or things you can see and touch.) The
decode teacher asks students to ask for the meaning of those words by asking “What’s the meaning of….
English (Beach)? To answer the question, the teacher acts out the word. If the meaning of the word is still
graphemes unclear for someone, that learner is encouraged to say “Sorry, I don’t understand. Could you
and
repeat that?”, then the teacher acts out the word again, and then the student says: “I got it,
Indicator phonemes
thank you!
using
Reads words when
knowledge of
segmenting short word parts, The activity continues with the students asking for the meaning of the rest of the words chosen
sentences. syllabification from the story. Teacher encourages students to get into the moment using facial and body
and movements.
phonemic
awareness.

Task completion
 Teacher divides the class into groups of 3-4 students, and asks learners to find words in the story
‘Summer & Winter’ that they can clarify by acting them out for one another. Learners create a list
of the words and take turns acting out the words on the list and practicing the expressions for
clarifying. Teacher monitors learners’ performance.
Pre-task
Teacher shares the goal of the lesson. The teacher explains to the group the meaning of the verbs
scramble and unscramble. Then, the teacher illustrates with a scrambled sentence on the board.

Task-Rehearsal
The class is divided into teams of three or four. Each team is provided with a list of ten scrambled
sentences. Teams are allowed five minutes to unscramble as many sentences as possible.
Sentences are checked with the whole group.

Task- Completion
Learners, individually, unscramble sentences and rewrite them correctly. Learners compare their
answers in pairs, and then as a group.
Unscramble the sentences
Start with capital letter and end with a period.

played yesterday Ericka soccer

ice cream ate he last night

the beach went to my family

 visited grandma we last Sunday

Task-Assessment

The class is divided into groups of three. Each group is provided with a marker and pieces of
paper to create their own puzzle (2 sentences). They then give their sheets to another group of
students who will need to unscramble the sentences. The teacher checks that each group is
writing sentences with all the words in it that make up a sentence.

Learners work on self and peer assessment. Whole class assesses their achievement of the goal.

Yes! Sort of No. Help!

Integrated Mini-Project Time

Integrated Mini-Project Group presentations can be week

 Planning, creating collaboratively a weather forecast. Learners pretend to be a weather person, create a forecast 5 or 6.
poster as a visual aid and present their weather report to the class. They also talk about the clothes people
should wear depending on weather conditions, and the indoor and outdoor activities people can do.
 Rehearsing and briefly describing the weather forecast to the class.
 Participating in individual assessment.

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.)

Learner Self-Assessment

I can…
No.
Yes Sort of
Help
!
Recognize words and familiar phrases related to past events and activities, if help is provided with a word bank.

Recognize the sequence of events in a short story.

Identify the main characters of a short story.

Ask for clarification of unknown words and expressions orally.

Read words when segmenting short sentences.

 Felipe’s Last Vacation

Audio Script

Last year, I went to Cartagena with my family and my best friend Luis. First. we visited my cousins
Mayra and Alejandra. I hadn’t met them before, so I was really excited to meet them. My first
impression of them it was very good, they are friendly and fun.

Then, we went to visit many places, but my favorite place was Barú Island. That island is amazing, it
looks like a paradise. I took many pictures. I was so happy there. Next, we went to a restaurant. The
food was excellent. We ate sanchocho and shrimps . I had a great time with my family. We spent three
amazing days in Cartagena. Finally, I got to the airport and came back home.

Adapted from https://englishpost.org/talk-about-your-last-vacation/

Instructions: Listen to Felipe talking about his last vacation. Complete the graphic
organizer based on what he says. Use the word bank.

Felipe

Went to Visited Ate Was

WORD BANK
his cousins Barú Island excited Cartagena sancocho
happy
shrimps
 Frank’s trip to the beach
Hi, my name is Franck. My sister, Amy, my brother, Tony, and I like to go to the beach in the
summer. We have a lot of fun. We went to Jacó Beach in April. First, we swam at the beach.
Then, we played with a beach ball in the water with some friends. Next, we played in the
sand. We made a sandcastle. Finally, I learned how to ride a surfboard. It was fun riding the
surfboard!. We had a fun time at the beach.
Instructions:
Put the events in order. Write 1, 2, 3, or 4 in the box.

1. Who went to the beach?

2. Who learned to surf?

Unscramble the sentences

Start with capital letter and end with a period.

played yesterday Ericka soccer

ice cream ate he last night

the beach went to my family

visited grandma we last Sunday

 Unit 1- Weather Wise
Term: 1 Level: 4th Grade Unit: 1 Week: 3

Domain: Psychosocial and socio-cultural Scenario: Weather Wise Theme: What to wear?
Enduring Understanding: Depending on the weather, we can decide what we would like to wear, the kind of activities we would like to perform, and the way we
feel.
Essential Question: How does weather affect the way we live?

General Competences
Responsible Citizenship ( )
Life Competences ( )
Competences for Employability ( )

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

Grammar & Sentence Frames Function Psycho-social

Describing activities and clothing during varying
Information questions with present weather conditions and seasons  Developing skills to work cooperatively.
continuous
Discourse Markers Sociocultural
 What are you wearing today?
 First, the weather in Costa Rica is beautiful.  Using different ways of sharing personal experiences and
Verb tenses (past tense / present concerns.
progressive and past progressive / past  Then, the people are nice.
tense)
 After that, the food is delicious.
Idioms/phrases
 Yesterday, (was) a sunny day.
He (was wearing) blue jeans Finally, the places I visited were wonderful.
Expressions
and a t-shirt.
 Yesterday, it was raining, so we  Quick, get ready!
(wore) boots.
 Yesterday, it was snowing, I went Idioms
 skiing  I am on cloud nine. (A person is extremely happy.)

Information questions with past tense

 How was the weather yesterday?

 What were you wearing yesterday?
 Why did you wear a jacket yesterday?

Vocabulary

2. What to Wear?

Objects:

 Umbrella
 Sunglasses
 Sandals, boots

Clothes:

 Raincoat, Sweater
 T-shirt, Pants
 Shorts, Dress
 Skirt
Phonemic Awareness

Blending spoken simple onsets and rimes to

form real words (onset /c/ and rime / æt/)
/- ɜr/.

Examples:

 Hot, got,not, pot

 hat, cat, at, bat.
hotter, colder, happier
Assessment Strategies
& indicators of
Didactic Sequence Mediation
learning Time
Learner can
(Diagnostic,
formative,
summative)
Pre- teaching
Routine: Checking attendance, checking in with Ls, T posts the Essential Question on the board,
Can Do’s, and class agenda, etc.
Warm up:
The teacher collects a large pile of clothes from home and take it to class. The teacher asks for a
volunteer and have him/her stand at the front of the class. The teacher tells the class the
volunteer is going to get dressed up – with as many different types of clothes as possible. The
teacher pulls out the first clothing item (e.g. a t-shirt).and helps the volunteer to put it on. As the
teacher helps the volunteer to put on the piece of clothes, h/she says: “It’s sunny and hot
outside. Michael is wearing a T-shirt. Oh, it started to rain, now he needs a jacket.” The teacher
continues helping the kid to dress up while describing the kind of weather the clothes is used for.

Activation of prior knowledge:

The teacher chooses from the clothes pile at least two items of clothing for each season. Here
are some ideas:
Winter: Hat, gloves, scarf, snow boots.
Spring: Umbrella, raincoat, rain boots.
Summer: Swimsuit, shorts, T-shirt, sandals, sun hat.
Fall: Sweater, long pants, long-sleeved shirt, warm shoes.
A volunteer comes the front, puts on one of the clothing items, and then class has to say what
season it is, based on the clothes item their classmate chose. The activity continues having more
volunteers coming to the front.

Modeling
The teacher writes the seasons on the board: Winter, Spring, Summer and Fall. Then, h/she shows
 the items to the class, and says: “These are gloves. I wear them when it is snowy and cold. This
is a raincoat. I wear it when in rainy days.” The teacher continues introducing the other pieces of
clothing and the appropriate weather condition to wear them. The teacher repeats the name of
each piece of clothing after the teacher as many times as needed.
Clarifying
The teacher pastes clothing flashcards on the board (the one just reviewed with the students)
and elicits the vocab and writes the word clearly below it. Next, the teacher tells everyone to
close their eyes and remove one of the flashcards from the board. The, the teacher shouts "Open
your eyes", and everyone must shout out the missing flashcard.

The learners lay "Team Racing” The class is divided into 2 teams. They line up at one end of the
classroom with the old clothes on the floor at the other end. The teacher shouts out an
instruction (e.g. "It’s freezing, put on some socks!") and one member from each team will race
against the other to the pile of clothes, put on the clothing item and run back to their team. The
person who gets back first wins a point for his/her team. At the end, the team with the most
points is the winner.
R.2. Follows a set of Pre-task
clear-cut instructions. R.2. follow a set of The teacher shares the goal of the lesson and reviews the vocabulary by playing “ I spy with little
clear-cut
eye.” A pile of clothes is put on the floor. Teacher asks for two volunteers. Learners listen to the
instructions,
teacher as h/she says, for example “I’m cold. I spy with my little eye, a jacket.” The two students
especially if there
are pictures or race to be the first one to get a jacket for the teacher. The game continues with two more
diagrams to volunteers and so on.
illustrate the most Task rehearsal
important steps. Learners, in pairs, get the picture of a boy, and are asked to listen to the teacher as reads the
following text.
 Last Sunday, Randy decided to visit he aunt in Puntarenas. The weather forecast predicted a hot
and sunny day for the Pacific, so he decided to wear fresh clothes. He wore shorts, a T-shirt, flip-
flops and a cap. The day turned out to be really hot, but he enjoyed his time with her aunts and
Indicator of learning: the rest of her family.
Then, the learners read the text again, but this time, they follow the text to draw the
Follows instructions in clothes Randy wore to his trip. Learners check their answers with another pair and
written texts. then as a group.

Task completion
Learner, individually, read two texts about what Lisa and David did yesterday and
follow the instructions to draw the clothes they were wearing. Learners check their answers in
pairs and then as a group.

Task assessment
Learners play an adaptation of Simon Says. Teacher explains to the students that they are going
to read a set of sentences telling them what to draw. Learners follow the instructions.
1. It is snowy and extremely cold outside. What do you need to wear? Simon says: “Draw
a coat and gloves.”
2. It is warm and sunny outside. The perfect day to go to the swimming pool. Simon Says:
SI.2. provide one-word
answers to basic “Draw a swimsuit and flip-flops.”
SI.2. provide one- 3. It’s windy and cool outside. Draw a jacket and a cap.
questions during a
word answers to
dialogue, exchange, basic questions.
interview, or survey.
Pre- Task
Teacher shares the goal of the lesson. Teacher reviews the following two questions: What was
the weather like in… yesterday? What was wearing?

Task-Rehearsal
Teacher hands out a set of pictures of weather conditions and clothes to the students. Then
h/she pastes on the board a chart with the name of different cities and people. Teacher tells
learners that h/she is going to close his/her while they:
 1. Paste the pictures of weather conditions under the name of the cities. For example:

Felipe Gina Tomas Silvia Gaby

Puerto Paquera Buenos Aires Cartago Tilarán

Viejo

2. Paste the pictures of the clothes under the name of the people, depending on the weather
conditions chose previously.

The teacher, without taking a look at the board, shows students the chart below and explains
that h/she is going to ask questions to find out the information h/she needs to complete the
chart. Then, the teacher starts asking to students: What was the weather like in … (Puerto Viejo)
yesterday?” Learners answer: “It was rainy.” (Teacher draws rain under Puerto Viejo.) Teacher
then asks: “What was Felipe wearing yesterday? Learners say: “He was wearing a raincoat.”
(Teacher draws a raincoat under Felipe’s name).

Puerto Paquera Buenos Aires Cartago Tilarán

Viejo

Felipe Gina Tomas Silvia Gaby

Indicator of learning:

Provides one-word
answers to basic
questions about Some volunteers take the role of the teacher. They step in front of the class, with the board
weather conditions and behind their backs, and ask their classmates the questions to keep filling out the chart.
clothing.

Task- Completion
The class is divided into pairs (A and B). Each learner gets a chart. Together they complete the
chart by asking each other the questions practiced before.

Student A
What was the weather like in … yesterday? It was….
What was… wearing? He was wearing…

Directions: Ask and answer questions to complete the missing information.

Liberia Turrialba Grecia Ciudad Coronado
Quesada

Lucy Juan Carlos Hannia Ana Luis

Task-Assessment
 Learners are divided into groups of three. Each group is provided with a large piece of
construction paper/card, scissors, glue and some felt tip pens. Teacher tells the class that they
have 10 minutes to create a weather scene representing yesterday’s weather, and which includes
R.PA.1. Reads words by lots of people. The students will have to draw to create the picture (Teacher can create their own
decoding English scene so students can see what they have to do.) As everyone is creating their scenes, teacher
R.PA.1. decode walks around the classroom asking lots of questions related to the vocab (What was he wearing?
graphemes and
English graphemes
phonemes. What was the weather like yesterday? etc.) and helping with any new vocab.
and phonemes
using knowledge of
word parts,
syllabification and
phonemic
awareness
Pre-task
Teacher shares the goal of the lesson. Then, teacher explains the following: Onset is the first
sound we can hear in a word. Words are made up of different sounds and parts; the first sound
you hear is called the onset. Can you say onset?" (Students will say "Onset.") "Right! The first
sound we hear in a word is called the onset! Today, I am going to work with you to hear how to
pull out the first sound in a word."

Using manipulatives, teacher says: "Watch how I pull out the first sound I hear in a word. My
word is: dot." As the teacher says dot, he/she runs his/her finger under both squares as they
are touching. They are touching to show they are one word. "Dot" "Now, listen to me pull out
the first part of the word. D...... ot." ( Teacher pulls one square apart at a time, as h/she says
"d"... and "ot.") "Now I will touch the first sound I heard and the rest." "d..........ot."
(Teacher touches each square as the students say each part.) "d".......... "ot." "Now, I will blend
the word back together." (Teacher moves the two squares so they are touching again.) "Dot."
"Her skirt was blue with white dots.”
( This idea was suggested by https://betterlesson.com/lesson/513098/onset-rime-segmenting-
and-blending

The teacher continues reviewing some more words of the –ot word family.

Task-Rehearsal
 Learners play “Fish for it.” The teacher pastes pictures representing words of the –ot family on
the board. Also, the teacher makes word cards with the –ot family, and then glues a small bar
magnet on the back of each card, or attaches a paper clip. The class is divided into two teams,
and a representative from each team gets a fishing pole. The student “fishes” for a card, and
Indicator of learning: when the card is drawn, the student spells the word aloud, then blends it. The rest of the class
‘eads –ot determines whether the word is correct or not. If it is correct, the team earns one point. The
rhyming words team with the most points wins. The teams can get an extra point if besides reading the word
correctly correctly, the student pastes the word next to the corresponding picture on the board.

Task-Completion

Each leaner gets a handout with a list of words rhyming with the –ot sound. The student reads
the words slowly first and then as fast as they can. After read the words, learners highlight the
–ot in each word. Teacher closely monitors learners’ performance of the task.

I can read words

with “-ot”
‘ead the “ot” words as fast as you can!
Highlight the “-ot” in each word.
 hot dot

pot cot

got spot

slot knot

rot tot

Task-Assessment

Individually, learners gets a list of word cards and matching pictures which are set on a table.
Students select one word card, spell the word, and then blend the sounds to say the word. Next,
students pick the matching picture to go with the word. Teacher monitor’s students’
performance.
Learners create a Rhyming Words Flip Book with the –ot family words, and use it to practice
reading the words.
 Integrated Mini-Project Time

Integrated Mini-Project Group presentations can be week 5 or 6.

 Planning, creating collaboratively a weather forecast. Learners pretend to be a weather person, create a
forecast poster as a visual aid and present their weather report to the class. They also talk about the
clothes people should wear depending on weather conditions, and the indoor and outdoor activities
people can do.
 Rehearsing and briefly describing the weather forecast to the class.
 Participating in individual assessment.

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.)

Learner Self-Assessment

I can…
Yes Sort of No. Help!
follows instructions in written texts.

provides one-word answers to basic questions about weather conditions and clothing.

reads –ot rhyming words correctly

 What was the weather like yesterday? What did Lisa and David wear?
Read and draw

My friend, Lisa, is visiting her grandma in New York. Yesterday, they David, my cousin, is visiting San Carlos for his vacation. Yesterday he
went together to the park, but the weather was really cold and snowy, went to Arenal Volcano National Park, but he didn’t take pictures
so Lisa wore gloves, a woolly cap, a coat, a scarf, and winter boots. because it rained a lot, and it was windy too, so he wore a raincoat,
It was freezing, but she had a great time making a snowman. boots, and an umbrella.
He was wet, but he enjoyed his trip to the volcano, and now he is
planning to come back someday.
 Information Gap Activity

Student A
What was the weather like in … yesterday? It was….
What was… wearing? He was wearing…

Directions: Ask and answer questions to complete the missing information.

Liberia Turrialba Grecia Ciudad Coronado
Quesada

Lucy Juan Carlos Hannia Ana Luis

Student B
What was the weather like in … yesterday? It was….
What was… wearing? He was wearing…

Directions: Ask and answer questions to complete the missing information.

Liberia Turrialba Grecia Ciudad Coronado
Quesada

Lucy Juan Carlos Hannia Ana Luis

 Unit 1- Weather Wise
Term: 1 Level: 4th Grade Unit: 1 Week: 4

Theme: “Walking in the ‘ain”- Indoor and Outdoor

Domain: Psychosocial and socio-cultural Scenario: Weather Wise
Activities
Enduring Understanding: Depending on the weather, we can decide what we would like to wear, the kind of activities we would like to perform, and the way
we feel.
Essential Question: How does weather affect the way we live?
General Competences
Responsible Citizenship ( )
Life Competences ( )
Competences for Employability ( )

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

Grammar & Sentence Frames Function Psycho-social

Expressing likes and dislikes  Using technology to communicate ideas effectively
Simple present using (S-V-C) pattern.
Discourse Markers Sociocultural
 My sister (likes) (winter).  Using different ways of sharing personal
 I feel (happy) when it (rains).  First, the weather in Costa Rica is beautiful. experiences and concerns.
 It is sunny and dry in (January).
 Then, the people are nice. Idioms/phrases
Verb tenses (past tense / present Idioms
progressive and past progressive / past  After that, the food is delicious.  Quick, get ready!
tense)  Dressed to kill. (Dressed in fancy, stylish clothing.)
Finally, the places I visited were wonderful.

 Yesterday, (was) a sunny day.

He (was wearing) blue jeans
and a t-shirt.
  Yesterday, it was snowing, I went
skiing

Information questions with past tense

 How was the weather yesterday?

 What were you wearing yesterday?
 Why did you wear a jacket yesterday?
 What did you do last time it rained?

Vocabulary
4.“Walking in the ‘ain”- Indoor and
Outdoor Activities

Outdoor Activities

 Fishing, Running, kayaking, playing

soccer, Skateboarding

Indoor Activities:

 playing cards, playing board games,

playing video games

Phonemic Awareness
Blending spoken simple onsets and rimes to
form real words (onset /c/ and rime / æt/)
/- ɜr/.
Examples:
 Hot, got,not, pot
 hat, cat, at, bat.
-hotter, colder, happier
Assessment Strategies
& indicators of
Didactic Sequence Mediation
learning Time
Learner can
(Diagnostic,
formative,
summative)
Pre- teaching
Routine: Checking attendance, checking in with Ls, T posts the Essential Question on the board,
Can Do’s, and class agenda, etc.
Warm Up:

Teacher pastes a picture of a tree in the rain on the board. Next, the teacher plays a song titled
“Rain Rain Go Away.” https://www.youtube.com/watch?
v=LFrKYjrIDs8&index=23&list=PLauQHvxFyQCNcdEPVx_O4a2Ixt vG5BItf Students listen to the song
first, and then sing the song as a class.

Activation of Prior Knowledge

Next, the teacher pastes three more pictures of trees on the board that represent the four
seasons. In small groups, students brainstorm activities that they can do in each season. After
completing their lists, learners share with the class their ideas and the teacher writes their ideas
on the board under each weather season.

Modeling
The teacher defines the difference between “indoor” and “outdoor.” He/she does this by
displaying pictures demonstrating the difference between being inside and being outside.
Additionally, the teacher can bring students outside to exhibit the difference between being
indoors and outdoors.
The teacher divides the board in half and label one side with “indoor” and the other side with
“outdoor.” In small groups, learners receive a set of pictures with the vocabulary words on them.
For example, “playing soccer,” “playing cards,” “skateboarding,” etc. Students must organize their
words into “indoor activities” and “outdoor activities” at their desks. In order for the teacher to
verify their answers, learners go group by group to paste their answers on the board. For example,
group one could paste “playing cards” under the “indoor activities” and group two could paste
“fishing” in the “outdoor” category.
 Next, the teacher will pronounce each word several times and the students will repeat.

Clarifying
The teacher explains that the students are going to review the vocabulary. The teacher says an
activity, and if that activity takes place indoors, the students will sit down. If the activity takes
place outdoors, the students will stand up. For example, if the teacher says, “The weather is
beautiful today. I want to go fishing.” The students stand up. If the teacher says, “Because there
is so much rain, I am playing board games” the learners would sit down.

Next, the learners will be divided in half. The teacher will play a “fly swatter” game. One
representative comes up from each group and is handed a fly swatter. The teacher asks a
question, and the first person to slap the board and answer correctly will get a point. For example,
if the teacher asks, “it is raining outside. What is an activity that I can do?” A student can slap the
board and say, “play cards.”

Pre-Task
The teacher reviews useful vocab for the following activities, such as “thunderstorm” and “rain
R.1. Recognizes much of
R.1. understand storm.” The teacher will also review the vocabulary for the indoor and outdoor activities.
what is written in short,
much of what is
simple texts.
written in short, Task – Rehearsal
simple texts on The teacher projects/writes the following story on the board.
subjects with During rain storms, Michelle likes to play cards with her cousins. However, last weekend the
which they are weather was so warm and sunny. Michelle and her cousins went to play soccer on the beach
familiar and/or in instead.
which they are
interested. The teacher reads the story. In pairs, students answer the following True or False statements.
After completion, they check their answers with another pair nearby and then as a group.

Michelle likes to play video games with her cousins. True False
Michelle and her cousins played soccer in the park. True False
Last weekend, the weather was warm and sunny. True False

Task – Completion
 Working individually, learners receive the following texts and questions. Students must read the
stories and answer the true or false questions by circling the correct option. After the students
Indicators of learning
complete the questions, they will check their work with a classmate. The teacher will go over the
Recognizes the main correct answers at the end.
points in a short story. #1
Yesterday, Carlos wanted to play soccer with his friends at the park. However, there was a
rainstorm and he could not play. After that rainstorm, Carlos went to his friend’s house to play
cards.

Questions:
Carlos wanted to play soccer. True False
Yesterday, there was a rainstorm. True False
Carlos did not play cards at his friend’s house. True False

#2
Julia loves to play video games with her brother when the weather is bad. Last week, the
weather was beautiful and Julia wanted to be outside. Julia went to the river and went fishing
with her brother. Then, they went kayaking. The sun was warm and the water was cool.

Questions:
Julia loves to play video games with her cousins. True
False
Last week, the weather was terrible. True False
Julia went fishing and kayaking with her brother. True False

#3
Mario and Carolina like to go skateboarding and running with their friends on sunny days.
Last Saturday, there was a big thunderstorm and they could not play outside. Mario and
Carolina played video games with their friends instead.
 Questions:
Mario and Vanessa like to go skateboarding. True False
Last Saturday, there was a big thunderstorm. True False
Mario and Carolina played video games during the thunderstorm. True False

#4
When the weather is nice, Maribel likes to play outside with her sister. Yesterday, they went
to a park and Maribel went running and her sister went skateboarding. They had a lot of fun.

Questions:
Maribel likes to play outside when the weather is nice. True False
Maribel did not go to the park yesterday. True False
Maribel went running and her sister went skateboarding. True False
Task – Assessment
The class is broken up into five different groups. Using the above stories, each group will get one
story. The learners will illustrate the story as a group. After completion, students will post their
illustrations on the wall for a brief gallery walk.

Pre – Task
Teacher shares the goal of the lesson. Teacher reviews the vocabulary for indoor and outdoor
activities and refresh students on how to conjugate the verbs into the past tense. For example,
“playing soccer” would be “played soccer.” Additionally, the teacher writes down words used to
indicate the past, such as “yesterday,” “last week,” and “a year ago.”
SP.1. Talks about a
familiar topic in a short
presentation.
Task – Rehearsal
The teacher pastes some cards on the board face down. These cards will have words or pictures of
verbs from the vocabulary in this unit. A volunteer comes up and selects a card on the board and
turns it over to see the word. The student says the word, and then with the help of his/her peers,
says the verb in the past tense. Next, the student makes a sentence in the past tense using that
 SP.1. talk about a verb. For example, if the student draws “playing board games,” the student will say “played board
familiar topic in a games” then “last weekend, I played board games.” This will continue until all of the cards have
short presentation, been selected from the board.
prepared in
advance. Next, the students are going to be divided into small groups. Each group of students receives a
Indicator of learning stack of cards with verbs written on the back. In addition to the verbs from the unit, some cards
Identifies indoor and will also have useful verbs such as “go,” “be,” “swim,” “eat,” and “drink.” Learners put the cards
outdoor activities. face down on the table. One by one, students draw a card from the table and read the verb out
loud. Next, students must make a sentence in the past tense using that word. For example, if the
learner draws “playing soccer,” the student could say, “last week, I played soccer with Marisa.”

Task – Completion
The teacher draws a t-chart on the board. He/she writes “winter” on one side and “summer” on
the other side. Then the teacher writes the question “What did you do last summer?” in the
summer section and “What did you do last winter?” in the winter section. Learners each get one
sheet of paper. The learners fold the paper in half like a book and write “winter” on one side and
“summer” on the other.

Learners draw their responses in each section on their own piece of paper. After completion, the
Produces short simple learners present their “books” with a partner, using the past tense. For example, “last summer, I
sentences about indoor played soccer.” Or “last winter, I played video games with my brother.”
and outdoor activities,
orally. Task – Assessment
The teacher divides the class into small groups. Each group gets a piece of paper with the
following information:

What did you do the last time it rained?

Watched a movie
 Watched TV

Played video games

Listened to music

Played board games

Played cards ´

Drunk hot chocolate

Other

The teacher reads the options out loud and asks if anyone needs clarification on the words.

Next, in their small groups, students take turns asking the person to their left the question, “What
did you do the last time it rained?” The students write a tally mark next to the option that
correlates with their answer.

While the students are working in small groups, the teacher writes the five options on the board.
Additionally, the teacher draws and labels the X and Y axis of a graph.

After the learners finish collecting their data, each group reports back the number of students that
said each option. For example, “one person played games, two people played video games,” etc.
W.1. Labels charts, The groups tally up all of the numbers and write the final numbers next to the options. Then, the
diagrams, and maps group draws a graph with the results of the survey. For example, if “watched a movie” had seven
people, the students would draw the bar up to the number seven. This continues until the bar
graph is complete. Groups share their graphs to see if they match with what the other groups
Indicator of learning: created.
Labels a graph correctly.

W.1. label charts,

diagrams, and Pre – Task
maps. The teacher shares the goal of the lesson. The teacher reviews the use of capital letters and a
period when writing sentences.
 Task – Rehearsal
Using the graph from the speaking activity, the teacher collaborates with the students to write one
W.2. apply conventions sentence about the first option on the graph. For example, the teacher could write, “The last time
of standard English. it rained, seven people watched a movie.”

Next the teacher writes on the board, “The last time it rained…” and students copy the sentence
on the paper. Individually, they will complete the rest of the sentences about the graph starting
with “the last time it rained. “The teacher monitor the learners’ performance and check that they
W.2. Applies are including capital letters, periods, and spelling.
conventions of
standard English Task – Completion
when writing The teacher passes out a new graph to individuals. This graph has different information from what
sentences and the students have seen before. This time, the learners must make five sentences based on the
paragraphs. graph.
Once the students complete the task, the teacher asks the learners to self-assess their sentence.
Indicators of learning
The teacher will ask them to check if they have capital letters and periods in the correct places.
Uses capital letter at The students can exchange their page with a partner to correct any errors.
the beginning of a
sentence.
Task – Assessment
Writes a period at the Learners will write three sentences each. This time, they will answer the question, “What did you
end of a sentence. do the last time it was sunny and hot?” After writing their answers, students will share with a
partner.
Spells target words
correctly.

Pre-Task
The teacher reviews the –at family word by playing Secret Code
 The teacher turns an illustrated word face down and says its onset and rhyme (e.g. c-at) When a
R.PA.1. Reads words by student blends the phonemes and guesses the word, the teacher shows the picture. Learners keep
decoding English reviewing the words by guessing teacher’s secret code:
graphemes and
phonemes Onset Rime
f- at

R.PA.1. decode ch- at

English graphemes
Indicator of learning: and phonemes b- at
using knowledge of
‘eads rhyming – word parts, r- at
at words correctly syllabification and
phonemic h- at
awareness.
m- at

s- at

Task- Rehearsal

Learner read the text “The Fat Cat”. First, the teacher reads it
and acts it out for students, then the students read it
together with the teacher. After that, learners, highlight the –
at in each word that has it, and then write the –at words in
their notebooks. Teacher clarifies meaning by illustrating the
story with drawings.

Taken from
https://www.teacherspayteachers.com/FreeDownload/FREE-
Word-Family-AT-Practice-Printables-and-Activities-2920687

Task – Completion
Individually, learners complete the following worksheet.

I can read simple sentences

Directions: Read the words in the Word Bank
Word cat bat fat pat
Bank
hat rat mat sat

Directions: Read the sentences. Color the circle that matches the picture.
o My cat is too fat.
o I see a fat rat.
o She was a good cat.
o He got a new bat.
o The hat was big.
o The mat was old.
o Clean the small mat.
o My cat is big.
o The rat looked at me.
o Can you see my hat?
Adapted from https://www.pinterest.com/pin/26880929006678725/

Leaners check their answers in pairs, and then as a group.

Task- Assessment

Learners play “Sound Hopscotch.” Using chalk, the teacher creates several large hopscotch grids
on a paved area of the playground (or use masking tape on the floor of the classroom). In each
section of the boards, the teacher writes a word (e.g. cat. chat, fat, and flat) that h/she wants to
review. Then, h/she reads aloud a word or calls out a sound, and students hop to the space on
the hopscotch board that contains the spelling called out. ( e.g. c-at; f-at; ch-at)
 Integrated Mini-Project Time

Integrated Mini-Project Group presentations can be week 5 or 6.

 Planning, creating collaboratively a weather forecast. Learners pretend to be a weather person, create
a forecast poster as a visual aid and present their weather report to the class. They also talk about the
clothes people should wear depending on weather conditions, and the indoor and outdoor activities
people can do.
 Rehearsing and briefly describing the weather forecast to the class.
 Participating in individual assessment.

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.)

Learner Self-Assessment

I can…
Yes Sort of No. Help!
recognize the main points in a short story
identify indoor and outdoor activities.
produce short simple sentences about indoor and outdoor activities, orally.
label a graph correctly.
use capital letter at the beginning of a sentence.
write a period at the end of a sentence.
spell target words correctly.
read –at rhyming words correctly.
Instructions:
Read each story and then answer the True or False questions by circling the correct option.

#1
Yesterday, Carlos wanted to play soccer with his friends at the park. However, there was a rainstorm and he could not play.
After that rainstorm, Carlos went to his friend’s house to play cards.

Questions:
Carlos wanted to play soccer. True False
Yesterday, there was a rainstorm. True False
Carlos did not play cards at his friend’s house. True False

#2
Julia loves to play video games with her brother when the weather is bad. Last week, the weather was beautiful and Julia
wanted to be outside. Julia went to the river and went fishing with her brother. Then, they went kayaking. The sun was warm
and the water was cool.

Questions:
Julia loves to play video games with her cousins. True False
Last week, the weather was terrible. True False
Julia went fishing and kayaking with her brother. True False

#3
Mario and Carolina like to go skateboarding and running with their friends on sunny days. Last Saturday, there was a big
thunderstorm and they could not play outside. Mario and Carolina played video games with their friends instead.

Questions:
Mario and Vanessa like to go skateboarding. True False
Last Saturday, there was a big thunderstorm. True False
Mario and Carolina played video games during the thunderstorm. True False
#4
When the weather is nice, Maribel likes to play outside with her sister. Yesterday, they went to a park and Maribel went
running and her sister went skateboarding. They had a lot of fun.

Questions:
Maribel likes to play outside when the weather is nice. True False
Maribel did not go to the park yesterday. True False
Maribel went running and her sister went skateboarding. True False

What did you do the last time it rained?

Watched a movie

Watched TV

Played video games

Listened to music

Played board games

Played cards ´

Drunk hot chocolate

Other
 I can read simple sentences
Directions: Read the words in the Word Bank
Word Bank ca ba fat pat
t t
ha rat mat sat
t

Directions: Read the sentences. Color the circle that matches the picture.
o My cat is too fat.

o I see a fat rat.

o She was a good cat.

o He got a new bat.

o The hat was big.

o The mat was old.

o Clean the small mat.

o My cat is big.
o The rat looked at me.

o Can you see my hat?

Créditos

Dirección de Desarrollo Curricular

Departamento de Primero y Segundo Ciclos

Jefatura: Anabelle Venegas Fernández

Elaboración:
M.Sc. Gabriela Castillo Hernández,
Asesora regional de Inglés, Dirección Regional de Educación de San Carlos
Breanne Schnell, voluntaria del Cuerpo de Paz

Agradecimiento:

Ana Isabel Campos Centeno y Yaudy Ramírez Vásquez,

Asesoras nacionales de Inglés del Departamento de Primero y Segundo Ciclos por la revisión de la unidad.
 Level 4th Unit 2
Scope and
Sequence
Scenario: Natural
Treasures
Enduring National parks provide homes and food to animals and jobs, education and
Understanding entertainment for people.
Essential Question Why do national parks matter to us?
Assessment and Goals
Week 1 Week 2 Week 3 Week 4 Week 5

Theme Theme Theme Theme

1. Places and People at 2. Wildlife at the 3. A Trip to a 4. Protecting
the Park Park National our National
Park Parks
Assessment: Assessme Assessme Assessment: Assessme
nt: nt: nt
L.1. Recognizes short L.2. Recognizes L.3. Recognizes R.3. Follows a
Instruments
and clear explanations the main points in the most set of clear-cut
when delivered slowly. short, simple important points instructions.
for
stories and in a
Process/Produc
R.1. Recognizes much of reports. straightforward R.PA.2. Reads t
what is written in short, talk or words decoding
simple texts on subjects R.PA.1. presentation. English
with which they are Distinguishes graphemes and
familiar and/or in which short vowel R.2. phonemes using
they are interested. sounds in medial Comprehends a knowledge of
positions of words. reading by phonemic
analyzing it and awareness. Week 6
SI.1. Asks enjoy texts.
straight Suggested
forward Integrated
questions in Mini project
familiar
R.PA.1. Distinguishes situations and R.PA.2. Reads W.2. Uses ✔ Mini book
short vowel sounds in understands the words decoding simple
medial positions of responses in an English sentences and
words. info- gap activity. graphemes and expressions to
phonemes using describe people
SP.1. Expresses
Goals: knowledge of and things.
common feelings
L.2. understand phonemic
during an oral
the main points in awareness. SI.2. Exchanges
presentation.
short, simple information
Goals: stories and reports SI.1. Asks about everyday
L.1. understand short and when there is straightforward matters using
clear explanations when some questions in simple
delivered slowly (e.g The familiar vocabulary
description of a national previous situations and during dialogues
park). understanding of understands the and
the topic and if responses in an conversations.
R.1. understand much of they are read info-gap
what is written in short, slowly, clearly and activity. Goals:
simple texts on subjects possibly repeated R.3. follow a set
with which they are and W.1. Engages of clear-cut
familiar and/or in which accompanied with in the writing instructions,
they are interested. drawings and/or process: pre- especially if there
diagrams. drafting, are pictures
drafting when or diagrams
R.PA.1. distinguish short R.PA.1. writing to illustrate
vowel sounds in medial distinguish short sentences. the most
positions of words. vowel sounds in important steps.
medial positions of Goals:
SP.1. express words. R.2. comprehend R.PA.2. decode
common feelings. readings and English
SI.1. ask enjoy texts. graphemes and
straightforward phonemes using
questions in knowledge of
familiar situations phonemic
and awareness.
 understand R.PA.2. decode
English SI.2. Exchanges
the responses. graphemes and information
phonemes using about everyday
knowledge of matters using
phonemic simple
awareness. vocabulary
during dialogues
W.1. engage in and
the writing conversations.

process: pre- W.2. use

drafting, drafting. simple
sentences and
SI.1. ask expressions to
straightforward describe such
questions things as their
in familiar surroundings,
their daily
situations activities, and
and the people
around them.
understand the
responses.
Functio Function Function Function
n
● Asking for ● Describing ● Making
● Describing and giving past suggestion
people, places, information experiences s
and things about places
and things
 Discourse Markers Discourse Discourse Discourse
Markers Markers Markers
Linkers: Sequential -
past tense Linkers: Linkers: Linkers:
First, then, after that, Sequential - past Sequential Sequential
finally tense - past tense - past tense
First, then, First, then, First, then,
after that, after that, after that,
finally finally finally
Grammar & Grammar & Grammar & Grammar &
Sentence Sentence Sentence Sentence
Frames Frames Frames Frames

Simple present using (S-V- Simple Wh- questions Modal - should

C) pattern present using in past tense − People should
− The beach is beautiful. (S-V-C) − Which National follow the
− The mountain is steep. pattern Park did you rules of the
− A monkey has a visit last park.
There is/are with long tail. weekend? − Visitors’
conjunctions − What did you shouldn´t
and/or. Simple do at throw garbage
− In Manuel Antonio, there present tense Tortugüero? on the paths.
are monkeys, sloths and − Monkeys eat − What did you − We shouldn
birds. bananas. see? ´t feed
− There are mountains and − They climb trees. animals
streams. − Birds eat Yes/No there.
− fruit. Wh questions in
Santa Rosa National /information simple past
Park you can visit the questions − Did you swim Simple past
historical museum or − What is there? Did tense regular
the walk on the trails Tortugüero you see any and irregular
like? animals? − I went to Rincón
− What can you do − Did you like it? de la Vieja in
at Rincón de la July.
Vieja National
Park?
 − How can we − I hiked to a
preserve/protec waterfall.
t our parks? − I swam in
the hot
spring.
Phonemic Awareness Phonemi Phonemi Phonemi
c c c
Short vowels: Awarene Awarene Awarene
− / æ /sad, fat, am, ss ss ss
− /e /dress, went, ,red
− − Short vowels: Identifying shortIdentifying short
− /ı /pig, thin, fish vowel sounds (- vowel sounds (-
− / a /hot, pot, lot at, at,
− / ʌ / sun, fun, -in, -ot) in
-in, -ot) in
cut orally stated
orally stated
single-
single- syllable
syllable words. words. (e.g.,
(e.g., hen, hat, hen, hat,
mad, hot.) mad, hot.)
Vocabulary Vocabulary Vocabulary Vocabulary

1.Places and people at 2.Wildlife at 3. A Trip to a 4. Protecting

the park the park National Park our National
National park − Turtles Activities in Parks
− Landmarks − Sloths, Monkeys past tense:
− Wildlife, forest − Snakes, Squirrel − Saw, Went
− Ate, swam − Do not litter.
− Warning signs − Parrots, Scarlet
− Do not
− Restrooms macaws, crabs − Took, walked
feed the
− Picnic areas − − Watched,
animals.
Descriptive visited
Crocodiles, − Do not
adjectives −
raccoon pollute
− Clean water.
− Peaceful Listened
, − Do not kill
learned animals or
destroy
plants and
trees.
People at the park − Protect
− park ranger the
− tour guide wildlife.
−

Preserv
e
nature.
Psycho-social Psycho-social Psycho-social Psycho-social

− Taking personal and − Taking pride in − Working − Working

social responsibility natural cooperatively cooperatively
to care for nature. treasures in our with others. with others.
country.
Sociocultural
Sociocultural Sociocultural Sociocultural
− Using the right choice
of greetings & address − Following − Following − Using the right
forms (e.g. “High fives” conventions conventions choice of
and “fist bumps”) for turn taking for turn taking interjections
(e.g. Oh!
Idioms/phrases Idioms/phrases Idioms/phrases Wow!
Beautiful!)
− Proverbs/idioms: − Proverbs/idioms: − “When it rains,
− “A breath of fresh air…” − “A breath of it pours.” Idioms/phrases
( something new or fresh air…” ( (When
different makes the something new something − “Have the time
experience more or different good or bad of my life” ( to
exciting) makes the occurs, it enjoy an
experience more usually occurs experience
exciting) more than very much)
once.)
 Scenario/ Themes
Dimensio
ns
4. Tools
2. Ways of 3. Ways of
1. Ways of for
No. 2 Natural Treasures living in the relating
thinking integrating
world with others
with
the world
1. Places and People at the Park
X X X X
2. Wildlife at the Park X X X X
3. A trip to a National Park X X X X
4. Protecting our National Parks X X X X
Term: I Level: Fourth Grade Unit:2 Week:1

Domain: Socio-Transactional Scenario: Natural Treasures Theme: Places and People at the
Park
Enduring Understanding: National parks provide homes and food to animals and jobs, education and entertainment for
people.

Essential Question: Why do national parks matter to us?

General Competences
Responsible Citizenship ( )
Life Competences ( )
Competences for Employability ( )

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

Grammar & Sentence Frames Function Psycho-social

Simple present using (S-V-C) pattern ● Describing people, places, Taking personal and social
− The beach is beautiful. and things responsibility to care for nature.
− The mountain is steep. Sociocultural
− The Forest is... Discourse Markers Using the right choice of greetings &
Linkers: Sequential - past tense address forms (e.g. “High fives” and
There is/are with conjunctions and/or. First, then, after that, “fist bumps”)
− In Manuel Antonio, there finally
are monkeys, sloths and Idioms/
birds. phrases
− There are mountains and streams. Proverbs/
− Santa Rosa National Park you can idioms:
visit the historical museum or the “A breath of fresh air…” ( something
walk on the trails new or different makes the
experience more exciting)
Phonemic Awareness
Short vowels:
/ æ /sad, fat, am,
/e /dress, vest, ,red

Vocabulary
1.Places and people at the
park National park
− Landmarks
− Wildlife, forest
− Warning signs
− Restrooms
− Picnic areas
Descriptive
adjectives
− Clean
− Peacefuleople at the park
− park ranger
− tour guide
Assessment Strategies
& Indicators of learning Goals Pedagogical Mediation/ Didactic Sequence Time
(Diagnostic, formative,
summative)

Learner… Learner can … Pre-teaching

Routine: Checking attendance, checking in with Ls, T posts the
Essential Question on the board, Can Do’s, and class agenda, etc.

Essential Question: Why do National Parks matter to us?

Warm up
Then, teacher shows the YouTube video: Costa Rica: A Little
Piece of Paradise | National Geographic
https://www.youtube.com/watch?v=qTnTlECDO6w and asks
learners to take notes on the natural beauties they recognize.
Learners share their list in pairs, and then with the whole group.

Activation of prior knowledge

Learners get together in a circle. Teacher asks the students to

play “Jump in - Jump out” (learners jump in for yes and stay out
for not). Learners observe the teacher as she shows the pictures
of different animals and natural beauties and asks them: Is this a
monkey? Is this a beach? Is this a river?, etc. If the answer is yes,
learners jump in; if the answer is not, learners stay out of the
circle.

Modeling
Teacher shows a video about Manuel Antonio National Park.
https://www.youtube.com/watch?time_continue=79&v=RwOzMG3
J65E As the learners watch the video, the teacher describes what
 they see in the video by saying, “In Manuel Antonio, there are
adventure activities tourists can practice; there are animals, etc.
Then, Teacher reinforces the sentence frames related to
National Parks by using a PPT.
https://docs.google.com/presentation/d/1zRjBePl3HWuP4BVgtda
h 6e7Bc5-_zqzZyJJktOM4ALQ/edit#slide=id.g60c4b4d299_0_218
L.1. Recognizes L.1. Example: In Manuel Antonio there is lots of wildlife like
short and clear understand monkeys, sloths and birds. There are mountains, forests and
explanations when short and clear peaceful streams. Then, a tour guide can help you to find the
delivered slowly. explanations restrooms, picnic areas, warning sites and clean beaches.
when
Clarifying
delivered
slowly (e. g Using the same images from the PPT of the previous activity,
The the teacher clarifies vocabulary and expressions by describing a
description of picture and the students guess what the picture is using their
a national knowledge of the vocabulary words. The teacher can write the
park).
names of the pictures on the board and the students can use
those to help guess the pictures. For example, the teacher says:
“There are two sandy beaches at Manuel Antonio” and the
learners point to the picture being described.
https://docs.google.com/presentation/d/
1zRjBePl3HWuP4BVgtdah
Indicator of 6e7Bc5-_zqzZyJJktOM4ALQ/edit#slide=id.g60c4b4d299_0_218
learning:
Recognizes short Pre-task
and clear Teacher reviews the support language by drawing pictures on
explanations about the board and having students guess what the drawing
Costa Rica National represents. For example, the teacher says “What animals and
Parks, when natural beauties are
delivered slowly.
 there in Manuel Antonio? and then draws “sloths” and the
learners say “There are slots in Manuel Antonio. ”Next, the
teacher draws two beaches and the learners say “There are
sandy beaches in Manuel Antonio” and so on.
The teacher also reviews key vocabulary about outdoor activities
such as: horseback riding, hot springs, and hiking in the trails.

R.1. Recognizes R.1. understand Task rehearsal

much of what is much of what is Learners observe the teacher as he/she draws a big rectangle
written in short, written in short, on the board. Learners listen to the teacher talking about the
simple texts on simple texts on beauties and activities found at a National Park in Costa Rica. As
subjects with which subjects with they listen, volunteers go to the board and draw what the
they are familiar which they are teacher explains.
and/or in which familiar and/or E.g. In Arenal Volcano National Park, there is a volcano. There
they are interested. in which they are monkeys and iguanas. There are hiking trails and hot
are interested. springs.. Volunteers take turns to draw, so class participation is
maximized. Also, peer correction is encouraged.
Task completion
Learners get a blank piece of paper. Learners listen to the
teacher talking about the beauties and activities found in a
National Park in Costa Rica. As they listen, learners draw what
the teacher explains.
E.g. In Rincón de la Vieja National Park, there is an active
volcano. There are waterfalls and trails to walk in the forest.
Teacher monitors the learner's performance of the task.
Task assessment
Teacher shows a poster of a National park. In pairs, Learners
make an oral performance regarding what they see in that
picture. Using sentence frames: In National
park, there are or there is a .
 Pre-task
Teacher shares the goal of the lesson with the students.
Teacher uses a poster about Manuel Antonio National Park in
order to review vocabulary and structures.

E.G: In Manuel Antonio there is , there are , Also

you can find .
Also, the teacher introduces vocabulary: ziplining, white water
rafting, canyoning, hanging bridges and horseback riding, by
Indicators means of pictures.
of
learning Task-rehearsal
Recognizes much Learners observe the teacher as she/he sticks the reading below
of what is written on the board. Then, the teacher explains that he/she is planning
in short, simple to go to Arenal Volcano National Park, and he/she is reading
texts about information
national parks. about it.
Arenal Volcano National Park is in the northern area of Costa Rica. The
main town near the park is La Fortuna.
There are 2 volcanoes in this national park – Arenal and Cerro Chato.
Arenal used to be Costa Rica’s most active volcano whereas Cerro Chato
is completely dormant.
Outside the national park are tons of fun activities including hot springs,
La Fortuna waterfall, ziplining, white water rafting, canyoning, hanging
bridges and horseback riding.

The learners read the text along with the teacher, and the
teacher writes different statements and learners have to decide
whether the statements are true or false depending on the
reading. If the
 statement is true, learners show their thumbs up; if the
statement is false, learners show their thumbs down.
SP.1. E.g.
Express There is one volcano in Arenal National Park. True or False
SP.1. Expresses common There are hot springs in Arenal National Park. True or False
common feelings There are beaches at Arenal National Park True or False
feelings during during an oral
an oral presentation. Anytime learners answer a True or False statement, a volunteer
presentation. goes to the front and points out the place in the reading where
the answer is found.

Task-completion
Students answer correctly 5-6 true/false questions based on a
reading about Manuel Antonio National park. The task is
available at https://docs.google.com/document/d/1fO4i9w-
n1CWc4ss- u46rtPQjTE-ON5oY4QRZ23C77wg/edit#
Task assessment
Students play the park battle game available at
https://docs.google.com/document/d/1BYbhf2EYMIp5UyNuMAh8E
Peb778hQ_Nx/edit

Post Task
Teacher pastes pictures around the classroom, representing
Manuel Antonio National Park.
Then, Teacher gives the learners a tour to Manuel Antonio.
Learners are going to watch wildlife and common places and
areas found in the park, then the teacher encourages learners
to use sentence frames, orally.

Indicator of
learning:
Expresses how
national parks
make them feel,
during an oral
presentation.

Pre-task
Teacher shares the goal of the lesson.
Teacher shows a map and some flashcards about national
parks.
https://drive.google.com/drive/folders/1xU1oAIOyMskSyFRgf24i
PF AXscyL1F2j As the learners see the pictures, teacher talks
R.PA.1. about the animals and activities in each place, and how the
distinguish short place makes him/her feel.
R.PA.1. vowel sounds in
Distinguishes short medial positions For example:
vowel sounds in of words. “This is Cahuita National Park. In Cahuita there is a beautiful
medial positions of beach and a forest. People can swim and enjoy the sandy beach
words. too. In the forests, there are toucans and sloths. This place
makes me feel happy and relaxed.
Teacher reviews some useful feelings: calm, peaceful, exciting,
boring, relaxed, happy, and uses them to describe places.
“This place makes me feel calm.”

Task-rehearsal
Learners play national park memory game. As students play
the game, they can talk about what they see in the picture,
how that makes them feel and if they want to go to the place.
online:
 https://www.freememorygame.com/?dn=CR_NATIONAL_P

Task completion
Indicators of Learners are assigned one of the pictures from the PPT used in
learning: the pre-task (pictures are pasted all around the classroom).
Distinguishes Using one of the pictures as a stimulus, learners talk about what
short vowel they see in the picture, and what the place makes them feel. To
sound /e/ in do so, the class is divided into two groups. The first group talks
medial positions about the picture and the others listen (Gallery Walk), and then
of words. learners switch roles.
Distinguishes The teacher monitors the performance of the students.
short vowel sound
/æ/ in medial Task assessment
positions of Teacher asks the students to get in a circle to play the spinner
words. magic bottle. Someone spins the bottle, and when it stops, the
student who the lid is pointed to has to say: “My favorite
National Park is . In , there is / there
are
. This place makes me feel .”
Teacher provides oral feedback.

Pre-task
Teacher introduces the goal of the lesson.
Learners observe the teacher as she locates a box on a table.
Then, the teacher explains that inside that box there are three
sounds, and pictures representing those sounds. The teacher
takes each sound, pronounces it, and shows pictures that
include the specific sound in medial position. Learners are
asked to repeat the pronunciation of each sound and word after
the teacher twice.

Task-rehearsal
Learners listen to a set of words and identify the common
short vowel sounds while they point to the pictures that
represent the sound heard.
Teacher mixes the cards, and then learners select a picture card
and say the word aloud to place it in the correct vowel sound
(phoneme) chart on the whiteboard. Example:

Students listen to the middle vowel sound. Say the words aloud
and they circle the right picture. Example:
 Task completion
Learners draw lines connecting the vowel sound /e/ and /æ/ to
the pictures that have the same sound in the middle . They use a
different c pencil for each sound.
Task assessment
Students listen to a short story that contains the words studied
and read it along with the teacher and then on their own.
Story: A fat cat had a red dress. The red dress was very
small so the cat got sad and went home

Integrated Mini-Project Time

 Planning: The class is divided into groups of three. Learners are told they are tourist guide going to a tourist fair. They have to Learners
advertise the beauties found in Costa Rica National Parks. Each group decides on a National Park they would like to create a poster present their
about and the information they would like to include. poster orally in
 Creating: Learners design their poster. week 5 or 6
 Rehearsing: Learners rehearse their presentation
 Participating: Learners present their poster orally: self and peer assessment


Reflective Teaching

What worked well What didn’t work well How to improve

Enduring Understanding Reflection

 Learner Self-
Assessment

I can… Yes Sort of No.

Help!
Recognize short and clear explanations about Costa Rica National Parks, when delivered
slowly.

Recognize much of what is written in short, simple texts about national parks.

Express feelings about how national parks make them feel, during an oral presentation.

Distinguish short vowel sound /æ/ in medial positions of words.

Distinguish short vowel sound /e/ in medial positions of words.

Pictures about Manuel
Antonio
 Arenal Volcano National Park
Arenal Volcano National Park is in the northern area of Costa Rica.
The main town near the park is La Fortuna.

There are 2 volcanoes in this national park – Arenal and Cerro

Chato. Arenal used to be Costa Rica’s most active volcano
whereas Cerro Chato is completely dormant.

Outside the national park are tons of fun activities including hot
springs, La Fortuna waterfall, zip lining, white water rafting,
canyoning, hanging bridges and horseback riding.
Directions: Diane is a tourist guide. She is preparing information about
Manuel Antonio National Park in order to share it with tourists.
However she is not sure if all the information is correct. Please, read
the text and answer true if the information is correct or false if the
information is not correct

Manuel Antonio National Park

Manuel Antonio is a beautiful National park. It is located on the Pacific
coast in Quepos Puntarenas. There is lots of natural beauties in Manuel
Antonio.
In Manuel Antonio there are four beaches. In the sea there are
dolphins and whales. There are crustaceans by the beach. There are
beautiful landscapes in Manuel Antonio.
On the other hand, there is lots of biodiversity in Manuel Antonio
forest. There are 109 mammal species and 184 species of birds.
Besides, there are howler monkeys, squirrel monkeys, and spider
monkeys in manuel Antonio Manuel Antonio is a beautiful National
park

Answer “true” or “false”

1. Manuel Antonio is located in the Athlantic coast of Costa Rica:
2. There are four beaches in Manuel Antonio: .
3. There are dolphins in the sea of Manuel Antonio: .
4. There are 109 species of birds in Manuel Antonio: .
5. There are spider monkeys and birds: .
6. There are not howler monkeys in Manuel Antonio .
 Park Battle game
General directions:

1. Two players

3. Give a copy to each player. (The opponent cannot see other’s handout)

2. Each player chooses a number and mark it with an (X)

3. Play rock, paper and scissors in order to define who will the first player be.

4. Take turns saying: I am shooting you at…. (add one number trying to guess your
opponent position). Use there is or there are plus ta sentence after saying I am shooting
you at. For example; I am shooting you at There are Guanacaste trees in Santa Rosa

5. The players should mark the coordinates that have already been shot in order to avoid
repetition

6. When a player shoots at one of the opponent’s coordinates; the opponent should say
the phrase “There is a player out of the game” in order to let their opponent know that has
shot the goal

7. The first player to shoot at the opponent’s mark will be the winner

8. If there is enough time you can start the game again or play against a different
opponent.

I am shooting you at: there is/are in

.

(thing/animal from the box) (name of park

from blue boxes)
National Parks Memory game
Draw lines connecting the vowel sound /e/ and /æ/ to the pictures that have
the same sound in the middle. Use a different color pencil for each sound.

/e/ /æ/

Draw lines connecting the vowel sound /e/ and /æ/ to the pictures that have
the same sound in the middle. Use a different color pencil for each sound.

/e/ /æ/
 Term: II Level: Fourth Grade Unit: 2 Week:2

Domain: Socio-transactional Scenario: Natural Treasures Theme: Wildlife at the park

Enduring Understanding: National parks provide homes and food to animals and jobs, education and
entertainment for people.

Essential Question: Why do national parks matter to us?

General Competences
Responsible Citizenship ( )
Life Competences ( )
Competences for Employability ( )

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

Grammar & Sentence Frames Function Psycho-social

Simple present using (S-V-C) Asking for and giving - Taking pride in natural treasures in
pattern A monkey has a information about places our country.
long tail. and things

Socio-cultural
Simple present tense Discourse Markers - Following conventions for turn taking
Monkeys eat bananas.
 They climb Idioms/phrases
trees. Birds Linkers: Sequential - past
eat fruit. tense
- Proverbs/idioms:
First, then, after that, - “A breath of fresh air…” ( something new
Wh /information questions finally or
What is Tortugüero like? different makes the experience more
What can you do at Rincón de exciting)
la Vieja National Park?
How can we preserve/protect
our parks?

Vocabulary

Turtles, monkeys, sloths, snakes,

squirrel, parrots, scarlet, macaws,
crabs, crocodiles, raccoon, lizard,
tiger, dolphin, bat, bug, white tail
deer, quetzal, jaguar, birds,
butterflies

Phonology
/i/ pig, thin, fish
/a/ Hot, pot, lot
/Ʌ/ Sun, fun, cut
Assessment
Strategies &
indicators of Goal Time
s Pedagogical Mediation/ Didactic
learning(Diagnost
Sequence
ic, formative,
summative)
Learner… Learners can… Pre-teaching

Routine: Checking attendance, checking in with Ls, and

class agenda, etc.
Warm up
Learners observe a poster of animals’ footprints. The teacher
describes the animal and the students listen to the
description. Then, they guess which animal’s footprint it is by
identifying its shape.

https://drive.google.com/open?
id=13Yt1N1EnqetYt4L7kAsJCh6 QEjOqslw-

https://drive.google.com/open?
id=1YWrkHm_a7Q9KSRnnFmD5I gCNbAbtwF9a

Activation of Prior Knowledge

Learners watch the following video:

https://www.youtube.com/watch?v=emIe_GO0hc8 As
learners watch the video, the teacher mentions the name of
the wild animals shown.
Teacher asks learners if they remember some of the animals
in the video. Students brainstorm the names of the animals.

Modeling
Teacher uses pictures to present the new vocabulary and
sentence frames about wild animals. Students participate in
choral repetition. For example:
 In the forest, there are parrots, scarlet macaws, and
toucans. They are beautiful birds.
 There are monkeys, raccoons, sloths, squirrels and
lizards also.
 In some National Parks, tourists can see white-tail
deer, jaguars, and tigers.
 In the rivers, people can see turtles and crocodiles

Clarifying
Teacher clarifies vocabulary and expressions by asking
questions. (Is this a monkey? Is it black?) Learners answer the
yes/no questions by saying Yes, it is. / No, it isn’t.

Learners play “I spy with my little eye”. The teacher sticks the
pictures of the wild animals on the board. Then, he/she
divides the class into two teams. Each member of the team
races to touch the animal the teacher says.

E.g.
Teacher: “I spy with my little eye an animal that people can
see in the forest .It is a bird. It is a parrot? ”I spy with my little
eye a toucan.”
The learners then run to touch the corresponding picture. The
game continues until most students have participated.
 Hint Animal Game (Animal charade) Teacher clips a picture
of an animal on the back of each student. By taking turns,
each student goes to the front. He / she turns around so the
other students can look at the picture. Learners start acting
out the animal behavior, for their friends to guess what
animal it is.

Pre-task
L.2. Recognizes L.2. understand
Teacher shares the goal with students.
the main points in the main points
Teacher reviews the meaning of “first, then, after that,
short, simple in short, simple
finally” by talking about his/her last visit to a National Park.
stories and stories and
For example, using pictures the teacher may say: “Last
reports. reports when
December, I went to Juan Castro Blanco National Park. First, I
there is some
walked the trails and I saw many species of birds flying .I saw
previous
a parrot, and a beautiful toucan. Then, as I kept walking, I
understanding
heard monkeys yelling. After that,…”
of the topic and
if they are The teacher emphasizes on the key sequential words.
read slowly, Teacher varies the pace, tone, and volume of voice, pausing
where appropriate, as a way to catch the learner's attention.
clearly
and Task Rehearsal
possibly Learners close their eyes while the teacher plays a recording
repeated and of nature music to create a feeling of being in a forest. As
accompanied the music plays, the teacher tells learners a story of a trip
with he/she took. Then, using pictures, the teacher asks
questions to the students:
drawings and/or
diagrams.
 “Did I go to Cahuita National Park/ Manuel Antonio
National Park/ or Arenal Volcano National Park?

Did I see any animals? What did I see?”

Indicator
Task completion
of
Learners listen to the story “My Amazing Trip to
learning:
Corcovado
Recognizes the National Park.” Then, they complete the worksheet
main points in below.
short, simple
stories about visits
Reminder: Make sure learners read and understand
to National Parks.
the questions before listening to the story.

1. Which National Park did the tourist visit?

a. Corcovado National Park
b. Cahuita National Park
c. Manuel Antonio National Park

2. What did he do first?

a. He saw a monkey.
b. He took pictures
c. He took a boat trip

3. What animals did the tourist see?

a. He saw caimans, snakes, and butterflies.
b. He saw crocodiles, caimans , and lizards
c. He saw parrots, toucans, and scarlet macaws.

Learners compare their answers and then share their answers with the group.

Script:
Once upon a time, there was a Canadian tourist who came to Costa
Rica, and he truly loved the experience. First, he took a boat ride to
Corcovado
National Park. Then, he hiked the park from one side to the other. He saw
beautiful beaches and landscapes. After that, he took pictures of spider
monkeys and sloths. He also took pictures of caimans, crocodiles, iguanas,
and numerous species of lizards and snakes. Finally, he swam at the
beach and ate some food. He really enjoyed his time in Corcovado, and he
is planning to come back some day.

Task Assessment
Students play “I have, Who has” game
Directions: To play, deal out all of the cards to all players in
the group. If you play this game at small group, each child will
have a set of cards, but if you play it at large group or as a
transition activity, only give each child one card. At small
group, have the children lay out all of their cards on the table
so they can see them. The first player chooses any card and
reads it. For example, “I have crocodile. Who has a
toucan?” That child places that card in the basket, and
everyone looks at their cards to see if they have a toucan.
The person who does then says, “I have toucan. Who has a
snake?” That child places that card in the basket, and so on.
The game continues until all of the cards are in the basket. It
shouldn’t matter which card you begin the game with– just
make sure all of the cards are used even if you, the teacher,
has a few.

Teacher provides feedback to students by using thumbs up

when the student responds correctly and thumbs down when
the student responds incorrectly and hand toggling from side
to side (similar to más o menos action) when the S is close
but not correct.
SI.1. Asks SI.1. ask Pre- Task
straightforward straightforward Learners observe the teacher as he/she writes “Tortugüero
questions in questions in National Park” on the board, and sticks some pictures
familiar situations familiar illustrating the place. Using the pictures as a stimuli, the
and understands situations and teacher writes and asks the following questions on the board:
the responses in an understand the
info- gap activity. responses.  What is Tortugüero like? In Tortugüero, there
are many rivers and canals.
 What can you do at Tortugüero National Park?
At Tortugüero, you can take a boat tour and walk the
trails.
 What can you see at Tortugüero National Park? At
Tortugüero, you can see turtles caimans, crocodiles,
sloths, iguanas, frogs, bats, lizards, and ocelots

Task-rehearsal

The teacher sticks a poster about Rincón de la Vieja National

Park on the board

There is/are ….

You can…

You can see…

 Using the poster, the teacher asks: “What is Rincón de la
Vieja National Park like? and encourages learners to
answer : “There is a volcano at Rincón de la Vieja National
Park. ”What can you do at Rincón de la Vieja National Park?,
What can you see at Rincón de la Vieja National Park.?”

This activity is first done with the whole group, then pairs of
students go to the front and ask the questions to each other,
using the pictures from both the pre-task and the task-
rehearsal.
Indicators
of Task Completion
learning Learners work on an info-gap activity. The class is divided into
two groups (A and B). Students A have information about
 Asks Manuel Antonio National Park and need to find information
straightforward about Arenal Volcano National Park. Students B have
questions information about Arenal Volcano National Park and need
about Costa information about Manuel Antonio National Park. A student A
Rica’s national sits next to Student B, they ask each other the questions
Parks in an emphasized in class and give the information they have.
info-gap Teacher monitors students’ performance when they ask
activity the
 Recognizes questions and give the information requested.
what has been
said about
Costa Rica’s Task Assessment
national parks The class is divided into two groups. A member of each
in an info- gap group races to be the first ones to answer the teacher’s
activity. questions about Tortuguero, Rincón de la Vieja, Manuel
Antonio, and Arenal Volcano national parks.

Pre-task
 Teacher shares the goal with the learners.

R.PA.1. Students watch the video to show the middle /ı / / a / / ʌ /

distinguish short sounds
R.PA.1. vowel sounds in — https://www.youtube.com/watch?v=v5Ih9_rvcDI
Distinguishes medial positions — https://www.youtube.com/watch?v=4QRop-
short vowel of words. G9hw8
sounds in medial — https://www.youtube.com/watch?
positions of words. v=FLfl_uY83Os Teacher introduces and models suggested
sounds with a concrete item or picture representing the
short vowel sounds in medial position. /ı /pig, thin, fish
/a/ hot, pot, lot
/ ʌ / sun, fun, cut

Students repeat the words and sounds after the teacher.

Teacher asks questions for clarification using the flash cards
for
/ı /pig, thin, fish, / a / hot, pot, lot, / ʌ / sun, fun, cut
Task-rehearsal
Students make a big circle, one student stands in the center
to coordinate the activity. Using a stuffed animal the student
picks a sound or a word with / a / / ʌ / /ı / middle sound, then
tosses the stuffed animal to challenge one of his classmates
to say another word with the same sound, if the student does
not answer correctly, s/he takes the place of the other
student, and the game starts all over.

Task completion
Indicators of
Students work in pairs. Teacher delivers a dice and a
learning:
worksheet to each student called ¨roll it, read it. Students
Distinguishes short
take turns rolling the dice. Then, students read (pronounce
vowel sound /a/ in correctly) a word under the corresponding dice number on the
game board, and mark the word. The student that first
completes an entire column, wins.
medial position Task assessment
of words. Teacher divides the class into three groups, each group lines
up at the end of the class, and each student takes a turn to
Distinguishes answer.
short vowel The student will listen to the teacher saying a sentence that
sound /ʌ/ in includes a middle word sound. When they hear the specific
medial position of word sound, they run to the board and write it correctly.
words. Teacher and students check the correct answer and
pronunciation and set the winner for each word (or row).
Distinguishes Making the game more challenging, make up more sentences
short vowel to draw as well.
sound /ı/ in There are several kinds of fish on the pacific coast of Costa
medial position Rica.
of words. Guanacaste gets really hot in the summer.
Visitors come to our national parks to have fun.
There is a big lot near the river.
The rattlesnake is too thin
A crocodile is lying in the sun
 Integrated Mini- Tim
Project e
 Planning: The class is divided into groups of three. Learners are told they are tourist guide going to a Learners
tourist fair. They have to advertise the beauties found in Costa Rica National Parks. Each group decides present their
on a National Park they would like to create a poster about and the information they would like to poster orally
include. in week 5 or 6
 Creating: Learners design their poster.
 Rehearsing: Learners rehearse their presentation
 Participating: Learners present their poster orally: self and peer assessment

Reflective Teaching

What worked well What didn’t work well How to

improv
e
Enduring Understanding
Reflection

Learner Self-
Assessment
I Yes Sort of No.
can… Help!
Recognize the main points in short, simple stories about visits to National Parks.

Ask straightforward questions about Costa Rica’s national Parks in an info-gap activity

Recognize what has been said about Costa Rica’s national parks in an info-gap
activity.
Distinguish short vowel sound /a/ in medial position of words.

Distinguish short vowel sound /ʌ/ in medial position of words.

Distinguish short vowel sound /ı/ in medial position of words.

Wildlife pictures
 Info-gap Activity

Student A:

A. Answer your friend’s questions about Manuel Antonio National Park

There is/are ….

You can…

You can see…

……………………………………………………………………………………………………………………………………………………………………

B. Now, ask your friend about Arenal Volcano National Park. Illustrate his/her answers.

What is Arenal Volcano National Park

like?

What can you do at Arenal Volcano

National Park?

What can you see at Arenal Volcano

National Park¨?
 Info-gap Activity

Student B:

A. Answer your friend’s questions about Arenal Volcano National Park

There is/are ….

You can…

You can see…

…………………………………………………………………………………………………………………………………………………………………

B. Now, ask your friend about Manuel Antonio National Park. Illustrate his/her answers.

What is Manuel Antonio National Park

like?

What can you do at Manuel Antonio

National Park?

What can you see at Manuel Antonio

National Park¨?
 I have I have I have I have

Who has Who has Who has Who has

I have I have I have I have

Who has Who has Who has Who has

 I have I have I have I have

Who has Who has Who has Who has

I have I have I have I have

Who has Who has Who has Who has

Battleship Task Assessment:
Animal Footprints with Names: Animal Footprints without names:

Wildlife at Park Pictures:

 Term: II Level: Fourth Unit: 2 Week:3

Domain: Socio-Transactional Scenario: Natural Treasures Theme: A Trip to a National

Park
Enduring Understanding: National parks provide homes and food to animals and jobs, education and
entertainment for people.

Essential Question: Why do national parks matter to us?

General Competences
Responsible Citizenship ( )
Life Competences ( )
Competences for Employability ( )

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

Community
Grammar & Sentence Frames Function Psycho-
social
● Describing past experiences
− Working cooperatively with others.
Wh- questions in past tense
Discourse
− Which National Park did you
Markers
visit last weekend?
− What did you do at Tortugüero? Sociocultur
Linkers: Sequential - past tense al
− What did you see?
 First, then, after that, finally − Following conventions for turn
Yes/No questions in simple past taking
− Did you swim there? Did you
see any animals?
− Did you like it?
Idioms/phrases
Vocabulary
3. A Trip to a National
Park Activities in past “When it rains, it pours.” (When
tense: something good or bad occurs,
− Saw, Went it usually occurs more than
− Ate, swam
once.)
− Took, walked
− Watched, visited
− Listened, learned

Phonology

Phonemic Awareness

Identifying short vowel sounds (-at, -

in,
-ot) in orally stated single-
syllable words. (e.g., hen,
hat, mad, hot.)
 Assessme
nt
Strategies
Goal Pedagogical Mediation/ Didactic Sequence Time
& s
indicators
of
learning
(Diagnostic
, formative,
summative
)
Learner… Learner can Pre-teaching

Routine: Checking attendance, checking in with Ls, T posts the,

and class agenda, etc.

Warm up
In a circle, students are going to play the “hot jar”. In a jar there
are pictures of wildlife animals. Learners pass the hot jar around
while the teacher claps. When the teacher stops, they have to pick
up a picture from the jar and use “There/are… in, to talk about the
animal(s).

Activation of prior knowledge

Students are shown this video
https://www.youtube.com/watch?v=WXX9u8GrOG4 Then,
Teacher asks wh-questions about what they watched in the video.

E.g.
What places did you see?
What animals did you see?
What activities did people
do?
 Modelling

Teacher introduces sentence frames related past experiences in

National Parks by using some pictures.
Ex: I took a bus. / I swam in the river. / I watched a butterfly. / I
ran a lot. / I ate ceviche. / I hiked the trails. / I visited the forest. /
I observed the wildlife animals. / I did some adventure activities. /
I heard the sounds of nature. / I walked the dog. / I drank water/ I
took a boat tour. /
Clarifying

The learners observe as the teacher places the pictures from the
modeling section all around the classroom. Then, the class is
divided into two teams. A student from each team races to look for
the picture representing what the teacher says:

E.g. At Tortuguero, I took a boat tour.

At Arenal Volcano National Park, I hiked the trails

Pre-task
L.3. Recognizes L.3. Recognize
Learners review the target vocabulary (walked, swam, hiked, took,
the most the most
ate, saw, etc.) by playing Tic-tac-toe.
important points important
The game is played on a grid that's 3 squares by 3 squares.
in a points in a
straightforward straightforward Half of the class is X; the other half is O. Players take turns to
choose one of the target words and create a sentence. If the
talk or
sentence is
presentation. well-structure, the group can write and X or O in the
corresponding space. The first team to get 3 of her marks in a
row (up, down,
 talk or across, or diagonally) is the winner. When all 9 squares are full,
presentation the game is over.
. Task-Rehearsal
Learners listen to the teacher as she gives an oral presentation
about a trip one of his/her friends (Tina) took to Tapandi National
Park (See annexes). The class is divided into pairs. As pairs listen
to the teacher, they look for the answer to the following questions:
 What is Tapandi National Park like?
 What did Tina see at Tapandi?
 What did she do at Tapandi?

Two pairs get together and share their answers. Then, the
answers are shared with the whole class.

Note: The teacher repeats the oral presentation twice (or three
times if necessary.)

Task- Completion
Learners, individually, listen to the audio ‘My visit to Rincón de
Indicator la Vieja National Park” and complete the multiple-choice
of exercise.
learning

Recognizes the Instructions:

most important
points about a Listen to Thomas giving an oral presentation about his visit
national park in Rincón de la Vieja National Park, and then choose the answer
a that best completes each statement.
straightforward
presentation
 1. What is Rincón de la Vieja National Park like?
a. There are sandy beaches and a jungle.
b. There is a volcano and a jungle
c. There are rivers and a volcano.
2. What activities did he do at Rincón de la Vieja National Park?
a. Hiking and swimming under the waterfalls,
b. Zip lining and swimming
c. hot springs and hiking
3. What wildlife animals did he see at Rincón de la Vieja National
Park?
a. Slots, snakes and spiders
b. Lizards, monkeys, and turtles
c. Monkeys, sloths, and tapirs

Task-Assessment
The class is divided in pairs. Each student gets one of the collages
below. They ask each other questions about the collage.
 What places did he/she see?
 What animals did he/she see?
 What activities did he/she do?
Techer monitors learners’ performance.

Sandy’s trip to Costa Eric’s trip to Costa

Rica Rica
R.2. R.2. Pre-task
Comprehends comprehend The teacher asks learner to think about their last vacation. Then,
reading by readings and one by one, he/she presents the following questions and the
analyzing it and enjoying texts. answers.
enjoying texts. 1. Where did you go? I went to ….
2. When did you go? I went to…. in ……
3. Who did you go with? I went with my…
4. What did you see? I saw ….
5. What activities did you do? I ….
Using his/her own information, the teacher provides an answer
to each question.

Task-rehearsal
Teacher reads the following text along with the
students.
A breath of fresh air
Last weekend I took a breath of fresh air. My family and I
went to Guanacaste to visit Ostional Wildlife Reserve. I had
never visited this place before. First, we made a long trip to
Guanacaste while we saw wonderful landscapes as beaches,
forests and waterfalls. Then, we arrived at an amazing
beach on the road and we walked on the sand…… ( See
annexes)
Teacher asks students to pretend they are the person who went
to Ostional. Then, the teacher reads the text along with the
students and act out the different activities. After that, the
teacher distributes colored popsicles. In a circle, students play
the “electric popsicles”
 switching spaces according to the color mentioned. They are going
to discuss the following questions when they switch places:

1. Where did you go? I went to ….

2. When did you go? I went to…. in ……
3. Who did you go with? I went with my…
4. What did you see? I saw ….
5. What activities did you do? I ….

Task completion
Leaners observe the teacher as he/she writes ‘Oscar’s trip to
Ostional Wildlife Refuge’ on the board. Teacher gives a set of
pictures and a text cut into pieces ( text -picture). Learner read
the text and match the pictures to the corresponding text.

Indicator
of
learning:

Follows
organization of a
written passage.
Students do peer assessment to check if the text has adequate
Identifies specific sequence and matches with the corresponding picture.
information
about
national parks Task Assessment
from written text. Learners, in pairs, work on a matching exercise (question-
answer)
A B
Where did Oscar go? ( ) a. He went to Ostional with his
family.

When did he go? ( ) b. He saw landscapes,

beaches, forests,
and waterfalls

Who did he go with? ( ) c. He went to Ostional Wildlife

Refugee

What did he see? ( ) d. He ate ceviche, swam in

the river, and
observe turtles.
What activities did he ( ) e.
do? He went to Ostional last
weekend.

Learners check their answers as a group.

 Pre-task

Teacher presents the vocabulary and Wh-Qs by using pictures of

the different places visited.

https://drive.google.com/drive/folders/
1Lf_x67QTCCX5Q8Zv5zP87clU ILKGmcG9
• Which National Park did you visit?
• Where did you go?
• What did you do?
• What did you see?
Task-rehearsal

Teacher gives Learners pictures from different places (use pictures

from pre-task), so they answer simple questions using the
information written in the images.
• Which National Park did you visit?
• Where did you go?
• What did you do?
• What did you see?

Task completion
SI.1. Asks SI.1. ask Learners use the following pictures to work in pairs in an info-gap
straightforward straightforward activity where they have to make past tense Wh-Qs to guess the
questions in questions place that the other partner has and the other participant answers
familiar situations without saying the name of the place he/she describes.
and in familiar
understands the situations and
responses in an understan the
info-gap d
activity. responses.

Task assessment
https://drive.google.com/drive/folders/
1Lf_x67QTCCX5Q8Zv5zP87clU
ILKGmcG9 (use pics from pre-
task)
Teacher places the pictures upside down. Learners play hot
potato.
Every time a learner gets the ball, he/she will choose a picture and
Indicators
describe it in order to the other Learners figure out which place is
of
learning being described. (Use Wh-Qs and Sentences frames in past tense)
 Asks
straightforwar
d questions
appropriately
about Costa
Rica’s national Pre-task
Parks in an Teacher shows a Short Story by using a digital Retell-Rope based
info- gap on a trip made in Lesson 2.
activity https://drive.google.com/drive/folders/1xoIcRX8W26Z7SiRMUztEsF
 Recognizes
nkf RCLNdTG
what has been
said about Task-rehearsal
Costa Rica’s Teacher retells the story to learners and makes some Wh-
national parks
questions to clarify the structure of the story and its details.
in an info- gap
activity.
 e.g. What did they see/eat? Where did they go?...etc

https://drive.google.com/drive/folders/
1xoIcRX8W26Z7SiRMUztEsFnkf RCLNdTG

Task completion
Learners do a pre-drafting in a worksheet by writing the
information required.
W.1. Engages in
the writing W.1. engage in
process: pre- the
drafting, drafting
when writing writing process:
sentences.
pre-
drafting, https://drive.google.com/drive/folders/
drafting. 1xoIcRX8W26Z7SiRMUztEsFnkf RCLNdTG

Task assessment
Learners create their own story by using linkers and the past
tense words provided in the pre-task.
Indicators
of
learning:

Pre-drafts https://drive.google.com/drive/folders/
his/her piece of 1xoIcRX8W26Z7SiRMUztEsFnkf RCLNdTG
writing

Revises is/her
piece of writing
Post-Task
Edits his/her
Teacher asks for students to volunteer and share their short story.
piece of writing.
Self-Assessment Ye On Help!
Publishes s my
his/her piece of way!
writing I can organize a story in
a logical sequence
I can refer to past
experiences
Pre-task
Organizes a story Students listen to a video and sing the phonics song
in a logical - ot family https://www.youtube.com/watch?
sequence v=aKfEWJPgd0E https://www.youtube.com/watch?
v=E2ZghKzfJE0

- at family https://www.youtube.com/watch?
v=DkUunCjP3Hs
 - in family https://www.youtube.com/watch?
v=P6UFtbsLXPY

Task-rehearsal
Teacher will tell the students a set of words and the students will
say the word family.
Examples:
1. Teacher says cat, bat, mat… rhyme is? Students will then say
“at”
2. Teacher says cot, hot, pot… rhyme is? Students will say “ot”
3. Teacher say bin, tin, win… rhyme is? Students will say “in”
Teacher can continue with a few more examples to check for
understanding.
Task completion
Students do phoneme substitution by using the following videos.
- https://www.youtube.com/watch?v=wo3KP0TFw4s ot
- https://www.youtube.com/watch?v=HjJ4BTm8fdE at
-https://www.youtube.com/watch?v=aZmL3feY-zY in

Task assessment
R.PA.2. Reads
words decoding R.PA.2.
English graphemes decode English
and phonemes graphemes and
using knowledge of phonemes
phonemic using
awareness. knowledge of
 phonemic
awareness
.

Indicator
of
learning:

Substitutes
initial sounds
to make new
words

Reads words in the

-ot family.

Reads words in the

-at family.

Reads words in the

-in family.
 Integrated Mini- Tim
Project e
 Planning: The class is divided into groups of three. Learners are told they are tourist guide going to a tourist fair. Learners present
They have to advertise the beauties found in Costa Rica National Parks. Each group decides on a National Park their poster orally
they would like to create a poster about and the information they would like to include. in week 5 or 6
 Creating: Learners design their poster.
 Rehearsing: Learners rehearse their presentation
 Participating: Learners present their poster orally: self and peer assessment

Reflective Teaching

What worked well What didn’t work well How to improve

Enduring Understanding
Reflection

Learner Self-
Assessment

I can… Yes Sort of No. Help!

Recognize the most important points in a straightforward presentation

about a national park.

Follow the organization of a written passage.

Identify specific information from written text about national parks

Ask straightforward questions appropriately about Costa Rica’s national

Parks
in an info-gap activity
Recognize what has been said about Costa Rica’s national parks in an
info- gap activity.

Organize a story in a logical sequence

Substitute initial sounds to make new words

Read words in the -ot family.

Read words in the -at family.

Read words in the -in family.

Listening: Task

Rehearsal Script

Tina’s trip to Tapanti National Park

Hi, my name is Tina. Last December I went to Costa Rica, and I visited
Tapanti National Park. The park offers visitors many activities to do. I hiked
the trails, swam in the river and enjoyed the picnic areas. Also, wildlife is
awesome. I saw many quetzals and other animals such tapirs, raccoons,
snakes, white-tail deer, and white-faced monkeys. Tapanti National Park is
an excellent choice for a day trip.

Listening Exercise (Task-

Completion) Script

Last February I went to Costa Rica and I visited Rincon de la Vieja Volcano
National Park. This park is situated in the popular Guanacaste region of Costa
Rica. This park is characterized by a volcano and jungle. During my trip Rincon
de la Vieja National Park, I went hiking to the trails and swam under beautiful
waterfalls. Also, wildlife is amazing. I saw monkeys, sloths, and tapirs. There are
hotels nearby, but camping is also permitted within this park for those wishing
to spend some more time in the great outdoors. I loved my trip to this place.
Listening Exercise

Instructions: Listen to Thomas giving an oral presentation about his visit

Rincón de la Vieja National Park, and then choose the answer that best
completes each statement.

1. What is Rincón de la Vieja National Park like?

a. There are sandy beaches and a jungle.
b. There is a volcano and a jungle
c. There are rivers and a volcano.

1. What activities did he do at Rincón de la Vieja National Park?

a. Hiking and swimming under the waterfalls,
b. Zip lining and swimming
c. hot springs and hiking

3. What wildlife animals did he see at Rincón de la Vieja National

Park?
a. Slots, snakes and spiders
b. Lizards, monkeys, and turtles
c. Monkeys, sloths, and tapirs
A Breath of Fresh Air:
A breath of fresh air
Last weekend I took a breath of fresh air. My family and I went to
Guanacaste to visit Ostional Wildlife Reserve. I had never visited this
place before. First, we made a long trip to Guanacaste while we saw
wonderful landscapes as beaches, forests and waterfalls. Then, we
arrived at an amazing beach on the road and we walked on the
sand. My father listened that the turtles were outside. So, we moved
quickly to the next beach where they nest. After that, we found a tour
guide near Ostional beach. She told us that the turtles travel lots of
distance to lay their eggs on the beach that they have been born. I
also learned that they swim with the sea currents and that they use
the stars to locate themselves. Finally, we ate ceviche in a local
restaurant and we swam in the peaceful river.
1. Cut the paragraphs and ask the students to build a whole text.
Match them to the pictures.

Questio Yes
ns /no

1. Where did you go? − Did you swim there?

2. When did you go? − Did you see turtles?

 3. Who did you go with? − Did you like it?

4. What did you see at the beach?

5. Where did you swim?

6. What did you learn?

7. What did you eat?

Activities in past tense:

− Saw, Went
− Ate, swam
− Took, walked
− Watched, visited
− Listened, learned
− Did
Last weekend I took a breath of
fresh air. My family and I went to
Guanacaste to visit Ostional
Wildlife Refuge. I have never
visited this place before.

First, we made a long trip to

Guanacaste while we saw
wonderful landscapes as beaches,
forests and waterfalls.

Then, we arrived at an amazing

beach on the road and we
walked on the sand. My father
listened that the turtles were
outside.
So, we moved quickly to the next
beach where they nest. After that,
we found a tour guide near
Ostional beach.

She told us that the turtles travel

lots of distance to lay their eggs
on the beach that they have been
born.

I also learned that they swim

with the sea currents and that
they use the stars to locate
themselves.
Finally, we ate ceviche in a local
restaurant and we swam in the
peaceful river.
 A B
Where did Oscar go? ( ) 1. He went to Ostional with
his family.

When did he go? ( ) 2. He saw landscapes,

beaches, forests,
and waterfalls

Who did he go ( ) 3. He went to Ostional

with? Wildlife Refugee

What did he ( ) 4. He ate ceviche, swam in

see? the river, and observe
turtles.
What activities did ( ) 5. He went to Ostional
he do? last weekend.

See Did Took Go Learn

 Take Visit Saw Watch Do

Learned Went Listen Eat Ate

Watched Visite Walked Listene Walk

d d
Task Assessment _Writing
Task Completion:
Verbs:

See Did Took Go Learn

Take Visit Saw Watch Do

Learned Went Listen Eat Ate

Watched Visite Walked Listene Walk

d d
Term: I Level: Fourth Unit: 2 Week:4

Theme: Protecting our

Domain: Socio-Transactional Scenario: Natural Resources
National Parks

Enduring Understanding: National parks provide homes and food to animals and jobs, education and entertainment
for people.

Essential Question: Why do national parks matter to us?

General Competences
Responsible Citizenship ( )
Life Competences ( )
Competences for Employability ( )

Learn to Be and
Learn to Know Learn to
Live in
Do
Community
Grammar & Sentence Frames Function Psycho-social
Modal - should ● Making suggestions
− People should follow the rules of − Working cooperatively with
the park. Discourse others.
− Visitors’ shouldn´t throw garbage Markers Linkers: Sequential -
on the paths. past tense First, then, after Sociocultural
that, finally
− We shouldn´t feed animals there.
− Using the right choice of
interjections (e.g. Oh!
Simple past tense regular Wow! Beautiful!)
and irregular
− I went to Rincón de la Vieja in July. Idioms/phrases
− I hiked to a waterfall.
− I swam in the hot spring. “Have the time of my life” ( to
enjoy an experience very much)
Vocabulary
Protecting our National
Parks
− Do not litter.
− Do not feed the animals.
− Do not pollute water.
− Do not kill animals or destroy
plants and trees.
− Protect the wildlife.
− Preserve nature.

Phonology
Phonemic
Awareness
Identifying short vowel sounds (-at, -
in,
-ot) in orally stated single-
syllable words. (e.g., hen,
hat, mad, hot.)
 Assessment
Strategies &
Goals Time
indicators of Pedagogical Mediation/ Didactic Sequence
learning
(Diagnostic,
formative,
summative)
Learner… Learner can Pre-teaching
Routine: Checking attendance, checking in with Ls, T posts the
Essential Question on the board, and class agenda, etc

Warm up
Students take a trip to an imaginary wild place. Students are asked to
close their eyes and listen to the following video:
https://www.youtube.com/watch?v=PU0rVQqKEEk.
Then, students open their eyes and the video is played again.
Teacher encourages learners to talk about how human behavior has
developed a negative impact on national parks. Students are
encouraged to reflect on how we can protect our national parks. They
explain that the impact of visitors on the environment can be severe,
even though the damage they cause may be entirely unintentional.
A brainstorming could be done on the board.
(For example - Litter - Broken branches - Ring barked trees -Trampled
vegetation • Headless flower stalks • Graffiti • Missing or relocated
rocks
- Removal of timber - Boise - Artificial light - Graffiti on Aboriginal
sites - Feeding native animals)
 Activation Prior knowledge
Learners watch the video:
https://www.youtube.com/watch?
v=BZvE25UGQxE

Teacher encourages students to answer the questions: 10 min

-How can people preserve different animal species?
-What can people do to take care of animals at the national parks?

(Buy sustainable products, set up preserves/national parks, pass

laws, help local people find other sources of income, reduce
emissions that lead to climate change)
10 min

Modeling
Teacher writes ‘How can we protect our national parks?’ on the
board.
Then, he/she draws two columns:
Shoul Shouldn
d ’t

Teacher sticks cards with pieces of advice on each column, reads

them, and explains meaning by using mimics and drawings.
Pieces of advice:
The teacher says: “You should…”
  Save energy. Switch off lights you don't need.
 Save paper.
 Plant trees.
 By biodegradable cleaning products
 Use reusable bags instead of paper ones.
 Recycle, reduce, and reuse different products

You shouldn’t…
 Waste water
 Litter
 Feed the Animals.
 Pollute Water.
 Kill Animals
 Destroy plants and trees.
Teacher reads each piece of advice twice, sticks it in the right
column, and invites learners to pronounce each statement after
him/her.

Teacher reinforces the target vocabulary by modeling the

pronunciation of key phrases. Students participate in choral repetition.
https://docs.google.com/presentation/d/1MvCR8Cb36XsA1rSUUxpv6Td
HGHMpoHUTVvIqQXyGbwY/edit#slide=id.g706b0d871c_0_103

Clarifying
All the cards used in the modeling section are keep hidden. Some
volunteers go to the front and paste the cards on the corresponding
place. As each learner sticks the card, he/she reads the piece of
advice using should or shouldn’t. The rest of the students provide
feedback.
 Teacher holds the cards up on the air and asks: “Should we kill
animals?” and the learners answer: “No, we shouldn’t. “Should
we save energy?” Yes, we should.

Pre-task
Teacher shares the goal of the lesson.
Learners review the target language by playing a memory game
where they match a piece of advice to pictures.
L.3. Recognizes L.3.
the most Recognize the The learners shuffle the sets of cards separately and spread them
important points most out face down on the floor in two sets. Students then take it in turns
in a important to turn over one picture card and one piece of advice. If the cards
straightforward points in a match, the student keeps the cards and has another turn. If the
talk or straightforwar cards don't match, the student turns them back over, keeping them
presentation. d talk or in the same place. The game continues until all the cards have been
presentation. matched. The student with the most pairs of cards at the end of the
game wins.

Next, the teacher uses the card to review them with the class.

Task-rehearsal
Teacher distributes the cards with the pieces of advice among the
learners. They are told that the teacher was asked to record a video
giving an oral presentation on how to protect our national parks. As
they listen to the teacher recording, anytime one of the pieces of
advice is mentioned, the learner with that card stands up and
remains that way until the teacher’s recording finishes.
 All the learners standing up go to the front and the rest of the class
decides if those pieces of advice were mentioned or not.

Task-completion
Learners, individually, work on the following listening exercise:

Instructions: Listen to Karla giving a presentation to her class on

Indicator of how to protect national parks. What suggestions does she give? Check
learning the corresponding answers.
Recognizes the
most important  Switch off lights you don't  Recycle, reduce, and
points in a reuse need.
straightforward oral
 Don’t waste paper.  Don’t waste water
presentation about
ways to protect
national parks.  Plant trees.  Don’t litter the parks

 By biodegradable cleaning  Don’t feed the

Animals. products

 Use reusable bags  Don’t pollute water.

 Don’t destroy plants and trees.  Protect Animals

 Task-assessment
Learners play “Chinese Whispers”. The class is divided into three
groups. Each group forms a line, and the first player comes up with a
message (a piece of advice to protect national parks) and whispers it
to the ear of the second person in the line. The second player
repeats the message to the third player, and so on. When the last
player is reached, they announce the message they heard to the
entire group. The first person then compares the original message
with the final version.

Pre-task
Teacher shares the goal of the lesson.
Students are shown a collage about actions we can do to take care of
SI.2. protected areas in order to review vocabulary and expressions.
SI.2. Exchanges Exchange E.g. We should / We shouldn’t
information information Pictures for creating the collage can be found at
about everyday about https://drive.google.com/open?id=1JrFYU1GJS7qem9u4OiKIXe1mpIEen
matters using everyday NYZ
simple matters using
vocabulary simple Task-rehearsal
during dialogues vocabulary Teacher pastes the handout below on the board. Using the images as
and during stimulus, the teacher asks the group as he/she points to one of the
conversations. dialogues and pictures: “What should we do to save the Earth? The learners are
conversations encouraged to make suggestions: “We should plant trees? Then, the
. teacher asks: What shouldn’t we do to save the Earth? The learners
suggest: We shouldn´t use plastic bags.” Volunteers go to the front
and asks questions to their peers.
 Then, the class is divided into pairs. Learners asks each other and use
the pictures of the handout to answer.

Task completion
The teacher cuts the handout into pieces and divides the class into
two groups: A and B. Each student from Group A gets one of the
pieces of advice; Group B asks questions about what we
should/shouldn’t do to save the Earth. Learners mingle around asking
Indicators of for and giving suggestions on to protect the environment.
learning Asks for
suggestions on how After some time, the groups switch roles.
to protect the
environment.

Makes
suggestions on
how on to protect
the environment.
 Task assessment
Teacher invites the class to go for a tour ride. Teacher arranges the class in
order to make it look like the inside of a bus (Parallel lines with students
sitting in pairs). Students watch the video, while the Teacher is driving the
bus. Along the video there is a question being displayed; students should
shout the word “stop”. Then the teacher reads the question out loud for
students to discuss with the person next to them.

Once the students have discussed the question (half a minute or 40

seconds per question) the teacher will ask them to mingle (everybody
should sit at a different place). Once they have a new partner, the teacher
might ask them to discuss the same question or could play the video again
while continuing driving and waiting for the next question in order to start
the discussion again.
It is very important to make sure that students sit at a different place
before each new question in order to promote socialization and let them
share vocabulary with their peers. https://youtu.be/i7ibzorjeko

Pre-task
Teacher introduces the goal of the lesson. Teacher activates prior
knowledge by holding a discussion on why it is important that we look
after our natural habitats.

Prompt question: What does nature do for us? (provide food,

R.3. Follows a set of clothing, medicine etc) What can we do to take care of it?
clear-cut R.3. follow a
instructions. set of clear-
cut
instructions,
 especially if
there are
pictures or
diagrams to
illustrate the
most
important
steps.
Task-rehearsal
Students are shown pictures about problems that can be found in
different national parks. Students take a tour around the classroom
to read the information on the pictures. Each picture describes
problems at national parks. https://drive.google.com/open?
id=1j7ot1JLHOB8IGmx7AXM9wYny4- aov82p
Students brainstorm environmental problems found at national parks.

Task completion
Students are introduced to the rules for a game of True and False
Park Rules. Teacher spreads sheets of newspaper with a big ‘T’ (true)
or a big ‘F’ (false) on the floor (12 of each). Students walk slowly
around the room. Learners read one of the true or false questions.
Students must step on a piece of paper with the correct answer – up
to two students per piece of paper. Only those on the correct piece of
paper stay in the game. Two sheets from each category (T and F) are
removed from the floor each round. The next question is read and
Indicator of the process repeats itself until there is only one person left.
learning
Follows a set of
clear-cut The list of rules can be found at https://drive.google.com/open?
written id=18eCV8zB9t99W9I0QOcWxs3Df7fRLp uK_
instructions. Task assessment
Students play a game called: four corners.
Instructions: Teacher numbers the four corners in the room. She /
he would randomly choose one student to stand in the middle of the
classroom and be “It.” This student must close his/her eyes (or tie
up his/her eyes) and count down from ten loudly. The rest of the
students should walk to a corner of the classroom (same amount of
students per corner). The person in the middle then chooses a
number from 1-4, and the students who are in that specific corner
of the room must think of a national park rule as a group and say it
aloud.

Pre-task
Teacher shares the goal of the lesson.
Teacher provides two big signs to paste on the wall opposite sides of
W.2. use the class, one says: Visitors should and the other one says: Visitors
simple Should not. Teacher calls some statements about people’s behaviors
sentences and at national parks? Learners move from one side to another to choose
W.2. Uses simple expressions to one of the signs according to what they hear.
sentences and describe such ➔ Visitors throw garbage on the paths.
expressions to things as their ➔ People follow the rules of the park.
describe people and surroundings, ➔ We feed animals there.
things. their daily ➔ We litter or contaminate.
activities, and ➔ Visitors stay on the paths.
 the people ➔ We keep up the restrooms clean
around ➔ We save wildlife.
them. ➔ I went to Rincón de la Vieja and left garbage on the trails.
➔ I hiked to a waterfall and saw people feeding animals.
➔ I swam in the hot spring, but there were a lot of toxic
substances.
➔ We walked around Jaco’s Beach and watched people collecting
plastic bottles.

Task-rehearsal
For this activity everybody sits on the floor in a circle and play Hot
potato. This game involves learners s gathering in a circle and
tossing a small object such as a beanbag or even a real potato to
each other while music plays. The player who is holding the object
when the music stops must mention something tourist should or
shouldn’t do when visiting a national park.

Task completion
Learners create a collage in groups of four. They should use all of the
sentence frames to write short sentences describing the pictures.
This topic would be related to the do’s and don'ts when visiting a
national park. Use sentence frame: should- shouldn't. …
Indicator of
https://drive.google.com/open?id=1JrFYU1GJS7qem9u4OiKIXe1mpIEen
learning Uses
NYZ
simple sentences
and expressions to
refer to ways of
protecting national Task assessment
parks. Using the collage, learners will present an oral presentation to put
into practice their background knowledge. Students should read the
sentences that they wrote for each picture in their collage.

Pre-task
Teacher introduces the goal of the lesson.
Students review the sounds from last week- short vowel sounds (-at, -
in, - ot)
R.PA.2. Teacher uses flashcards to reinforce each sound and consonant
decode combination
R.PA.2. Reads English
words
decoding English graphemes
graphemes and and
phonemes using phonemes
knowledge of using
phonemic knowledge of Task-rehearsal
Teacher draws a big hopscotch on the floor and places on each spot
awareness. phonemic
the (-at, -in, -ot) sounds randomly. For the game, the student will roll
awareness.
the dice, take the allotted number of hops, say a word, and
surroundings, pronounce a word with the sound that they land on to move ahead.
their daily Students take turns playing.
activities, and
the people
around them.
 Task completion
Learners, individually, read words for the -ot,-at, and -in family.
Teacher
monitors learners’ performance
Indicator of closely.
learning: Reads
words in the - ot
family.

Reads words in the

- at family.

Reads words in the Task assessment

- in family. Learners identify given words: Teacher uses three different boxes
with the three sounds labeled. Learners pick a word from a pile with
all mixed words, read the word and place it in the corresponding
sound box..
 Integrated Mini- Time
Project
 Planning: The class is divided into groups of three. Learners are told they are tourist guide going to a tourist fair. They must Learners
advertise the beauties found in Costa Rica National Parks. Each group decides on a National Park they would like to create a present
poster about and the information they would like to include. their
 Creating: Learners design their poster. poster
 Rehearsing: Learners rehearse their presentation orally in
 Participating: Learners present their poster orally: self and peer assessment week 5 or
6

Reflective Teaching

What worked well What didn’t work well How to improve

Enduring Understanding
Reflection

Learner Self-
Assessment

I can… Yes Sort of No. Help!

Recognize the most important points in a straightforward oral presentation about

ways to protect national parks.
Ask for suggestions on how to protect the environment.

Make suggestions on how on to protect the environment.

Follow a set of clear-cut written instructions.

Usesimple sentences and expressions to refer to ways of protecting national
parks.
Read words in the -ot family.

Read words in the -at family.

Read words in the -in family.

Dos and Dont’s Power Point:

Script for the listening exercise

Hello! My name is Karla Larson. I’m 15 years old. Today I’m going to give you
some suggestions on how we can protect our national parks. First, don’t use
too much water when you wash your hands or take a shower. We shouldn’t
waste water.
Also, don’t litter the parks. Keep the garbage until you find a trash can.
Littering makes our parks dirty. We shouldn’t waste paper, either. We should
recycle, reduce, and reuse paper because trees are being cut down to make
the paper. We should pant trees and protect the animals.

Instructions: Listen to Karla giving a presentation to her class on how to

protect national parks. What suggestions does she give? Check the
corresponding answers.

 Switch off lights you don't need.  Recycle, reduce, and reuse

 Don’t waste paper.

 Don’t waste water
 Plant trees.
 Don’t litter the parks
 By biodegradable cleaning prod
 Don’t feed the Animals.
 Use reusable bags

 Don’t destroy plants and trees.  Don’t pollute water.

 Protect Animals
-at Phonemic Awareness Chart:

-in Phonemic Awareness Chart:

-ot Phonemic Awareness Chart:

True or False Task Completion:

List of true and false rules for visiting a national park

Keep pets at home (T) Ride your mountain bike on roads but
not on walking tracks (T)

No kids allowed (F) Don’t use gas stoves – burn animal

homes instead (F)

Remove all your rubbish (T) Don’t feed the wildlife (T)

Laughing is not permitted (F) Only feed animals sausage rolls (F)

Do not disturb plants, animals, Tread lightly – keep to the tracks and
rocks and soil (T) trails (T)

Picking flowers is allowed on Don’t check the water depth before

Mondays only (F) diving in (F)

Motor bikes must stay on roads (T) Don’t pick flowers (T) Put your tent on
top
of endangered plants (F)
Throw Rubbish in the river (F) Use toilet facilities not the bush (T)

Use your four-wheel drive on Dump weeds from your garden in

walking tracks only (F) the national park (F)

Camp in camping areas only (T) Do not touch or walk on historic sites
or Aboriginal sites (T)
 Créditos
Dirección de Desarrollo Curricular
Anabelle Venegas Fernández, Jefatura Departamento de Primero y
Segundo Ciclos

Elaboración:
Ana Isabel Campos Centeno
Yaudy Ramírez Vásquez,
Asesoras Nacionales de Inglés, Departamento de Primero y Segundo
Ciclos

Diana Sanchun Orozco,

Asesora Regional de Inglés, Dirección Regional de Educación de Nicoya

MSc. Gabriela Castillo Hernández

Asesora Regional de inglés, Dirección Regional de Educación de San
Carlos

Ever Cordero Gomez, Equipo de docentes colaboradores

Alice Canales Solano, Equipo de docentes colaboradores
Sara Garcia Castillo, Equipo de docentes colaboradores
Ericka Sánchez Orozco, Equipo de docentes
colaboradores Lindsay León Torres, Equipo de docentes
colaboradores Alexa Chamberlin, Voluntaria de Cuerpo
de Paz
 Level 4th Unit 3
Scope and Sequence
Scenario: Farm to Table
Enduring Fertile land and farming are necessary to have fresh food on the table and provide us with the ingredients for a
Understanding good meal.
Essential Question What does it take to have fresh food on our table?
Assessment and Goals
Week 1 Week 2 Week 3 Week 4 Week 5

Theme Theme Theme Theme

1. At the Farm 2. Let´s Go to the 3. Let´s Make a Meal 4. May I Have your
Farmers’ Market Order?

Assessment: Assessment: Assessment: Assessment: Assessment

L.1. Recognizes the main L.2. Recognizes the R.1.Recognizes much of R.2. Locates important Instruments for
points in simple, clear, most important points what is written in short, information in simple text. Process/Product
and short audio in a straightforward simple texts.
announcements and talk or presentation. R.PA.1. Reads words and
messages. R.PA.1. Reads words and sentences blending English
R.PA.1. Reads words sentences blending English graphemes and phonemes.
R.PA.1. Reads words and sentences blending graphemes and phonemes. Week 6
and sentences blending English graphemes and SI.1. Asks others about
English graphemes and phonemes. SI.2 Exchanges what they like to eat or Suggested Integrated Mini
phonemes. information about drink. Project
SP.2. Describes basic everyday matters using
SP.1. Talks briefly about aspects of their day-to- simple vocabulary (e.g., SP.3. Presents with a ✔ Mini book
familiar topics. day life. favorite food, recipe). group, a topic sentence
and two to three details.
W.1. Uses simple W.2. Composes short Goals:
sentences and sentences and notes for Goals:
expressions to describe describing activities at R.1. understand much of
things. the farm and food what is written in short, R.2. locate important
preferences. simple texts on subjects information in simple text
Goals: Goals: with which they are (e.g., greetings on the
familiar and/or in which bulletin board, or times
L.1. understand the main L.2. understand the they are interested. and dates on a class
points in simple, clear, most important points notice).
and short audio in a straightforward R.PA.1. decode English
announcements and talk or presentation, graphemes and phonemes
messages. accompanied with using knowledge of word R.PA.1. decode English
drawings and/or parts, syllabification and graphemes and phonemes
R.PA.1. decode English diagrams, provided phonemic awareness. using knowledge of word
graphemes and there was some parts, syllabification and
phonemes using previous familiarity SI.2 exchange information phonemic awareness.
knowledge of word parts, with the topic. about everyday matters
syllabification and using simple vocabulary SI.1. ask others about what
phonemic awareness. R.PA.1. decode English (e.g., favorite food, recipe they like to eat or drink.
graphemes and
SP.1. talk briefly about phonemes using SP.3. present with a group,
familiar topics, such as knowledge of word a topic sentence and two to
food growing and parts, syllabification three details.
harvesting. and phonemic
awareness.
W.1. use simple
sentences and SP.2. describe basic
expressions to describe aspects of their day-to-
such things as their day life, such as
surroundings, their daily favorite foods and daily
activities, and the people activities.
around them.
W.2. compose short
sentences and notes for
describing activities at
the farm and food
preferences.

Function Function Function Function

● Describing things and ● Giving and following ● Expressing preferences

places directions for ordering food
● Describing farm
activities, habits and
routines

Discourse Markers Discourse Markers Discourse Markers Discourse Markers

Linkers: Sequential - past Linkers: Sequential - Linkers: Sequential - past Linkers: Sequential - past
tense past tense tense tense
First, then, after that, First, then, after that, First, then, after that, First, then, after that,
finally finally finally finally
Grammar & Sentence Grammar &Sentence Grammar & Sentence Grammar & Sentence
Frames Frames Frames Frames

Present simple Present simple in Count and non-count Wh-questions with present
Personal pronouns (i.e., sentences with nouns with some, much simple
I, you, he, she, it) and adjectives modifying and many − What do you usually
adverbs of frequency nouns (quantity, size, − I need some sugar. buy at the farmer’s
(every shape, color) − How much sugar do market?
day/week/Saturday, − I want three big you need? − What do you usually
always, sometimes) to oranges. − I need to buy many order at the restaurant?
complete a given − I need three big bags of coffee. − How do you prepare
sentence. carrots. that recipe?
− I get up early every − I want three Sequence adverbs with
morning. cheeseburgers and a imperatives Wh-questions with present
− He/she milks the cow small size order of − First, boil some water. continuous
every day. French fries. − Second, add the − What are they doing?
− They feed the pigs spaghetti. − Where are you going?
and chickens Articles with Count and
every morning. non-count nouns
− An apple/ apples
Present continuous with − A horse/ horses
adjectives modifying − Milk / some milk
nouns (quantity, size, − Salt / some salt
shape, color)
− My mother is
watering the
ornamental
plants.
− They are planting
new lemon trees.
Phonemic Awareness Phonemic Awareness Phonemic Awareness Phonemic Awareness

Decoding English Reading contractions Consonant blends Practicing minimal pair

graphemes that sound − Doesn’t, don’t, − /pl/:planting, plowing sounds: s / z
different in Spanish: didn’t, aren’t − /st/:staying, stirring sip / zip
− A (salt, apple, waiter) − /tr / transport, trailer sue / zoo
− H (house, cashier) place / plays
− I ( milk, pineapple) rice / rise
− J (jar, juice) ice / eyes
Vocabulary Vocabulary Vocabulary Vocabulary

1. At the farm 2. Let´s go to the 3. Let´s make a 4. May I have your order?
Preparing the fields: farmers’ market meal Verbs − Waiter, Waitress
− seeds, tools, dirt, Selling: − Preheat, grease − Cashier, Order
fertilizer, pesticides − stores, markets, − Steam, boil, slice − Menu, Breakfast
Growing the crops: Costa Rican crops − Peel, chop, stir, − Lunch, Dinner
− weeding, cutting, − bananas, oranges, − Add, serve − Main dish, Bill
pruning, digging, pineapples, − Side dish
weather, watering mangoes, vegetables,
corn,
Farm activities − palm oil, chocolate,
− Planting/growing ornamental plants
− Gardening
− Cow milking Meats
− Harvesting, Feeding − Pork, poultry, beef,
seafood
Transporting:
− baskets, boxes,
wheelbarrow, trucks,
warehouses

Processing:
− jars, packing, storing,
factories
Psycho-social Psycho-social Psycho-social Psycho-social

− Develops cooperation − Shows willingness − Takes social − Values the work of

practices to solve to work responsibility for farmers
problems cooperatively cultivating own food
Sociocultural
− Communicates Sociocultural Sociocultural
needs and desires − Ways of expressing
effectively − Polite forms to − Ways of expressing gratitude
greet, say good-bye gratitude
Sociocultural and address people Idioms/phrases
in different settings/ Idioms/phrases
− Cultural differences farm/ − To be starving( to be
in terms of habits and friends/farmer’s − To be starving( to very hungry)
routines between market, restaurant be very hungry)
urban and rural
settings Idioms/phrases

Idioms/phrases − Green thumbs

(Good at gardening)
− The early bird My dad was born
catches the worm. with green thumbs.
(If you get up to He´s great with
work early, you will plants.
succeed.)
Term: SECOND Level: Fourth Unit: 3 Week:1

Domain: Transactional Scenario: Farm to table Theme: At the farm

Enduring Understanding: Fertile land and farming are necessary to have fresh food on the table and provide us with the ingredients for a good meal
Essential Question: What does it take to have fresh food on our table?
General Competences
Responsible Citizenship ( )
Life Competences ( )
Competences for Employability ( )

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

Grammar & Sentence Frames Function Psycho-social

Present simple Describing farm activities, habits and routines  Develops cooperation practices to
solve problems
Personal pronouns (i.e., I, you, he, she, it) and Discourse Markers
adverbs of frequency (every  Communicates needs and desires
day/week/Saturday, always, sometimes) to Linkers: Sequential - past tense effectively
complete a given sentence.
First, then, after that, finally
Socio-cultural
 I get up early every morning.
 He/she milks the cow every day.  Cultural differences in terms of
 They feed the pigs and chickens every habits and routines between
morning. urban and rural settings

Present continuous with adjectives modifying

nouns (quantity, size, shape, color) Idioms/phrases

 My mother is watering the ornamental  The early bird catches the worm. (If
plants. you get up to work early, you will
succeed.)
 They are planting new lemon trees.
Vocabulary
1. At the farm
Preparing the fields:
 seeds, tools, dirt, fertilizer,
pesticides Growing the crops:
 weeding, cutting, pruning,
digging, weather, watering

Farm activities
 Planting/growing
 Gardening
 Cow milking
 Harvesting, Feeding

Transporting:
 baskets, boxes, carts, trucks,

warehouses Processing:

 jars, packing, storing, factories

Phonology
Decoding English graphemes that sound
different in Spanish:
 A (salt, apple, waiter)
 H (house, cashier)
 I ( milk, pineapple)
 J (jar, juice)
 Assessment Goals Time
Strategies &
Pedagogical mediation/Didactic Sequence
indicators of learning

Pre-teaching
Routine: Checking attendance, checking in with Ls, T posts the Essential Question on the
board, Can Do’s, and class agenda, etc.

Warm up
The class is divided into groups of four people. The teacher gives each team some pieces of
a jigsaw puzzle and instructs them to assemble the puzzle as quickly as possible. The group
who assembles the puzzle first, yells out the name of the occupation in the picture:
“FARMER”.

Activation of prior knowledge

Learners observe the teacher as he/she sticks the picture of a farmer on the board and sets
up a table with the images of different activities (Make sure you include activities done by
different workers). Volunteers from the group go to the front and choose the images that
represent what a farmer does at a farm and stick them next to the picture on the board. The
teacher monitors and asks questions to the students to help them decide: “Does a farmer
help sick people?” Does a farmer feed animals? Does a farmer teach at school?”
 Modeling
Using the images from the previous activity, the teacher describes what a farmer does at
the farm. For example, “The farmer is always busy. He does different activities during
the day.

He feeds the animals.

He milks the cows.

A farmer plants seed.

A farmer grows vegetables and

fruits. He waters the plants.

Farmers harvests their crops

A farmer collects eggs.

A farmer drives his tractor.

The teacher invites learners to repeat after him/her.

Clarifying

Learners observe the teacher as he/she distributes cards with the activities farmers do at the
farm and the pictures representing each activity. Learners listen to the teacher saying, for
example, “A farmer grows vegetables and fruit.” Then, the learners with the sentence
 (card) and the corresponding image run to the front. The rest of the class decides if the
answer is correct.

Learners play “charades”. Volunteer students go to the front of the class and pick up a
flashcard with a picture and phrase of an activity done at the farm. The teacher shows the
flashcard to the students and he/she performs the action seen on the flashcard. The rest of
the class guesses the activity.

L.1. Recognizes the L.1. understand the Oral Comprehension

main points in simple, main points in simple, Pre-task
clear, and short audio clear, and short audio The teacher introduces the goal of the lesson
announcements and announcements and Learners watch the video ‘I want to be a farmer’ https://www.youtube.com/watch?
messages. messages. v=WtH7hNKyOD8 and are asked to mention all the activities farmers do at the farm
and that they see in the video.
Indicator of
learning:
Learners brainstorm the farm activities they saw in the video and teacher writes them down
Recognizes farm on the board.
activities in simple
clear short audios
Task-rehearsal
The learners play “picture race”. The teacher asks two volunteers to participate on a
competition. The teacher sticks on the board the flashcards used previously and says a
sentence. For example, “My brother feeds the animals.” The two students have to run to
touch the flashcard with the activity said by the teacher. Then, new volunteers participate
in the game.
Task completion
Learners listen to the WhatsApp audio “Karla’s day on her cousin’s farm”. As learners
listen, they have to circle all the activities Karla does at the farm. (Note: The teacher can
record the audio or ask a friend to do it.)

Script:
Hi mom! How is dad? I’m so excited of being at the farm. My cousin Ericka is always busy, but
she takes me everywhere she goes, and I help her to do her chores. We wake up early in the
morning to milk the cows. I love Anabelle, the cow, and she gives a lot of milk. Then, we go to
pick up the eggs. Aunt Lilly has many hens and chickens. They are so noisy! After breakfast,
Ericka and I go to the field and help the uncle to plant seeds and pick up fruit. That’s my favorite
 part of the day because I get to eat delicious apples. Later in the afternoon, we water the plants
and finally we have dinner and go to bed early.
I miss you, but I’m having so much fun here that I’m going to stay a little bit longer, if you don’t
mind. Love ya! Kiss!

What does Karla do at her cousin’s farm?

Instructions:
Listen to the audio and circle all the activities Karla does during the day
while being at her cousin’s farm.

Task assessment
The teacher sticks around the classroom the flashcards used during the modeling stage.
The teacher describes the flashcards one by one. Students listen to the teacher’s
description and point at the pictures.
The whole class assesses their achievement of the goal

Achieved Not yet

SP.1. Talks briefly SP.1. talk briefly about Oral Production

about familiar topics. familiar topics, such as Pre-Task
food growing and
Indicators of harvesting. The teacher shares the goal of the lesson
learning:
 Learners watch the video ‘Farmers plant the seeds’ https://www.youtube.com/watch?
Recalls farm tools v=cRhGOdqWIIo, and as they listen to the song, the teacher represents each part of
vocabulary. the song with drawings

Talks briefly about the

tools farmers use by A farmer plants the seeds The sun comes out to shine
using complete
sentences.
The rain begins to fall The seeds begin to grow

The vegetables are here The farmer digs them up

Now it is time to eat

Using a power point presentation or flashcards previously used, the teacher presents
vocabulary and expressions used at the farm and asks learners to repeat after him/her. For
example,

 The farmer uses seeds to plant vegetables.

 The farmer uses a shovel to dig the vegetables out.
 A farmer uses a watering can to water the plants.
 The farmer uses a basket to collect the eggs.
 He uses a wheelbarrow to collect the vegetable.
 The farmer uses a bucket to milk the cows.
 Task-rehearsal
The teacher sticks flashcards on the board. For example:

A uses to

A uses to

A uses a to

Some volunteers go to the front and create sentences orally using the flashcards as
stimulus. The rest of the class provides help to their peers if necessary.
The class is divided into pairs, and the teacher continues playing with the flashcards,
inviting learners to produce sentences.

Task completion
The learners get the handout below:
 Learners circle three of the tools the farmer uses in his/her work. The class is divided into
two groups. Each groups lines up (one in front of the other) and then learners take turns
to talk briefly to their peer at the front about what a farmer uses to work on the farm. The
teacher monitors learners’ performance and encourages them to produce complete
sentences.

Task assessment
Students play “Hot Potato”. The teacher plays music, when the music stops, the teacher asks
a question to the student who has “the potato”. The question is based on the previous
activity. For example, what does a farmer use for watering the plants? What does the farmer
use for collecting eggs?
Learners work on self and peer assessment. Whole class assesses their achievement of the
goal

Yes! Sort of No.Help!

W.1. Uses simple W.1. use simple Written

sentences and sentences and Production
expressions to expressions to describe Pre-task
describe things. such things as their The teacher shows the goal of the lesson
surroundings, their The teacher presents the power point presentation or flashcards used in previous classes
Indicators of daily activities, and the to practice the vocabulary and expressions used during the week.
learning: people around them.
Recalls farm activities Also, the teacher introduces the word ‘farmer’s market’ and explains
vocabulary. its meaning.

Writes about the Task-rehearsal

activities a farmer The class is divided into pairs. Learners observe the teacher as he/she sticks a flashcard
does on a farm, using on the board and writes two words. Using those things as the stimulus, the learners write
simple sentences. a sentence and when they are ready, they say, “We’re done!” and then they go to the front
to write the sentence. The rest of the class decides if the sentence is correct or not and
provides feedback. For example,
 Farmer/ carrots

Sister/ eggs

Possible sentences:
The farmer grows carrots
My sister collects the eggs

Task completion
Learners complete the text. “My uncle´s farm”
 My uncle`s farm

My uncle Carlos has a wonderful farm in Cartago. A lot of people work there. My

aunt Ana wakes up early, and she . My

cousin Vini every day. In this moment, my uncle is

digging the land. He to sell at the

farmer’s market. My granny, María also helps on the farm. She

. I love my uncle’s farm.

feeds the hens / waters the vegetables / grows vegetables /milks the cow

Task assessment
Learners read the text aloud twice, along with the teacher. Then, in groups of three, they
unscramble a set of sentences written on the board. Example:

1. drives—the---his – farmer- - -tractor:

2. the--- vegetables--- out--- digs--- the- - -farmer
3. a--- watering can--- uses---- mom— the vegetables---to water:

Learners work on self-assessment, as well as the whole class assesses their achievement
of the goal.
 Achieved Not yet

R.PA.1. R.PA.1. decode Written Comprehension

Reads words and English graphemes Phonemic Awareness
sentences blending and phonemes using
English graphemes knowledge of word Pre-task
and phonemes. parts, syllabification The teacher shares the goal of the lesson
and phonemic The teacher presents a video of each grapheme. Students listen carefully
Indicator of awareness. https://www.youtube.com/watch?v=beT_KcblaBI for grapheme A
learning: https://www.youtube.com/watch?v=kfxm1I7L07I for grapheme H
Decoding English Note: The videos show some words needed, but not all of them are presented
Read words including graphemes that
English graphemes sound different in Task-rehearsal
that sound different in Spanish: A (salt,
Spanish. apple, waiter) The teacher stops each video on the words that are pronounced differently and writes
H (house, cashier) them down on the board.
I ( milk, pineapple)
Students repeat the pronunciation
J (jar, juice)
The teacher presents a power point presentation or flashcards with some examples of the
graphemes with different pronunciation A (salt, apple, waiter)
H (house, cashier) I ( milk, pineapple) J (jar, juice)

Task completion
Learners individually work on the following worksheet. Students cut and classify each
picture according to each grapheme.
 Task assessment

The teacher writes on the board a chart with the graphemes studied. The teacher
pronounces one of the words studied and volunteer learners write or draw the words on
the correct grapheme column. The rest of the class can help to assess the classification
A H I J

Integrated Mini-Project Time

 Planning: The class is divided into groups of three. Learners are told they are going to prepare a Cooking Show Skit to show how
to make a simple recipe. The groups find a recipe for a meal of their choice.
 Creating: Learners write the ingredients and quantities they need, the utensils, and the steps (in a sequential order) to prepare
the recipe.
 Rehearsing: Learners rehearse their Cooking Show.
 Participating: Learners present their Cooking Show to the class. The teacher can record each presentation in a video (if parents
agree) and the videos can be presented to the whole class.

Reflective Teaching
What worked well What didn’t work well How to improve

Enduring Understanding Reflection

 Learner Self-Assessment

I can… Yes Sort of No. Help!

Recognize farm activities in simple clear short audios

Talk briefly about the tools farmers use

Write about the activities a farmer does on a farm, using simple sentences.

Read words in English that sound different in Spanish.

Listening Task (WhatsApp Audio)

Script:
Hi mom! How is dad? I’m so excited of being on the farm. My cousin Ericka is always busy, but she takes me everywhere she goes, and I help her to
do her chores. We wake up early in the morning to milk the cows. I love Anabelle, the cow, and she gives a lot of milk. Then, we go to pick up the
eggs. Aunt Lilly has many hens and chickens. They are so noisy! After breakfast, Ericka and I go to the field and help the uncle to plant seeds and pick
up fruit. That’s my favorite part of the day because I get to eat delicious apples. Later in the afternoon, we water the plants and finally we have dinner
and go to bed early.
I miss you, but I’m having so much fun here that I’m going to stay a little bit longer, if you don’t mind. Love ya! Kiss!

What does Karla do at her cousin’s

farm?
Instructions:
Listen to the audio and circle all the activities Karla does during the day
while being at her cousin’s farm.
Instructions: Write complete sentences using the words given. Work in pairs.

Farmer/plant trees:
Example:
The farmer plants trees.

Children/grow vegetables:
.

My aunt and uncle/ work/ garden

.

My sister/ milk cow:

.

My father/harvest vegetables:

My sister/feed pig:

.
 Instructions:
Use the phrases in the box to complete the sentences.

My uncle`s farm

My uncle Carlos has a wonderful farm in Cartago. A lot of people work there. My

aunt Ana wakes up early, and she . My

cousin Vini every day. In this moment, my uncle is

digging the land. He to sell at the

farmer’s market. My granny, María also helps on the farm. She

. I love my uncle’s farm.

feeds the hens / waters the vegetables / grows vegetables /milks the cow
English
Pictur Vocabula
Graphe e ry
me

salt

a apple

waiter

house

h
cashier

milk

i
pineapple

jar

j
juice
Term: Second Level: Fourth Unit: 3 Week:2

Domain: Transactional Scenario: Farm to table Theme: Let’s go to the farmer’s market

Enduring Understanding: Fertile land and farming are necessary to have fresh food on the table and provide us with the ingredients for a good meal

Essential Question: What does it take to have fresh food on our table?

General Competences
Responsible Citizenship ( )
Life Competences ( )
Competences for Employability ( )

Learn to Be and Live in

Learn to Know Learn to Do
Community

Grammar &Sentence Frames Function Psycho-social

Present simple in sentences with adjectives
modifying nouns (quantity, size, shape, color) ● Describing things and places − Shows willingness to work
− I want three big oranges. cooperatively
− I need three big carrots.
− I want three cheeseburgers and a small Discourse Markers Sociocultural
size order of French fries.
Linkers: Sequential - past tense − Polite forms to greet, say good-
Articles with Count and non-count nouns First, then, after that, finally bye and address people in
− An apple/ apples different settings/ farm/
− A horse/ horses friends/farmer’s market,
− Milk / some milk restaurant
− Salt / some salt
Idioms/phrases
Phonemic Awareness Green thumbs (Good at gardening)
Reading contractions My dad was born with green thumbs.
− Doesn’t, don’t, didn’t, aren’t He´s great with plants.
Vocabulary
2. Let´s go to the farmers’ market
Selling:
− stores, markets,
Costa Rican crops
− bananas, oranges, pineapples, mangoes,
vegetables, corn,
− palm oil, chocolate, ornamental plants

Meats
− Pork, poultry, beef, seafood
Assessment Goals Pedagogical mediation/Didactic Sequence Time
Strategies &
indicators of learning

Pre-teaching
Routine: Checking attendance, checking in with Ls, T posts the Essential Question on
the board, Can Do’s, and class agenda, etc.

Warm up
The teacher sticks the picture of a Farmer’s Market on the board and asks learners if
they remember what the picture represents. Then, the teacher explains that in today’s
class, they are going to read the poem “At the farmer’s market” by Buffy Silverman.
The learners listen to the teacher reading the poem, and they join the reading.
 Activation of prior knowledge
Learners watch the video “At Mega Farmer’s Market in Costa Rica” (0:58 – 9:34 min)
https://www.youtube.com/watch?v=nCW_Tce9nCo. As learners watch the video, they
are asked to recall all the kinds of food they see. Then, they brainstorm those words as a
whole class while teacher writes them down on the board.

Modeling
The teacher explains that at the Farmer’s Market people can find fresh produce such as
fruit, vegetables, greens, dairy products, seafood and meat. The teacher presents some
flashcards to illustrate the kinds of food found at the farmer’s market. The pictures are
in different stands all over the board (simulating a farmer’s market). The teacher shows
the different kids of food and invites learners to remember the name of those products.
As learners remember the vocabulary, the teacher writes the name of the product next to
the corresponding picture.
The teacher sets up a table with different products found at the farmer’s market, and
then he/she explains the difference between countable and uncountable nouns:
For example, “I can count the apples: one apple, two apples, three apples, etc. I can
count the oranges: I have three big oranges. But I can’t count milk. I can’t say: “I need
three milks. I have to say: “I need some milk, or I need three bottles of milk. When I go
to the farmer’s market, I can buy products, and to do so I can say: “I want…… (four
green mangoes), I need three pineapples. I need some cheese.

The teacher writes two headings on the board: Countable and Noncountable and
gives each pair of students a set of countable and uncountable noun cards. The students
shuffle the cards and place them face down in a pile on the table. Students then take it
in turns to turn over a noun card and place it under a countable or uncountable noun
heading. When the students have finished, the teacher elicits the correct answers from
the class. Then, the whole class is asked to make meaningful sentences using “I
want…. , I need…”

Clarifying
The teacher spreads the cards used in the modeling activity on the floor and divides the
class into two groups. One group is asked to look for the cards representing food we can
count, and the other group looks for food we cannot count. The learners stick the cards
on the board in the corresponding column. Feedback is provided by peers.

Learners get a worksheet in which they must classify countable and noncountable kinds
of food into the corresponding column. Learners compare their answers in pairs. Then,
those images are used to practice saying: “I want… I need…”
 Instructions:
These are foods that farmers sell at the Farmer’s Market. Some of them are countable
and some are uncountable. Classify them into the corresponding column.

Countable Uncountable
We can count… We cannot count…
(apples) (rice)
 An apple  Some rice
 Two apples

L.2. Recognizes the L.2. understand the Oral Comprehension

most important points most important points Pre-task
in a straightforward in a straightforward
talk or presentation. talk or presentation, The teacher shares the goal of the lesson
accompanied with Learners review the vocabulary and expressions by playing Paradise Bound ( Idea taken
Indicators of drawings and/or from https://busyteacher.org/22370-count-noncount-nouns-11-fun-games.html) The
learning diagrams, provided teacher put picture cards on the board ( countable and noncountable food) Learners are
there was some asked : What food would a person need if they were stranded on a desert
Recognizes previous familiarity island? The class is divided into groups of about four or five. Each group must decide
vocabulary related to with the topic. on what food they will need to survive on their island. They can only bring ten items
food at the farmer’s (though they can choose the quantity of the item that they want) and at least four of
market in a those items must be noncount nouns. Each group discusses it and then presents their
straightforward talk final list to the class after everyone is finished.
Learners are encouraged to select the items using the expressions “I want… I need…”
Also, the teacher explains that for uncountable items we can use some words to make
them countable:
I want some milk----I want two bottles of milk.
I need some cheese- - -I need two kilos of cheese.
I want some honey- - -I want a jar of honey.

Task-rehearsal
The teacher sets up the pictures used in the previous activities on tables in front of the
classroom and asks some volunteers to act if they were the farmers selling the products.
Then, the teacher takes out some groceries bags and pretends to go shopping to the
farmer’s market. Learners sit in pairs. They listen to the teacher and write a list of all
the things he/she buys at the market

The teacher says, for example, “It’s Thursday, and it’s my day to go to the farmer’s
market. I need some vegetables and fruits to buy.” The teacher walks around the
classroom and stops to see the pictures: “Mmm! This pineapple looks delicious. I want
three pineapples, please, and 10 oranges. Lettuce? No, I think I don’t need any
lettuce, but I need five cucumbers please. Wow, there is cheese here. I want some.
Please, a kilo of cheese, and some milk to, two bottles please…”

Then, the learners compare their answers with the rest of the group.

Task completion
Learners listen to the text “Shopping at the Farmer’s Market”. As learners listen,
they check the products from the shopping list Erin and Steve bought. In pairs, learners
compare their answers and then they share with the whole group.

The audio is played twice, or more, if necessary. The teacher monitors learner’s
performance.
 Instructions:
Erin and Steve are at the Farmer’s Market. What did they buy? Check the
food they bought.

LET’S GO
SHOPPING
 Cucumbers
 Strawberri
 es Corn
 Bell
 Pepper
 Tomatoes
 Spinach
 Cabbage
 Apples
 Carrots
 Broccoli
 Pears
 Eggs
Onion

Fish

Milk

Meat

Chees
 e

Yogur
t
Hone
y

Script: Adapted from www.lingoda.com

It’s a sunny Sunday afternoon today and Erin is walking through a farmer’s market with
Steve. They are shopping for ingredients so they can cook a nice dinner later. There are
many people at the market. Erin sees a man who is selling vegetables. They look fresh
and delicious. “We should get some vegetables so we can make a salad,” says Erin.
“Good idea, Erin. There are lots of vegetables here and they all look so good!”
They pick out some cucumbers, tomatoes, onions, and lettuce. They pay for the
vegetables and look around the market. They buy two apples, three pears, some meat
and
a few other things for their dinner, too. “I can make the salad tonight,” says Erin, but we
don’t have any cheese at home.” Look, there is cheese.” Says Steve, and they get a kilo of
 cheese and two bottles of milk. They walk home happily after their shopping at the
farmer’s market.

Task assessment
Students play the game “At the farmer’s market”. The teacher gives students
recycling paper. In pairs, learners role- play a short conversations at the market. One
student is the customer and asks for one product, the other student has to draw the
product his/her friend wants. For example,

Student A. I need three big oranges.

Student B Here you have (The student B has to draw the product and give it to the
student A)
Students take turns to ask and draw.
Learners work on peer assessment their achievement of the goal

Achieved Not yet

SP.2. Describes basic SP.2. describe basic Oral Production

aspects of their day- aspects of their day-to- Pre-task
to-day life. day life, such as The teacher shares the goal of the lesson
favorite foods and The teacher tells the class that they are going to go on a field trip to a farm, but first
Recalls vocabulary daily activities. they need to review a little bit about the farm life before going to visit. The class is
related to farm divided into groups of four, and each group gets poster paper and markers. Each
activities. learner in their group draws one characteristic of a farm: crops, animals, farmer doing
different activities, etc. Then, each group adds extra features to their farm.
Uses complete Using the poster the groups drew, the teacher describes characteristics of the farm and
sentences patterns. recalls what farmers do on the farm. The teacher asks questions to the group to
encourage learners to use the expressions and vocabulary from previous lessons.
Describes farm “This is a farm. On the farm, there are cows, hens, and pigs. The farmer is feeding
activities briefly. the animals and collecting eggs. The lady is planting seeds. The boys are picking up
fruit. Teacher emphasizes on describing what the farmer is doing: planting, digging
out, collecting eggs, picking up fruit, etc.
 Task Rehearsal
The teacher chooses one the posters the groups drew and asks learners to say as many
things they can say about the farm they see. Learners are encouraged to use expressions
such as “There is/are… at the farm. The farmer is …..

The teacher points at a specific image on the poster and asks learners to describe what
they see: “The farmer is driving a tractor.” The farmer is feeding the animals.”

Task completion
The teacher explains that the class is going on a field trip to each of the farms they
drew. To do so, groups display their posters all over the classroom. Half of the class
will be the ones describing the posters, and the other half will be the visitors. Then, the
groups switch roles.
The teacher monitors learners’ performance and encourages all learners to describe
their farm using complete sentence patterns.

Task assessment
The teacher randomly points at different images of farmers on the posters and asks
learners what the farmer is doing:
Yes! The farmer is feeding the animals. He feeds the animals every morning.”
Is the farmer milking the cows? Exactly! He milks the cows every day.
Learners work on self and peer assessment. Whole class pays attention to the
presentation and assesses their achievement of the goal by giving feedback to their
peers. The teacher monitors the feedback.

Yes! Sort of No.Help!

W.2. Composes short W.2. compose short Written Production

sentences and notes sentences and notes for Pre-task
for describing describing activities at The teacher shares the goal of the lesson.
activities at the farm the farm and food Learners review the vocabulary and target structure by playing “Chalkboard
and food preferences. preferences. Pictionary.” The class is divided into two teams. The teacher creates a small column for
each team on one side of the board. One person from Team A comes up to the front and
draws a card with the picture of activities the farmer does at the farm. The learners must
Writes short complete convey the sentence to his/her team using only drawings. Students cannot use words,
sentences about symbols or hand gestures. Limit the time to two minutes maximum. Each correct
activities at the farm. sentence is a point and the team to get more points is the winning team.

Task-Rehearsal
Learners work on a ‘Sentence Building’ activity. A group of students is called to the
front. The teacher gives each one a card with a word. The group is asked to put those
words in order to create a logical sentence.

th milks farmer cow th

e s e
The activity continues with another group of students and a different sentence.

Task completion
Learners use the images provided to complete the sentences. Then, they put all the
sentences together into one single text. The teacher monitors learners’ performance of
the task.
At the Farm

At the farm, there

are/is…

The farmer is always

busy. He…

At the farm, the farmer

grows , , and
.
 Put your text together here.
At the Farm

Task assessment
In pairs, the learners practice reading the sentences they wrote and peer-correct each
other.
The group assesses their performance, using the ‘Corners’ technique. Each corner in
the classroom represents a different answer. Learners go to the corner that best
represents how they feel with their achievement of the task.
Corner 1: I’m stuck! Please, help
Corner 2: I understand most of it, but I need more practice.
Corner 3. On my way! I can continue my own.
Corner 4: Got it! I can help others.

R.PA.1. Reads words R.PA.1. decode Written Comprehension

and sentences English graphemes Phonemic Awareness
blending English and phonemes using
graphemes and knowledge of word Pre-task
phonemes. parts, syllabification The teacher shares the goal of the lesson
and phonemic The teacher uses a power point with the contractions don’t, doesn’t, didn’t and aren’t.
Reads contractions awareness. First the teacher pronounces them. Then, in the same power point the teacher uses them
(don’t, doesn’t, didn’t, in long sentences.
aren’t) within
sentences, correctly.
(PPT available in the materials for the unit)

Sample sentences

I don’t need oranges

My mother doesn’t want bananas
The apples aren`t big
I didn`t buy the palm oil

Task-rehearsal
Students unscramble a list of words with the contractions studied and pronounce them
in front of the class. Use the vocabulary from the ppt.

Task completion
Students work on a worksheet and the ppt in the link provided, in which the teacher
reads a text and students have to fill in the blanks with don’t, didn’t, doesn’t and aren’t
 PPT: What do you like to eat?
https://www.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL
)/Likes_and_dislikes/Likes_and_dislikes_vn405gi

Task assessment
The teacher says affirmative sentences and learners have to change them to negative
using the contractions previously studied. They have to express them orally.
Integrated Mini-Project Time

 Planning: The class is divided into groups of three. Learners are told they are going to prepare a Cooking Show Skit to show
how to make a simple recipe. The groups find a recipe for a meal of their choice.
 Creating: Learners write the ingredients and quantities they need, the utensils, and the steps (in a sequential order) to prepare
the recipe.
 Rehearsing: Learners rehearse their Cooking Show.
 Participating: Learners present their Cooking Show to the class. The teacher can record each presentation in a video (if parents
agree) and the videos can be presented to the whole class.

Reflective Teaching

What worked well What didn’t work well How to improve

Enduring Understanding Reflection

 Learner Self-Assessment

I can… Yes Sort of No. Help!

Recognize vocabulary related to food at the farmer’s market in a straightforward talk

Describe farm activities, briefly.

Write short complete sentences about activities at the farm

Reads contractions (don’t, doesn’t, didn’t, aren’t) correctly.

Countable and Uncountable Cards
Instructions:
These are kinds of food that farmers sell at the Farmer’s Market. Some of them are
countable
and some are uncountable. Classify them into the corresponding column.
Countable Uncountable
We can count… (apples) We cannot count… (rice)
 An apple  Some rice
 Two apples
Instructions:
Erin and Steve are at the Farmer’s Market. What did they buy?
Check the
food they bought.

LET’S GO
SHOPPING
 Cucumbers
 Strawberries

 Corn

 Bell Pepper

 Tomatoes

 Spinach

 Cabbage

 Apples

 Carrots

 Broccoli

 Pears

 Eggs

 Onion

 Fish

 Milk

 Meat

 Cheese

 Yogurt

 Honey
 At the Farm
At the farm, there are/is…

The farmer is always busy.

He…

At the farm, the farmer grows

, , and .

Put your text together here. At the Farm

Term: Second Level: Fourth Unit: 3 Week:3
Domain: Transactional Scenario: Farm to Table Theme: Let´s Make a Meal
Enduring Understanding: Fertile land and farming are necessary to have fresh food on the table and provide us with the ingredients
for a good meal.
Essential Question: What does it take to have fresh food on our table?
General Competences
Responsible Citizenship ( )
Life Competences ( )
Competences for Employability ( )

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

Grammar & Sentence Frames Function Psycho-social
Count and non-count nouns with some, much Giving and  Develops cooperation practices to solve problems
and many following directions  Shows willingness to work cooperatively
 I need some sugar.  Takes social responsibility for cultivating own
 How much sugar do you need? Discourse Markers
First, then, next, finally.  food
 I need to buy many bags of coffee.

Sequence adverbs with imperatives  needs and desires effectively
 First, add an egg.
 Second, pour the milk. Socio-cultural
 Cultural differences in terms of habits and routines
Vocabulary between urban and rural settings
3. Let´s make a meal  Polite forms to greet, say goodbye and address
Verbs people in different settings/ farm/friends/farmer’s
 serve, pour market, restaurant
 mix, combine, slice  Ways of expressing gratitude
 Peel, chop, stir,
 Add, cook Idiom Phrase
 Phonemic Awareness
Consonant blends
 /pl/:planting, plowing
 /st/:staying, stirring
/tr / transport, trailer To be starving (to be very hungry)
Assessment Strategies Goals Pedagogical Mediation/ Didactic Sequence Time
& Evidences of learning
(Diagnostic, formative,
summative)

Pre-teaching
Warm up
The teacher labels two boxes with the cards ‘Countable’ and ‘Uncountable’ (one card
per box) and places them on the floor. The teacher brings pictures of countable and
uncountable food to the class and hides them all over the classroom. The class is divided
into two groups. A member of each group goes to the front, looks for the pictures, and
locates them in the corresponding box. The rest of the group indicates where the pictures
are hidden and helps their team member to locate each picture correctly in each box. The
group which locates more pictures correctly in each box wins. The teacher provides
feedback and reviews the meaning of countable and uncountable food.

Activation of prior knowledge

The class is divided into small groups. The teacher writes five sentences that elicit count
and noncount nous and asks the groups to write a list of words that they would use to
complete the blanks.
For example:
 I need three _ (apples, bananas, eggs, etc.)
 I need some (milk, sugar, rice, honey, cheese)
 I want a (an)
 I want some

The groups share their list with the rest of the class. Teacher writes the words on the board
and provides feedback if necessary.
Modeling
The teacher writes ‘How much’ and ‘How many’ on the board and invites learners to
watch the following video: ‘How much? vs How many?
https://www.youtube.com/watch?v=QbeIFCTy9sU
The teacher explains that ‘How much’ is used to ask question with uncountable food,
and ‘How many” is used for countable food.
Teacher also explains that there are words that can help to make something uncountable
into countable: cup, tablespoon, teaspoon, kilo, bar, bag ( use realia to introduce these
words)

The teacher provides more examples for students and asks them to repeat after him/her:
How many eggs do you need? I need
How many oranges do you want? I want
How much sugar do you need? I need two cups of sugar.
How much honey do you need? I need a tablespoon of
honey. How much butter do you need? I need a bar of butter.

Clarifying
The teacher sticks the poster below on the board.

How much.. do you need? How many... do you need?

Teacher tells students to pretend they are at a grocery store. Using the pictures as clues,
learners take turns to go to the front and ask for a product to the grocery seller (the teacher)
Student: I need some cheese.
 Teacher ‘How much cheese do you need?
Student: I need a kilo of cheese.

Then, learners volunteer to take the role of the grocer and the customer. They practice
asking the questions and answers. Teacher provides feedback.

R.1.Recognizes much of R.1.Recognizes Written Comprehension

what is written in short, much of what is Pre-task
simple texts. written in short, The teacher shares the goal of the lesson.
simple texts. Learners watch the video ‘How to Make Easy Pancakes with 6yo Achilla | Cooking with
Indicators of learning Kids’ https://www.youtube.com/watch?v=oEaIPmoQt-o. Learners are asked to take notes
Recognize the on the ingredients used in the recipe. Then, they report back to the class.
vocabulary related to What do you need to make pancakes? We need…..
coking actions. Teacher sets up a table with the ingredients to make pancakes. Using realia and acting
as he/she were a chef, the teacher introduces the following cooking verbs: serve, add,
Recognize the steps in a pour, mix, combine, cook, chop, stir, boil, peel, drain
recipe.
Learners illustrate the cooking verbs in their notebook.

Pour Combine Mix Stir

Add Cook Serve

 Task rehearsal
Learners observe the teacher as he/she sticks the picture of the cooking verbs on the
board and a set of cards with the corresponding verb. Volunteers take turns to match the
cooking verb to its picture correctly. The rest of the class provides help.

The teacher writes some sentences on the board, and volunteers go to the front and mimic
what the sentence says, for example:
Pour the milk in the bowl. Add sugar.
Mix the ingredients. Cook the pancake.

The teacher provides feedback if necessary.

Task completion
Learners, individually, read the instructions to make pancakes and illustrate them with
the corresponding picture. The teacher monitors learner’s performance.
 Pancake Recipe
Read the instructions and paste the pictures in the
corresponding place.

Ingredients
To make 4
pancakes: 1 cup of
flour
1 teaspoon salt
2 tablespoons of sugar
2 teaspoons baking
powder 1 cup of milk
1 egg

1. In a bowl mix
the flour, sugar, 2. Add an egg into 3. Pour the milk into
salt and
the bowl the bowl.
baking powder
 4. Mix all the 5. Cook mixture in 6. Serve pancakes hot.
ingredients a frying pan.
together

Task Assessment
The class is divided into groups of four. Each group is asked to draw the ingredients to
make pancakes on pieces of paper. Each group goes to the front and explains the rest of the
class how to make pancakes, using the ingredients they drew and the kitchen utensils the
teacher brought (a bowl, a whisk)
SI.2 exchange SI.2 exchange Oral
information about information about Production Pre-
everyday matters using everyday matters task
simple vocabulary (e.g., using simple
favorite food, recipe The teacher shares the goal of the lesson.
Learners listen to and sing the song “Let’s make a sandwich/ Simple song for kids.”
 vocabulary (e.g., https://www.youtube.com/watch?v=mK4O8hi30UAhttps://www.youtube.com/watch?v=m
Indicators of learning: favorite food, recipe K4O8hi30UA
The learners then tell the teacher what the ingredients for a sandwich are.
Uses sequencing words Next, the teacher sets a table with the ingredients (real or with pictures) to make a
correctly. sandwich: two slices of bread, butter, a slice of cheese, a slice of tomato, and lettuce. Then,
the teacher explains the procedures to make the sandwich.
Uses the cooking actions First, get two slices of bread.
correctly. Then, spread butter on the bread.
Next, put the slice of cheese, ham, and tomato on the bread.
Describes how to prepare After that, put some lettuce on the bread.
a simple recipe in a Finally, cover the sandwich with the other slice of bread and enjoy it.
logical sequence.
The teacher emphasizes on the use of sequencing words and the new verbs: spread and put.

Task Rehearsal
The teacher provides each learner with a handout with the ingredients to make a sandwich.
Learners cut each ingredient. Using the song https://www.youtube.com/watch?
v=zds2CAkW1WI , the teacher reviews the ingredients and then uses them to practice
with the learners the steps to make a sandwich.

The teacher writes “My Cooking Show” on the board and gives aprons to two volunteers.
They are asked to pretend they are presenting a cooking show where they are teaching the
audience how to make a sandwich. Learners present their show. The teacher provides
feedback when necessary. Two more volunteers go to the front and present their show.

Task completion
Learners are asked to draw two more ingredients they would like to add to the sandwich.
Then, the class is divided into pairs. Learners use the new ingredients and the previous
ones, to explain to their peer how to make a sandwich. The teacher monitors learners’
performance of the task.

Task Assessment
The teacher writes the steps to make a sandwich on the board (not in order). The class is
divided into pairs. Each pair works together orally to put the steps in order, using the
sequencing words: first, then, next, after that, finally. The teacher monitor learners’
performance.
Some volunteers go to the front and present the sequence of steps to make a sandwich to
 the whole group.

Post- Task
The class watches the video and tries to recall the steps to make spaghetti.
https://www.youtube.com/watch?v=ErEy38dcCVg Spaghetti in Tomato sauce |
Spaghetti Recipe | Red Sauce spaghetti Pasta

The class is divided into groups of four. Together, and using the video as stimulus, the
learners write the steps to make spaghetti and illustrate each step with drwaings. Then, they
present the steps to the class orally. Teacher provides help when necessary. Learners can
use the handout below as a stimulus to organize the steps of their recipe (optional).

R.PA.3. decode English R.PA.3. decode Written Comprehension

graphemes and phonemes English graphemes Phonemic Awareness
using knowledge of word and phonemes using Pre-task
parts, knowledge of word The teacher shares the goal of the lesson.
syllabification and parts, Teacher shows a video with consonant blends https://www.youtube.com/watch?
phonemic awareness syllabification and v=1xbhC37mkbk Meet the Phonics Blends – pl https://www.youtube.com/watch?
phonemic awareness v=4MqCXAzcIl4 Meet the Phonics Blends - st https://www.youtube.com/watch?
Indicators of learning v=52UAYWlf-9c Meet the Phonics Blends - tr
The students will sit at their desks, attaining to the You Tube video/song about consonant
Identifies beginning blends. Students are encouraged to sing along and address any words they know along with
consonant blend pl. the song.
Identifies beginning
The teacher introduces word with the consonant blends: tr, st, and pl and asks learners to
consonant blend st.
repeat after him/her.
 Tr: tree, trunk, trophie, trash, truck, trampoline
Identifies beginning
consonant blend tr.  Pl: planet, plane, plant, plug, plus, play
 St: star, stir, stamp, stove, stop, stick

Task-rehearsal
Teacher ask learners to draw with some words with the blended words studied. They
have to show their classmates and others try to guess which word it is.
The class is divided into groups of three. Each group will have an assigned consonant blend
puzzle piece. Their task is to work together to pick up the other matching puzzle ending
pieces. Learners must create 6 different words using their beginning blend puzzle piece.
After learners have their 6 words, the teacher checks each word, and then the learners write
the words on the board and the whole class reviews their pronunciation.

Task completion
Learners, individually, work the worksheet below. The teacher monitors learners’
performance.
What’s the Beginning Blend?
Directions: Say the words for the pictures below. Listen to the
first sound you hear. Write the blend for that sound on the line.
tr st pl

Task assessment
Learners get together in a circle in front of the board. The teacher writes the consonant
blends tr, st, and pl. Then, he/she draws a pot with ending sounds/words, such as ay,
 ant,uck, ee, etc. Teacher asks learners to come up individually and create works by placing
one blend in front of the ending in the pot to create their word. Students will self-assess by
inferring if the word they created in a correct word or not. The teacher asks: “Does your
consonant blend and this ending make a word?” If so, what is the word?
Integrated Mini-Project Time
 Planning: The class is divided into groups of three. Learners are told they are going to prepare a Cooking Show Skit to show how
to make a simple recipe. The groups find a recipe for a meal of their choice.
 Creating: Learners write the ingredients and quantities they need, the utensils, and the steps (in a sequential order) to prepare the recipe.
 Rehearsing: Learners rehearse their Cooking Show.
 Participating: Learners present their Cooking Show to the class. The teacher can record each presentation in a video (if parents
agree) and the videos can be presented to the whole class.

Reflective Teaching
What worked well What didn’t work well How to improve

Enduring Understanding Reflection

Learner Self-Assessment
I can… Yes Sort of No. Help!
Recognize the steps in a recipe.

Describe how to prepare a simple recipe in a logical sequence.

Identify beginning consonant blend pl.

Identify beginning consonant blend st.

Identify beginning consonant blend tr.

 Pancake Recipe
Read the instructions and paste the pictures in the
corresponding place.

Ingredients
To make 4
pancakes: 1 cup of
flour
1 teaspoon salt
2 tablespoons of sugar
2 teaspoons baking
powder 1 cup of milk
1 egg

1. In a bowl mix the flour,

sugar, salt and baking 2. Add an egg into the bowl 3. Pour the milk into the
powder bowl.

4. Mix all the 5. Cook mixture in a 6. Serve pancakes hot.

ingredients together frying pan.
 What’s the Beginning Blend?
Directions: Say the words for the pictures below. Listen to the first sound you hear. Write the blend for
that sound on the line. tr st pl

What’s the Beginning Blend?

Directions: Say the words for the pictures below. Listen to the first sound you hear. Write the blend for
that sound on the line. tr st pl
Term: Second Level: IV Unit: 3 Week: 4

Domain: Transactional Scenario: Farm to Table Theme: May I have your order?
Enduring Understanding: Fertile land and farming are necessary to have fresh food on the table and provide us with the ingredients
for a good meal.
Essential Question: What does it take to have fresh food on our table?
General Competences
Responsible Citizenship ( )
Life Competences ( )
Competences for Employability ( )

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

Grammar & Sentence Frames Function Psycho-social
Wh-questions with present simple ● Expressing preferences for ordering food − Values the work of farmers
− What do you usually buy at the farmer’s
market? Discourse Markers Sociocultural
− What do you usually order at the restaurant? − Ways of expressing gratitude
− What do you like to have for Linkers: Sequential - past tense
breakfast/ lunch/ dinner? First, then, after that, finally Idioms/phrases
− To be starving( to be very hungry)
Wh-questions with present continuous
− What are they doing?
-Where are you going?

Vocabulary
4. May I have your order?
− Waiter, Waitress
− Cashier, Order
− Menu, Breakfast
− Lunch, Dinner
− Main dish, Bill
− Side dish

Phonemic Awareness
Practicing minimal pair sounds: s / z
sip / zip
sue / zoo
place / plays
rice / rise
ice / eyes

Assessment Strategies Goals Pedagogical Mediation/ Didactic Sequence Time

& Evidences of
learning
(Diagnostic, formative,
summative)
Pre-teaching
Routine: Checking attendance, checking in with Ls, T posts the Essential Question on
the board, Can Do’s, and class agenda, etc.

Warm up:
Learners sing the song “Let’s go to the market” https://www.youtube.com/watch?
v=k0Y3bYRC5QU . Then, the learners list the food they saw in the video.

Activation of prior knowledge

The learners observe the teacher as he/she places a box on the desk. The teacher then
writes on the board and asks learners “What does your family usually buy at the
farmer’s market? What do you buy at the farmer’s market? Learners, in groups of
four, brainstorm the name of different vegetables, fruits, dairy products, etc., their
families buy at the farmer’s market. Then, the teacher takes the box on the desk and
asks each learner to take a piece of paper from it. Each paper has the name of food
people can buy at the farmer’s market. Learners get a blank sheet of paper, and they are
asked to draw the type o food and paste it on the board. Learners review the name and
pronunciation of each type of food.

Modeling
The teacher explains that the food we eat comes from a farm. People buy the vegetables
and fruits at the farmer’s market and that food goes to our houses and to restaurants.
That’s why we say the food goes from farm -to- table. Teacher explains to learners that
in today’s class they are going to learn how to order food at the restaurant, but first the
teacher asks:
When you go to a restaurant, what do you usually order? Teacher shows pictures of
food people find at a restaurant as stimulus to the students, and then the teacher
provides sample sentences:
“I usually order a casado. Sometimes I order friend chicken and French fries.”

Then, some volunteers mention what they usually order at a restaurant: “ I usually
order…”

Next, the teacher explains that now they are going to learn how to order food at a
restaurant. To do so, learners first watch the following videos:
https://www.youtube.com/watch?v=49QFHWIky-k&feature=youtu.be May I take
your order? Anything else? For here or to go. - English for Kids

https://www.youtube.com/watch?v=IWMMkp35d6Y&feature=youtu.be May I take

your order? I'd like a pizza. (At the Restaurant) - Easy English Dialogue

The teacher then writes a simple conversation on the board using the target structure.
Leaners copy in their notebooks and repeat it after the teacher.
A: May I take your order?
B: Yes, I’d like spaghetti and salad.
A: Anything else?
C: I’d like a taco, please
 A: Spaghetti, salad and taco. Right?
B: Yes, that’s right!

Clarifying
The teacher dresses up as she/he were a waiter/waitress. Then, sets up a table in front of
the class simulating a restaurant. The teacher asks for two volunteers to sit at the table.
Together with the teacher, the learners practice the conversation of how to order food at
the restaurant.

More volunteers go to the front and the practice continues.

Next, a student is asked to take the role of the waitress/waiter to take the order of their
classmates.
The learners in groups create a dialogue about ordering food in a restaurant based on
a draft given by the teacher. They present their short conversations to the class.
https://en.islcollective.com/english-esl-worksheets/grammar/questions-
interrogative/may-i-take-your-order/51209

R.2. Locate important R.2. Locate important Written Comprehension

information in simple information in simple Pre-task
text. text (e.g., greeting on The teacher introduces the goal of the lesson and reviews how to order food at a
the bulletin board or restaurant. Some volunteers go the front and present a short between a waiter and a
Indicators of learning times and dates on a customer at a restaurant. The teacher also reviews the past tense verbs: ate, drank, had.
class notice).  I ate a sandwich
Identifies vocabulary yesterday. I drank milk
related to food.
last night.
 I had a taco for lunch.
Locates specific Task-rehearsal
information in a short- The teacher pastes the following conversation on the board:
written conversation
Waiter- May I take your order?
Oscar - Yes. I'd like a rice with chicken and a salad
Waiter -And what would you like to drink?
Oscar - I'd like a lemonade, please.
Waiter - And what would you like to order?
José- I'll take a hamburger and French fries.
Waiter - What would you like to drink?
José- – A coke, please.
Waiter - Would you like something for dessert?
Oscar - Yes, I'll have an ice cream cone, please. Would you like something?
José-– Sure! I’d like a piece of chocolate cake.

The learners read the conversation with the teacher and then he/she writes on the
board: Oscar ate
He drank
For dessert, he had

José ate
He drank
For dessert, he had

The class is divided into groups of three. The groups work together reading the
conversation and filling in the blanks with the corresponding answers. Teacher
monitors and provides help if necessary. Two groups get together and compare their
answers. Then, the answers are checked as a whole group.

Task completion
Learners, individually, read the following conversation and complete the chart.

Dialogue: Ordering food at the restaurant

Instructions: Read the dialogue below and then answer complete the chart.
 Waiter- May I take your order?
Brenda - Yes. I'd like the chicken and a side order of corn.
Waiter -And what would you like to drink?
Brenda - I'd like a cup of coffee, please.
Waiter - And what would you like to order?
Carla - I'll take the spaghetti and a salad.
Waiter - What would you like to drink?
Carla - Just water, please.
Waiter - Would you like something for dessert?
Brenda - Yes, I'll have the cake, please. Would you like something?
Carla - No thanks. I'm full.

Person She ate… She drank… For dessert,

she had…
Brenda

Carla

Task assessment
The teacher plays “True and False” based on the conversations presented previously.
Learners stands up if the statement the teacher says is “True” or remain sit, it if it
“False”.
Leaners assess their achievement of the goal.

SI.1. Asks others about SI.1. ask others about Oral Production
what they like to eat or what they like to eat or Pre-task
drink. drink. The teacher introduces the goal of the lesson
 Teacher reviews “ I like” and “ I don’t like” by using the video ‘ Animated-Read-
Indicators of learning Aloud: “I like and I don’t like” https://www.youtube.com/watch?v=nE8ttvPACeg.

Formulates questions Teacher introduces the words breakfast, lunch, dinner, and snack. He/she explains the
correctly. times when we usually have our means.

Asks others about their

eating preferences for
breakfast, lunch, and
dinner.

Then, the teacher writes on the board the following questions and answers and invites
learners to repeat after him/her.
“What do you like to have for breakfast? I like to have pinto, eggs, cheese, and
orange juice for breakfast.
What do you like to have for lunch? I like to have rice, beans, chicken, and salad
for lunch.
What do you like to have for dinner? I like to have tuna fish, tomato and rice
for dinner.
Task-rehearsal
Teacher ask learners what they and their family prefer to eat for breakfast, lunch and
dinner. Volunteers take turns to answer.
After that, learners create their own vocabulary picture dictionary according to what
they like or dislike for breakfast, lunch or dinner and then share it in front of the
class. For breakfast, I like to have
For lunch, I like to have_
For dinner, I like to have

Task completion
Learners use and info-gap activity to practice asking their classmates what they like
to have for breakfast, lunch, and dinner. Each learner gets a handout. Learners must
 mingle around asking three of their classmates their preferences for breakfast, lunch,
and dinner. Some of the learners report their findings to the group.

Instructions:
Ask three of your friends what they like to have for breakfast,
lunch and dinner. Write their answers in the corresponding
space. Then, report back to the class.

What do you like to have for…?

I like to have for
Meal Me Friend 1 Friend 2 Friend
3
Breakfast

Lunch

Dinner

Now, report back to the class.

Task assessment
The group assesses their achievement of the goal using the traffic light technique.
http://bhsfeedback.weebly.com/traffic-lights.html
Red: I don't get it! I need help understanding.
Yellow: I think I understand but need a little support.
Green: Got it! Could help teach another student (yellow).
SP.3. Presents with a SP.3. present with a Oral Production
group, a topic sentence group, a topic sentence Pre-task
and two to three details and two to three details The teacher shares the goal of the lesson.
Learners observe the teacher as she pastes the picture of people doing different actions
Indicators of learning: on the board. Then, the teacher writes on the board:
 What is he/she doing?
Identifies everyday  What are you/they/we doing?
actions.
Talks about what  Where is he/she going?
people are doing, using  Where are you/they/we going?
complete sentences.
Using the pictures, the teacher explains the meaning of each question and invites
Talks about where students to repeat after him/her.
people are going, using
complete sentences. What is she doing? What are they doing?
She is cooking They are eating pizza.

Where is he going? Where are they going?

He is going to the supermarket. They are going to the park.

Task Rehearsal
Learners play ‘Drawing race’. Learners race to draw a picture of a sentence they hear
e.g. “Maria is eating at a restaurant”. The teacher gives points for the first one that
matches the description and/ or the best picture.

Pictures of people doing different actions are pasted all over the classroom. Learners
take turns to go to the front, say a sentence and another student runs to look for the
corresponding picture.

Task- completion
The class is divided into groups of four. Each group gets poster paper and markers.
They are asked to draw a town and people doing different activities (at least 4). The
poster is called “Everybody in my town is busy.” Learners present their posters orally
to the group. They start their presentation by saying:
Everybody in my town is busy. There is a woman planting vegetables. A man…

Teacher provides feedback on learners’ performance and asks follow up questions

using the target questions: What is he/she doing? Where is he/she going?

Task Assessment
 Learners think of a city and the activities people are doing there. They write 5 sentences
describing those actions:
Example:
 Two friends are going to a restaurant.
 A girl is eating an ice cream.
 A woman is planting flowers.

The class is then divided into pairs. Learners take turns to read their sentences to each
other and try to draw them from the description. Leaners compare the sentences to the
picture drawn.

Leaners self-assess their performance by using their fingers:

1 finger: I need help.
2 fingers: I did it, but I need to practice more.
3 fingers: I did it correctly.

R.PA.1. Reads words R.PA.1. decode English Written Comprehension

and sentences blending graphemes and Pre-task
English graphemes and phonemes using The teacher shares the goal of the lesson. The teacher explains that minimal pairs are
phonemes. knowledge of word words that vary by only a single sound, for example /s/ and /z/. Teacher provides
parts, syllabification examples and asks learners to repeat after her/him.
Indicators of learning and phonemic
awareness.
Identifies the difference /s/ /z/
between minimal pairs
/s/ and /z/ phonemes
when spoken by others.

Pronounces minimal
pairs /s/ and /z/
phonemes correctly. sip zip
Reads minimal pairs
words containing /s/
and /z/ phonemes
correctly.
Sue zoo
 sink zink

ice eyes

rice rise

Task Rehearsal
Learners play ‘Run and Grab’. The teacher sticks the cards with the minimal pair on
the board. The class is divided into two teams, and then a member of each team stands
at the back of the room, looking down an aisle at the board. The teacher calls one of the
minimal pairs out, and the pair of students races to the front to touch the correct words
on the board or grab the appropriate flashcards. Student from the winning team could
have a turn calling the words for others to run.

Task completion
Teacher divides the group into pairs to play ‘Running Dictation’ One student runs to
read the words from somewhere farther away, like on the wall outside the classroom.
They then dictate to the other student who writes them down. The teacher monitors
learners’ performance when reading the target words: The difference between words
with /s/ sound and /z/ sound. Learners switch places and it is now time for the other
student to dictate.
 Task assessment
Learners play ‘Crumple and Shoot Basketball’ The minimal pair words are written on
pieces of (scrap) paper. Students are lined up in two teams. In turn, the front student
picks up the paper and reads the word. If it’s read correctly, they then crumple it up and
throw it into a basket a set distance away. (Getting it into the basket wins another
point.)

Learners work on self and peer assessment. Whole class assesses their achievement
of the goal.

Integrated Mini-Project Time

 Planning: The class is divided into groups of three. Learners are told they are going to prepare a Cooking Show Skit to show how Group
to make a simple recipe. The groups find a recipe for a meal of their choice. presentations
 Creating: Learners write the ingredients and quantities they need, the utensils, and the steps (in a sequential order) to prepare can be week 5
the recipe. or 6.
 Rehearsing: Learners rehearse their Cooking Show.
 Participating: Learners present their Cooking Show to the class. The teacher can record each presentation in a video (if parents
agree) and the videos can be presented to the whole class.

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.)
 Learner Self-Assessment

I can… Yes Sort of No. Help!

Locate specific information in a short-written conversation

Ask others about their eating preferences for breakfast, lunch, and dinner.

Talk about what people are doing, using complete sentences.

Talk about where people are going, using complete sentences.

Read minimal pairs words containing /s/ and /z/ phonemes correctly.
 Dialogue: Ordering food at the restaurant

Instructions: Read the dialogue below and then answer complete the chart.

Waiter- May I take your order?

Brenda - Yes. I'd like the chicken and a side order of corn.

Waiter -And what would you like to drink?

Brenda - I'd like a cup of coffee, please.

Waiter - And what would you like to order?

Carla - I'll take the spaghetti and a salad.

Waiter - What would you like to drink?

Carla - Just water, please.

Waiter - Would you like something for dessert?

Brenda - Yes, I'll have the cake, please. Would you like something?

Carla - No thanks. I'm full.

Person She ate… She drank… For dessert, she had…

Brenda

Carla
Instructions:
Ask three of your friends what they like to have for breakfast,
lunch and dinner. Write their answers in the corresponding
space. Then, report back to the class.

What do you like to have for…?

I like to have for
Meal Me Friend 1 Friend 2 Friend 3
Breakfast

Lunch

Dinner

Now, report back to the class.

 Créditos

Dirección de Desarrollo Curricular

Anabelle Venegas Fernández, Jefatura Departamento de Primero y Segundo
Ciclos

Elaboración:
Ana Isabel Campos Centeno
Yaudy Ramírez Vásquez,
Asesoras Nacionales de Inglés, Departamento de Primero y Segundo Ciclos

Gilberto Víquez Córdoba,

Asesor regional de inglés, Dirección Regional de Educación de Cartago

MSc. María Gabriela Castillo Hernández

Asesora Regional de inglés, Dirección Regional de Educación de San Carlos

Equipo de docentes colaboradores, Dirección Regional de Cartago

Marco Alvarado Barboza, Escuela Emilio Robert / Winston Churchill S

Mauren Brenes Solano, Escuela Ricardo Jiménez O / Escuela de

Guatuso Maritza Cedeño Ortega, Escuela Ricardo Jiménez O

Isabel Granados Rivera, Escuela Ricardo Jiménez O

Yolette Portugués Bolaño, Escuela Ascensión

Esquivel Greivin Sánchez Solano, Escuela Orosi

 Level 4th Unit 4
Scope and Sequence
Scenario: Take Care
Enduring When we are sick, we should visit a specialist to describe our symptoms in order to receive the right
Understanding
Essential Question What can we do when we do not feel well?
Assessment and Goals
Week 1 Week 2 Week 3 Week 4 Week 5

Theme Theme Theme Theme

1. Not Feeling Well! 2. Doctor, Doctor! 3. Pharmacy: 4. I Went to the
Injections, Pills, and Doctor Yesterday
Creams… Oh, My!
Assessment: Assessment: Assessment: Assessment: Assessment

L2. Recognizes the L1. Recognizes short, R.PA.1. Reads words R.2. Recognizes much Instruments for
most important points clear, and simple by decoding English of what is written in Process/Product
in a straightforward instructions and graphemes and short simple texts by
talk or presentation. explanations. phonemes. identifying main points.
R.1. Recognizes and R.PA.1. Reads words by SI.1. States single R.PA.1. Reads words
enjoys different types decoding English directions, advice / by decoding English
of texts. graphemes and commands. graphemes and
phonemes. phonemes. Week 6
R.PA.1. Reads words SI.2. Provides and
by decoding English SP.1. Presents with a accepts advice. W.2. Copies dates and Suggested Integrated
graphemes and group, topic sentence and facts from short, simple Mini project
two to three details W.1. Prepares simple
phonemes. text.
related to being healthy. reminders or notes for  Mini book
SP.2. Describes personal use. Goals:
common diseases, Goals:
Goals:

2
symptoms and L1. understand short, R.PA.1. decode R.2. understand much
treatments. clear, and simple English graphemes of what is written in
instructions and and phonemes that short, simple texts on
Goals:
explanations when sound different in subjects with which
L2. understand the delivered slowly (e.g., Spanish using they are familiar and/or
most important points getting a prescription and knowledge of in which they are
in a straightforward some medical advice) phonemic awareness. interested.
talk or presentation, R.PA.1. decode English SI.1. state single
accompanied with graphemes and directions, advice / R.PA.1. decode
drawings and/or phonemes that sound commands using English graphemes
diagrams, provided different in Spanish using words and phrases. and phonemes that
there is some knowledge of phonemic sound different in
previous familiarity awareness. SI.2. provides and Spanish using
with the topic. accepts advice. knowledge of
SP.1. present with a
W.1. prepare simple phonemic awareness.
group, a topic sentence
R.1. comprehend reminders or notes for W.2. copy dates and
and two to three details
reading, analyze and personal use (e.g., facts from short, simple
enjoy texts. diary, journal, text.
homework book).
R.PA.1. decode
English graphemes
and phonemes that
sound different in
Spanish using
knowledge of
phonemic awareness.
SP.2. describe
common diseases,

3
symptoms and
treatments.
Function Function Function Function

 Describing  Describing actions that  Giving advice Retelling/relating past

common diseases, you can do to stay events
symptoms and healthy
treatments
Discourse Markers Discourse Markers Discourse Markers Discourse Markers

Linkers: Sequential - Linkers: Sequential - past Linkers: Sequential - Linkers: Sequential -

past tense tense past tense past tense
First, then, after that, First, then, after that, First, then, after that, First, then, after that,
finally finally finally finally

Grammar & Grammar &Sentence Grammar & Sentence Grammar & Sentence
Sentence Frames Frames Frames Frames

Subject + have/has + Subject + to be + Personal pronoun ‘it’ Past Progressive

noun verb/adj/or noun
 It is terrible.  Yesterday, it was
 I have fever,  She is a doctor.  It is a disease. raining and I got
stomachache, and  He is/ not sick.  It is at 4:00 pm. wet.
headache.  He is healthy  I was walking when
 I have a toothache I fell down.
and earache. Simple future tense (will) Simple Past
 I have an Simple Past
 She will exercise more.  I broke my arm.
emergency.  I fainted and fell  I broke my arm.
 Present down.
progressive tense  I got the flu.

4
 I am having a  She will drink eight  I fainted and fell
terrible headache. glasses of water every Review Sequence down.
 I am not feeling day.  I got the flu.
well.  She will sleep 8 hours.  First, then,
 My back is hurting and finally Review Sequence
me. .
Information Questions  First, then,
and finally
 May I help you? .
Yes, I need an
appointment
 What time do you
need it? At 3 pm.
 What are the
symptoms?
Phonemic Phonemic Awareness Phonemic Phonemic Awareness
Awareness Awareness
 Sh :( rash, shot, she)  Z :(sneeze, nose,
 V : ( vomit,  U :(flu, school, examine)
vaccine, cure)
fever)
Vocabulary Vocabulary Vocabulary Vocabulary

1. Not feeling well! 2. Doctor, doctor! 3. Pharmacy: 4. I went to the doctor

injections, pills, and yesterday
Diseases:  Tips/Recommendations
creams… Oh, my!  took my
 To visit the doctor, to
 the flu, a cold, temperature
take medicines, to  Pharmacist, pain
dengue fever  Listened to my
drink, to buy medicines, prescription, cold
Symptoms: heart
to listen to reliever, tablets,
 Examined my eyes
and throat

5
 fever, cough, recommendations you ointment, creams,
headache, vomiting should. vitamins, injections.

Treatments: Action verbs Imperative form

of Verbs
 pills, natural  To have, to get, to feel,
medicine, to rest. Take it with food or
vaccination, milk.
Take one tablet every
eight hours.
Psycho-social Psycho-social Psycho-social Psycho-social

 Taking  Another showing  Using all tools at  Using all tools at

responsibility for interest in person’s well hand including hand including
being healthy being technology for technology for
promoting healthy promoting healthy
lifestyles lifestyles
Sociocultural
Sociocultural Sociocultural Sociocultural
 Using and choice of
 Using greetings & interjections (e.g.  Using of please  Using of please and
address forms Ouch! Yum!) and thank you thank you
(ex. Hello, Dr. appropriately appropriately
Lopez, Idioms/phrases
handshake)
 To throw up (vomit) Idioms/phrases Idioms/phrases
Idioms/phrases
 To throw up (vomit)  I am in pain.
 Catch a cold Proverbs/idioms:

6
Proverbs/idioms:  I feel rough. Proverbs/idioms: Proverbs/idioms:
 An apple a day  I am alive and  I am alive and
keeps the doctor kicking. (to continue kicking. (to continue
away. to be well, healthy to be well, healthy
 or successful) or successful)

7
Term: II Level: Fourth Unit:4 Week:1

Domain: Social-Interpersonal Scenario: Take Care Theme: Not Feeling Well

Enduring Understanding: When we are sick, we should visit a specialist to describe our symptoms in order to receive the right
treatment.
Essential Question: What can we do when we do not feel well?
General Competences
Responsible Citizenship ( )
Life Competences ( )
Competences for Employability ( )

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

Grammar & Sentence Frames Function Psycho-social

Subject + have/has + noun Describing common diseases, symptoms -Taking responsibility for being healthy
and treatments.
-I have fever, stomachache, and Socio-cultural
headache. Discourse Markers
-Using greetings & address forms (ex.
-I have a toothache and earache. Linkers: Sequential - past tense Hello, Dr. Lopez, handshake)

8
- I have an emergency. First, then, after that, finally Idioms/Phrases
Past Progressive -Catch a cold.
-Yesterday, it was raining, and I got wet. Proverbs/Idioms
-I was walking when I fell down. An apple a day keeps the doctor away
Information Questions
-What are the symptoms?
- May I help you? Yes, I need an
appointment
-What time do you need it? At 3 pm.

Vocabulary
Not feeling well Diseases:
The flu, a cold, dengue
fever.
Symptoms:
Fever, cough, headache, vomiting.
Treatments:
Pills, natural medicine, vaccination,
Phonology
V: ( vomit, vaccine, fever)

9
 Assessment Goals Time
Strategies & Pedagogical Mediation/ Didactic Sequence
indicators of learning
Learner… Learner can All materials are found in the following link: https://tinyurl.com/t3m9eje 40
Pre-teaching
Warm-up minutes
Learners watch the video “Symptoms” (Annex 1) and comment on the different
diseases and symptoms.

Activation of Prior Knowledge

After watching the video, learners brainstorm the diseases they identified
through it. Students can also name other diseases and symptoms they know
about. Teacher can ask students about the ways of treating those symptoms
and diseases.

Modelling
Teacher plays the video for a second time to highlight the new vocabulary and
sentence frames presented in the video. Teacher introduces sentence frames
related to diseases: What is the matter? What are the symptoms?

Clarifying
Teacher shows picture and says pretending to be the doctor, what´s the
matter? And students show comprehension of the sentence frames and
vocabulary by identifying the symptom and responding, I have stomachache,
for example. Teacher listens and helps with pronunciation and new meanings.

L2. Recognizes the L2. understand the Oral Comprehension (Listening) 40

most important points in most important Pre-task
minutes
points in a

10
a straightforward talk or straightforward talk Teacher introduces the goal of the lesson. By using the first 27 seconds of the
presentation. or presentation, video “Dengue” (Annex 4), students get familiarized to the topic and comment
accompanied with on the disease described. Teacher may ask: What do you know about
drawings and/or Dengue? Do you know someone who had suffered from Dengue? What are
diagrams, provided some of the symptoms?
there is some
Which ones can you identify from the chart below? Students point to the
previous familiarity
symptoms based on a first listening and review their answers by listening a
with the topic. second time.

FEVER JOINT PAIN STOMACHACHE HEADACHE DIARRHEA

RASH

Task-rehearsal

Teacher writes some questions (Annex 5) on the board about “Causes and
Symptoms of Dengue” to be responded by the learners while listening to for a
third time to the video “Dengue” from 0:27 – 2:30. The teacher can also use a
chart like this for students to complete while listening for a third time.

Cause of Places where the Places where Symptoms of

Dengue mosquito is the mosquito Dengue
found breeds(
reproduces)
1. 1.
1. 1. 2.
2. 2 3.
3. 4.

11
 5.
6.

Task completion
Students complete a mind map when listening about “Diagnosis and
Treatment” through the video “Dengue” (Annex 6) from 3:54 – 4:30. In pairs,
students check their answers together.

Task assessment
Students play “Bean-Bag Toss.” The teacher using pictures reviews again
diseases and symptoms. Then, teacher creates circles on the floor with
masking tape and places a picture card about diseases and symptoms in each
circle. Learners stand behind a line marked with masking tape and throw a
small beam bag so that it lands in one of the circles. Then, the learners use the
picture to make a sentence, for example, “I have Dengue. I have a fever.”
Learners work on self and peer assessment. Whole class assesses their
achievement of the goal.

SP.2. Describes SP.2. describe Pre-task 40

common diseases, common diseases, Teacher introduces the goal of the lesson. Using a Power Point Presentation minutes
symptoms and symptoms and (Annex 2) teacher reviews diseases and symptoms and presents the sentence
treatments. treatment. frames. Teacher tells students that they are going to play “Pictionary”. The
pictures from The Power Point Presentation (Annex 2) are showed to some
students who are supposed to draw in the board the image in order to let the
other kids guess the word they are drawing. After the class guesses the word.

12
The class as a whole with the help of the teacher creates a complete sentence
to describe a diseases and its symptoms.

Task-rehearsal

Students received a worksheet (Annex 3) with pictures describing different

symptoms and diseases. In this sheet, learners have to find the option that best
completes each item. In pairs, students describe their pictures and the
matching to their partners using personalization. For example: I have dengue. I
have fever. They take turns to check their picture matching together.

Task completion

Teacher creates a real-life hospital environment in the classroom with the help
of the students in which learners are divided into doctors and patients. Learners
watch the video “Symptoms” (Annex 1)
Using the pictures of the former activity, students choose a disease and two
symptoms. They are supposed to participate in a reality show and common
illnesses and diseases. The ones that play the role of doctors will choose one
disease and will describe some of the symptoms. The ones who are patients
will describe a disease they have and at least 2 symptoms.

Task assessment

Students spin the,

“wheel” to practice and review the vocabulary and sentence frames studied.
They have to say the word, try to create a sentence and act it out. In case
Internet connection is not available, the teacher can use cards. Example:
stomachache. They say: I have a stomachache.

13
R.1. Recognizes and R.1. comprehend Reading 40
enjoys different types of reading, analyze Pre-task minutes
texts. and enjoy texts.
The teacher shows the goal of the lesson. Teacher highlights and introduces
some new vocabulary to be found in the reading using the pictures that appear
in the first exercise of reading for activating prior knowledge with new
knowledge.
https://learnenglishkids.britishcouncil.org/sites/kids/files/attachment/short-
stories-the-story-of-quinine-worksheet.pdf

Task-rehearsal

In pairs, students read “The Story of Quinine” (Annex 7). They underlined the
words they don’t know and look up the vocabulary in the dictionary.
In pairs, the students ask to each other questions such as: What is the reading
about? What is quinine? What disease does quinine cure? Do you like the
story? What did you like the most?

Task completion

Students work on the sheet (Annex 8). Go to

“The Story of Quinine Worksheet”. Students reread the text and show their
comprehension by solving the exercises in the link. Teacher prints them or
writes them on the board according to context. In pairs, students practice the
vocabulary and sentence frames. On the board, students check their answers.

Task assessment
The students work in pairs. Based on their comprehension from the reading,
they are going to create or take one picture that represents one idea from the
text.
Then, they write a sentence that describes that main idea from the reading and

14
 share it orally with their partner. The teacher models with a student first, so
everyone understands what to do. Teacher shows a picture that represents one
idea from the reading, for example, "medicine". Then, with the help of students,
make a sentence (e.g. "Quinine is a famous medicine") and expresses it in oral
way.
Student A: mosquitoes
Mosquitoes transmit many
illnesses.
R.PA.1. Reads words by R.PA.1. decode Phonemic 40
decoding English English graphemes Awareness Pre-task minutes
graphemes and and phonemes that The goal of the lesson is introduced. The teacher shows and explains the –v
phonemes sound different in sound and words that begin with that sound through a Power Point
Spanish using Presentation. (Annex 9) Teacher models how the sound /v/ is produced
knowledge of pressing the upper lip with the lower lip. Students follow the teacher
phonemic exaggerating the sound. Then, students with the help of the teacher practice
awareness. the sound in words accompanied with pictures.

Task-rehearsal
Students listen to the teacher read the story “Violet Valley” (Annex 10). Then,
students read aloud along with the teacher. They identify the words with the–v
words by shouting them as they read them.

Task completion
The teacher displays word and picture cards on the board. Some volunteers go
to the front and match the words to their corresponding picture with the /v/
sound. The students then pronounce each word aloud.

Task assessment

15
 The students are divided into two groups. They are assigned 5 minutes to write
on the board as many words as they know with the phoneme /v/. The group
which writes more words correctly wins.

Self-assessment grid
I can recognize the most important points in a straightforward talk or
presentation.
I can talk about common diseases and
symptoms. I can recognize the /v/ sound.
I can pronounce words with the /v/ sound correctly.

Integrated Mini-Project Time

Phase: Instructions for the integrated mini project are found at the end of the unit. Teachers can either work on it every week
or leave it for weeks 5 and 6.
Reflective Teaching
What worked well What didn’t work well? How to improve

Enduring Understanding Reflection

16
Term: II Level: Fourth Unit:4 Week:2

Domain: Social-Interpersonal Scenario: Take Care Theme: Doctor, Doctor!

Enduring Understanding: When we are sick, we should visit a specialist to describe our symptoms in order to receive the right.
Essential Question: What can we do when we do not feel well?
General Competences
Responsible Citizenship ( )
Life Competences ( )
Competences for Employability ( )

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

Function Psycho-social
Grammar & Sentence Frames
 Describing actions that you can do  Another showing interest in person’s well
 Subject + to be + verb/adj/or noun to stay healthy being
 She is a doctor.
 He is/ not sick. Discourse Markers Socio-cultural
 He is healthy
Linkers: Sequential - past tense

17
Simple future tense (will) First, then, after that, finally  Using and choice of interjections (e.g.
Ouch! Yum!)
 She will exercise more.
 She will drink eight glasses of water
every day. Social Language Samples and
 She will sleep 8 hours.
Vocabulary idioms/phrases
2. Doctor, doctor!
 Tips/Recommendations -Proverbs/idioms:
 To visit the doctor, to take medicines,
to drink, to buy medicines, to listen to I feel rough.
recommendations you should.
Action verbs
 To have, to get, to feel, to rest.

Phonology
 Sh :( rash, shot, she)
Assessment Goals
Strategies & indicators Time
of learning
Pedagogical Mediation/ Didactic Sequence
(Diagnostic, formative,
summative)

18
Learner… Learner can Pre-teaching 40
Warm up:
minutes
-Teacher starts the class by watching a video. The video shows the cause
effect of bad healthy habits. Organ Story.

Activation of prior knowledge

After watching the video, the teacher shares some health problems people
could face if they have bad healthy habits. To activate students’ prior
knowledge about healthy and unhealthy habits, students do the following
matching activity.

Taken from:
https://es.liveworksheets.com/worksheets/en/English_as_a_Second_Languag
e_(ESL)/Healthy_Habits/Healthy_and_Unhealthy_Habits_fu301742ku

The teacher invites students to tell name of diseases or consequences if they

do not have good habits.
Modeling
-Teacher models pronunciation and provides examples of sentence frames to
give suggestions to someone for a healthier life. For example: someone is
overweight, and wants to be healthy, what can he she/he do?

Some actions are:

19
 -S/he will exercise more.

-S/he will drink eight glasses of water every day.

-S/he will sleep 8 hours.

Clarifying

Students make a circle, the teacher places large titles on the floor, each of the
titles with lack of information. Students must pick them up and match them
with the missing word/ words. Students complete the sentences orally.
Teacher provides feedback on responses and emphasizes correct
pronunciation.
He will drink
She will sleep
of water every day
She will exercise
eight glasses

more
8 hour
L1. Recognizes short, L1. Understand Oral Comprehension 40
clear, and simple short, clear, and Pre-task
minutes
instructions and simple instructions
explanations and explanations Teacher shares the goal of the lesson. In order to provide examples of actions
when delivered people can take to be healthy, teacher reviews actions to prevent infection from
slowly (e.g., getting COVID 19 and adapted to the context. She uses, for example, the sentence

20
a prescription and frame: I will wash my hands frequently… She shows the following chart with
some medical some healthy habits to fight coronavirus.
advice)

I will wash my hands

I will keep learning frequently
I will eat healthy from home

I will practice physical

distancing, but be
I will wear a kind
facemask if I go out. I will do exercises

Teacher asks students to point to the ones they practice as she reads them
using the form:

I will eat healthy. I will do exercises.. I will take wash my hands frequently.
Teacher clarifies vocabulary.

21
 Task-rehearsal
Students are given a copy of the above handout with pictures. They listen to
the teacher as she describes the actions s/he and he family will do.
Students circle the one they listen to.
Task completion
Students listen to a doctor explaining 10 things you can do to manage
COVID 19 at home. Go to https://www.youtube.com/watch?v=qPoptbtBjkg
Students listen to the video for the first time and identify three advices they
know
and practice.
Students listen for a second time and organize the 10 advices in order from 1 to
10.

Organize them from 1 t0 10 based on what you listen.

Wash your hands often.
Cover your coughs and sneezings.
Stay away from others in your home, use a separate bathroom.
Rest and stay hydrated.
Avoid sharing personal items.
Monitor your symptoms.
Clean all surfaces touched often.
Stay home, do not go out.
If you have a docto´s appointment call ahead to inform.

22
 If symptoms get severe, call 911.
Task asssement
Students listen to the video for the third time and check their answer with a
partner. Finally the teacher provides feedback.
Finally, the teacher tells learners to line up in front of the door to wait for their
turn to enter the doctor´s office (the classroom). In order to get into the class,
each learner must tell the teacher two things he/she will do to protect from
COVID 19.
SP.1. Presents with a SP.1. present with Spoken Production
group, topic sentence a group, a topic Pre-task
and two to three details sentence and two
related to being to three details. Teacher shares the goal of the lesson. Teacher activates prior knowledge by
healthy. showing different pictures related to tips and recommendations to have good
health. The teacher plays a video:
You should. Teacher emphasizes on the expressions shown to give advice to
someone for a healthier life style. Teacher explains the meaning with
examples. (You have the flu. You should rest, you should take a hot bath, you
should drink a lot of water, etc.)

Students watch a Prezi presentation about recommendations to reinforce

sentence structure. Teacher reads each tip aloud. Students repeat after the
teacher.
Prezi Presentation

Teacher pastes on the board the question:

What should you do to be healthy? Students select a tip or recommendation
of the ones already presented.

Task-rehearsal

23
 Students receive a medical appointment worksheet. In pairs student fill out
the chart. In order to fill it out; students use the sequential order expressions.
First, Then , Finally

Doctor´s Appointment

Patient´s name:

Patient Doctor
I have the flu. What is matter with you?
What should I do to be healthy? First

You should:

Then

I recommend you to:

Finally

You should:
Once students fill it out they practice it orally with their partner. They take roles.
One person is the doctor and the other plays the role of the patient. Then, they
switch turns.

Task completion

24
The teacher creates a real-life environment of a clinic in the classroom.
Students play the role of doctors who have to give advice to people in the
community about how to be healthy and fight coronavirus. For example:
Good morning everyone. I want to give three advices about how to be heathy
and fight coronavirus. Number one: Wash your hands frequently….

Students are expected to:

1. Say a greeting
2. Make an introduction to the topic
3. Give two or three advices
4. Say good-bye

Task assessment
Students play Hot potato with actions that you can do to stay healthy: Every
time
a student gets the “potato” he/she must say a tip or recommendation.
The teacher provides feedback or repair. Whole group assesses their
performance

25
R.PA.1. Reads words by R.PA.1. decode Phonemic Awareness 40
decoding English English graphemes minutes
graphemes and and phonemes that Pre-task
phonemes. sound different in Teacher introduces the goal for the class.
Spanish using Option 1, Teacher introduces the /sh/ diagraph sound with the following video:
knowledge of Sh video . Option 2, this link can be used interactively with a tablet or a
phonemic computer
awareness. . Sh diagraph. . Teacher models the sound for the students. Students make
the sound with the teacher and exaggerate the sound. Students listen to and
repeat a set of words with the /sh/ sound.

Task-rehearsal
Students watch the video Beginning and ending Sh.
Students work with a worksheet about sorting the words according to the
beginning or ending /sh/ diagraph.

26
 Task completion
Teacher reviews the /sh/ sounds. Then, they listen to the teacher saying the
words. Learners work in a worksheet circling the word they hear. When they
finish, students chorally say aloud the name of each picture to review the /sh/
sound.

27
 Extra material for
/Sh/ Task
assessment
Teacher hands out worksheet per group. Students in pairs continue practicing
the sound /sh/ in the words bellow. Then match the words with the pictures.
Students participate in self-assessment and peer assessment.

28
 Self-assessment grid
I can recognizes short, clear, and simple instructions and explanations.
I can give a short presentation including two to three details related about being
healthy.
I can make the sound /sh/ correctly.
I can pronounce the words correctly.
Integrated Mini-Project Time

Phase: Instructions for the integrated mini project are found at the end of the unit. Teachers can either work on it every week
or leave it for weeks 5 and 6.
Reflective Teaching
What worked well What didn’t work well How to improve

Enduring Understanding Reflection

29
Term: II Level: Fourth Unit: 4 Week:3

Domain: Social-Interpersonal Scenario: Take Care Theme: Pharmacy: Injections, Pills

Enduring Understanding: When we are sick, we should visit a specialist to describe our symptoms in order to receive the right
treatment
Essential Question: What can we do when we do not feel well?
General Competences
Responsible Citizenship ( )
Life Competences ( )
Competences for Employability ( )

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

Grammar & Sentence Frames Function Psycho-social

Personal Pronoun “it” Giving Advice  Using all tools at hand including
It is terrible Discourse Markers technology for promoting healthy
It is a disease Linkers: Sequential-past tense lifestyles
It is at 4:00 pm. First, then, after that, finally Socio-cultural
Simple Past  Using of please and thank
I broke my arm. you appropriately
I fainted and fell. Idioms/phrases

30
 I got the flu. I am in pain.
Review Sequence Proverbs / Idioms:
First, then, and  I am alive and kicking (to continue
finally . to be well, healthy or successful)
Vocabulary
5. Pharmacy: Injections, pills, and
creams... Oh, my!
- Pharmacist, pain, prescription, cold,
reliever, tablets, ointment, creams, vitamins,
injections.
Imperative form of verbs
Take it with food or milk.
Take one tablet every eight hours.
Phonology
U: (flu, school, June, Rule)
Assessment Goals
Strategies & Time
indicators of learning Pedagogical Mediation/ Didactic Sequence

(Diagnostic, formative,
summative)
Learner… Learner can All materials for this week can be downloaded at:
https://tinyurl.com/t7ddgjd
40
Pre-teaching minutes
Warm Up
Teacher plays the video “Doctor’s Office” (Annex 1) and poses the questions:
 What is the boy’s problem?
 Where is the boy?

31
 (these questions can be written on the board or in a poster for better
understanding).

Activation of Prior Knowledge

On the board, the teacher writes “health problems” and asks students to
provide some examples. S/he can either write the examples or ask students to
come to the board to write them.
Modeling
The teacher shows a Prezi presentation (Or Download Annex 2) where some
of the phrases from the video – and pictures – are highlighted.
 I don’t feel well.
 I have a headache.
 I want to go to bed.
 My temperature’s high.
 I’m dizzy.
Using TPR, the teacher reads the words and students have to act them out.
Then, the teacher acts out one disease or symptom and students tell the
phrase.

Clarifying
Teacher plays the game, charades, with students. One of them comes to the
front and takes a paper from a bag, reads the phrase and acts it out. The other
students must guess.
SI.1. States single SI.1. State single Spoken Interaction 40
directions, advice / directions, advice / Pre-task minutes
commands commands using Using the board or a poster, the teacher introduces the goal of the lesson.
words and
phrases. Students are presented with a video about how to should and shouldn’t (Annex
3) to give advice to other people.
Using Flashcards (Annex 4) the teacher reviews the main phrases and asks
students to repeat after him/her. Teacher can play a game in which he covers

32
 the flashcard and starts uncovering little by little and students must guess the
recommendation contained in the flashcard.
Task-rehearsal
Students are provided with a memory game (Annex 5) about expressions we
tend to use in order to give advice. E.g. (you should go to the dentist; you
shouldn’t eat candy). They play in small groups (4 or 5 people) and they need
to match the suggestion to the correct picture.
Task completion
Students are given a picture representing suggestions (Annex 6). They paste it
in their chest. They walk around looking at their classmates’ pictures and
asking each other “What should I do?”. They need to answer based on their
classmate’s picture.
Task assessment
Teacher gives students different pictures that represent suggestions (same as
in task completion). T asks one student to come to the front and give an
advice; the students that have such advice stand up. The process is repeated
with four or five students.
R.PA.1. Reads words by R.PA.1 Decode Phonemic Awareness 40
decoding English English graphemes minutes
Graphemes and and phonemes that Pre-task
phonemes. sound different The teacher shares the goal of the lesson.
Spanish using Teacher posts or writes the following combination of letters on the board: -ew, -
u, -oo, -ue, -oe
knowledge of
Teacher asks students to repeat the sound of these letters (U:). Then, the
phonemic
teacher writes words with those spelling patterns (screw, flu, school, blue, shoe)
awareness.

33
 Task-rehearsal
The teacher provides students with a worksheet (Annex 7) in which they blend
letters to form words they find in a word search. Then, they match the words
with the correct picture.
Ss watch the video on long U: sound (Annex 8) to learn more words and
spelling patterns.
Task completion
Students get in small groups (5 or 6 people) and they are given a die with
different combinations of letters on the different sides. They roll the die and
have to say a word that has the same letters pronounced as /U:/
Task assessment
Students are given a worksheet (Annex 9) and individually they must complete
the word with the corresponding spelling for the sound /U:/
Students are encouraged to share with the whole class and teacher corrects as
needed.

SI.2. Provides and SI. 2. provides and Spoken Interaction 40

accepts advice accepts advice. minutes
Pre-task
The teacher shares the goal of the lesson.
The teacher projects the video about giving advice health problems (Annex 10)
and emphasizes on the expression “What’s the matter?”.
Students listen for a second time and the teacher asks them to pay attention to
the doctor’s suggestions. T writes some on the board with the help of the
students.
Task-rehearsal

34
 Using the phrases that are written on the board, the teacher calls some
volunteer students. They choose a card with a picture representing a health
problem (Annex 11) and tell their classmates the problem they got. The whole
class provides a suggestion from the ones on the board and the student posts
the card next to the correct suggestion.
Task completion
The teacher divides the class in two groups: doctors and patients. He gives
a card with a picture representing a health problem to the patients (Annex
11), these students look for a doctor and have a conversation like the
following:
Doctor: What’s the matter?
Patient: I have a ….
Doctor: You should / Shouldn’t …
Patient: Thank you Doctor.
This process is repeated with 3 students. Then, they swap roles.
Task assessment
Students play rock paper scissors. The winner says a problem and the other
students offers a piece of advice. They play with 4 or 5 different classmates.
W.1. Prepares simple W.1. Prepare Writing 40
reminders or notes for simple reminders Pre-task minutes
personal use. or notes for T shares the goal of the lesson.
personal use (e.g., T provides Ss a newspaper article where someone asks for advice and there is
diary, journal, a response from the reporter. As a group, they need to complete the response
homework book) with should or shouldn’t (Annex 12).

35
 Task-rehearsal
In pairs or small groups, they answer some questions regarding a problem and
a solution that are presented in the worksheet (Annex 12).
Task completion
Ss are given a worksheet simulating a newspaper page. There is someone
asking for advice and students need to write short responses giving
recommendations based on a model or examples of notes provided by the
teacher. (Annex 13).
Task assessment
The teacher spins a wheel digital wheel (if internet is not available, Teachers
can use cards) and reads the situation to the class. Students come up with a
suggestion and the rest of the class shows thumbs up or down to signal
agreement or disagreement.
Self-assessment grid
I can make the sound /u/ correctly.
I can pronounce the words correctly.
I can give advice / commands to someone
sick. I can accept advice.
I can write short notes for giving advice.

36
 Integrated Mini-Project Time

Phase: Instructions for the integrated mini project are found at the end of the unit. Teachers can either work on it every week
or leave it for weeks 5 and 6.
Reflective Teaching
What worked well What didn’t work well How to improve

Enduring Understanding Reflection

37
Term: II Level: Fourth Unit: 4 Week:4

Domain: Social-Interpersonal Scenario: Take Care Theme: I Went to the Doctor Yesterday

Enduring Understanding: When we are sick, we should visit a specialist to describe our symptoms in order to receive the right
Essential Question: What can we do when we do not feel well?
General Competences
Responsible Citizenship ( )
Life Competences ( )
Competences for Employability ( )

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

Grammar & Sentence Frames Function Psycho-social

Past Progressive Retelling/relating past events Socio-cultural
 Yesterday, it was raining and I got wet. Discourse Markers
 I was walking when I fell
down. Simple Past
Linkers: Sequential - past tense
 I broke my arm.
First, then, after that, finally
 I fainted and fell down.
 I got the flu.

38
 Vocabulary
Review Sequence
 First, then, and finally
Phonology
 Z :(sneeze, nose, examine)
Assessment Goals
Strategies &
indicators of learning Pedagogical Mediation/ Didactic Sequence
Time

(Diagnostic, formative,
summative)
Learner… Learner can All materials for this week can be downloaded at: 40
https://tinyurl.com/uq7e2vx
minutes
Pre-teaching
Warm up
The teacher rolls the die (Annex 1)

39
Students say the sentence where the dice fell.

Activation of the Prior Knowledge

The teacher asks students what they remembered from the warm-up. The
teacher writes their contributions on the board

Modeling
The teacher chooses some ideas from the reading.
I broke my arm.
I got the flu.
I went to the doctor yesterday.
He took my temperature.
He listened to my heart.
He examined my eyes and throat.

Using TPR, the teacher reads the sentences and the Ss have to act them.

40
 Clarifying
The teacher pastes pictures on the board (Annex 2) and asks students to show
thumbs up if they know the words or thumbs down if they don’t know the words.
Teacher provides feedback.

41
R.2. Recognizes much R.2. understand Reading 40
of what is written in much of what is Pre-task
minutes
short simple texts by written in short, The teacher introduces the goal of the lesson and writes the goal on the board.
identifying main points. simple texts on Teacher pastes pictures in one side of the board and some sentences in the
subjects with which other side of the board. Teacher reads the sentences, the Ss who knows which
they are familiar one is the correct picture will raise his/her hand and will go to the board and
and/or in which match the sentence with the picture.
they are interested.
Task-rehearsal

Teacher writes or pastes incomplete sentences on the board without a verb.

Teacher reads the sentences and asks ss to help her to find the correct word.

42
Example:
I my arm.
I the flu.
I the doctor
yesterday. He
my temperature. He
my heart.
He my eyes and throat.

With the participation of all learners, teacher completes each of the sentences
with the correct verb with a color marker. Students along with the teacher read
again the sentence completed.
I broke my arm.
I got the flu.
I went to the doctor yesterday
He took my temperature
He listened to my heart
He examined my eyes and throat

Task completion
Students receive the text and an envelope with some pictures (Annex 3).
Students work in groups of 4 or 5 and read the following text.

43
Students have to order the pictures in a sequence according to the information
in the text using the frequency words: first, then, after that, finally. When they
finish, they just raise their hands and the teacher checks their responses and
provides feedback.

44
 Task assessment
Students work in pairs. They make at least two questions about the text. They
walk around and ask questions to their classmates.

45
R.PA.1. Reads words by R.PA.1. decode Phonemic Awareness 40
decoding English English graphemes minutes
graphemes and and phonemes that Pre-task
phonemes. sound different in The teacher introduces the goal of the lesson.
Spanish using Teacher asks students to repeat the sound of the following words. (sneeze,
knowledge of nose, examine)
phonemic Ss watch the following video
awareness. https://www.youtube.com/watch?v=IlfvVDyMAJg&feature=youtu.be

Task-rehearsal
Students work with a worksheet (Annex 4) about sorting the words according
to the middle or ending sound of /z/.

Task completion
Teacher reviews the sound /z/ Gives a worksheet to ss, they need to listen to
the teacher and circle the word they hear. Then they will read the words.

46
 Task assessment

Ss work in groups. Teacher gives some bottle caps to each group with some
letters on it. Then the T says a word and each group forms the word, the group
that finishes first ss raise their hands and the teacher will check the word. If
they make the word correctly that group get a point.

47
W.2. Copies dates and W.2. copy dates Writing 40
facts from short, simple and facts from
minutes
text. short, simple text. Pre-task
Teacher writes the goal of the lesson on the board. The teacher rolls the die
(questions) (Annex 5) and reads the questions. Students call out the
questions.

Task-rehearsal
Students receive a worksheet with questions and check some questions words
(Annex 6)
They will answer them

48
 Task completion
Teacher reviews and writes some questions on the board. Students receive a
text (Annex 3)
Students work in pairs, read the text and answer the questions (Annex 7)

Task assessment
Students receive a question or an answer, then they play a mingle activity, they
will walk around the classroom, until they will find their partner. Use the same
questions (Annex 7)

49
 Self-assessment grid
I can make the sound /z/ correctly.
I can pronounce the words correctly.
I can identify main points in a reading.
I can copy dates and facts from short, simple text by answering simple
questions

Integrated Mini-Project Time

 The teacher gives a copy of the mini project wheel to each student (Mini Project Annex)
 Templates can be downloaded at https://tinyurl.com/sfhfuu7
 Students cut out both wheels and cut the gray sections of the “Take Care” wheel out. 80 min
 In the blank wheel students write ailments or health problems in the edges and recommendations on the opposite
triangles (see example).

50
 Make a whole in the middle of both wheels and attach both circles using a metal brad.
 Have students play with the wheel and practice giving suggestions for different health problems.

Reflective Teaching
What worked well What didn’t work well How to improve

Enduring Understanding Reflection

51
 Créditos

Dirección de Desarrollo Curricular

Anabelle Venegas Fernández, Jefatura Departamento de Primero y Segundo Ciclos

Elaboración:
Ana Isabel Campos Centeno
Yaudy Ramírez Vásquez,
Asesoras Nacionales de Inglés, Departamento de Primero y Segundo Ciclos

Ezequiel Rojas Gutiérrez,

Asesor regional de inglés, Dirección Regional de Educación de San José Central

Equipo de docentes colaboradores, Dirección Regional de San José Central

Jonathan Elizondo Mejías,

Emilia Méndez Aguilar,
Cindy Morera Castañeda,
Adriana Piedra Hernández

52
 Level 4th Unit 5
Scope and Sequence
Scenario: What a Disaster!
Enduring Understanding Natural disasters sometimes occur. Most of the time we are safe but we can be safer if we make a plan and follow
it if one occurs.
Essential Question What can we do if a disaster happens?

Assessment and Goals

Week 1 Week 2 Week 3 Week 4 Week 5

Theme Theme Theme Theme

1. Was that an 2. It was Raining Cats and 3. Calling 911 4. Getting Ready for a
Earthquake? Dogs Natural Disaster
Assessment: Assessment: Assessment: Assessment: Assessment
R.2. Reads with fluency
L.1. Recognizes basic and accuracy. R.1. Recognizes short Instruments for
L.2. Recognizes others’ phrases that denote position text messages as well Process/Product
expression of feelings. and can understand simple R.PA.1 Produces and as short greetings.
instructions including reads English sounds /-
R.PA.1 Produces and reads ed/ /-ing/
English sounds /-ed/ /-ing/ directions.
/ s/ / θ/ R.PA.1 Produces and
/ s/ / θ/ reads English sounds /-
R.PA.1 Produces and reads
SI.1. Asks others simple ed/ /-ing/
English sounds /-ed/ /-ing/
SI.3. Expresses common questions concerning / s/ / θ/ Week 6
/ s/ / θ/
feelings during an event. personal opinions or
SI.2. Asks how to express their interests. SP.2. States single step Suggested Integrated Mini
something in another directions/ commands project
language. using words and
phrases in  Mini book
W.1. Composes short
SP.1. Talks about a familiar conversations,
sentences expressing
topic in a short presentation. dialogues or oral
needs and preferences.
presentations.
Goals: Goals: Goals: W.2. Composes short
R.2. read with fluency messages like
L.2. understand others’ L.1. recognize basic phrases and accuracy instructions, signs and
expression of feelings (e.g., that denote position (under,
whether they are indicating over, beside) and can warnings.
they are happy/scared, understand simple R.PA.1 produce English
relaxed, and well/ill). instructions including sounds /ed/ /-ing/ /s / /θ/
directions (e.g., on the with verbal modeling Goals:
R.PA.1 produce English second floor, near the
and visual cues. R.1. recognize short
sounds /ed/ /-ing/ /s / /θ/ window, after the next
text messages as well
with
person). as short greetings (e.g.,
verbal modeling and visual SI.1. ask others simple “make a plan”, “build
cues. questions concerning
R.PA.1 produce English
their homes R.PA.1 produce English
sounds /ed/ /-ing/ /s / /θ/ (village/town) or
sounds /ed/ /-ing/ /s / /θ/
with
SI.3. express common verbal modeling and visual personal with verbal modeling
information
feelings cues. (e.g., what is your and visual cues.
name? Where do you
SP.1. talk about a familiar live?). SP.2. state single step
topic in a short presentation, directions/ commands
prepared in advance. using words and
W.1. compose short
phrases.
SI.2. ask how to express sentences expressing
something in another wants and needs. W.2. compose short
language. messages like
instructions, signs and
warnings.

Function Function Function Function

 Describing natural  Describing past events  Asking for help  Giving and following
disasters and feelings safety procedures
 Discourse Markers Discourse Markers Discourse Markers Discourse Markers

Linkers: Sequential - past Linkers: Sequential - past Linkers: Sequential - Linkers: Sequential -
tense tense past tense past tense

First, then, after that, finally First, then, after that, finally First, then, after that, First, then, after that,
finally finally
Grammar & Sentence Grammar &Sentence Grammar & Sentence Grammar & Sentence
Frames Frames Frames Frames

Simple present Simple past Modals: should/ can

 I am afraid/scared of  Last night, there was Imperative form of  You should stay
/earthquakes/ an earthquake. verbs calm.
tornados and volcanic  We woke up.  You should not run.
eruptions.  Yesterday, it rained  Stay calm  You can listen to the
 We have an emergency heavily and my  Call the 911 news.
plan at home/school. house was flooded. 
 We have canned food,
bottled water, a first aid Wh-question in simple past
kit and a flashlight.
 What happened during
Wh- questions the flood/earthquake?
 What did you do?
 Which natural
disaster worries you
the most?
 Which disasters are
common in your
local area?
 What are some
ways to prepare for
natural disasters?
 Phonemic Awareness Phonemic Awareness Phonemic Awareness Phonemic Awareness

Identifying base words Identifying base words Practicing: s / θ Practicing: s / θ

(walk, clean, dress) that (walk, clean, dress) that
have been modified by have been modified by sum / thumb sum / thumb
inflectional endings (e.g., - inflectional endings (e.g., - sank / thank sank / thank
ing; -ed) through an oral or ing; -ed) through an oral or sink / think sink / think
written cloze. written cloze. saw / thaw saw / thaw
sin-thin sin-thin
 Plan- planning/ planned  Plan- planning/ planned
 Communicate  Communicate
/communicating/commu /communicating/commu
nicated nicated
 Listen-  Listen- listening/listened
listening/listened
Vocabulary Vocabulary Vocabulary Vocabulary

1. Was that an earthquake? 2. It was raining cats and 3. Calling 911 4. Getting ready for a
dogs natural disaster
Emergencies and natural Useful phrases
disasters Floods People:
 911, May I help you?
 Car accident  rain  I have an  Rescue Team
 Earthquake  thunder storm emergency.  Survivors
 Volcanic eruption  There was an
 Hurricane earthquake in Emergency Kit items for
 Drought Effects of Floods Nicoya. 3 days:
 I am calling 911 to
 Water entered into the report it.  water
Earthquakes houses/cars  battery powered
 Furniture and appliances radio
 Ground moving> damaged Personal information
 non-perishable food
  Classes cancelled.  blankets
 Floor rippling  Name, Age  First Aid box
 Circular motion  Place, Time
 Objects falling  People injured Have an evacuation
plan

Feelings:  Watch the weather.

 Pay attention to
 Scared warnings.
 Calm/relaxed  Follow instructions.
 Pick a meeting
place.

Build an emergency kit.

 Bring pets inside

 Listen to weather
reports and updates
for advice and
instructions.
 Only return home
once you are told it is
safe.
Psycho-social Psycho-social Psycho-social Psycho-social

 Taking personal and  Showing willingness  Working  Working

social responsibility for to follow instructions cooperatively cooperatively
preventing and with others with others
reacting in an Sociocultural
emergency situation  Sharing Sociocultural Sociocultural
experiences and  Use of conventions  Use of conventions
Sociocultural concerns for turn-taking for turn-taking

 Showing interest in a Idioms/phrases Idioms/phrases

person’s well being Idioms/phrases
 – The calm before the – It is better to be safe – It is better to be safe
Idioms/phrases storm. than sorry. than sorry.

– Creating a storm in a
teacup
Term: I Level: Fourth Grade Unit: 5 Week: 1

Domain: Socio-interpersonal Scenario: What a Disaster!

Theme: Was that an Earthquake?
Enduring Understanding: Natural disasters sometimes occur. Most of the time we are safe but we can be safer if we make a plan and follow it if
one occurs.

Essential Question: What can we do if a disaster happens?

General Competences
Responsible Citizenship ( )
Life Competences ( )
Competences for Employability ( )

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

Grammar & Sentence Frames Function Psycho-social

Simple present -Describing natural disasters and feelings

 Taking personal and social responsibility for
 I am afraid/scared of /earthquakes/ Discourse Markers preventing and reacting in an emergency
Tornados and volcanic eruptions. situation
 We have an emergency plan at Linkers: Sequential - past tense
home/school.
 We have canned food, bottled water, a first First, then, after that, finally Socio-cultural
aid kit and a flashlight.
 Showing interest in a person’s well being
Wh- questions
  Which natural disaster worries you the
most?
 Which disasters are common in your idioms/ phrases
local area?
 What are some ways to prepare for – Creating a storm in a teacup
natural disasters?

Phonemic Awareness

Vocabulary

1. Was that an earthquake?

Emergencies and natural disasters

 Car accident
 Earthquake
 Volcanic eruption
 Hurricane
 Drought

Earthquakes

 Ground moving
 Floor rippling
 Circular motion
 Objects falling

Feelings:

 Scared
 Calm/relaxed
Assessment Strategies
& Evidences of learning Goals Pedagogical Mediation/ Didactic Sequence Time

(Diagnostic, formative,
summative)
Learner… Learner can Pre-teaching 40
Warm up:
minutes
The teacher shows a video https://youtu.be/uh4dTLJ9q9o and sings the song with the
class, and then ask them what they think it is going to be the new topic about and
brainstorming some ideas.

Activation of prior Knowledge

The teacher places different natural disasters pictures without their name on the board
and asks students, “what do you think is this picture about? Students volunteer to
answer by raising their hands. The teacher listens their answers and tell them to wait
to watch a video to know if they are correct or not.

The teacher presents the video https://youtu.be/_smJ13x90oM to learn about different

natural disasters images with their corresponding name.

Some Natural Disasters Definitions

Earthquake is a sudden strong shaking of the ground.

Hurricane is a storm with very strong winds.

Drought is a long time when there is not enough rain.

Lightning is a sudden bright light in the sky when there is a storm.

Explosion is a bursting suddenly with a very loud noise.

Tornado: a violent destructive whirling wind accompanied by a funnel-shaped cloud

that progress in a narrow path over the land.

After watching the video, students listen to sentences provided by the teacher about
natural disasters and regular landscapes and students will express to his/her partner
their how they feel about it. Example:

Teacher (shows an earthquake pic), Student A: I feel scared when there is a

quake Teacher (shows a drought pic), Student A: I feel sad when there is a

drought

Calm/relaxed

Find more flashcard here URL: https://stellaelm.net/

 Modeling

The teacher will show to the students a set of pictures about different feelings,
students will listen to the pronunciation.

The teacher will show to the students a set of pictures about the natural disasters,
students will listen to the pronunciation.

The teacher will mention expression related with feelings and natural disasters using
the pictures to represent the meaning of the expressions.

Examples:

1. Mario feels calm after the earthquake.

2. Karla feels scare because of the thunders.

Clarifying

Teacher mentioning expressions related to feelings and natural disasters.

1. Mario feels calm after the earthquake.

2. Karla feels scare because of the thunders.

The students will select the pictures mentioned by the teacher.

L.2. Recognizes others’ L.2. understand 40

expression of feelings. others’ expression of Pre-task
minutes
feelings (e.g.,
whether they are - The teacher introduces the topic of the lesson
indicating they are - The teacher reviews the vocabulary about feelings and natural disasters.
happy/scared,
relaxed, and well/ill).
Task rehearsal

Students will listen to the teacher mentioning expressions related to feelings and
natural disasters.

1. Mario feels calm after the earthquake.

2. Karla feels scare because of the thunders.
 The students will select the pictures that represent the expression mentioned by the
teacher.

Task completion

By listening to the teacher reading 3 different short stories about someone telling his or
hers experience during a natural disaster, the students will identify the way those
people felt during the situation and the type of natural disaster mentioned using the
following chart.

Story #1 Name Felling Natural disaster

Story #2 Name Felling Natural disaster

Story #3 Name Felling Natural disaster

Task assessment
The students received a set of cards with feelings and natural disasters and they
match them as they are heard. Then, the whole group assesses themselves.
 Indicators Not In progress achieved
achieved
I can identify the way people feel
during and after a natural disaster
by listening to them.
SI.3. Expresses common SI.3. express Pre-task 40
feelings during an event. common feelings minutes
about natural – The teacher introduces the goal of the lesson and reviews sentences frames
disasters. related with natural disasters and expressing feelings using videos and
flashcards.
– Teacher reviews feelings using the video https://youtu.be/o5jZIswSfSE to
review feelings. Teacher reinforces the words, happy, scared, relaxed well and
ill, using flashcards.

Teacher emphasizes the importance of controlling emotions and feelings during a

natural disaster.

Task-rehearsal

Teacher reviews feelings using the video https://youtu.be/o5jZIswSfSE to review

feelings. Teacher reinforces the words, happy, scared, relaxed well and ill, using
flashcards.

After watching the video, the teacher asks the students:

1. How do you feel during an earthquake?

2. How do you feel during a thunderstorm?
3. How would you feel if there is a fire here in the school?
4. How would you feel if there is a flood in your neighborhood?

Task completion
Using the questions from the previous activity the students will interview each other,
the teacher will divide the class in two groups (Students A / Students B)

Students A questions:
 1. How do you feel during an earthquake?
2. How do you feel during a thunderstorm?
3. How would you feel if there is a fire here in the school?
4. How would you feel if there is a flood in your neighborhood?

Students B possible responses:

1. During a I feel very

2. I always feel very during a

Students A make the question: how do you feel during an earthquake? And student’s
B give a response following the structure below. Once they finish they change roles.

Task assessment

Students select 2 natural disasters they have experienced and they feeling they
experienced. After they are paired up and share it with a partner. Finally, the whole
group assesses themselves
Indicators No achieved In progress Achieved
I can express common
feelings about natural
disasters.

R.PA.1 Produces and R.PA.1 produce Phonemic Awareness 40

reads English sounds /-ed/ English sounds /ed/
Pre-task minutes
/-ing/ /-ing/ /s / /θ/ with
/ s/ / θ/ The teacher shares the goal of the lesson.
verbal modeling and
visual cues. The teacher reviews some action verbs to start the topic.

The teacher shows the following image to introduce the topic

 First, learners are asked to watch the video https://youtu.be/jxl28KQOHy4 to explain
the use of -ed ending. After watching it, the video learners are asked what word they
remember from the video.

Then, the teacher explains learners that there are different words ending and shows
the class the following video https://youtu.be/J1UwR97CUYY

After that, learners watch the video below and the teacher gives then a brief
explanation and some more examples of the use of -ed and -ing as adjective.
https://youtu.be/gVudS5jlZFY,

Finally, the teacher explains the difference between different ending words and
emphasis that the -ed ending is used to create the past tense for regular verbs; and the
–ing ending is used to create present continuous and both are also used to created
adjectives.

Task-rehearsal
The teacher sticks some verbs in simple form on the board. Students takes turns in
pairs to go to the front and blend, -ed or -ing ending to each verb to practice the new
words.

Task completion
Learners individually, complete de worksheet below adding -ed or -ing to complete the
sentence about adjectives.

https://www.kids-pages.com/folders/worksheets/Adjectives/page1.htm

Task Assessment
The teacher places some flashcards without words all over the classroom. Learners listen to
the teacher and point at the picture the teacher describes; depending of the ending if it is with
-ed or -ing.
 Post task
The teacher gives the worksheet and explains the activity with an example.
In pairs, students roll a dice, look at the clue and complete the verb row.
 Integrated Mini-Project Time

- Planning creating collaboratively a classroom mini book describing each natural disaster and their corresponding definition using
recycled materials, cardboard or technology for reporting to small groups or whole class.
- Another idea is creating a poster or power point presentation about one specific natural disaster.
- Rehearsing and briefly describing the personal pages in the mini book to the class.
- Participating in individual assessment.
 Reflective Teaching

What worked well What didn’t work well How to improve

Enduring Understanding Reflection

BONUS TRACK

At the end of the week, the T guides their progress in the check list
below

I can…
Not achieved In progress achieved

Recognize the most important information in a talk about

natural disasters.

Expresses common feelings during an event.

Produces and reads English sounds /-ed/ and /ing/ endings.

 Term: I Level: Fourth Grade Unit: 5 Week:2

Theme:
Domain: Socio-interpersonal Scenario: What a Disaster!
It was Raining Cats and Dogs
Enduring Understanding: Natural disasters sometimes occur. Most of the time we are safe but we can be safer if we make a plan and follow it if one
occurs.
Essential Question: What can we do if a disaster happens?
General Competences
Responsible Citizenship ( )
Life Competences ( )
Competences for Employability ( )

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

Grammar & Sentence Frames Function Psycho-social
Simple past Describing past events  Showing willingness to follow instructions.
 Last night, there was an earthquake.
 We woke up. Socio-cultural
 Yesterday, it rained heavily and my house was  Sharing experiences and concerns.
flooded.
Wh-question in simple past idioms/ phrases
 What happened during the flood/earthquake?
 What did you do? Discourse Markers The calm before the storm.
Phonemic Awareness Linkers: Sequential - past tense
Identifying base words (walk, clean, dress) that have been First, then, after that, finally
modified by inflectional endings (e.g., -ing; -ed) through an
oral or written cloze.

 Plan- planning/ planned

 Communicate /communicating/communicated
 Listen- listening/listened
Vocabulary
It was raining cats and dogs
Floods:rain -thunder storm
Effects of Floods

21
 Water entered into the houses/cars-Furniture and
appliances damaged
 Classes cancelled.
Assessment Strategies
& Evidences of learning Goals Pedagogical Mediation/ Didactic Sequence Time
(Diagnostic, formative,
summative)
Learner… Learner can Pre-teaching 40
minutes
(Teacher pastes/writes the scenario, goal and the essential question on the board)

Warm Up:

- Students play a game to reinforce vocabulary studied. Teacher write on the board
“Natural disasters” and have students write as many natural disasters as they know
in English. The student who writes more words is the winner.

Activation of prior knowledge:

-Teacher has learners to watch a video about “How to prepare for a flood”
https://youtu.be/43M5mZuzHF8

 Teacher shows gestures of basic phrases that denote position (under, over,
beside) and simple instructions including directions (e.g., on the second floor, near
the window, after the next person, stay calm, follow the emergency plan in case of
a natural disaster.

 (e.g., teacher says: under the table and students do the mimic).

Modeling
 Teacher displays pictures or images about natural disasters that have happened in
Costa Rica, (annex 1) while he/she models vocabulary and sentence frames such
as: Simple past. Last night, yesterday, 10 year ago. …
Sequential - past tense: First, then, after that, finally…

Clarifying
-Teacher models pronunciation and meanings of the new sounds-vocabulary-
sentence frames of the theme.

22
L.1. Recognizes basic L.1. Recognize basic 40
phrases that denote phrases that denote Pre-task
minutes
position and can position (under, over, -Teacher is going to use a song to introduce phrases that denote positions.
beside) and can https://youtu.be/4PZS5g4pSjY “ The preposition song”
understand simple
understand simple
instructions including instructions including Task-rehearsal
directions. directions (e.g., on - Students will listen to the teacher mentioning expressions related to directions
the second floor, in case of some natural disasters.
near the window,
after the next 1. Cover your head and neck
person). 2. Use the stairs.
3. Get under desk
4. Stay on the second floor
5. Make a line
6. Don’t stand near the window
7. Stay calm
8. Get the fire extinguisher

-The students will recognize the pictures that represent simple instructions mentioned
by the teacher, writing the number of the phrase into the parenthesis.

( )
( ) ( ) ( )

( ) ( ) ( ) ( )

23
 Task completion
-By listening to the teacher reading 3 different directions during a natural disaster from
the previous activity, the students will recognize simple instructions during the situation
mentioned using and completing the following chart.

Natural disaster First Then Finally

#1 During a flood

#2 During an
earthquake

#3 During a fire

Task assessment
- For feedback, the teacher places pictures of directions on the floor or gives small
pictures of directions to the children. Teachers pastes the picture of a child on the
board and says, I am going to give instructions to Tim/Laura about what should she/he
do in case of a disaster, show your picture as you hear the instruction that corresponds
to your picture. Then, the whole group assesses themselves

24
 Indicator Achieved Not In progress
achieved

I can recognize basic phrases

that denote position and
understand simple instructions
including directions.

R.PA.1 Produces and R.PA.1 Produce Phonemic Awareness 40

reads English sounds /-ed/ English sounds /ed/
minutes
/-ing/ / s/ / θ/ /-ing/ /s / /θ/ with Pre-task
verbal modeling and - The teacher shares the goal of the lesson.
- Teacher has learners to watch a video about the sounds (/ed/ /-ing/ /s / /θ/
visual cues.
https://youtu.be/jxl28KQOHy4 https://youtu.be/nipQ0bNcpBg
https://youtu.be/SbarejDZmcI
- Teacher can use a power point presentation to reinforce the sounds presented on
the video.
-
Task-rehearsal
- Students work with a worksheet writing the correct word according to the ending.

Task completion
-Teacher writes some words on the board. Then, the students listen to the teacher
saying the words. Learners write the letter that is missing according to what they hear.
When they finish, students chorally say aloud the word to review the ending sounds.

Task assessment

25
 Students work in a worksheet. The students have to complete the sentence by adding
the correct ending to the verb. Then, the whole group assesses themselves

Indicator Not achieved In progress Achieved

I can produce
English sounds /ed/
/-ing/ /s / /θ/ with
verbal modeling and
visual cues.

SP.1. Talks about a SP.1. Talk about a 40

familiar topic in a short familiar topic in a Pre-task minutes
presentation. short presentation, – The teacher introduces the goal of the lesson and reviews sentences frames
prepared in related to Simple past and Wh-question in simple past.
advance. – Teacher reinforces the sentences and questions, using flashcards (annex#1).
 What happened during the flood/earthquake? What did you do?
- What happened during the flood/earthquake?

We woke up, ground moved, furniture and appliances damaged, classes cancelled

 Floor rippled
 Objects felt down
- My house was flooded
- There was a violent storm with a strong wind and lot of rain
- There was a violent shaking of the earth surface
- Hot lava and ashes came out of the volcano

26
 What did you do? I prepared an emergency plan, I had a flashlight, canned food,
a battery-powered radio, a bottled water, we had a first aid kit, I was scare.
-Teacher models pronunciation and meanings of the new sounds-vocabulary-
sentence frames of the theme.
 To do so, the teacher uses images, pictures or a power point presentation.

Task-rehearsal

- Organize students in pairs and ask them to predict the effects for the following
disasters, then have them to compare their prediction in a chart report. At the end
of the activity, they have to present it in oral form to the rest of the class.

Natural Desastre What happened What did you do?

during the
flood/earthquake?

1. Flood

2. Earthquake

3. Hurricane

4. Landscape

5. Volcanic eruption

6. Avalanche

Task completion
 Learners prepare a short oral presentation to the class where they describe a
natural disaster using past tense. Teacher encourages learners to bring
magazines, newspapers, photos or pictures related to natural disasters before the
presentation and use the information from the previous activity. Learners will talk
about the natural disasters and their effects using past tenses.

Task assessment
Students answer questions about disasters based on their presentations.
Wh-question in simple past
What happened during the flood/earthquake?
What did you do?

27
 Then, the whole group assesses themselves
Indicator Not achieved In progress Achieved

I can talk about a familiar

topic in a short presentation,
prepared in advance

SI.2. Asks how to express SI.2. Ask how to Pre-task 40

something in another express something -Teacher introduces the goal of the lesson.
minutes
language. in another language. - Teacher activates prior knowledge by showing different pictures related to natural
disasters.
-Teacher writes on the board the question:
What happened during the flood/earthquake?
What did you do? along with the pictures previously showed. Students select a natural
disaster and pick it from the board. Teacher highlights the next sentence structures:
Last night, there was an earthquake.
We woke up.
Yesterday, it rained heavily and my house was flooded.

Task-rehearsal
-In pairs students receive flashcards with different natural disasters.
-Teacher explains to the students that one will be in charge of the flashcards and ask
questions and the other will be the one who identifies the natural disaster and answer.
“What happened during the flood/earthquake?
 Water entered into the houses/cars
 Furniture and appliances damaged
- Classes cancelled.
What did you do? I was scared.
-Students can switch roles.

Task completion
Students participate in a role play describing a natural disaster occurred in the past.
-Students use the question What did you do? the other student can answer: I was
scared.
“What happened during the flood/earthquake?
 Water entered into the houses/cars
 Furniture and appliances damaged
- Classes cancelled.
-At the end of the activity the students present their works in from of the class.

28
 Task assessment
Bring music and a ball to class. Put names of disasters in a bag. Sit students in a
circle. Play the music and have students throw the ball to each other. Stop the music
and the student who has the ball will explain the deserter effects from the box. Then,
the whole group assesses themselves

Indicator Achieved Not achieved In progress

I can ask how to express

something in another
language.

Integrated Mini-Project Time

Phase:

Reflective Teaching
What worked well What didn’t work well How to improve
Enduring Understanding Reflection

BONUS TRACK

At the end of the week, the T guides their progress in the check list
below
I can… Achieved Not achieved In progress
Recognize basic phrases that denote position (under, over, beside) and can
understand simple instructions including directions (e.g., on the second floor,
near the window, after the next person).

Produce English sounds /ed/ /-ing/ /s / /θ/ with verbal modeling and visual cues.

Talk about a familiar topic in a short presentation, prepared in advance.

Ask how to express something in another language

29
ANNEX 1 NATE HURACANE-October 4th 2017

CINCHONA -January 8th 2019

FLOODS IN COSTA RICA

VOLCANIC ERUPTION IN COSTA RICA

ARENAL VOLCANO -JULY 29TH ,1968 IRAZÚ VOLCANO –MARCH 12TH ,1963

30
Term: I Level: Fourth Grade Unit: 5 Week:3

Domain: Socio-interpersonal Scenario: What a disaster

Theme: Calling 911
Enduring Understanding: Natural disasters sometimes occur. Most of the time we are safe but we can be safer if we make a plan and follow it if one occurs.

Essential Question: What can we do if a disaster happened

General Competences
Responsible Citizenship ( )
Life Competences ( )
Competences for Employability ( )

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

Grammar & Sentence Frames Function Psycho-social

Simple Present: -Asking for help  Another showing interest in person’s well
being
-I am afraid of... Giving and following safety procedures
 Using all tools at hand including technology
-We have an emergency plan Discourse Markers for promoting healthy lifestyles

-Linkers: Sequential past tense

Socio-cultural
Phonemic Awareness -First, then, after that, next, finally idioms/ phrases
Practicing: s / θ Using greetings & address forms
sink / think  Using of please and thank you
appropriately

31
 Vocabulary

3. Calling 911 Useful phrases

 911, May I help you?

 I have an emergency.
 There was an earthquake in Nicoya.
 I am calling 911 to report it.

Personal information

 Name, Age
 Place, Time
 People injured
Assessment Strategies &
Goals Pedagogical Mediation/ Didactic Sequence Time
Evidences of learning

(Diagnostic, formative,
summative)

32
Learner… Learner can Pre-teaching 40
minutes
Warm up

-Students watch a video about 911 and the situation in which is necessary to call the
emergency number. https://www.youtube.com/watch?v=ulf4oKqTUc8

-The teacher brings to the classroom a PPT with picture of 10 situations of

emergency´s that makes necessary to call 911.

Examples:

- “house on fire”
- “car accident”
- “Robbery”
- “Someone really hurt”
- “A person laid down unconscious”
- “people tramp on an elevator”
- “gas leakage”
- “Bee Swarm”

Activation of Prior knowledge

-Teacher will activate prior knowledge by showing a PPT of examples of emergencies

or natural disasters and asking to the students “What´s this?”

Modeling

- Using a PPT with expressions and pictures the teacher will read the expressions
that they can be used while they are talking with an operator from 911.

Example:

33
 - “This is 9-1-1 what is your emergency?”
- “How can I help you”
- “I need help” “My needs help”
- “Where does it hurt?” “It hurts on ”
- “An ambulance is coming to you”
- “A police officer is coming to you”
- There is a house on fire
- “You have to ”

The teacher will project or write on the board a script from a small role play about
somebody calling to the 911 and after that will ask the students to read it and will ask
some questions about the script.

Operator: This is 9-1-1, what is your emergency?

Kid: There is gas leakage at my kitchen.
Operator: Ok. Tell me what is your address?
Kid: I live in San Pablo, next to the bank, house color brown.
Operator: What is your name?
Kid: My name is Carlos Sánchez
Operator: The firefighters are coming to your house very soon
Kid: Thank you very much.

Clarifying

-The students will receive a worksheet from the teacher with the expressions used on
the previews script in an incorrect order. Students must have to read the expressions
and paste them in a correct order.

34
R.2. Reads with fluency R.2. read with Pre-task 40
and accuracy conversation fluency and accuracy - The teacher introduces the topic of the lesson
minutes
scripts about people and the script of - The teacher reviews the PPT about the emergency situations when it is
necessary to call 911
emergency operator from conversation about
911. people and Task-rehearsal
emergency operator -The teacher will paste on the board 4 different scripts about emergency calls, after
from 911. that the students will be divided on groups of four students, the teacher will mention on
type of emergency previews learned by the students and by reading the scripts the
students will have to identify which script has the emergency mentioned by the
teacher.

Task completion
-The teacher will provide the students with a worksheet with a script with missing
words of a conversation about an emergency call. The students will complete the
conversation with the correct emergency situation.

Task assessment
-The teacher will locate different cards with the name in English of examples of
emergencies studied before. The teacher will mention the emergency and the students
will point to the card mentioned by the teacher. The whole class assesses their
achievement of the goal.
R.PA.1 Produces and R.PA.1 produce Phonemic Awareness
reads English sounds English sounds /s /
/ s/ / θ/ /θ/ with verbal Pre-task
-Introduce the topic of the lesson
modeling and visual
-Learners will identify and produce the new sounds with the help of the following
cues. videos:
https://www.youtube.com/watch?v=uSVzk2pqWB4 https://www.youtube.com/watch?
v=o3INXFPrfJM

-Teacher will present cards with the minimal pairs / s/ / θ/

35
 Task-rehearsal
Learners will make a matching exercise using the words that have the sound studied
with the correct picture.

Task completion
-Learners will identify the different between the two sounds and pick up the correct
card mentioned by the teacher.

-Learners will pick a card and pronounce the sound that correspond to the word of the
car picked.

Task assessment

- Students assess themselves.

Indicators Not In progress Achieved

Achieved

I can identify the sounds.

I can pronounce word with the sounds
studied.

36
SI.1. Asks others simple SI.1. ask others Pre-task 40
questions concerning simple questions -The teacher introduces the goal of the class
minutes
personal opinions or their concerning their -The teacher plays the song 911 as a warm up https://www.youtube.com/watch?
interests. v=tQjzsKdeGA4
homes (village/town)
-The teacher will show to the students a list of questions that will be asked by a 911
or personal
operator.
information (e.g., Example:
what is your name? -What is your emergency?
Where do you live?).
-what is your name?
-Where do you live?
-Are you alone?
-Who is hurt?
-Where does it hurt?

Task-rehearsal
-The students will perform a role play about a phone call to 911 using the expressions
and vocabulary learned before.
Example:

Operator: This is 9-1-1, what is your emergency?

Kid: We are tramped in the elevator.
Operator: Ok. Tell me where are you?
Kid: I am in Mall San Pedro.
Operator: What is your name?
Kid: My name is Carlos Sánchez
Operator: The firefighters are coming to help you.
Kid: Thank you very much.

37
 Task completion

Indicator Excellent Very Good Good Needs

Improvements
Asks for the The outcome of The outcome The outcome The outcome of
appropriate the task is of the task is of the task is the task was not
information achieved achieved achieved achieved at all.
during the role satisfactorily. acceptable. partially.
play
Provides the The outcome of The outcome The outcome The outcome of
correct the task is of the task is of the task is the task was not
information asked achieved achieved achieved achieved at all.
during the role satisfactorily. acceptable. partially.
play
Uses the correct Uses a range of Uses a limited Uses a Doesn´t use any
vocabulary and appropriate range of limited range of the vocabulary
expressions when vocabulary when appropriate of assigned in the
calling 911 during talking during vocabulary to appropriate task.
the dialogue. the role play talk during vocabulary to
the role play talk during
the role play.
Shows interaction Maintains and Keeps the Keeps the Very low
and develops the interaction interaction interaction
communication interaction and going with going with requires
skills during the negotiates very little very little prompting and
dialogue. towards an prompting prompting support.
outcome without and support. and support.
any support.
-Students will perform a conversation with the previous activity from the task-rehearsal
as an example, but they must change the information and the emergency. T might
grade students’ performance with the rubric below.

Rubric

38
 Task assessment
The whole group assess themselves.

Indicators Achi In progress Not

eved achieve
d
I can give all the information
requested by a 911 operator during
an emergency due a natural
disaster.

W.1. Composes short W.1. compose short 40

sentences expressing sentences Pre-task
minutes
needs and preferences. expressing wants -The teacher introduces the goal of the class.
and needs.
- The teacher with the students will create a brainstorming activity by asking to the
students which are emergencies for calling 911 and which don´t.

Task-rehearsal
-Students will receive a worksheet where there is a list of emergencies and the
students must organize them in 2 columns “Necessary to call 911” “Not necessary to
call 911”.

Example:
Necessary to call 911 Not necessary to call
911

Task completion
-Students will write sentences using the previous vocabulary expressing which
emergencies are necessary to call 911 and in which don´t.
39
 Example:
-There is gas leakage in my house I need to call 911
-I left my English book in my school, I don´t need to call 911, I need to call my teacher

Task assessment
The whole group assesses themselves
Indicators Achie In progress Not
ved achieved
I can identify the emergencies due
natural disasters when is necessary
to call 911.

Integrated Mini-Project Time

Phase:

Reflective Teaching

What worked well What didn’t work well How to improve

Enduring Understanding Reflection

40
Term: I Level: Fourth Grade Unit: 5 Week: 4

Domain: Socio-interpersonal Scenario: What a Disaster! Theme: Getting Ready for a Natural Disaster

Enduring Understanding: Natural disasters sometimes occur. Most of the time we are safe but we can be safer if we make a plan and
follow it if one occurs.

Essential Question: Natural disasters sometimes occur. Most of the time we are safe but we can be safer if we make a plan and follow it if
one occurs.

General Competences
Responsible Citizenship ( )
Life Competences ( )
Competences for Employability ( )

Learn to Be and Live in Community

Learn to Know Learn to Do

41
 Grammar &Sentence Frames Function Psycho-social
Modals: should/ can
 Giving and following safety  Working cooperatively with others.
 You should stay calm. procedures
 You should not run. Sociocultural
 You can listen to the news.  Use of conventions for turn-taking
Discourse Markers 
Vocabulary
4. Getting ready for a natural disaster Linkers: Sequential - past tense Social Language Samples

People: First, then, after that, finally and idioms/phrases

 Rescue Team
 Survivors
It is better to be safe than sorry.

Emergency Kit items for 3 days:

 water
 battery powered radio
 non-perishable food
 blankets
 First Aid box

Have an evacuation plan

 Watch the weather.

 Pay attention to warnings.
 Follow instructions.
 Pick a meeting place.

Build an emergency kit.

 Bring pets inside

 Listen to weather reports and updates for

42
 advice and instructions.
 Only return home once you are told it is
safe.

Phonemic Awareness

Practicing: s / θ

sum / thumb
sank / thank
sink / think
saw / thaw
sin / thin

Assessment Strategies Goals Pedagogical Mediation/Didactic Sequence Time

& Evidences of
learning

(Diagnostic, formative,
summative)
Learner can Learner can Pre-teaching 40 minutes
Warm up

Students watch a short video about types of natural disasters

https://www.youtube.com/watch?v=PLemHQ5Rc8s, then, teacher and students
play Stand Up, Sit down. Teacher uses a large image of a Rescue Team, and a
large image of survivors. When he/she says Rescue Team, students have to
stand up and extend their hands down, like trying to help someone, when he/she
says survivors, students have to sit down and raise their hands like asking for
help.

43
 Activation of prior Knowledge:

Teacher writes the title national disasters on the board, then, she places images
of natural disasters or the left side of the board and writes incomplete
sentences next to the images.

Teacher asks students about the types of natural disasters where rescue teams
help survivors. For example: Observe this image. What type of natural disaster
is this?

Students answer: earthquake. Teacher says: Earthquakes damage houses in

Costa Rica every year.

Rescue teams help survivors of earthquakes. Observe this other image. What
type of natural disaster is this? Students answer: a flood. Teacher says: Floods
damage communities in Costa Rica. Rescue teams help survivors of floods.
Teacher continues asking students questions about images of natural disasters,
then she makes a comment about each of them and reinforces that rescue teams

44
45
 help survirvors.

Modeling:

Teacher writes two sentences on the board and uses two pictures of natural
disasters to show students how to match the images to the written sentences,
based on the meaning of the messages.

Rescue teams
help survivors of…

Clarifying:

Teacher clarifies the meaning of sentences using images and yes/no questions.
Teacher emphasizes on pronunciation.

R1. Recognizes short R1. Recognize short text Pre-task 40 minutes

text messages. messages. (e.g.) “make a Teacher reviews the meaning of written sentences, focusing on the meaning
plan” build…” or the words: rescue teams, survivors, make a plan, build shelters, and
names of natural disasters, by using images and sentences written on large
paper strips.
Example:

Rescue teams make a plan to help survivors of earthquakes.

Rescue teams build shelters to help survivors of floods.
Rescue teams make a plan to help survivors of landslides.
Rescue teams build shelters to help survivors of hurricanes.
Rescue teams make a plan to help survivors of volcanic eruptions.
Rescue teams build shelters to help survivors of tornados.
Rescue teams make a plan to help survivors of wildfires.
Rescue teams build shelters to help survivors of tsunamis.

46
 Task rehearsal
Teacher places four of the paper strips with written sentences on the left side of
the board and four of the images of natural disasters on the right side of the
board. After that, teacher divides the group into two teams and asks students to
sit on the floor. Teacher tells students that one group is a group of survivors of
natural disasters and the other group is a rescue team. Students are asked to
take the paper strips with sentences and the images from the board respectively.
Then, teacher asks students from each group to pass around the paper strip or
image they have. Teacher claps hands and when she/he stops, students who
have the paper strips and images stand up and go to the board. They are asked
to match sentences to images by standing up together. The whole group reads
the sentences out loud and verifies that they were matched correctly.

Task completion
Students are given a handout with a matching practice that contains sentences
and images related to rescue teams and survivors of natural disasters. Students
have to match sentences to images.

Task assessment
Teacher gives each student a handout with images of natural disasters and an
image of a rescue team. Then, they are shown a paper strip with a written
sentence and they have to use the image of the rescue team to point out the
image that the sentence refers to. They do it with 5 different sentences.

The whole class assesses their achievement of the goal.

Indicator: achieved In Not achieved

progress
I can recognize
short text
messages.
SP.2. States single SP.2. state single step 40 minutes
step directions/ directions/ commands Pre-task
commands using using words and phrases. The teacher introduces the goal of the lesson by having students watch a
words and phrases in short video about how to prepare for a natural disaster.
https://www.youtube.com/watch?v=iLvcvghKKvc

47
conversations,
dialogues or oral
presentations. After that, on the board, the teacher draws a square box, pretending it is an
Emergency Kit. Then, the teacher tells students that it is very important to
prepare an Emergency Kit for three days to be ready for a natural disaster. Then
she places cutaway drawings of emergency items inside the box and tell the
students what a family should put in an Emergency Kit in order to be safe. The
teacher says: This is my family’s Emergency Kit for three days, all the family
members place an emergency item in the Emergency kit. For example:

 My father puts water bottles in the Emergency Kit.

 My brother puts a battery powered radio in the Emergency Kit.
 My mother puts some non-perishable food in the Emergency Kit.
 My grandmother puts some blankets in the Emergency Kit.
 My grandfather puts a First Aid box in the Emergency Kit.
(As the teacher says what each member puts in the Emergency Kit, he/she holds
pictures of family members and pictures of emergency items and pretends each
family member places an emergency item in the square box).

Task rehearsal:
Some volunteers go to the board. They are asked to think about the
emergency items their own family members should put in the Emergency Kit
for three days. Students take turns to take a picture of a family member and a
picture of an emergency item, and paste the picture of the emergency item in
the square box while saying: “My brother puts a battery powered radio in the
Emergency kit”.

Students sit in pairs on the floor. They are given images of family
members and images of five emergency items. Each pair of students
uses the images to makes a sentence that includes the name of a
family member and the name of an emergency item. Example: My
grandmother puts blankets in the Emergency Kit. The rest of the class
decides if the sentence is correct or not. If necessary, the teacher will
provide help.

48
Task completion:

49
 Students, individually, fold a paper sheet in two parts. On one part they
draw a square box with five emergency items inside, pretending it is an
Emergency Kit for three days. On the other part they draw five family
members. Then they trace lines to join each family member to one
emergency item. Learners display their pictures of the desks and then,
they sit in groups, taking turns to tell their classmates what each of their
family members put in the Emergency Kit for three days.

Task Assessment:
Students are asked to sit in a circle on the floor. The teacher places laminated
pictures of emergency items on the floor. Students play “paper plane”. Learners
take turns to stand up and throw a paper plane
So that it lands on or near one of the emergency items. Then, each student uses
the picture to say a phrase (command). For example. Andy, put water bottles in
the emergency kit. The student mentioned is the next one to do it. Students work
on self and peer assessment. The whole class assesses their achievement of the
goal.

Indicator: achieved In Not achieved

progress
I can state single
commands using
words and
phrases.

R.PA. 1 Produces R.PA.1 Produce English 40 minutes

Pre-task
and reads English sounds /ed/ -/ing/ with
sounds /ed/ -/ing verbal modeling and visual The teacher introduces the goal of the lesson. Students observe a chart
cues. that contains the sounds /ed/-/ing/
The teacher uses two arrows to represent the meaning of the sounds ed
and ing in word. Using the arrow to indicate that is an event
that happened in the past, and the to indicate that it is an event that is
happening at this moment.

50
 Example:
- watch – watching – watched
David is watching the weather.
David watched the weather.
- Pay – paying – payed
David is paying attention to the warnings.
David payed attention to the warnings.
- Follow – following – followed.
David is following instructions.
David followed instructions.
- Pick – picking – picked
David is picking a meeting place.
David picked a meeting place.

Task Rehearsal

Teacher places cutaway words on the board as well as the ending sounds
ing and ed. Then, she asks students to listen to words mentioned by the
teacher and take turns to place the correspondent sound at the end of
them.
watch – pay – follow – pick /ing/ - /ed/
The class is divided into groups of three. Each group is given three paper strips.
The teacher tells each group to write the word they listen to on the paper. Then,
the teacher tells the students to hold up their work. The teacher proceeds this way

51
with the following words: watching – watched - paying – payed – following –
followed – picking – picked.

Task Completion

The teacher asks students to look at some words written on the board and invites
them to read them aloud as she points them out in random order.

Task Assessment

Learners, individually, read big written words shown by the teacher.

Indicator: achieved In Not

progre achieved
ss
I can produce
English sounds
/ed/ -/ing/ with
verbal modeling
and visual
cues.

Post Task
Students read the short story “It’s better to be safe than sorry”

David is an intelligent boy who lives in Parrita, Quepos. Last week his
family experienced a natural disaster. It was a flood. But they all survived,
because they watched the news on television. They payed attention to the
warnings. They followed the instructions, and they picked the community
soccer field as a meeting point. Today David is listening to the rescue
team, he is paying attention to the warnings, he is following instructions,
but he is not picking a new meeting point, because he thinks the soccer

52
 field is the best place for his family to stay at. David’s Friend is telling him
that his house is safe, that nothing happened there and that it wasn’t
necessary to evacuate. David answered: well, it is better to be safe than
sorry.

R.PA. 1 Produces R.PA.1 Produce English 40 minutes

Pre-task
and reads English sounds /s/- /θ/ with verbal
sounds s/- /θ/. modeling and visual cues. The teacher introduces the goal of the lesson. Students observe a chart
that contains the sounds /s/ /θ/.
The teacher uses a mini hopscotch game made with masking tape on the
floor.
Students observe the teacher playing mini hopscotch and then, they are
asked to line up to play mini hopscotch, stepping first on the letter t, after
that on the letter h and then on the sound /θ/, at the end, they step on the
sound /s/. They say the sounds of the letters when they step on them.
Example:
S

Task Rehearsal

Teacher places the letter sounds /s/ and /θ/ on the board. Then, she asks

53
 students to listen to the sounds mentioned by him/her, and take turns to
produce the correspondent sounds.

After that, students are asked to sit in pairs. Each pair is given four paper strips.
The teacher tells each pair of students to write the sound they listen to on the
paper. Then, the teacher tells the students to hold up their work. The teacher
proceeds this way with the following words: sum / thumb - sank / thank - sink /
think- saw / thaw - sin/thin

Task Completion

The teacher asks students to look at some words written on the board and invites
them to read them aloud as she points them out in random order.

Task Assessment
Learners, individually, read big written words shown by the teacher.

Indicator: Not achieved In achieved

progress
I can produce
English sounds
s/- /θ/. with verbal
modeling and
visual cues.

W.2. Composes short W.2. compose short Pre-task 40 minutes

messages like messages like instructions, Teacher plays a video about how to prepare for a flood
instructions, signs signs and warnings. https://www.youtube.com/watch?v=43M5mZuzHF8 so that learners can watch
and warnings. some recommendations to follow during a national disaster.

After watching the video, teacher shows students a big drawing of a tent with
some of the words from the video. She explains that the tent represents the
54
 shelter people need when they have to evacuate because of a natural disaster.
Then, she shows students some paper strips that contain written sentences
that include those words, using images that represent them. He/she
emphasizes on the correct pronunciation. He/she also points out the
importance of writing correctly.

 Build an emergency kit.

 Bring pets inside
 Listen to weather reports.
 Listen to updates for advice.
 Listen to updates for instructions.
 Return home when it is safe.

Task-rehearsal
Teacher writes sentences on the board, including printed images as part of them.
Students take turns to remove the images from the sentences and substitute them for
given written words. Example:

Listen to updates for .

Listen to updates for advise.

55
 to updates for
Listen to updates for instructions.

Task completion

Teacher places images of the vocabulary on the upper part of the board.
Students work in pairs, each pair is given a paper sheet with a work bank on top of
it, and is shown an image. After that, they are asked to use the words from the word
bank to write a sign with a sentence related to the image they were shown. When
they are done, they use masking tape to place their sign on the board under the
correct image. The teacher shows students the sentence that goes with each
image and they compare it to their sentence.
WORD BANK:
Listen – build – bring - updates – inside - to – for – emergency kit – instructions –
home – advice – safe – when – it – return – is – pets – weather report – an.

Sentences:

 Build an emergency kit.

 Bring pets inside
 Listen to weather reports.
 Listen to updates for advice.
 Listen to updates for instructions.
 Return home when it is safe.

Task assessment
Students are given a handout with a short written story that contains blanks
and images. They have to write the word that goes in the blank that is next to

56
each of the pictures.

Story:

There is a terrible hurricane that is affecting the South part of Costa Rica.
Some families were evacuated and they are listening to the Emergency
commission because they need to know what to do during this natural disaster.
You are there helping them by making signs that contain the instructions they
should follow. Write the word that completes each instruction correctly.

Build an .

Bring inside.

Listen to reports.

Listen to updates for .

Listen to updates for .

Only return when it is safe.

57
 Families are going to be fine because they are ready for the natural disaster.

Indicator: Not achieved In Achieved

progress
I can compose
short messages
like instructions,
signs and
warnings.

Integrated Mini-Project Time

- Planning, creating collaboratively a classroom mini book describing each natural disaster and their corresponding definition using
recycled materials, cardboard or technology for reporting to small groups or whole class.
- Another idea is creating a poster or power point presentation about one specific natural disaster.
- Rehearsing and briefly describing the personal pages in the mini book to the class.
- Participating in individual assessment.

Reflective Teaching

What worked well What didn’t work well How to improve

Enduring Understanding Reflection

58
 Créditos

Dirección de Desarrollo Curricular

Anabelle Venegas Fernández, Jefatura Departamento de Primero y Segundo Ciclos

Elaboración:
Ana Isabel Campos Centeno
Yaudy Ramírez Vásquez,
Asesoras Nacionales de Inglés, Departamento de Primero y Segundo
Ciclos

Josué Sánchez Marín,

Asesor regional de inglés, Dirección Regional de Educación de Los Santos

Equipo de docentes colaboradores, Dirección Regional de Los

Santos Vilma Selene Chacón Gamboa

Clansy Monge Mora

Irene Salazar Ureña

Octavio Vargas

Ureña

57
Asesoría Nacional de Inglés

1
 Scenario: OH! The places you will Go
Enduring Understanding A good vacation requires proper planning. Different people like to do different things on their vacations.

Essential Question What makes a good vacation?

ALL THE MATERIALS SUGGESTED IN THIS PLANNING (PPT, PDF, WORKSHEETS) CAN BE FOUND IN THIS LINK, JUST CLICK AND DOWNLOAD THEM
https://drive.google.com/drive/folders/1xMsAvUcLwlH_cVo3vaDQqOnVz1laye8D?usp=sharing

Assessment and Goals

Week 1 Week 2 Week 3 Week 4 Week 5

Theme Theme Theme Theme

1. Where to Go 1. Where can I Go? 2. Planning a Vacation 4. Oh, The Things that you
will do
Assessment: Assessment: Assessment: Assessment: Assessment

L.1. Recognizes the L.2. Recognizes phrases R.2. Recognizes most of R.PA.1. Identifies English Instruments for
main points in short, and high frequency what occurs in a well- sounds /ɜ: // ɔ:/ æ/ / ʌ/ and Process/Product
simple stories and vocabulary related to structured short story by decodes words.
reports. areas of personal interest ordering the events in a SI.2. Asks straightforward
Week 6
R.PA.1. Identifies by circling them in songs, story coherently. questions in familiar Suggested Integrated Mini
English sounds /ɜ: // ɔ:/ conversations among R.PA.1. Identifies English situations and understand project
æ/ / ʌ/ and decodes others. sounds /ɜ: // ɔ:/ æ/ / ʌ/ and the responses during
My Dream Vacation Flipbook
words. decodes words. dialogues and
conversations.

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S.I.1. Asks others about R.1. Recognizes and SI.2. Asks straightforward SP.1. Describes basic
their likes and dislikes. enjoys texts. questions in familiar aspects of an event in an
R.PA.1. Identifies situations and understand oral presentation.
English sounds /ɜ: // ɔ:/ the responses during W.2. Applies conventions
æ/ / ʌ/ and decodes dialogues and of standard English.
words. conversations.
SP.1. Describes basic
W1. Writes a short text
aspects of an event in an related to personal
oral presentation. vacation plan. Goals:
Goals: Goals:
R.PA.1. Identifies the
Goals:
L.1. Understands the R.2. Understands most of sounds /ɜ: / ɔ://æ // ʌ/
main points in short, L.2. Understands what occurs in a well-
SI.2. Asks straightforward
simple stories and phrases and high structured short story and questions in familiar
reports when there is frequency vocabulary can identify the story’s situations and understand
some previous related to areas of
main characters. the responses.
personal interest (e.g. On
understanding of the
vacation, we will swim in
topic and if they are read R.PA.1. Identifies the SP.1. Describes basic
the sea and eat fish).
slowly, clearly and sounds /ɜ: / ɔ://æ // ʌ/ aspects of an event.
possibly repeated. R.1. Comprehends
R.PA.3. Identifies the SI.2. Asks straightforward W.2. Applies conventions
readings, analyses and
sounds /ɜ: / ɔ://æ // ʌ/ questions in familiar of standard English.
enjoys texts. situations and understand
SI.1. Asks others about the responses.
R.PA.3. Identifies the
their likes and dislikes sounds /ɜ: / ɔ://æ // ʌ/ W.1. Writes, with the help
(e.g. discuss favorite
of illustrations, an
foods of Costa Rican SP.1. Describes basic
aspects of an event. explanation of where they
vacation destinations).
will go how to get there,
and what they will do.

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 Function Function Function Function

Describing places and Describing daily activities Expressing preferences Making suggestions
people (likes and dislikes)
Discourse Markers Discourse Markers Discourse Markers Discourse Markers

Linkers: Sequential - Linkers: Sequential - past First, then, after that, First, then, after that,
past tense tense finally finally
Grammar & Sentence Grammar &Sentence Grammar & Sentence Grammar & Sentence
Frames Frames Frames Frames

Describing places Present Progressive: Simple present tense with Wh- questions
My (hotel) has I´m going to a conjunction Where will you go on
(a swimming I like (camping), but I vacation this summer?
pool). Verb +ING prefer (staying at a When are you going?
(Guanacaste) is I like going to the beach hotel). What will you bring to
(hot) and (dry). ?
On vacation I like to
(sleep late/wake up early)
Yes/no questions Simple future Simple future and first
and eat a (big
present simple I will bring my conditional
breakfast/lunch/dinner)
Do you have a (sunglasses). If we (go) to Cahuita,
double/single room for We will go to the (beach) we (will surf).
tonight? , If I (go) to the beach,
Do you accept credit We will swim in the I (will play soccer on
cards? (river) . the sand).
Does the hotel have a
swimming pool? Want= would like
I would like to go to the
Prepositions of places beach.
At, in, on…)

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The hotel restaurant
is (on) the second
floor.
We are leaving (on)
December the 24th.
She is (in) her room
now.

Possessive adjectives
(My mother) likes to
go to the beach, but
(my father) likes to go to
the mountains.
Phonemic Awareness Phonemic Awareness Phonemic Awareness Phonemic Awareness

Practicing minimal pair Practicing minimal pair Practicing vowel Practicing vowel
sounds: sounds: æ / consonant combinations consonant combinations
work / walk cat / cut to form several words: to form several words:
bird / bored ankle / uncle /m/, /s/, /a/, /m/, /s/, /a/,
fur / for ran / run /t/, /n/,/e/ /t/, /n/,/e/
shirt / short drank / drunk
sir / saw match / much

Vocabulary Vocabulary Vocabulary Vocabulary

Where to go Different people, Planning vacations Oh, the things that you
Places different places will do
Beach, River, Beach Places to go Making a hotel Vacation activities:
hotel, waterfall Going to visit my reservation Hiking, Walking
grandparents Book a room Dancing, Eating
Typical foods: Going to the beach I need a single or double Swimming
Rice and beans Going to a beach hotel room Do karaoke
Going to the river How much is it?

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Coffee, Tamales, Descriptive words I need some personal Horse back riding
Seafood, Happy, Excited information
Hot, Cold Expressing future
Expressing preferences Packing: I will go hiking/swimming
I like/ don’t like/ she People to meet T-shirt, shorts If I go… I will….
likes/she doesn’t like.. Uncle-aunt Suitcase,
I would like… Grandparents backpack
Transportation Daily routines:
Bus, car… sleep (late)
wake up (early)
eat breakfast/ lunch/
dinner
Psycho-social Psycho-social Psycho-social Psycho-social

Showing creativity for Communicating ideas Using technology to get Using technology to get
selecting a vacation and desires politely. information and share information and share
place. information information
Sociocultural
Sociocultural Using “please” and Sociocultural Sociocultural
Using “please” and “thank you” Using formal and Informal Using formal and Informal
“thank you” appropriately in registers when greeting registers when greeting
appropriately in rehearsing and preparing and saying good-bye and saying good-bye
rehearsing and preparing for vacation
for vacation
Idioms/phrases Idioms/phrases Idioms/phrases
Idioms/phrases “What do you want to
do?” Have a safe trip Have a safe trip
“I can’t wait … “
“This is the best yet.”

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Term: 3 Level: Fourth Grade Unit: 6 Week:1

Domain: Scenario: OH! The places you will Go

Theme: Where to Go
Enduring Understanding: A good vacation requires proper planning. Different people like to do different things on their vacations.

Essential Question: What makes a good vacation?

General Competences
Responsible Citizenship ( )
Life Competences ( )
Competences for Employability ( )

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

Grammar & Sentence Frames Function Psycho-social

Describing places

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 My (hotel) has (a swimming Describing places and people  Showing creativity for selecting a vacation
pool). place.
 (Guanacaste) is (hot) and (dry). Discourse Markers

Yes/no questions present simple Linkers: Sequential - past tense Socio-cultural

 Do you have a double/single room for
 Using “please” and “thank you”
tonight?
appropriately in rehearsing and preparing for
 Do you accept credit cards?
vacation
 Does the hotel have a swimming pool?
Idioms/phrases
Prepositions of places  “I can’t wait … “
 At, in, on…)
 The hotel restaurant is (on) the second
floor.
 We are leaving (on) December the 24th.
 She is (in) her room now.

Possessive adjectives
 (My mother) likes to go to the beach, but
(my father) likes to go to the mountains.

Vocabulary
Where to go
Places
 Beach, River, Beach hotel, waterfall

Typical foods:
 Rice and beans
 Coffee, Tamales,
 Seafood,

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Expressing preferences
 I like/ don’t like/ she likes/she doesn’t like..
 I would like…

Phonemic Awareness
Practicing minimal pair sounds:
 work / walk
 bird / bored
 fur / for
 shirt / short
 sir / saw
Assessment Strategies &
Goals Pedagogical Mediation/ Didactic Sequence Time
indicators of learning
(Diagnostic, formative,
summative)
Learner… Learner can ALL THE MATERIALS SUGGESTED IN THIS
PLANNING CAN BE DOWNLOADED FROM THIS LINK
https://drive.google.com/drive/folders/1xMsAvUcLwlH_cVo3vaDQqOnVz1laye8D
?usp=sharing

Pre-teaching
Students watch and listen to a video where an American family describes the
adventures they went through during their visit to Costa Rica
https://www.youtube.com/watch?v=gRnkXuky7f4

Teacher introduces essential question and motivates students to participate by telling

them where to go on vacations.

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 Activation of prior knowledge
Teacher introduces sentence frames and vocabulary about places
to visit and traditional food to eat in Costa Rica by using real
pictures from a power point presentation.

Modeling
Teacher uses a power point presentation while pronouncing
the new sentence frames when introducing vocabulary about
places to visit and traditional food to eat in Costa Rica.
Students repeat after the teacher.

Clarifying
The teacher locates images related to places and typical
food around the class (under the chair, on the walls,
behind something, etc). If the group is large, divide it into
small groups. The teacher says students to walk around
in order to grab an image; when everybody has one tell
students to look for his/her pair to mention the frame
structures previously practiced.

Pre-task
The teacher introduces the goal of the lesson, sentence frames,
L.1. Recognizes the main L.1. Understands and vocabulary needed for the main task by using pictures.
points in short, simple the main points in
stories and reports. short, simple stories
and reports when Task-rehearsal
there is some
previous
understanding of the

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 topic and if they are Students listen to information related to places to go and food to eat
read slowly, clearly from different provinces of Costa Rica. They have to recognize
and possibly information according to the listened by choosing one option in a
repeated. given multiple choice practice.

Task completion
Students listen to the teacher saying some sentences about places to go and food to
eat according to Costa Rican provinces in order to distinguish images. (teacher can
use the flashcards from Clarifying). Students get in groups
of four; listen to the teacher, and then each group goes in
front of the classroom to paste images on the board
according to the listened sentences.

Task assessment
Students listen to three different short stories related to places to go and food to eat in
Costa Rica according to character´s experiences. They have to distinguish the
sequence of done activities by arranging images.

Speaking Interaction

Pre-task
SI.1. Ask others about
their likes and dislikes
(e.g. discuss favorite foods

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of Costa Rican vacation S.I.1. Asks others The teacher shows a Costa Rican map in order to elicit students’ knowledge and
destinations). about their likes and experiences. As the teacher points, students have to name provinces and tell about
dislikes. activities to do and food to eat according to previous knowledge. Then, the teacher
introduces the goal of the lesson, sentence frames, and
vocabulary needed for the main task by using pictures.

Task-rehearsal
Students get in pairs. Each pair goes in front of the classroom to play by using a power
point wheel. One student asks questions written on the board (where would you like to
go? What food would you like eat?) and the other spins the wheel to answer according
to the option showed. He/she has to spin the wheel twice; one in the first slide which
indicates place. The second time in the next slide to indicate the traditional food to
mention about.

Students can switch turns. To answer they have to use the structures “I would like to
go to and I would like to eat ”.

Task completion
Teacher and students’ competition. The teacher chooses one picture for place and one
for food. The teacher asks students to guess the image´s situation he/she has on
his/her hands by saying a sentence. Example: The teacher would like to visit
Puntarenas and eat seafood.

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 Students has three opportunities to guess; if they do not guess, the teacher scores one
point. As soon as students have lost the opportunity of guessing the teacher shows the
images he/she had on hands and says the expected sentence.
Finally, the teacher changes images and starts again. (use flashcards from clarifying)

Task assessment
Students create their own flip book named Exploring Costa Rica. They have to
complete information about weather, place and food for each province by writing it on
given lines. After that, they get in pairs to ask each other about two of their favorite
food and destinations to go on vacations in Costa Rica.

They have to ask each other the following questions: where would you like to go on
vacations? Where would you like to stay? What places would you like to visit? What
food would you like to eat?

R.PA.1. Identifies English

sounds /ɜ: // ɔ: / and R.PA.3. Identifies
decodes words. the sounds /ɜ: / ɔ: /

Phonemic Awareness (Week 1)

Pre-task
Teacher introduces the goal for the lesson.

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Teacher designates particular movements to particular sounds, as lively or as gentle
as you like. For instance, the students could be sitting at their desks and raise a hand,
clap or stand up when they hear a particular sound, or they could be standing in space
and jump or run in response to sounds. They could respond to words on
flashcards by correctly pronouncing them and moving in the
prescribed way, or they could respond to the teacher (or another
student) saying the words.

Teacher uses a power point presentation with the different minimal

pair sounds /ɜ: / /ɔ:/. Teacher says the words and students repeat
chorally. Teacher emphasizes the sounds and the difference.

Task-rehearsal
The class is divided into four groups to play a memory fame. Words and pictures are
mixed up, faced down on the floor in rows. Learners tale turns to turn over two cards,
and if the two cards march (minimal pairs), they keep them. The game is over when all
the cards have been matched. Learners work on self and peer assessment, as well as
the whole class assesses their achievement of the goal.

Task completion
Learners, individually work on the following worksheets.

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 Task assessment

1. Pop quiz: Teacher gives students a pop quiz paper sheet. Teacher pronounces
minimal pair words.

2. Minimal pair race: Teacher forms students in three teams and ask them to form
lines. Teacher stands in front of the teams and show a set of minimal pairs.
Students run to the board and write the name of the minimal pair’s name.
Teacher checks grammar if necessary and continues to show the pictures until
they are finished.
Reflective Teaching

What worked well What didn’t work well How to improve

Enduring Understanding Reflection

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Term: I Level: Fourth Grade Unit:6 Week:2

Domain: Socio-interpersonal Scenario: OH! The places you will Go Theme: Where can I Go?

Enduring Understanding: A good vacation requires proper planning. Different people like to do different things on their vacations.

Essential Question: What makes a good vacation?

General Competences
Responsible Citizenship ( )
Life Competences ( )
Competences for Employability ( )

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

Grammar &Sentence Frames Function Psycho-social

Present Progressive: Describing daily activities Communicating ideas and desires politely.

 I´m going to Discourse Markers

Socio-cultural
Verb +ING Linkers: Sequential - past tense Using “please” and “thank you”
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 appropriately in rehearsing and preparing for
 I like going to the beach vacation

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Simple future idioms/ phrases
“What do you want to do?”
 I will bring my (sunglasses). “This is the best yet.”
 We will go to the (beach) ,
 We will swim in the (river) .

 Want= would like

I would like to go to the beach.

Assessment Strategies &

Goals Pedagogical Mediation/ Didactic Sequence Time
Evidences of learning

(Diagnostic, formative,
summative)
Learner… Learner can ALL THE MATERIALS SUGGESTED IN THIS PLANNING
CAN BE DOWNLOADED FROM THIS LINK
https://drive.google.com/drive/folders/1xMsAvUcLwlH_cVo3vaDQqOnVz1laye8D 5 minutes
?usp=sharing

Pre-teaching
Teacher plays the “Vacation Song” video (https://www.youtube.com/watch? 10 minutes
v=fWuiq2tW8LQ) for learners to watch different activities they can do during
vacations.

Activation of prior knowledge:

Teacher provides to the students a piece of paper where they will write a place that
they would like to visit during their next vacation period. The teacher will invite the
students to come in front, read the paper and paste it on the board. The teacher will
ask to the rest of the class if they would like to visit that place. Annex 1

Pre-task

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L.2. Recognizes phrases and L.2. Understands Teacher introduces the goal of the lesson. Using a Power Point Presentation teacher
high frequency vocabulary phrases and high shows how to plan a vacation trip using sentence frames. The teacher models
related to areas of personal
interest by circling them in frequency vocabulary pronunciation. Annex 2
songs, conversations among related to areas of For example:
others. personal interest (e.g. I am going to visit the beach
On vacation, we will I am going to get there by bus
swim in the sea and I am going to take the sun and have some fun on the
eat fish). waves I am going to eat hamburgers
I will bring my sunglasses

Task-rehearsal
10 minutes
Teacher split the class into two teams. Teacher paste pictures of activities to do during
vacations on the board. Teacher models pronunciation for each activity. Students play
¨listen and run” (Each team choose a student, teacher says a phrase “During my
vacations I am going to swim” Students listen, when the teacher indicates (1,2,3 go)
students run and touch the picture that represents the activity described by the
teacher,
the team that choose the correct picture first win a point) Annex 3

Task completion
-Students listen an audio about Allison´s travel plans. Students answer questions
based
on the conversation. Annex 4 and 5
10 minutes
Task assessment

-Teacher ask the students to describe what the conversation is about by brainstorming
ideas.

Pre-task
-Teacher introduces the goal of the lesson. Teacher activates prior knowledge by 10 minutes
showing different flashcards about places to visit during vacations. Annex 6
-Teacher pastes on the board the question: Where can I go? Students brainstorm
about where they want to go on vacation.
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R.1. Recognizes and enjoys R.1. Comprehend
sreadings, analyze and Task-rehearsal
enjoy texts. -In pairs students talk about what places they would like to visit for their next vacations.

Task completion
-Students read a text called “My dream vacations” and answer the questions below
based on the text. Annex 7

Task assessment

-Teacher ask the students to describe what they consider than that will be their dream
vacation.

Pre-task
-Teacher introduces the goal of the lesson. Teacher activates prior knowledge by
showing a presentation about his/her travel plans. Teacher will describe where he will
go and what he would do there. Annex 8
SP.1. Describes basic
SP.1. Describes basic aspects
aspects of an event.
of an event in an oral Task-rehearsal
presentation.
Students brainstorm about his/her teacher travel plans. Teacher will ask questions
(Where am I going? How am I going to get there? What am I going to do? Students
answer the questions based on the teacher´s presentation.

Task completion
-Students create a travel plan passport by filling blanks, pasting pictures and drawing.
(teacher provides pictures or ask in advance for pictures related to travel plans) Annex
9

Task assessment

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 -Teacher ask the students to describe they travel plans to the class by describing what
they have on their “Passports”

Phonemic Awareness

Pre-task
R.PA.1. Identifies English Teacher introduces the goal for the lesson.
sounds / æ/ / ʌ/ and Teacher asks the students to search some words in a word search.
decodes words. R.PA.3. identify the Then to write under the words they consider are similar or related.
sounds /æ // ʌ/

Teacher uses a power point presentation with the different minimal pair sounds /æ //
ʌ/. Teacher says the words and students repeat chorally. Teacher emphasizes the
sounds and the difference.

Task-rehearsal
The class is divided into four groups to play. Teacher gives each group a set of letter
cards. Students must form the words learned (minimal pairs). When they have formed
all the words they should call the teacher. The teacher reviews the correct grammar,
then asks students to repeat all the words chorally.

Task completion
Learners, individually work on the following worksheets.

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 Task assessment

1. Pop quiz: Teacher gives students a pop quiz paper sheet. Teacher pronounces
a word and students paste the correct picture.

2. Oral presentation: Teacher previously asks students to bring newspapers,

magazines, pictures or drawings. Students are form into four groups they must
make a mural or poster including all the minimal pairs (week 1 and week 2)
they have learned. Students must paste the minimal pairs pictures next to each
other and write the name. Then each group present the poster or mural to the
class, they have to read the words.
Example:

Reflective Teaching

22
What worked well What didn’t work well How to improve

Enduring Understanding Reflection

23
Term: III Level: Fourth Grade Unit: 6 Week:3

Domain: Scenario: OH! The places you will Go Theme: Planning a Vacation

Enduring Understanding: A good vacation requires proper planning. Different people like to do different things on their vacations

Essential Question: What makes a good vacation?

General Competences
Responsible Citizenship ( )
Life Competences ( )
Competences for Employability ( )

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

Grammar & Sentence Frames Function Psycho-social

Simple present tense with a conjunction Expressing preferences (likes and dislikes)  Using technology to get information and
share information
 I like (camping), but I prefer Discourse Markers
(staying at a hotel). Sociocultural
On vacation I like to (sleep late/wake up First, then, after that, finally  Using formal and Informal registers when
early) and eat a (big greeting and saying good-bye
breakfast/lunch/dinner)
Idioms/phrases
Vocabulary
Have a safe trip

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3. Planning vacations

Making a hotel reservation

 Book a room
 I need a single or double room
 How much is it?
 I need some personal information

Packing:

 T-shirt, shorts
 Suitcase,
 backpack
Daily routines:

 sleep (late)
 wake up (early)
 eat breakfast/ lunch/ dinner

Phonology

Phonemic Awareness

Practicing vowel consonant combinations to

form several words:

 /m/, /s/, /a/,

/t/, /n/,/e/

Learner… Learner can

ALL THE MATERIALS SUGGESTED IN THIS PLANNING

25
 CAN BE DOWNLOADED FROM THIS LINK
https://drive.google.com/drive/folders/1xMsAvUcLwlH_cVo3vaDQqOnVz1laye8D
?usp=sharing

Pre-teaching
Warm up:
- Students listen, repeat and dance the Boom Chicka boom song from the next
video: https://youtu.be/hfZ-438DrIs
- Brainstorming: Teacher asks students to brainstorm words that come to their
minds when thinking about planning a vacation.
- Teacher asks students to draw their favorite activity during vacation time.

Activation of prior knowledge

 Teacher introduces the question: What do you like todo for vacation time?
 Then, Teacher shows the video https://youtu.be/mVhh0oATqBI to elicit some
examples of activities to do during vacation time.
 Teacher ask students about their favorite activities.

Modeling
- Teacher shows a power point presentation to introduce sentence structures to
use when planning a vacation:
- I like (camping), but I prefer (staying at a hotel).
- On vacation I like to (sleep late/wake up early) and eat a (big
breakfast/lunch/dinner)

Clarifying
- Using flashcards with pictures about vacation activities from the previous PPT,
the teacher checks if learners know the vocabulary and the use of sentence
frames by asking: what do you like to do on vacations?

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 - Students must pick up the activity they want and answer with it in the next way:
I like , but I prefer .

R.2. understand most of R.2. Recognizes

what occurs in a well- most of what occurs Pre-task
structured short story and in a well-structured  The teacher shares the goal of the lesson.
can identify the story’s short story by  Teacher introduces the topic of planning vacations by telling one her favorite
main characters. ordering the events vacation activities.
in a story coherently.
Task-rehearsal
- Students will organize some vacation activities.
- Students will number some articles of clothing to use during vacations.

Task completion
- Students read the text “Planning my vacations” and check the activities each
member of a family enjoy doing.

Task assessment

- Students re-read the previous text to circle and underline the family members
and their favorite activity at the beach. Also, they write the activities mentioned
in the reading.

SI.2. Asks straightforward SI.2. Asks

questions in familiar straightforward Pre-task
situations and understand questions in familiar - The teacher shares the goal of the lesson.
situations and - Students watch a video about a person making a hotel reservation. Link:
the responses during
understand the https://youtu.be/zKeIMFMlae0
dialogues and
responses.
conversations. Task-rehearsal
- Students and teacher brainstorm some tips presented in the video about what
to ask when you are booking a hotel room.

27
 Task completion
- Students interview a classmate about a place they would like to visit (hotel,
beach, mountain, river, and city), the activities they would like to enjoy and the
type of clothing they would choose for the occasion. Encourage students to
review the previous information about vacation activities and clothing to
answer the interview questions.

Task assessment

- In pairs, students will create a dialogue about a person making a hotel

reservation. The teacher will provide a sample dialogue for them to follow
it.
W.1. Writes a short - Students perform a role play with the dialogue they created.
W.1. Writes, with the help text related to a
of illustrations, an personal vacation Pre-task
explanation of where they plan. - The teacher shares the goal of the lesson.
will go how to get there, - Students watch the video “I Love Summer Time”. Link
https://youtu.be/Xg5i9rxxuJM
and what they will do.
- Students mention the different places mentioned in the video.

Task-rehearsal
W.2. Applies - In pairs, students answer the question what do you like to do in vacation? In
conventions of standard my vacations I like .
English.
Task completion
- Students write sentences related to places to visit and match them with
activities to do according to the place and their preferences.
Task assessment
- Students write a short paragraph saying a place they would like to visit for
vacation and the activities they would like to do.
- Example: For my vacations I would like to go to the beach. I would like
playing soccer but I prefer swimming in the ocean.

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 Phonemic Awareness

R.PA.1. Identifies
the sounds /ɜ: / ɔ://æ Pre-task
// ʌ/ - The teacher shares the task of the lesson.
R.PA.1. Identifies English - The teacher shows to the learners the power point presentation related to the
sounds /ɜ: // ɔ:/ æ/ / ʌ/ and sounds and words that they have to learn.
decodes words. - Learners have to go to the board and say the name of the pictures that the
teacher shows them.

Task-rehearsal

- Learners have to cut the pictures and paste them in the corresponding column
according to each words.

Task completion

- Learners have to look at the pictures, listen to what the teacher said and
write the name of each one in the corresponding line.

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 Task assessment

- The teacher have to project the images on the board or print them and paste
them on the board. The students have to listen to the words that the teacher
said and run to the board to touch the correct pictures

Reflective Teaching

What worked well What didn’t work well How to improve

Enduring Understanding Reflection

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Term: III Level: Fourth Grade Unit: 6 Week:4

Domain: Scenario: OH! The places you will Go Theme: Oh, The Things that you will do

Enduring Understanding: A good vacation requires proper planning. Different people like to do different things on their vacations

Essential Question: What makes a good vacation?

General Competences
Responsible Citizenship ( )
Life Competences ( )
Competences for Employability ( )

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

Grammar & Sentence Frames Function Psycho-social

Wh- questions Making suggestions  Using technology to get information and

share information
 Where will you go on vacation this summer? Discourse Markers
 When are you going?
 What will you bring to ? First, then, after that, finally
Socio-cultural
Simple future and first conditional
 Using formal and Informal registers when
greeting and saying good-bye

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 If we (go) to Cahuita, we (will surf).

If I (go) to the beach, I (will play soccer

on the sand).

Vocabulary

Vacation activities:

 Hiking, Walking
 Dancing, Eating
 Swimming
 Do karaoke
 Horse back riding

Expressing future

 I will go hiking/swimming
If I go… I will….

Phonology

Phonemic Awareness

Practicing vowel consonant combinations to

form several words:

 /m/, /s/, /a/,

/t/, /n/,/e/

ALL THE MATERIALS SUGGESTED IN THIS PLANNING

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 CAN BE DOWNLOADED FROM THIS LINK
https://drive.google.com/drive/folders/1xMsAvUcLwlH_cVo3vaDQqOnVz1laye8D
?usp=sharing

Pre-teaching

Warm up: Two truths and a lie

- Teacher writes three sentences about his/her vacations. Two statements
should be true and one false, for example: I went to a Disney the last year. I
went to a volcano with my family on January, and I played soccer at the beach
the last weekend. Ask each pair which statement they think is untrue and
have them explain why. Reveal your answer at the end.

 Then, the teacher can ask learners to mention their preferences about
places for summer vacations.

Activation of prior knowledge

 Teacher introduces wh – questions with a song named 6 Questions song in

the following link https://youtu.be/D5KuipbiL5k
 Teacher plays the song for a second time and asks learners sing the song.
 Teacher asks students to watch the videos Type 1 if conditional
https://youtu.be/Tz-35-2pWpU
 and First conditional if. https://youtu.be/WX6rviEY-TE

Modeling
Teacher introduces the basic questions to know people vacation plans, and vacations
activities. ppt: “wh-questions”. And “Simple future and first conditional”.
 Teacher asks students read and repeat.

Clarifying

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 Using the examples from the ppts the teacher checks if learners know the vocabulary
and the use of sentence frames.
 Students look at the questions around the classroom.
• In pairs, write down the correct question word
• on the post it note to fill in the gap.
• Stick the question word next to the question. For example

- will you go on vacation this summer?

- are you going to the beach?
- will you bring to the beach?

Pre-task
 The teacher shares the goal of the lesson.
SI.2. Asks straightforward SI.2.Asks  Teacher Introduces the topic of vacations by telling about one of his/her
questions in familiar straightforward future vacations. Should include place, date, and useful things.
situations and understand questions in familiar  Ask students to come up with different useful items for their vacation
the responses during situations and according to the place, and write them on the board.
dialogues and understand the
conversations. responses. Task-rehearsal
Students will think about a dream vacation place, time and things that they will bring to
the trip. They can take notes if they want.

Task completion
In pairs, students will make a vacation interview each other.
For example:

When will you go on vacation this summer?

- I will go to grandma’s farm

When are you going to the Grandma’s farm?

- I`m going to grandma’s farm on October 12th

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 What will you bring to the Grandma’s farm?
- I will bring , , and .

Task assessment

Once they've interviewed each other, have students choose a dream vacation for their
partner.

Pre-task
- The teacher shares the goal of the lesson.
SP.1. Describes basic SP.1. Describes
- Students watch a video named: “My summer vacations” Link:
aspects of an event in an basic aspects of an
https://youtu.be/V_BnhRJmxtA
oral presentation. event.
Task-rehearsal
Students brain storm some vacation activities presented in the video. The teacher can
write them on the board as they said them.

Task completion
Students talk about what activities will they do if they were in that place. First in pairs,
and then some volunteers say it to the whole class.

Task assessment

- Students will pair and match first conditional correct structure, and say them
aloud when the teacher asks them.
- The class is divided into two groups, one group will have the “main clause” and
the other the “if clause”. They will talk about the vacation activities. (Annex 1)

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 - When they found the correct pair, they will present them orally in front of
the class making the motions that represents the sentences.

Pre-task
W.2. Applies conventions W.2. Applies - The teacher shares the goal of the lesson.
of standard English. conventions of - Students watch the video “My Summer vacations” again.
standard English.
Task-rehearsal
In pairs, students write up from the video at least 5 activities that people do on their
vacations.
Task completion
Students have to complete the paragraph with the information seen in the video.
For example:

In my summer vacations

I am on vacation in with my parents and my sister. We are

staying at a beautiful on the beach. There is a big
pool in the hotel. My family enjoy playing
on the beach. We also like to eat on the beach. Also, we
over the waves!. My favorite summer activity is riding on a
. It’s so exciting!
When there are big waves on the sea, you can go . I am
crazy about swimming and . We are having many other
activities like archery, rock , ropes course, Tarzan Swings,
sack
, jumping on a trampoline, playing frisbee, tug of war, water
, kayaking, and finally in the evening we share sat
around the campfire.

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 Teacher with examples highlights the importance of capitalizing the first letter
of a word at the beginning of sentences and proper names. Techer also reminds
to finish sentences with a period.
Task assessment
Students should write the main items needed for at least three vacation activities.
For example:

For swimming you should bring: , and

R.PA.1. Indentify the
R.PA.1. identifies English sounds /ɜ: / ɔ://æ //
sounds /ɜ: // ɔ:/ æ/ / ʌ/ and ʌ/
decodes words. Phonemic Awareness

Pre-task
- The teacher shares the task of the lesson.
- The teacher shows to the learners the power point presentation related to the
sounds and words that they have to learn.
- Learners have to go to the board and say the name of the pictures that the
teacher shows them.

Task-rehearsal

- Learners listen to the teacher and write the missing letter

.Then cut the pictures and paste them in the corresponding
word.

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 Task completion

- Learners have to complete the sentences with the

correct word according to the pictures related to the
new sounds combinations.
-

Task assessment

- Learners have to write the words that the teacher said in the corresponding
space.

Integrated Mini-Project
All the activities for this planning can be download from this link:
https://drive.google.com/drive/folders/1xMsAvUcLwlH_cVo3vaDQqOnVz1laye8D?usp=sharing

MY DREAM VACATION
Learners use prior knowledge and linguistic skills to select the vocabulary required to describe their favorite vacation. Students choose which information they want to include. They
complete a flipbook with the missing information including: place they will go, food they will find, transportation, people they will meet, what they need to pack and activities they will
do. Once they complete the flipbook, they describe it orally to the rest of the class. Students should use the following structures:

*Greeting and name

Part 1: Students choose where they would like to travel to, complete the sentences and represent it with drawings or pictures.
Example: I would like to go to Guanacaste.
Part 2: Students describe what mean of transportation they will use to get there.

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Example: I will go by train.
Part 3: Learners indicate what they expect to find there and what they will eat.
Example: I will eat tanelas and I will visit my uncle Joey.
Part 4: Learnes will explain what activities they will do during the vacation and what clothes are needed to wear there.
Example: I will play in the sand. I will wear my bathing suit and my sunglasses.
*Leave-taking

Reflective Teaching

What worked well What didn’t work well How to improve

Enduring Understanding Reflection

ANNEXES:
ALL THE ACTIVITIES SUGGESTED IN THIS PLANNING CAN BE DOWNLOADED IN
THIS LINK:
https://drive.google.com/drive/folders/1xMsAvUcLwlH_cVo3vaDQqOnVz1laye8D?
usp=sharing

Créditos: Esta unidad fue elaborada por las siguientes docentes de la Dirección Regional de Guápiles:
Roxana Vargas, Esc Las Palmitas
Keylin Aguilar, Esc Campo Cinco
Stephanie Barrantes, Esc Barrio Los
Ángeles Leticia Cruz, Esc San Martín
Katherine Naranjo, Esc Cuatro
Esquinas Vianney Salazar, Esc Huétas
Deikelyn López, Esc Campo Cinco
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Evelyn Guillén, Esc Los
Ángeles Katerine Mora, Esc
Palermo

Revisión técnica: Ana Isabel Campos Centeno, Asesora nacional de inglés, Departamento de Primero y
Segundo Ciclos

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