A key to success!A key to success!

Based onthe CEFR descriptors

evn eduvisión

Hands on! 4 is a collective work created and designed by the Department of Educational

Research of Editorial Eduvisión.

Author:MSc Rebeca Batista Monge

Language Consultants:Jaime Morales Brenes

Elaine Schlabach

It’s snowy.

I’m wearing my sweater. I like winter.

It’s sunny and warm.

I’m wearing shorts.

It’s sunny in January.

Yesterday, It was raining.

Unit1

Essential Question

How does weather affect the way we live?

I love summer because I go

to the beach with my family.People wear colorful

raincoats when it is raining.

(your idea)

Weather Wise

Themes

1. Weather and Seasons

2. Sunshine and Rainbows- My Feelings

3. What to Wear?

4. “Walking in the Rain”- Indoor and Outdoor Activities

7

B. Vocabulary1. Listen to the teacher and repeat the vocabulary.

2. Listen to the descriptions. Number the pictures from 1 to 3 based on what you

hear.

Let´s

hear

skirt

raincoat

umbrella

boots

t-shirt

shorts

sunglasses

dress

sandals

sweater

pants

18

Lesson 1 Weather and Seasons

A. Let’s TalkLet´s

hear

2. Listen to the conversation again and complete the sentences. Use only four words from the word bank.

a. Felipe went to last week.

b. The weather was really .

c. Valentina likes .

d. It was in Costa Rica.

Word Bank

snow

England

rainy

January

cold

Valentina: How was your trip to England?

Felipe: It was great!

Valentina: What was the weather like?

Felipe: It was really cold. Last week it was snowy.

Valentina: I think winter is great! I like snow.

Felipe: You should go next January. And what was the weather like here in Costa Rica?

Valentina: It was raining cats and dogs! I used my umbrella a lot.

1. Listen and repeat.

8

Opening Unit: Each unit begins with the themes. A picture-scenario allows students to activate previous knowledge and introduces the main topic in a real-life situation. The essential question fosters understanding and critical thinking.

Let’s Talk: This section previews the meaning and the usage of the target vocabulary and structure in context by a conversation or a chant.

Vocabulary: Clearly, this division presents and introduces vocabulary related to the lesson.

Hands on! is a six-level cohesive program that guides students into the process of learning English in a developmentally age-appropriate pace through different activities or tasks and specific meaningful contexts and real-life scenarios. By using the Communicative Approach and the Action-Oriented Approach, students will be able to interact and develop the four skills (speaking, listening, reading and writing) in a pleasant and exciting way through activities such dialogues, songs, games, projects, among others.

What is more, the program enables students to use the Information and Communication Technologies (ICTs) as a way to learn English in a world that demands fast and effective communication.

Structure

Main componentsHands on! includes essential questions, dialogues, songs, scenarios,

vocabulary in context, work-in-pair activities, and surveys to keep students willing to use the language more and more. Age-appropriate exercises, appealing songs and games introduce young students to experience English by practicing the four skills.

Every unit encloses –beyond the school activities– critical thinking tasks, cooperative learning and systematically grammar activities integrating all four skills. As a consequence, these abilities favor linguistic competences in a pedagogical scaffolding that will allow learners to use their abilities when using English as a second language. At the end of every unit, they can self-evaluate their own progress using the CEFR descriptors in order to monitor their own development.

A key to success!A key to success!

Based onthe CEFR descriptors

evn eduvisión

2

INFO

My Project

Tell me your story…

1. Work in pairs. Think about a trip you two had with your family or friends.

Organize your ideas by using sequential words (first, then, after that,

finally). Your ideas have to include:

• weather conditions of the trip

• description of clothes you were wearing

• indoor and outdoor activities you experienced on the trip

• your feelings about the trip

2. Arrange your information in a graphic organizer to brainstorm and

compare your ideas.

3. Write about your ideas. Use the sequential words and past tense.

Report your classmate’s ideas.

Example:

• First, He/She went to a nice restaurant, and he/she wore a black dress.

• Then, he/she felt really excited when he/she went swimming.

4. Illustrate your stories!

• Use real photos of your trip, draw pictures or use cutouts from

magazines and newspapers.

5. Present your creative work to your classmates and teacher. Take time to

practice your reports before the oral presentation.

a. You can create an interactive presentation using your favorite

application on a computer or tablet. You can use “Publisher”, “Power

Point”, or “Prezi”.

b. You can create a colorful poster using the illustrations you collected

from your trip. (real photos, drawings or cutouts)

• Be sure your creative work shows the sequence of events of your trip!

• Be sure your pictures or images display correctly what you did, wore,

or felt in the trip.

6. Please assess your work.

My trip

My Classmate’s Trip

Weather

Clothes

Activities

Feelings

30

D. English in Use Idiomatic Expressions

1. Read the expression and talk about it with your teacher and classmates.

“It’s raining cats and dogs”

This means it’s raining heavily.

Let‘s go inside the house

because it’s raining cats

and dogs.

E. Phonics Time

1. Segment sentences into words. Read the words aloud.

Example:

• Last Saturday, it was sunny. / Last / Saturday / it / was / sunny

a. Yesterday, it was a rainy day. / .

b. It snowed a lot last winter. / .

c. Cartago was foggy this morning. / .

F. Let’s Practice

1. Based on the information, write three sentences in your notebook. Use past time

expressions.

Country Season Weather Condition Month

Costa Rica dry sunny February

Mexico rainy cloudy May

England fall windy September

11

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C. Remember to Use

Present progressive

Use present progressive to describe what is happening now.

Past Progressive

Use past progressive to describe what was happening at

some point in the past.

Past Tense and Past Progressive

Use past progressive and past tense to express past events and clothing according to

weather.

Example:

Yesterday, It was raining, so they wore boots.

Remember to use

Time Expressions

-now-right now

-in this moment

I - am/was

You - are/were

He - is/was

She - is/was

It - is/was

We - are/were

They - are/were

Verb to be (is-am-are) + present

participle (-ing form)

Verb to be (was-were) + present

participle (-ing form)

Example:

She is wearing a skirt. It is raining in San Ramón now.

Ask questions using the present progressive tense.

• What are you wearing today?

• What is he wearing today?

Example:

He was wearing sunglasses. It was snowing in England.

Ask questions using past progressive tense.

• What were you wearing yesterday?

• What was he wearing yesterday?

19

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1. Complete the sentences. Use present progressive or past progressive according to the

verbs given and time expressions. a. Felipe

a colorful raincoat now.

(wear)b. It

in the United States last winter.

(snow)c. Yesterday, it

in England.

(rain)d. At this moment, they

in the rain.

(play)2. Complete the sentences. Use past progressive or past tense in each sentence.

a. It was sunny in Cartago, so Irina

outside.

(play)

b. They on a cold day, so they

sweaters.

(play) (wear)

c. She was wearing a bathing suit, so she

to the pool.

(go)

D. English in Use Idiomatic Expressions 1. Read the expression and talk about it with your teacher and classmates.

i

i ii

Valentina is dressed to kill

E. Phonics Time1. Write new words formed by onsets and rhymes.

a.

.b.

.c.

.d.

.2. Read the new words aloud and practice the sound /æ/.

at

h

b

c

m

“Dressed to kill”This means dressed in fancy, stylish clothing.

20

F. Let’s Practice1. Look at the pictures and find the words in the hidden word puzzle. Write the words you

found on the line. Tell the teacher and classmates about the words that you found.

C P N Y S S F Q E Q D D Y S Q

U H N R H M G Z N J C K S H B

O M O D T E W D R E S S U O O

E W B O J R U I F J X Y N R O

S V I R U D O H Z S Y W G T T

H K Z S E S W E A T E R L S S

S U I U E L W S X V N J A Q A

A P P R K S L W U A M Y S Z T

A C I J T M V A E K N T S J G

A C Z N B Y Y J L B Y P E N X

T M Y O A C C J W V K L S C C

Z O L N U G S A N D A L S E Y

R J A F U N C R N C I L F J Y

N K V L H L A O K Y B Q S A G

C M G B M C G Z K P H J U W K

a. .

b. .

c. .

d. .

e. .

f. .

g. .

h. .

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G. Reading Time

2. Let’s get the main idea! Circle the answer according to the text. Talk about the main idea with your teacher and classmates.

a. What did the friends want to do? Outdoor activities / Indoor activities

b. What happened at the skating park? It rained a lot. / They skated happily.

c. What happened at the lake? They fished a lot. / The wind ruined their plans.

d. What changes did they make?

They played video games and cards. / They felt sad and went home.

1. Read the text and circle the main characters.

Remember:

A main character is the protagonist that has the

most important actions in the story. You can find

people, animals, and objects as main characters.

A main idea is the most important

point in the text. It tells what the text is

about.

Carolina planned to have a great day with Nancy and Luis. She wanted to do outdoor activities, but she learned that sometimes it is necessary to change plans because weather conditions can change. Everything was planned; the three friends were going to skate in the morning and go fishing in the afternoon. They went to a special skating park, but when Carolina started to skate, she felt big drops on her face. They didn’t skate because it rained cats and dogs the whole morning.

They decided to wait at Nancy’s house. There, they played cards. At 3 p.m., the rain stopped, so they went to a lake near Nancy’s house. The fishing rods were in the lake, and they were very excited when Luis caught his first fish. Suddenly, their fishing rods started to move; it was a very windy afternoon! They stopped fishing, so they went to Luis’ house to play video games. It was definitely not a good day for outdoor activities, but they learned that indoor activities could be fun, too.

Tell the main idea!

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1Reviewunit

1. Unscramble the words.

a. lcuydo b. wnyid

c. yusnn

d. lurbmeal e. obost

f. iractoan

g. ygaKinka h. ishignf

31

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Phonics Time: This section introduces learners to the ability to listen, to identify or even to manipulate sounds in spoken words in order to achieve linguistic and phonemic awareness.

Reading: This uses a variety of real-world text types and adaptive songs and chants that develop a variety of reading skills such as skimming, scanning and/or inferring meaning from context.

English in Use: This offers idiomatic expressions, proverbs and phrasal verbs to the unit as a way to achieve linguistic competence.

Remember to Use: In this section, a brief and clear description of the structure of content studied throughout the unit is provided by controlled and personalized practices.

Let’s Practice: This branch focuses on speaking and writing activities using the vocabulary and grammar studied throughhout the lesson.

Cultural Tip: This presents real-life information about culture around the world in regard to the lesson and the topic. It helps by introducing folk wisdom, and/or other conventions of the language.

Let´s

hear

1. Check in the box that describes how you feel about your work..

statementsI can

Very goodGood

DevelopingExcellent

I can describe weather conditions and seasons.

I can express feelings according to the weather.

I can describe what to wear according to the weather.

I can describe indoor and outdoor activities.

I can organize events using sequential words.

I can segment sentences into words.

I can form words with simple onsets and rhymes.

2. Describe the pictures. Write complete sentences with the vocabulary studied in class. Read the sentences to the class.

32

Project: This offers pupils the opportunity to participate in a student-centered and process-oriented project. Furthermore, students will be capable of using ICTs to create artistic and authentic material that sums up the scenarios and domains that go beyond the classroom setting.

Review Unit: This encourages students to review vocabulary, structure, and functional language through different activities.

I can-statements: This gives a clear and measurable learning outcome based on the CEFR descriptors.

Audio-Icon: Represents the conversations and chants that you can hear on the Hands on Player app.

Sunday Sun.Mon.Tues.Wed.

Thurs.Fri.

Sat.

MondayTuesday

WednesdayThursday

Saturday

Friday

Days WeekoftheDays Weekofthe

spring

summer

fall

winter

foggy rainy

sunn

yw

ind

y

cloudysnowy

hotcold

ulturaltipC

In the United States and England there are four seasons,

spring (March to May), summer (June to August), fall

(September to November), and winter (December to

February). In Costa Rica there are two seasons, dry (January to April)

and rainy (May to December).

B. Vocabulary1. Listen to the teacher and repeat the vocabulary.

2. Listen to the sentences. Circle the word that you hear. a. Yesterday was a ( rainy / cloudy ) day. b. In ( December / September ) people celebrate Christmas.

c. It is ( hot / cold ) at the beach. d. My sister likes ( spring / June ) because she sees many flowers.

9

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Uni

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Scope and SequenceUnits Themes Remember to use...

Vocabulary and Phonology

Learn to know Learn to doLearn to be and live in

communityLearning

outcomes

Weather WiseEssential Question: How does weather affect the way we live?

Pages: 7 - 32

1. Weather and Seasons2. Sunshine and Rainbows-

My Feelings3. What to Wear?4. “Walking in the Rain”.

Indoor and Outdoor Activities

Verb tenses: Past tense / present tense/present progressive and past progressiveWh -information questionsComparative and superlative forms

Vocabulary: Weather conditions, Seasons of the year, Months of the year, Countries, Feelings, Verbs forms, Objects, Clothes, Outdoor Activities, Indoor Activities Phonology: Segmenting sentences into wordsSimple onsets and rimes

Verb tenses: past tense / present tense/present progressive and past progressiveWh -information questionsComparative and superlative forms

- Describing things (weather conditions, seasons).

- Expressing past events and activities according to weather, feelings and clothing.

- Describing activities and clothing during varying weather conditions and seasons.

- Expressing likes and dislikes - Linkers: Sequential - past tense

- Showing respect - Work cooperatively. - Using technology to communicate ideas

effectively.- Identifying cultural and regional differences - Using different ways of sharing personal

experiences and concerns.- Expressions - Idioms

My Project“Tell me your

story…”p. 30

Natural TreasuresEssential Question: Why are national parks important?

Pages 33 - 60

1. Places and People at the Park

2. Wildlife at the Park3. A Trip to a National Park 4. Protecting our National

Parks

Simple present tenseThere and conjunctions Modal – shouldSimple past tense Wh /information questions -Yes/No questions in simple past

Vocabulary: National park, Descriptive adjectives, People at the park, Wildlife at the park, Activities in past tense, Protecting our National Parks Phonology: Short vowels

Simple present tenseThere and conjunctions Modal – shouldSimple past tense Wh /information questions Yes/No questions in simple past

- Describing people, places, and things.

- Asking for and giving information about places and things.

- Describing past experiences - Making suggestions. - Sequential - past tense

- Taking personal and social responsibility to care for nature.

- Taking pride in natural treasures in our country Working cooperatively

- Using the right choice of greetings & address forms

- Following conventions for turn taking.- Using the right choice of interjections - Proverbs/idioms

My Project“Puppets Show!”

p. 58

Farm to TableEssential Question: What do people do for us to have fresh food on our table?

Pages 61 - 92

1. At the Farm2. Let’s Go to the Farmer’s

Market3. Let’s Make a Meal 4. May I Have your Order?

Simple Present Personal pronounsPresent continuous Present tense -Articles with count and non-count nounsCount and non-count nouns Sequence adverbs Wh-questions

Vocabulary: Preparing the fields, growing the crops, farm activities, transporting, processing, selling, Costa Rican crops, meats, verbs, may I have your order?Phonology: Decoding English graphemes that sound different in Spanish. Reading contractions: doesn’t, don’t, didn’t, aren’t. Consonant blends /pl /st/ /tr/. Minimal pair sounds: s / z

Simple Present Personal pronounsPresent continuous Present tense -Articles with count and non-count nounsCount and non-count nouns Sequence adverbsWh-questions

- Describing farm activities, habits and routines

- Describing things and places- Giving and following directions - Expressing preferences for

ordering food - Sequential past tense.

- Develops cooperation practices to solve problems

- Work cooperatively - Takes social responsibility for cultivating own

food - Values the work of farmers- Communicates needs and desires effectively - Cultural differences between urban and rural

settings - Polite forms to greet, say goodbye and

address- Ways of expressing gratitude - Idioms

My Project“A New

Restaurant is Opening Soon!”

p. 90

Take CareEssential Question: What can we do when I’m feeling rough?

Pages 93 - 116

1. Not Feeling Well!2. Doctor, Doctor!3. Pharmacy: Injections, Pills,

and Creams…Oh My! 4. I Went to the Doctor

Yesterday

Simple future tense “will”Present progressive tense Personal pronoun ‘it’ Subject + to be + verb/adjective/or noun Subject + have/has + noun Simple Past Past Progressive Information Question

Vocabulary: Diseases, symptoms, treatments, tips/recommendations, action verbs, pharmacy, imperative form of verbs, I went to the doctor yesterdayPhonology: Sounds: /V/- / Sh/- /U/- / Z/

Simple future tense “will”Present progressive tense Personal pronoun ‘it’ Subject + to be + verb/adjective/or noun Subject + have/has + noun Simple Past Past Progressive Information Question

- Describing common diseases, symptoms and treatments.

- Describing actions that you can do to stay healthy.

- Giving advice. - Retelling/relating past events. - Sequential past tense

- Taking responsibility for being healthy. - Showing interest in a person’s well-being.- Using all tools at hand including technology for

promoting healthy lifestyles - Using greetings & address forms.- Using and choice of interjections. - Using of please and thank you appropriately.- Idioms

My Project“Take Care of

You!”p. 114

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

Pages 117 - 140

1. Was that an Earthquake?2. It was Raining Cats and

Dogs3. Calling 9-1-14. Getting Ready for a

Natural Disaster

Simple presentWh- questions in simple presentWh-question in simple past Simple past Modals: should/ canImperative form of verbs

Vocabulary: Emergencies and natural disasters, Earthquakes, Feelings, Floods, Effects of Floods, Useful phrases, Personal information, People, Emergency Kit items, Have an evacuation plan, Build an emergency kitPhonology: Base words that have been modified by inflectional endings Minimal pairs: /s / -/θ/

Simple presentWh- questions in simple presentWh-question in simple past Simple past Modals: should/ canImperative form of verbs

- Describing natural disasters and feelings

- Describing past events - Asking for help - Giving and following safety

procedures - Sequential - past tense

- Taking personal and social responsibility for preventing and reacting in an emergency.

- Showing willingness to follow instructions. - Working cooperatively with others.- Showing interest in a person’s well-being.- Sharing experiences and concerns. - Use of conventions for turn-taking.- Idioms

My Project“Let’s Be Safe!”

p. 138

Places You Will GoEssential Question: What makes a good vacation?

Pages 141- 176

1. Where to Go2. Different People, Different

Places3. Planning Vacations4. Oh! The Things that You

Will Do

Describing places Prepositions of placePossessive adjectives Simple future Present ProgressiveFirst conditional ConjunctionsQuestions Verb +ING Want= would

Vocabulary: Places, Typical food, Expressing preferences, Places to go, Descriptive words, People to meet, Transportation, Making a Hotel Reservation, Packing, Daily routine, Vacation activities, Expressing future Phonology: Minimal pair sounds Vowel consonant combinations

Describing places Prepositions of placePossessive adjectives Simple future Present ProgressiveSimple future and first conditional Simple present tense with a conjunctionWh- questions Yes/no questions in simple present Verb +ING Want= would

- Describing places and people - Describing daily activities - Expressing preferences (likes

and dislikes) - Making suggestions - Sequential - past tense

- Showing creativity for selecting a vacation place.

- Communicating ideas and desires politely. - Using technology to get information and share

information.- Using “please” and “thank you” appropriately

in rehearsing and preparing for vacation - Using formal and Informal registers when

greeting and saying goodbye - Idioms/Phrases

My Project“Let’s Persuade

Someone!p. 166

4

Units Themes Remember to use...Vocabulary and

PhonologyLearn to know Learn to do

Learn to be and live in community

Learning outcomes

Weather WiseEssential Question: How does weather affect the way we live?

Pages: 7 - 32

1. Weather and Seasons2. Sunshine and Rainbows-

My Feelings3. What to Wear?4. “Walking in the Rain”.

Indoor and Outdoor Activities

Verb tenses: Past tense / present tense/present progressive and past progressiveWh -information questionsComparative and superlative forms

Vocabulary: Weather conditions, Seasons of the year, Months of the year, Countries, Feelings, Verbs forms, Objects, Clothes, Outdoor Activities, Indoor Activities Phonology: Segmenting sentences into wordsSimple onsets and rimes

Verb tenses: past tense / present tense/present progressive and past progressiveWh -information questionsComparative and superlative forms

- Describing things (weather conditions, seasons).

- Expressing past events and activities according to weather, feelings and clothing.

- Describing activities and clothing during varying weather conditions and seasons.

- Expressing likes and dislikes - Linkers: Sequential - past tense

- Showing respect - Work cooperatively. - Using technology to communicate ideas

effectively.- Identifying cultural and regional differences - Using different ways of sharing personal

experiences and concerns.- Expressions - Idioms

My Project“Tell me your

story…”p. 30

Natural TreasuresEssential Question: Why are national parks important?

Pages 33 - 60

1. Places and People at the Park

2. Wildlife at the Park3. A Trip to a National Park 4. Protecting our National

Parks

Simple present tenseThere and conjunctions Modal – shouldSimple past tense Wh /information questions -Yes/No questions in simple past

Vocabulary: National park, Descriptive adjectives, People at the park, Wildlife at the park, Activities in past tense, Protecting our National Parks Phonology: Short vowels

Simple present tenseThere and conjunctions Modal – shouldSimple past tense Wh /information questions Yes/No questions in simple past

- Describing people, places, and things.

- Asking for and giving information about places and things.

- Describing past experiences - Making suggestions. - Sequential - past tense

- Taking personal and social responsibility to care for nature.

- Taking pride in natural treasures in our country Working cooperatively

- Using the right choice of greetings & address forms

- Following conventions for turn taking.- Using the right choice of interjections - Proverbs/idioms

My Project“Puppets Show!”

p. 58

Farm to TableEssential Question: What do people do for us to have fresh food on our table?

Pages 61 - 92

1. At the Farm2. Let’s Go to the Farmer’s

Market3. Let’s Make a Meal 4. May I Have your Order?

Simple Present Personal pronounsPresent continuous Present tense -Articles with count and non-count nounsCount and non-count nouns Sequence adverbs Wh-questions

Vocabulary: Preparing the fields, growing the crops, farm activities, transporting, processing, selling, Costa Rican crops, meats, verbs, may I have your order?Phonology: Decoding English graphemes that sound different in Spanish. Reading contractions: doesn’t, don’t, didn’t, aren’t. Consonant blends /pl /st/ /tr/. Minimal pair sounds: s / z

Simple Present Personal pronounsPresent continuous Present tense -Articles with count and non-count nounsCount and non-count nouns Sequence adverbsWh-questions

- Describing farm activities, habits and routines

- Describing things and places- Giving and following directions - Expressing preferences for

ordering food - Sequential past tense.

- Develops cooperation practices to solve problems

- Work cooperatively - Takes social responsibility for cultivating own

food - Values the work of farmers- Communicates needs and desires effectively - Cultural differences between urban and rural

settings - Polite forms to greet, say goodbye and

address- Ways of expressing gratitude - Idioms

My Project“A New

Restaurant is Opening Soon!”

p. 90

Take CareEssential Question: What can we do when I’m feeling rough?

Pages 93 - 116

1. Not Feeling Well!2. Doctor, Doctor!3. Pharmacy: Injections, Pills,

and Creams…Oh My! 4. I Went to the Doctor

Yesterday

Simple future tense “will”Present progressive tense Personal pronoun ‘it’ Subject + to be + verb/adjective/or noun Subject + have/has + noun Simple Past Past Progressive Information Question

Vocabulary: Diseases, symptoms, treatments, tips/recommendations, action verbs, pharmacy, imperative form of verbs, I went to the doctor yesterdayPhonology: Sounds: /V/- / Sh/- /U/- / Z/

Simple future tense “will”Present progressive tense Personal pronoun ‘it’ Subject + to be + verb/adjective/or noun Subject + have/has + noun Simple Past Past Progressive Information Question

- Describing common diseases, symptoms and treatments.

- Describing actions that you can do to stay healthy.

- Giving advice. - Retelling/relating past events. - Sequential past tense

- Taking responsibility for being healthy. - Showing interest in a person’s well-being.- Using all tools at hand including technology for

promoting healthy lifestyles - Using greetings & address forms.- Using and choice of interjections. - Using of please and thank you appropriately.- Idioms

My Project“Take Care of

You!”p. 114

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

Pages 117 - 140

1. Was that an Earthquake?2. It was Raining Cats and

Dogs3. Calling 9-1-14. Getting Ready for a

Natural Disaster

Simple presentWh- questions in simple presentWh-question in simple past Simple past Modals: should/ canImperative form of verbs

Vocabulary: Emergencies and natural disasters, Earthquakes, Feelings, Floods, Effects of Floods, Useful phrases, Personal information, People, Emergency Kit items, Have an evacuation plan, Build an emergency kitPhonology: Base words that have been modified by inflectional endings Minimal pairs: /s / -/θ/

Simple presentWh- questions in simple presentWh-question in simple past Simple past Modals: should/ canImperative form of verbs

- Describing natural disasters and feelings

- Describing past events - Asking for help - Giving and following safety

procedures - Sequential - past tense

- Taking personal and social responsibility for preventing and reacting in an emergency.

- Showing willingness to follow instructions. - Working cooperatively with others.- Showing interest in a person’s well-being.- Sharing experiences and concerns. - Use of conventions for turn-taking.- Idioms

My Project“Let’s Be Safe!”

p. 138

Places You Will GoEssential Question: What makes a good vacation?

Pages 141- 176

1. Where to Go2. Different People, Different

Places3. Planning Vacations4. Oh! The Things that You

Will Do

Describing places Prepositions of placePossessive adjectives Simple future Present ProgressiveFirst conditional ConjunctionsQuestions Verb +ING Want= would

Vocabulary: Places, Typical food, Expressing preferences, Places to go, Descriptive words, People to meet, Transportation, Making a Hotel Reservation, Packing, Daily routine, Vacation activities, Expressing future Phonology: Minimal pair sounds Vowel consonant combinations

Describing places Prepositions of placePossessive adjectives Simple future Present ProgressiveSimple future and first conditional Simple present tense with a conjunctionWh- questions Yes/no questions in simple present Verb +ING Want= would

- Describing places and people - Describing daily activities - Expressing preferences (likes

and dislikes) - Making suggestions - Sequential - past tense

- Showing creativity for selecting a vacation place.

- Communicating ideas and desires politely. - Using technology to get information and share

information.- Using “please” and “thank you” appropriately

in rehearsing and preparing for vacation - Using formal and Informal registers when

greeting and saying goodbye - Idioms/Phrases

My Project“Let’s Persuade

Someone!p. 166

5

I amIrinaI am

Felipe

I amSamuel

I amValentina

I amMin

I amLuis

Welcome to Hands On! 4Let’s meet our friends

6