planes unificados inglés

School: Teacher:

Date: Week 1 and 2

Study Block: MY NUCLEAR FAMILY Guanacastequidad: Families in Guanacaste. COGNITIVE TARGET:

Responding with short phrases to inform about nuclear family members.

Enabling Linguistic Lesson´s objectives: LISTENING Imitating the sound of family members. SPEAKING Responding with single words, and phrases to oral questions about family members. Terminal Objective: By the end of the week SWBAT will be able of describe a picture about family.

Level: FIRST Time: 10 lessons Values and Attitudes:

Respect for differences among families members.

Respect for other customs.

Equality in treatment with all family members. CROSS CURRICULAR THEME:

Talking about the Family

types in Guanacaste and

the rest of the country.

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Functions and Language

Identifying Family Members.

Describing family members. Vocabulary:

Nuclear Family Members: father, mother, brother, sister, son, daughter, grandfather, grandmother, boys, girls, children, child.

Adjectives: tall, short, thin, fat, long, big, and small.

Color: red, blue, blond, black, autburn, brown.

Numbers: from 1 to 10

Structures:

Who is this? This is….. What do you see in the picture? I see…. Is he a boy or girl? He is….. What color is his/her hair?

How many brothers do you have? I have….. What does your father look like? He is tall.

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Mediation Activities Warm up: Sing the song: Where is Family? And 10 little monkeys. Where is father? Where is father? Here I am. Here I am. How are you today Sr.? Very well and thank you. Say Good bye! Presentation:

1. T. introduces family members using flash cards. This is father. Who is he? Is he father? Yes, he is. (p. 32, 36 Play and Learn)

2. T. introduces some adjectives like tall, short, fat, thin, big and small using visual aids. He is tall and thin. He has big nose and small eyes. What does he look like?

3. T. introduces numbers by asking for how many brothers do you have? I have 3 brothers. Who are they? They are….

4. T. introduces the lesson by playing. Hot Potato. What color s your hair? What color is this? How many fingers do you have?

5. T. introduces the class describing a picture about family. This is my family, she is my mother… She is short and she has blond hair.

Practice: 1. Ss. Listen and repeat the family members, questions and answers. 2. Ss. Listen and repeat vocabulary identifying the family member in the picture.(p. 33, 38 Play and

Learn) 3. Ss. Listen and repeat questions How many….do you see in the picture. (p. 42 Spark.) 4. Students listen and color .(p. 45. Play and Learn)(p. 32, 33 Spark 1) 5. Students listen and repeat the short sentences that they heard.

Production: 1. Ss. Draw his own family and share with the class. 2. Ss. Trace, cut and glue family members, and match them by oral questions. 3. Ss. Circle the family member´s name in the questions, and then they count and write the

number appropriately.

Evaluation of Learning Outcomes

The students:

Imitate words phrases or sentences through repetition.

Recognize family members.

Answer oral questions about family members.

Describe family members.

4. Ss. Trace numbers using different colors, and then they match.(p. 42 Play and Learn) 5. Ss. Using a family photo, they pass in front the classroom and describe their families.

Curricular accommodations:

Materials: Vocabulary words flashcards (ver anexo 1, 2, and 3) Photocopies,Songs and games

Chronicle: (Reflective observations)

School: Teacher:

Date: Week 3 and 4

Study Block: MY NUCLEAR FAMILY Guanacastequidad: Families in Guanacaste. COGNITIVE TARGET:

Responding with short phrases to inform about expressions of feelings toward family members.

Enabling Linguistic Lesson´s objectives: LISTENING Imitating the sound of feelings toward family members. SPEAKING Responding with single words, and phrases to oral questions about family members, and feelings. Terminal Objective: By the end of the week SWBAT express their emotions toward family members in short oral sentences by decorating pallets with pictures about family and feelings.

Level: FIRST Time: 10 lessons Values and Attitudes:

Respect for differences among families members.

Respect for other feelings.

Equality in treatment with all family members. CROSS CURRICULAR THEME:

Talking about the Family

types in Guanacaste and

the rest of the country.

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Identifying Family Members.

Expressing feelings toward family members. Vocabulary:

Nuclear Family Members: father, mother, brother, sister, son, daughter, grandfather, grandmother, boys, girls, children, child.

Feelings: sad, happy, angry, bored,etc.

Color: red, blue, blond, black, autburn, brown.

Numbers: from 1 to 10

Shapes: circle, rectangle, triangle, round, circular, rectangular, square.

Structures:

Who is this? This is….. What do you see in the picture? I see a…. Is it a triangle? Yes, No, it is/isn´t. He is….. What color is the square? How is father? He is happy How do you feel? I am sad. Listen and draw a angry square. Show me a sad face. If you are happy touch your nose.

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Mediation Activities Warm up: If you´re happy and you know it clap your hands. Angry stump your feet Sad cry a lot. Excited say Urrey. Bored go to bed Presentation:

1. T. introduces feelings using flash cards. He is is happy. Who is he? Is he father? Yes, he is. How does he feel? He is happy. How is your father? He is…

2. T. introduces some shapes like square, circle, rectangle, triangle using visual aids. a. This is a circle. The circle is red. What is this? What color is this? Is it a circle? Yes/No.

3. T. introduces the lesson playing opposite feelings. Divide the group in two teams. One perform the feeling and the other checks that all students do it right. Example. Show me a happy face.

4. T. introduces the lesson by reviewing family members and feelings using flash cards. 5. T. introduces the family members and colors using wool, pictures and pallets. He is brother. He

has red hair. He is angry. Practice:

1. Ss. Listen and repeat the sentences, questions and answers. 2. Ss. Listen and repeat vocabulary identifying shapes and colors.(p. 43, 44 play and Learn 1)(p.32

Spark 1) 3. Ss. Listen and repeat , and mimic feelings 4. Students in pairs mimic family members and say short sentences. Example: one student mimic

the family member and the other mimic the feeling So, the rest of the class has to guess and say the sentence represented.

5. Students listen and repeat the short sentences that they heard. Production:


The students:

Imitate words phrases or sentences through repetition.

Recognize family members.

Answer oral questions about family members.

Describe family members.

1. Ss. Cut, glue, and circle. (p. 48, 49 Spark 1) 2. Ss. Make a clown using shapes and colors. 3. Ss. Listen, repeat and draw feelings (p. 39, 40 Play and Learn.) 4. Ss. Guess, cut and glue faces into shapes. Then they answer oral questions about. Who is in the

square? How is she? (p. 47 Play and Learn) 5. Ss. Cut, color, and paste pictures about family feelings on the pallets and decorating them with

wool.


Materials: Vocabulary words flashcards (ver anexo 4, 5) Photocopies,Songs and games Wool Pallets.


School: __________________________

Teacher: _________________________

Date: ______________

Study Block: My family

Cognitive Target: Asking for and giving information about feelings related to extended family ties

Enabling Linguistic Lesson´s objectives: (L) Understanding familiar language in simple sentences spoken at near normal speed

(S) Using expressions to show feeling and opinions Terminal Objective: By the end of the lesson SWBAT understand and use expressions to show feeling and

opinions

Level: Second

Time: a week Values and Attitudes: Respect for other customs


Function: Expressing feelings (S) Understanding feelings in simple sentences (L)

Vocabulary: Feelings: happy, tender, enjoy, angry, sad, etc. Structures: How do you feel today? I’m…

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Mediation Activities

Warm up:

Presentation:

Teacher introduces the topic using flashcards with different feelings in English by saying: This is my brother, he is happy. And so on with the rest of the feelings and the family members seen in class before.

Practice:

Students have to complete the sentences that the teacher says according to the flashcards shown for him/her

Example: This is my mother. She is … And students complete the idea seen the flashcard

Production:

Teacher gives a flashcard to each student. They have to make sentences according that using the vocabulary seen in class


Students listen and repeat the new vocabulary given by the

teacher

Students use the new vocabulary to complete

sentences in an oral way

Students create sentences with the new vocabulary

Wrap up: Teacher puts flashcards on the floor and play sit down/stand up. The student who loses has to choose a card

and create a sentence using the vocabulary seen in class Curricular accommodations:

Materials: Vocabulary words flashcards Copies about feelings


School: Teacher:

Time:

Study Block: MY HOME Cognitive Target: Identification and location of furniture weekly plan 3

Enabling Linguistic Lesson´s objectives: (L) Identifying basic language in clear defined situations (S) Comparing people and things Terminal Objectives: By the end of the lesson SWBAT identify and locate furniture in different places.

Level: third Values and Attitudes: Describe visual material and pictures.

Functions and Language Function: Identifying and locating furniture. Vocabulary: stove-refrigerator- microwave- oven- iron- T.V- sofa- picture- lamp- flowers- mirror, lamp, T.V- DVD. Table night- chair- picture- closet- armchair etc. Prepositions : next-to, behind- in front of- between – Adjective: big- little Colors Action: Watch T.VG, go on a picnic- I clean – I cook- Structures: Where is the refrigerator?- Do you have a refrigerator in your house? How many picture there are in your house? Do you have TV? What colors are there in your chair, sofa? , Do you have big o little stove Where is the refrigerator? Is the stove in the dining room? Do you have table nigh? How many furniture there are in your home?

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Warm up: Teacher in front of the students do gestures about the functions of same furniture such as stove – refrigeration. She has flash card of each furniture will show and others students them students guess about it after teacher paste a flash card on the board according the students answer each gesture Presentation: Teacher show flash card about some furniture and say the name . Teacher pronounce a short sentences using colors and shapes on the board Teacher with simple words describe the furniture classroom and students listen each furniture and guess it Practice: Student respond to audio, visual and listen stimuli S.t repeat the new vocabulary given by teacher Students work in groups and draw the kitchen school , they will have a short presentation St work in oral group to prepare the presentation using prepositions and objectives. St. work in material given by teacher (k pag 44-45 of book play and leard) Production : students pronounce a new vocabulary, Have Ss think of other places in the house where they may find these objects. Ss present a short conversation ( they will present in group and divide it)

Outcomes Identify different elements by pointing , naming and checking them Describe items Participate in oral test.

Chronicle: (Reflective observations) Materials: Vocabulary words flashcards Market- papers- magazine Ruler- glue-

School: Teacher:

Time:

Study Block: MY HOME Cognitive Target: Identification and description of parts of the house weekly plan 2

Enabling Linguistic Lesson´s objectives: (L) Showing comprehension in oral tasks (S) Participaing in conversation dialogues and others. (R) (W) Terminal Objectives: by the end of the lesson SWBAT

Level: third Values and Attitudes:

Functions and Language Function: Identify parts of the house * Describing parts of the house LANGUAGE: Vocabulary:. Parts of the house(kitchen- living room- bedroom- bathroom- garage- garden- dinning room - yard)

Prepositions : infrom of – next-to behind - between numbers- next-to - (1-30) Adjective: big and little Colors. each colors Action: clean my house – sweep my bedroom Structures: What is your favorite part of the house? Do you like clean and sweep your house? What color is your house/bedroom ? How many bedroom/ bathroom are there in your home? Are there flower in your yard? Do you live in big house or little house? Who is the T:V? is next to the table Who is the refrigerator? It is between the stove Is your stove big? Yes it is, no isn´t .

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Warm up: song ANNA IS NOT HERE Presentation: Teacher introduces the topic with some flash card about the using pictures . Teacher show different parts of the house example. This is a kitchen , This is my bedroom it is big/ little. Practice: Teacher draws a house and paste it on the boar them with flash card students listen and repeat after teacher some name and paste its in the house. Each student have participation( they will cut of magazine or newpaper some pictures about the house and work with its ) Production : The students say the name a each parts of the house , Student to draw inside of their house on a piece of paper and name each room.

Evaluation of Learning Outcomes Identify different elements by pointing , naming and checking them Describe items Participate in oral test

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Student draw picture of each activity and explain the importance of take car your house. Student work in material give by teacher book play learn kpag. 42-43-44-41-45 of play lern book Evaluacion


Materials: Vocabulary words flashcards Market- papers- magazine Ruler- glue-

School: Teacher:

Time:

Study Block: MY HOME Cognitive Target: Preferences related to family activities.

Enabling Linguistic Lesson´s objectives: (L) Identifying family basic language in clear defined situations. (S)Expressing preferences about different activities. (R) (W) Terminal Objectives: by the end of the lesson SWBAT

Level: third Values and Attitudes: Describe visual material and pictures.

Functions and Language Function: Indentifying family members. Expressing likes and dislike related to family. Language: Vocabulary: Family members: Father, mother, sister, brother, son, daughter, grandmother, grandfather, uncle, aunt, cousins, nephew, stepfather, stepmother, stepson, stepdaughter. Size: tall, short. Structure. Who is this? This is my aunt / uncle/sister/ brother/ mother….. How many brothers/ sister/ nephew/ uncle… do you have? I have ___________ brothers / daughter/ nephew… What does your mother/ father/ aunt/ uncle/ grandmother… do she/he is _______

Who is the youngest in your family? Who is the oldest in your family? What size is your sister/ brother/ aunt... Vocabulary: vacations, share, park, picnic, fly kite, trip, beach, family. Structure: What do you like to do with your family? I like to ….. What do you like to do with your cousins/ sister/ brothers/ nephew…? With my ____ I like to ______. What´s your mother/ father name? My mother name is _______. What does your father / mother do? My mother/ father is _______. Where do you like to go with your family? I like to go to _____________. What´s your favorite family members? My favorite is ____________. Who cleans your house in your family? Do you like to share with your family? I like to cook but I dislike to sweep. Do you like to stay with your grandparents? To annex celebration_____________________________________ Value: Equal opportunities performing group tasks.

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Warm up: Song my family Presentation: Teacher brings the class one big flash card with the picture of family members and another with

Evaluation of Learning Outcomes Students identify different family members. Students show like and dislike about different family

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family activities she shows them and explain about the importance of the family in Costa Rica and the rest of the world. Teacher explains that there are little and big family, she says to student the family has many members such ask uncle, aunt, cousin, …… Teacher says the family do different activities together like to the picture. Practice: Teacher paste the flash cards on the board and point each one member of the family. Teacher writes each name on the board and ask to student look at it . Each student repeat the name in comparing with their family . Teacher ask students which is their favorite family member? How many member does your family member has? Teacher has to students look at the different activities of the picture and ask them about it. Students say what activities like and which dislike. Production : Students looked the picture. Teacher ask them draw on their notebook your family and point their favorite family member . Students draw the activities the most like ., also the activities that dislike. Student pass infron of the class and say to your classmate what activities like and dislike.

activities. Students reorganize different family activities.


Materials: Vocabulary words flashcards Market- papers- magazine Ruler- glue-

School: Teacher:

Time:

Study Block: Family Ties

Cognitive Target: My own Nuclear and the extended Family.

Enabling Linguistic Lesson´s objectives: (L) Listening and imitating sounds (S) Describing different items (R) Indicating the main points or important information in the test. (W) Writing short sentences, simple stories and Postcards. Terminal Objectives: At the end of the lesson SWBAT: Identify Nuclear and extended Family.

Level: FOURTH Values and Attitudes: Respect for other relationships.

Functions and Language Function ( L ) Identifying and describing nuclear and extended family.

( S ) Describing different items through repletion. ( R ) Indicating the main point or important information in the simple stories. ( W ) Writing short sentences about family members. Vocabulary: Extended Family ( Father, Mother, Sister, Brother, Grandmother, Grandfather, Father in law, Uncle, Ant ) Language Structures: ( L ) This is my Mother, Her name is__________. He is my Father, etc. ( S ) Who is This? Who is Maria’s Sister? ( R ) She is tall. My family is Big. ( W ) My mother is wearing a red blouse. He has long blond hair. T

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Warm up: Teacher shows pictures from his/her own family and asks to the students about it.

Presentation: -Teacher shows family’s photos. S/He talk to students about family importance, S/He explains the family should be united all the time.

Evaluation of Learning Outcomes -Apply vocabulary in different situations. -Describing items about the

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Practice: - Teacher draws a family’s tree on the board, and the students identify and the describe their

nuclear and extended family. - Students read a short story about the extended and nuclear Family.

- Teacher helps them with the pronunciation. - Students have to complete a short story for using family members.

- Teacher asks them draw their family tree in their notebooks.

Production: - Teacher gives flashcards to the students and they have to create a short conversation about

their families. Example: A: Hello! Who is this?

B: This is my mother. A: What is your cousin’s name? etc.

-Teacher carries memory Games using adjectives like a tall, big, quantity.. etc. - Teacher mixes cards with short sentences and pictures for describe the family members and the students

have to find and complete each one. - Students have to describe the family tree to the class.

Wrap up: Ss will describe some family members using adjectives for that.

topic being studied correctly. -Express ideas in oral and written forms on the topic focused on.


Materials: Vocabulary words flashcards Family members flashcards Cards ( Memory Game )


School: __________________________

Teacher: _________________________

Date: ______________

Study Block: Family ties

Cognitive Target: Sharing information about my rights and duties in my family

Enabling Linguistic Lesson´s objectives: (L) Identifying and imitating sounds.

(S) Responding with single words or short phrases to what is seen or hesard (R) Skimming the gist of a text

(W) Writing short letters, messages, post cards and simple sentences about right

Level: Fourth

Time: 2 week Values and Attitudes: Strengthen family ties and solidarity

Functions and Language Function: Identifying and describing right and duties in the family (L) Understanding the different questions about right and duties (S) Identifying the main ideas of a text about right and duties in the family (R) Expressing, writing, producing short sentences, phrases about the right and duties in the family (W)

Vocabulary: Right: food, family, study, clothing, recreation, watch television, listen to music, go to the beach, etc. Duties: Make the bed, wash the dishes, etc.

Structures: I like to cook Do you like to …? Yes, Ilike/ No, I don’t like What are the rights/duties in your family?

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Warm up:

Presentation:

Teacher introduces the topic explaining the rights and the duties page 47 Teacher shows to the students different flashcards about the rights and duties

Teacher gives a short paragraph about the daily routines and s/he explain it

Teacher reads short sentences about the rights and duties showing pictures Teacher introduces a short paragraph and explains it

Evaluation of Learning

Outcomes

Students listen and repeat the new vocabulary given by the

teacher

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Teacher gives a short dialogue and she asks to students listen and repeat it

Practice:

Have students to write a brainstorm on the notebook about the rights and duties. Helped by the teacher Have students to write the correct the name to the different pictures given by the teacher about different

rights and duties Have students to read and match the correct activity using the sequence of the paragraph. Them ask them

to categorize which activities are rights and duties

Have students to read, answer orally the questions that the teacher ask them. Have students in pair practice orally the dialogue given by the teacher

Production:

Have students to write short phrases using the brainstorm.

Have students to read and check the different sentences given by the teacher on a copy Have students to draw different activities and write next to the correct right or duties each one picture

Have students to fill the chart according to their family right and duties using the example as a model. Drawing is not necessary. Have students draw a right they like a duty they dislike

Have students to write short paragraph using the right and duties Have students in pairs to write a short paragraph

Students use the new

vocabulary to complete sentences in an oral way

Students create sentences with

the new vocabulary


Materials: Vocabulary words flashcards Copies about feelings


School: Teacher:

Time:

Study Block: Family Ties

Cognitive Target: My favorite part of the house and its furniture.

Enabling Linguistic Lesson´s objectives: (L) Identify actively new information to information, previously learned. (S) Responding with single words or short phrases to What is seen or heard. (R) Indicating the main point or important information in the text. (W) Complete short pieces of writing. Terminal Objectives: At the end of the lesson SWBAT: Identify The different Parts of the

house and its Furniture.

Level: FOURTH Values and Attitudes: Sincerity to express emotions.

Functions and Language Function ( L ) Identifying parts of the house. ( S ) Describing parts of the house. ( R ) Reading short sentences about parts of the house. ( W ) Completing the different a items.

Vocabulary: Parts of the house: (Bathroom, Bedroom, Kitchen, Living Room) Prepositions: In, Next to, In front of, behind. Language Structures: ( L ) This is my House. ( S ) Is your house big or small? ( R ) My house is next to the church.. ( W ) Complete shorts sentences using different furniture.

Mediations activities Warm up: “Keeping Secure “All students draw a circle in the floor as a house. Each one represents some animal then one of them is a depredator. All

the animal are walking, swimming or whatever outside to the house. When the depredator appear each one run to his/her house. There they are secure.

Presentation:

- Using Magazine the Teacher shows different parts of the house.

- Teacher gives them the correct pronunciation.

Practice: -Teacher gives to the students photocopies about the different parts of the house.

- Students have to order and complete the house. - Teacher shows flashcards for introducing furniture

- Students read a short text and then complete using a preposition

- Students have to complete the short text using a word bank.

Production: - Teacher carries to the class use new sprint paper, then the students have to make a big house with each part - After in pairs they show it to the class.

- Teacher gives a photocopies and the students have to analyze the picture and match the correct items.

Wrap up: Ss will Identify some Parts of the house and the furniture family using Prepositions.

Evaluation of Learning Outcomes Students: -Apply vocabulary in different situations. - Describing items about the topic being studied correctly. - Write simple sentences correctly about the topic being studied.

Materials: Vocabulary, words flashcards about the Parts of the house and Furniture. New sprint paper.

School: Teacher: Guanacastequidad: types of house

Time:

Study Block: my family Cognitive Target: Types of families in Costa Rica

Enabling Linguistic Lesson´s objectives: (L) Guessing the general meaning of short conversations and passages about types of families in Costa Rica. (S) Describing types of families in Costa Rica (R) Understanding simple vocabulary and expressions presented in types of families in Costa Rica (W) writing letters, and simples stories about types of families in Costa Rica Terminal Objectives: by the end of the lesson SWBAT

Level: FIFTH Values and Attitudes: Respect for others customs

Functions and Language Function: (L) Identifying types families in Costa Rica (S) Asking for and giving in for about types families in Costa Rica (R) Identify types of families in Costa Rica (W) Expressing ideas about of types families in Costa Rica Vocabulary: Types of family in Costa Rica: (nuclear family, bicultural family, extended family, single parent family, adoptive family). Structures: What types of family do you have? I live with my nuclear family Is your family big or small Are you parents single or married? Do you know the types of family

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Warm up: - Unscramble words. Look at and write the words correctly. ( family members) - Look at the family and identify what member each name represents. Fill the

crossword. ( English class pag 39) Presentation: the teacher asks question, about the types of family. Is your family big or small? Do you like your family? Are your parents looking so young? Are you parents single? Practice: Have students listen and repeat after you read each family member, then ask them to write the names of extended family members under each picture. ( play and learn pag 32) The teacher give photocopies” every family different” have students listen and repeat after you read each sentences. ( play and learn pag 34). The teacher give a photocopy student about of dialogue the student speak .Sts make a dialogue using the model to the teacher gave.( English class exercise 8 pag 31) Production Match Have the student select and answer from the column on the right and write the corresponding number according to the above. ( English class exercise 6 pag 30 ) The teacher give photocopy about types of family ( English class exercise 10 pag 31 The teacher give a student photocopy complete which about types of family(English class exercise 30 pag 39).

Evaluation of Learning Outcomes Express ideas, feelings, and opinions on different topics. Identify vocabulary in different situations. Match pictures with meanings


Materials: Vocabulary words flashcards Dishes and drinks flashcards Strips with situations Power point presentation


School: __________________________ Teacher: _________________________

Date: ______________

Study Block: My Family Relationships

Cognitive Target: Furniture according to parts of the house.

Enabling Linguistic Lesson´s objectives:

( S) Describing objects and place. (L) Identify the main points of short passages about parts of the house and furniture.

(R) Identifying the main ideas of a text.

(W)Substitute words for meaningful items in writing form.

Terminal Objective: By the end of the lesson SWBAT recognize and describe their house and the items you can find there by reading and writing it.

Level: Fifth Time: a week Values and Attitudes:

Respect to others customs.

Functions and Language Function:

(S)Describing parts of the house. (L) Asking for information about parts of the house. (R) Identifying and describing parts of the house and their furniture (W) Completing and writing short pieces of writing. Vocabulary:

- Appliances: oven, microwave oven, refrigerator, stove, TV … - Furniture: couch, dining room, table, china cabinet, wall unit, bed, closet cabinet …

- Parts of the house: bathroom, bedroom, dining room, living room…

Responsibilities. Structures:

Where is the chair? It is in your bedroom Where is the couch? It is in the living room

What s your favorite place in the house?

I like my bedroom My bedroom is SMALL, it has……

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Mediation Activities Warm up:

Sts unscramble and label the rooms using picture ( English class, page 39, act 31)

Presentation:

- Teacher introduces furniture by using drawing - Teacher introduces pictures by using mimics

- Teacher introduces by using flashcards

Practice:

- The teacher as sts questions about their house. The, sts ask each other the same questions ( English class page 37, act 26)

- The students listen and draw the correct furniture (p #35 English Class) - The sts listen to the teacher in circle the word that does not belong. (page 36, English class, act 22)

- The sts listen and numbers the picture about parts of the house (English class, page 36, act 23)

Production: - The students answer the questions looking the picture (page 37 English book, act 25).

- The Students draw their house and describe it in oral and written form.

- The students working groups and fill in the chart (page 36, English class, act 24) - Sts look and identify the furniture (page 37, act 4, playtime 5)


The Students:

Identify vocabulary in different

situations.

Write simple sentences correctly

Describe pictures or experiences orally.


Materials: Vocabulary words flashcards Photocopy materials

School: Teacher:

Time:


Cognitive Target: Family and family relationships

Enabling Linguistic Lesson´s objectives: (L) Identifying the main points of short conversations or passages about family relationships. (S) Sharing and requesting information about family members. (R) Identifying the main ideas of a text about family relationships. (W)Writing letters, messages, postcards and simple stories about family. Terminal Objectives: by the end of the lesson SWBAT understand and talk about families and relationship in the family through oral and written activities such as conversations and writing works.

Level: FIFTH Values and Attitudes: Equal treatment with all people.

CROSS-CURRICULAR THEME:

Integral Education Of Sexuality----types of families.

Functions and Language Function: (L) Identifying family relationships.

(S) Asking for and giving information about family members. (R) Skimming for information about family relationship.

(W)Producing pieces of writing about family.

Vocabulary:

Family members: mother, father, brother, sister, cousin, aunts, uncle, grandma, grandfather, wife, husband, son and daughter.

Prepositions: next to, between and in.

Physical appearances and cloth: tall, moustache, wearing short… Activities: holding a baby, playing soccer, football

Structures:

Possessive: my mother’s son is my… my father’s wife is my…

How many brothers do you have? Do you have brothers?

This is a picture of my family…

The man who is wearing a short/ next to my grandmother is my cousin… T

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Warm up:

Ss fill crossword puzzles about the family relationships based on the family tree in the photocopy. Ss find the words in the Soup of letters by joining the letters about the family members and some possessive pronoun.

Presentation:

Teacher does a brainstorming by using the vocabulary about the family members. Teacher introduces the topic about the family members by reading short and simple reading about the topic.

Practice: Teacher asks questions about the family members: Do you have sisters? How many sisters do you have? Ss listen to the reading and do a matching by identifying the member in the pictures. Ss identify and guess the family relationships: Who is your mother’s son? He is my brother, etc. Teacher asks for Ss help her and read a conversation. Then, Ss get the conversation and check the statements (page #35, Playtime 5). Teacher asks the Ss how is the family relationship in Guanacaste compare with other province, for instances in San Jose.


The students:

Identify vocabulary indifferent situations, such as: conversations and conversations.

Match pictures with meaning about family relationship.

Dialogues and respond to different questions in oral and written form.

Show comprehension of texts and conversations or passages.

Describe drawings and family relationship orally.

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Production

Ss look at the picture in the family tree and fill in the blanks with the correct possessives. Ss writing a pieces of writing in which describe their family by using a drawing of their family (following the teacher models) Ss do a matching about Who is who? Column A has questions (who is my mother’s child that is not my brother or sister? Who is my cousin’s uncle that is not my uncle? Who is my mom’s son that is not me? Who is my grandmother’s daughter that is not my aunt?) and column B has family members (My brother/Me/My mother/My father) Ss write sentences about the family relationship of each member: cousin/aunt/niece/nephew/uncle (my mother’s nephew, my father’s sister…)

Wrap up:

Ss use the same drawing about their family used in the production and create a conversation in written and oral form by following the last model from the practice

Produce short conversations in oral and written form.

Write short passages and conversations.


Materials: photocopies


School: Teacher:

Time:2 lessons


Cognitive Target: Likes and dislikes about the duties in my family

Enabling Linguistic Lesson´s objectives: (L) Identifying the maint points of short conversations and passages about likes and dislikes Duties in my family. (S) Expressing likes and dislikes about duties in my family. (W)Writing letters, messages, post cards and simple stories about likes and dislikes duties in my family. Terminal Objectives: by the end of the lesson SWBAT

Level: Fifth Values and Attitudes: Respect for other customs. CROSS-CURRICULAR THEME. Integral Education of sexuality--- family ties

Functions and Language Function: (L) -Identify duties in my family (S)- Talking about likes and dislikes duties in my family.

(w)-Writing letters and messages about likes and dislikes duties in my family. Vocabulary : mother, father, brother, sister aunt, uncle, grandmother, grandfather… clean, make ,wash ,take care of help Iron…. Structures: My mother wash the dishes, I make my bed, my father take care of the children, My brother clean your bedroom…My mother Iron the clothes etc. T

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Warm up: Have Ss to play “A big wing blows who like wash the dishes….”

Evaluation of Learning Outcomes -Identify vocabulary in different

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Presentation: The teacher introduces the topic reading a tale when she uses a likes a and

dislikes about duties in my family.

Practice:

- The students listen to the teacher and repeat the new vocabulary about likes and dislikes duties in my family.

- The students read a paragraph and answer then they have to answer some questions. -The students practice asking some questions about duties.

-The students read a text and then they have to make a circle T true or F false

Production:

-The teacher will give a photocopies they have to read a text then they answer book Play time 5 on page: 37

-Have the students unscramble the words in the word bank and use then to create a sentence

book play and learn on page: 38 -Have students fill out the chart according to their likes and dislikes book play and learn on

page: 39. -Have students ask your classmate some questions about duties book English class santillana

on page: 34.

-Have students read … choose true or false and the end they have to mark with x about yourself. Then write 8 sentences according the same activity.

Wrap up: Ss will express what are your likes and dislikes doing a short tale about duties in my family, and then have to read in front of the class.

situations. -Complete charts crossword puzzles, tales etc. -Match pictures with meanings. -Expressing ideas feelings, and opinions on different topics. -Describe pictures or experiences orally. -Dialogues and respond to different questions in oral or written form. -Produce short conversations in oral and written form. -Write short passages.

Curricular accommodations: Materials:

Vocabulary: words flashcards Dictionary, and realia material Power point presentation .


School:

Teacher:

Time: First Week

Study Block: TYPES OF FAMILY IN THE WORLD.

Cognitive Target: TYPES OF FAMILIES IN THE WORLD- INFORMATION ABOUT TYPES OF FAMILIES IN THE WORLD


(L) Understanding familiar language.

(S) Imitating correctly the pronunciation of words.

(R) Drawing meanings from oral and written sources.

(W) Summarizing short texts, events, and personal experiences in a written form.

Terminal Objectives: by the end of the lesson SWBAT: give information about

technology and the main functions

Level: Sixth

Values and Attitudes:

Respect for others

customs.


Function: Asking for and giving information about different topics.

Vocabulary: Brief review son, daughter, mom, sister, dad, aunt, uncle, step-mother, sister, brother, father, etc.

New vocabulary: husband, wife, son/daughter/-in-law, grandson- grandparents, grandchildren, granddaughter.

Types of families: nuclear, blended, common-law, foster, extended, reconstituted, single, bicultural,

Structures: In this case…….,/ this family is integrated by…… /I have a…….. family/ I live in a ……/ I live with….There

is/are, It is……This family is constituted by….. Other type of family is….Some types of families are….. The members

of a ________ family are……which are some types of families in your community? What type of family do you

have? Do you have/ live in a _______family? How many people are there in your family? Is ___________family

common in Costa Rica? What do you like about the type of family you live? What´s a___________ family? What is

a positive aspect of ____________family?

T

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Warm up:

Listen to and perform instructions given by the teacher.

Identify basic vocabulary by playing games.

Describe visual materials items.

Participate in oral tasks such as riddles and games.

Presentation:

The teacher uses flash cards, pictures, videos, charts, graphics, definitions, schemes

and drawings to introduce vocabulary and structures to the students.

The teacher introduces information about types of families of English speaking

countries such as Canada, England, Australia, South Africa, and others.

Practice:

The students listen to and repeat the vocabulary introduced by the teacher.

Students match the type of family according to the description of each one.

Students create a bulletin picture according to the type of family assigned.

Production:

-Students describe the bulletin picture by mentioning the type of family and details

about it and using the structures previously learned.

-Students describe the type of family they live.

-Students interview each other by asking and giving information about their

families.

Wrap up:


Outcomes

Understand main

ideas.

Match

words/definitions with

pictures.

Produce structures,

vocabulary,

pronunciation and

intonation.

Respond to different

questions properly.

Produce vocabulary

Improving reading

vocabulary.

Infer from a reading

selection.

Write sentences

correctly.

Produce correct

sentences.


Materials:

Vocabulary words flashcards

Imagines

Santillana Book: page 28-33

Power point presentation


School:

Teacher:

Time: Third Week

Study Block: TYPES OF FAMILY IN THE WORLD.

Cognitive Target: HIGH-TECH HELPING FAMILIES IN THE WORLD


(L) Identifying the main point or important information in the text.

(S) Talking about concrete situations, events, and facts using familiar language.

(R) Extracting the main ideas and important details from written texts like songs, poems, riddles, stories, etc.

(W) Writing letters, messages, postcards, and simple stories.

Terminal Objectives: by the end of the lesson SWBAT: talk about the

different tech items by explaining their functions and characteristics.

Level: Sixth

Values and Attitudes:

Self confidence.


Function: Expressing the importance of different topics.

Vocabulary: Electrical appliances: microwave, desktop, printer, computer, laptop, skillet, I-pod, I-phone, I-pad,

cell, iron, blender, coffee maker, slow cooker, rice cooker, stove, refrigerator, vacuum cleaner, dvd, toaster, dryer

hair, washing machine, can opener, conditioner air, fan, t.v set, digital camera, electronic agenda, LCD –TV,

alarm-clock, home theater, food processor, mp3-, flash/memory stick, data card, and others.

Comparatives: cheap, cheaper, expensive, more expensive, less cheap, less expensive, more than….

Functions of tech: take pictures, does the laundry, watch my favorite movies/programs, listen to my favorite song,

communicate with other people, keep food fresh, access to Internet, open cans, prepare coffee quickly, cook

fish, eggs, and others.

Structures: This is …. It is…. A cell phone is used to ….The computer is useful to …. I can ……. I need a ______ to

_______ I have a/an……. There are ….There is….. I like ……I love /I enjoy……..I don´t like……… The washing

machine is helpful to….The mp3 player is more expensive than a……

A __________is necessary to………. Do you have a_____________ in your home? Why computer is useful? What can

you do in Internet? How do you communicate with your family members? Would you like to play/have a……..?


Warm up:

Listen to and perform instructions given by the teacher.

Identify basic vocabulary by playing games.

Describe visual materials items.

Participate in oral tasks such as riddles and games.

Presentation:

The teacher uses flash cards, pictures, videos, charts, graphics, short definitions,

schemes, realia and drawings to introduce vocabulary and structures to the

students.

The teacher introduces functions using flash cards, realia, drawings and others.


Outcomes

Understand main

ideas.

Match

words/definitions with

pictures.

Produce structures,

vocabulary,

pronunciation and

intonation.

Practice:

The students listen to and repeat the vocabulary introduced by the teacher.

Students identify and match the technology appliances with words and functions.

Students play Bingo by listening to the function of tech items.

Students read and answer the text(Tech Families- Play and Learn Book, page 40)

Students complete the sentences using comparatives. Play and Learn Book- page

41.

Production:

-Students play guessing game: describing the functions of tech items and the

classmates guess what it is.

-Round table: Students answer and discuss the question How do you communicate

with your family members? Oral practice.

-Students interview each other by asking about favorite tech items in his/her family

and explaining why.

Students compare tech items prices by using flash cards: the laptop is more

expensive than a desktop.

Wrap up:

Respond to different

questions properly.

Produce vocabulary

Improving reading

vocabulary.

Infer from a reading

selection.

Write sentences

correctly.

Produce correct

sentences.


Materials:

Vocabulary words flashcards

Imagines

Play and Learn Book: 38-39,

40-41

Santillana Book: page 28-33.

Power point presentation


School: Teacher:

Time: Second Week

Study Block: TYPES OF FAMILIES IN THE WORLD

Cognitive Target: Expressing opinions about

Differences and similarities between Costa Rican families and those from English speaking countries

Enabling Linguistic Lesson´s objectives: (L) Identifying the main point or important information in the text.

(S) Talking about Differences and similarities between Costa Rican families and those from English speaking countries using familiar language.

(R) Extracting the main ideas and important details from written texts about Differences

and similarities between Costa Rican families and those from English speaking countries

(W) Writing letters, messages, postcards, and simple stories about Differences and

similarities between Costa Rican families and those from English speaking countries

Terminal Objectives: by the end of the lesson SWBAT :Recognize and describing Differences and similarities between Costa Rican families and those from English speaking countries by expressing in a round table

Level: SIXTH

Values and Attitudes: Respect for others customs.

Functions and Language Function: (L) Identifying differences and similarities between Costa Rican and English speaking countries.

Vocabulary: Nuclear family, Blended, common-law families ,divorces, single parents, couples, children, extended family.step

family, adopted child family, childless family. Structures: the most frequent, more --than as frequent as,, In Costa Rica , the most frequent are the nuclear family, Blended family aren`t as frequent as in other countries, There are more divorces than before. What type of family is more and more frequent in Canada? Which country do you prefer in relation to family types? Why? I prefer Costa Rica because here common-law families have the same rights ,and it`s fair. T

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Warm up: Invite your students to walk around the classroom with music ,when you stop the music the student that is closest to you mentions a type of family.

Presentation:

The teacher introduces the new language by using pictures related to types of family in the world . Teacher describes them some information related to family in two countries such as

Costa Rica and Canada in others(England, United States ) The students: Identify the language presented by the teacher.

Practice:

The students listen and repeat the vocabulary introduced by the teacher.

SS read the text related to families in different countries: Costa Rica and USA. They


Discriminate sounds, words or expressions in an oral form.

Identification of specific details in short text related to the topic.

Understand main ideas in audio device ( CD).

Produce simple dialogues and short conversations.

recognize the new vocabulary studied .BOOK :PLAY AND LEARN .page:36. SS identify the differences and similarities between Costa Rican and USA in a short text. BOOK :PLAY AND LEARN .page:37 SS listen to the CD and complete the information about differences and similarities in English speaking countries (Canada, Costa Rica ,England) BOOK: English Class 6:page:32. Exercise:10 SS make a comparison and complete the chart according to the reading . BOOK: English Class 6:page:32. Exercise:11Then checking the correct country for each piece of information. Compare your answer with a classmate. SS read and talk about families in United States.SS have a box with information about family in USA .Then checking means that information is true and cross (x) means that it false. BOOK: English Class 6:page:33. Exercise:12 Production

Have students find similarities and differences between Canada, England and Costa Rica. Have them work in pairs and make a two column chart in their notebooks; in one column they will

write similarities and in the other ,differences .Invite them to compare the information they wrote in their charts with others pairs .

Wrap up:

Understand sentences and short paragraphs.

Produce correct sentences in oral and written way.


Materials: Vocabulary words flashcards Dishes and drinks flashcards

Strips with situations Power point presentation
