Unit 1

Socializing

Language goals:
Using the language to:
Ask for personal information
Receive and leaving messages
Ask for and deny permission
Use different means of communication
Acknowledge about exchange programs.
Interact with pen-pals (making new friends)
Ask for and giving information on the phone
Realize the importance of English as a global language.

Materials:
Flashcards, Cd, CD player.

Lesson 1: Meeting Sarah

Vocabulary:
Questions related to ask information
What´s your name?
Where do you live?
How old are you?
What do you like…?

Ways to ask and deny permissions:

Can I go to …?
Could I…?
Do you mind if I…?

Extra activity: Ask your students to present themselves to the rest of the
class.
A. Warm up
Explanation:
1. The students have to listen to and number the situations. As their teacher,
you can explain to the students about the exchange people in the school
and what all is about.
2. Then they have to listen again and fill in the blanks with the correct
information about Sarah.
3. Finally in pairs, they have to imagine that one of them is new in school.
And for that the other one has to ask questions to find out about his/her
partner’s personal information, likes and dislikes.

B. Target vocabulary
Explanation:
1. The students have to match the questions to its corresponding answers by
putting a letter in the parenthesis.

2. Then they have to listen and check the question they hear, and then
listen again and underline the answers they hear.

C. Reading
Explanation:
1. The students have read the e-mail of Sarah.
2. Then they have to read and complete the sentences related to the
Sarah´s email.
3. In this activity they have to talk with a friend and try to find out a solution
for Sarah’s problem.

D. Let´s play Explanation:

1. The students will practice asking for permission using this game, and
following the next steps: take out three coins, two small ones and one big.
Use the small ones as tokens to move around the boardgame. And use the
big one to toss it and move. Move one space if you get one side of the
coin, and move two spaces if you get the other side. If you formulate the
question incorrectly you will lose one turn. Follow the example.
Example:
Go to a party? You ask Can I go to a party?
Could I…?
Do you mind if I…?
Lesson 2: Let’s communicate
Vocabulary:
Cell phone
Phone
Mail
E-mail
Text messages
Pen pals

A. Warm up
Explanation:
1. The students will think about what they do when they have some news
and they want to tell their friends? They call them or send an e-mail to their
friends? Then they will see some examples of communication.

2. Then they will think if they know any other means of communication and
say which they prefer or use the most. They should talk this with a classmate
following the example.
Example: I prefer writing e-mails because…

3. Finally they will look at the e-mail in activity 1 and write a similar one to a
friend in their class to tell him/her about their news.

B. Target vocabulary
Explanation:
1. The students have to listen and number the pictures from 1 to 4 as they
hear them.

2. Then they have to listen again and take notes to fill in the missing
information, they can follow the example.

3. Finally they have to practice taking and leaving messages, in pairs, they
have to imagine that they want to go to the movies with a friend but
he/she is not home when they call. So, they have to take turns to receive
and leave messages.
C. Reading
Explanation:
1. The students have to read the text.

D. Practice
Explanation:
1. The students have to write down a letter to one of their favorite TV stars
mentioned previously. They have to tell her/his about their likes and dislikes,
their classes this year, their family and friends, and their teachers, etc.

2. Then they will share their letter with their classmates.

3. And in this last activity they can get into internet and make friends
through one of the following pages:
www.studentsoftheworld.info/menu_penpals.php3
www.penpalparty.com
www.epals.com/

E. Let´s play
Explanation:
1. The students have to look at the word next to each number. Take out
their cell phone, or a pen and a piece of paper. Write down the missing
numbers in the telephone numbers provided.

1. Sit 6. Think
2. Sat 7. Paint
3. Thank 8. Pet
4. Tank 9. Day
5. Thin 0. They

Example: 222 think- paint thin – tank sat = 2226 – 75 – 42

2. Then they have to practice telling their cell phone or telephone number
to the rest of the class. And they have to write down the ones they think
they will need to call their friends.
Lesson 3: May I take a message?
Vocabulary:
Questions:
May I speak with..?
May I take a message?
Is _________________ there?
Is...at home?
Yes, but he/she is busy.

Expressions:
Just a minute, please.
I´ll call back again.
Hold on.
The number is...

A. Warm up
Explanation:
1. The students have to listen and fill the missing information.

2. They have to practice in pairs a role play with the situations provided.

B. Target vocabulary
Explanation:
1. The students will read the conversation and take notice of the useful
expressions.

2. Then they have to complete the sentences, they can look at the
conversations on activity 1 as examples.

3. Finally they will listen to the conversation and number the sentences
above in the correct order. And listen again and check their answers.
Lesson 4: English around the world
Vocabulary:
Expressing one’s nationality.
Hello I’m from… I’m …
Countries and nationalities
A. Warm-up
Explanation:
1. The students will listen to Sarah talking to Kim and fill in the blanks with the
correct information.

B. Target vocabulary
Explanation:
1. The students will match the country to its corresponding nationality by
putting a letter in the parentheses.

3. Then they will in groups try to come up with more countries and their
nationalities.

C. Let´s play
Explanation:
1. The students will listen and read the information, then, write down the
name of the famous person.

Review unit
Explanation:
1. The first group of activities is related to taking and leaving messages.
First they will be in pairs and read the dialogue, and then they will complete
it with the phrases or words below.
2. In the second activity they have to practice taking and leaving
messages. Use the dialogue in exercise 1 as an example.
3. This activity is related to asking for permission.
a. They will write down as many questions and responses as they can think
of, they will follow the example provided.
b. They will form pairs, and practice asking for permission using the questions
above.
Unit 2
Taking care of ourselves

Language goals:
Using the language to:
Compare physical and emotional differences between boys and girls
during teen years.
Express ideas and opinions on how to cope with one’s self.
Discuss health and diseases.
Describe common diseases and epidemics in the world.

Materials:
Flashcards, Cd, CD player.

Lesson 1: Boys and girls

Vocabulary:
Adjectives
Comparative forms:
Girls develop faster than boys.
Boys are… than girls.

B. Warm up
Explanation:
1. The students have read the sentences and they have to classify them
under the appropriate column according to their opinion.
2. Then they have to get in pairs and check their answers with a classmate.
When they finish they have to add two more sentences to each column.
3. Finally they have to get together with another pair of students and discuss
about the sentences provided.

B. Target vocabulary
Explanation:
1. The students have to listen to Gloria and Raquel and make a check mark
in the correct box.
2. Then they have to get together with a classmate from the opposite sex
and compare boys and girls physically. Using the following example:
Boys are usually faster than girls.
Girls’ facial features are more delicate than boys.
C. Listening
Explanation:
1. The students have to stand up and go around the class asking to their
classmates about their likes and dislikes.

2. Then they have to find out about who likes or dislikes… some aspects
provided in a list that they have to read and write the name of their
classmates.

3. Finally they will get in pairs and tell to their classmates something
interesting or different about their own likes and dislikes following the
example to carry out a conversation.

D. Let´s play
Explanation:
1. The students will read the biography and then listen to the song.

2. Then they will read he song and make the activities a and b.

a. They have to work with a partner, and list the things people need
according to the song. And when they finish they will compare their list with
a partner’s list.

b. At the end of these activities, they will discuss as a class: What message
did you get from this song?
Lesson 2: Coping with myself
Vocabulary:
Different problems and solutions

A. Warm up
Explanation:
1. The students will read the text, get in pairs, discuss, and then they have to
answer the questions.

2. They have to listen t the dialogues about teen problems and they have to
complete them with words from the box.

3. In this activity they will get in pairs and check the answers with a
classmate. Then, talk to a classmate and provide a possible solution for
each situation.

B. Target vocabulary
Explanation:
1. The students have to read about some ways of give advice to other´s.

2. The students have to look at the drawings and mark an x in the

parentheses next to the appropriate answer. It is important to remember
them to use should, or ought to – to give advice, and must- to give an
order.

C. Practice
Explanation:
1. The students have to match each problem in column A to its possible
solution in column B.

2. Then they will write down in their notebooks a different solution to each
problem in column A. Then, share the answers with the rest of the class.

3. Also, they have to write one problem they have right now, or one they
used to have in the past. And then, write a possible solution for it.
D. Let´s play
Explanation:
1. The students have to read the poem. This poem was written by a 12-year-
old student, whose parents went through a divorce. Sometimes she felt
really lonely and she wrote to try to fight those feelings that were in her
mind.
2. Then they have to answer the questions related to the poem.
3. Finally they will try to write a short poem expressing their feelings about a
problem or a specific situation they are going through at this point in their
life.

Lesson 3: What seems to be the problem?

Vocabulary:
Body parts
Internal organs
Diseases
Symptoms
Treatments

A. Warm up
Explanation:
1. The students have to get in groups of four and they have to think of all
the words related to body parts and body organs that they can know.
Make as long list as possible. They can compare with other groups.
2. Then they have to label the missing body parts and organs using the list
from exercise 1.
3. In this last activity they have to write the correct letter of the body part or
organ on the line next to the corresponding condition.

B. Target vocabulary
Explanation:
1. The students will write down a or b next to each body part to indicate its
use in the corresponding expression. They can use the same letter several
times.
2. Then the students will use the vocabulary and expressions in exercise 1,
and describe what is happening to each of the people in the pictures by
completing the mini conversation.
C. Study point
Explanation:
1. The students will be in pairs, student A is the doctor, and student B is the
patient. Student A starts the conversation by choosing an option from the
first box below. Student B then answers accordingly. They have to follow the
arrows until they finish the conversation.

2. They will present their conversation to the rest of their classmates.

3. Ten they have to try to come up with their own conversation by following
the graphic organizer. It is important to remember them to use the
underlined phrases from the previous organizer.

4. Finally they have to listen to the symptoms of some patients and write
down the correct symptom on the line and mark an x on the letter of the
correct treatment.

D. Let´s play
1. The students will complete the following crossword puzzle using
vocabulary related to parts of the body.

Lesson 4 I feel sick

Vocabulary:
More about diseases and treatments

A. Warm up
Explanation:
1. The students will read the case information.

2. Then they have to use Rebeca’s information to fill out the missing
information on the patient profile.

2. Then the students have to unscramble the following words to find some of
their names as for example asthma that is one of many different types of
diseases or epidemics.
B. Target vocabulary
Explanation:
1. The students will do a role play, they have to get in pairs, so in this way the
student A, is going to be the doctor, he/she has to use the list of questions
on the left to find out information about the patient and fill out the patient
chart, then the student B is going to be the patient, and needs to use the
information in the box on the right to answer the his/her classmates
questions.

2. Then they will exchange roles. Student B will use the questions above,
while student A will use the information to fill out a different patient chart.

C. Let´s play
Explanation:
1. The students have to decipher the message the doctor gave Luis during
his physical checkup.

Review unit
Explanation:
1. The students have to compare two of their classmates, one boy and one
girl, choose the words from the box and follow the example.

2. Then they have to complete the sentences using a word from the box to
indicate the pain or disease according to the information given in the
sentence.

3. And in this exercise they have to write down the appropriate advice for
each situation.
Unit 3
Meeting families

Language goals:
Using the language to:
Describe and identifying the different types of families.
Describe and compare household objects.
Compare and contrast families from around the world to those from
English speaking countries.
Express the importance, asking for and giving information about
technological advances and families in the world.

Materials:
Flashcards, Cd, CD player.

Lesson 1: Family types

Vocabulary:
My own nuclear family:
Mother
Father
Sister
Brother
Wife
Husband
Baby
Children
Daughter
Son
My extended family:
Grandfather
Grandmother
Uncle
Aunt
Cousin
Nephew
Nice
Son-in-law
Daughter-in-law
Brother-in-law
Sister-in-law
Father-in-law
Mother-in-law
Son-in-law

A. Warm up
Explanation:
1. The students have to look at the different family trees and fill in the missing
information.

2. Then they have to try to guess the type of family for each family tree and
then they have to write down the appropriate type of family in the box
under each tree.

B. Target vocabulary
Explanation:
1. The students have to look at the expressions, pay close attention to the
vocabulary used to describe the family relations and members.

2. The students have to match the description on the left to the correct
family member on the right.

2. The students will get in pairs, they have to ask to a classmate about
his/her family and write down the answers to the questions.

C. Reading
Explanation:
1. The students have to read the text about step families and foster homes.

2. They will fill out the chart with the appropriate information from the article.

3. Finally the students will draw the same chart and include the information
from the “Blended Family” article in their notebooks.
D. Listening
Explanation:
1. The students will listen to Cristina’s family gathering and put a check mark
on the box next to the correct answer.

E. Let´s play Explanation:

1. The students will select 25 words from the list and write down each word
from the list on the piece of paper and fold it over. Then will select and write
down twenty five of the words or phrases from the list on the bingo chart
below. The students will form pairs and put the pieces of paper of both in a
enveloped. Then they take turns taking out and reading the words aloud.
They have to mark an x on the square of the word you just hear. The first
student to get an entire column or an entire row is the winner.

Lesson 2: What´s your family like?

Vocabulary:
Families around the world
Comparative forms
Differences
Similarities

A. Warm up
Explanation:
1. The students will read some information related to the kinds of families,
and then they have to write the nationality of each one.
2. They will sit with a classmate and compare their answers.
3. Then with the same partner they will check the information when they
finish completing with their own information.

B. Target vocabulary
Explanation:
1. The students have to compare and contrast families and family members,
following the example; they have to use as many words as they need from
the word bank.
2. They have to listen to the description of an Italian family, and then fill in
the blanks with the appropriate comparative.
C. Reading
Explanation:
1. The students have to read the texts, underline the similarities and highlight
the differences.

2. Then they have to compare and contrast Costa Rican Families and British
families using a Venn diagram.

3. They have to check the answers with a classmate.

4. Finally in pairs they have to answer the questions according to their own
opinion.

D. Let´s play
Explanation:
1. The students will get in pairs and write down the corresponding type of
family in each box.
2. Then they have to choose two families from the ones above and
compare and contrast them, using the appropriate structure and following
the example.
3. Finally they have to share the sentences with the rest of the class.

Lesson 3: How much does it cost?

Vocabulary:
Dryer
Bathtub
Microwave oven
Refrigerator
Washing machine
Blender
Television
Comparative forms
A. Warm up
Explanation:
1. The students have to unscramble the word under each picture and write
down the appropriate word under each line.

2. They have mark an x on the parentheses next to the appropriate answer.

B. Target vocabulary
Explanation:
1. The students will get in pairs. They have to ask about and compare the
prices of the household appliances following the example.

2. Then they have to compare their answers with another pair of students.
And share them with the rest of the class.

C. Listening
Explanation:
1. The students will listen to Ana and her mother. They just moved to their
city, and Ana is reading the list of appliances they need to buy for their new
house. So the students have to write down the missing information on the
next dialogue.

2. Then they have to listen again and check the answers.

3. The students have to answer a question in this part according to the text.

4. Finally they will listen to Ana as she finishes getting the appliances on the
list and mark an x on the parentheses of the correct appliance.

D. Let´s play
Explanation:
1. The students will be in groups of four, one of them is going to be the host,
and the other three students are going to be the contestants, they have to
follow the instructions.
Lesson 4 Technology at home
Vocabulary:
Nintendo Wii
Television
Mp3
TV in 3D
Ds i

A. Warm up
Explanation:
1. As the technological devices are now part of our daily lives. There is at
least one computer in many of our homes today. These gadgets
(appliances) make our lives easier and more enjoyable everyday. And for
that they have to listen to each description and put a check mark on the
box of the appropriate device.

B. Target Vocabulary
Explanation:
1. The students will read the description of HP’s newest computer.
2. Then they have to answer an important question.
3. In this part they have to make a list of the computer parts included in this
computer.
4. Finally the students have to describe one technological device used in
their home, using the underlined expressions (It can be their TV, their MP3
player, their Nintendo Wii, etc)

C. Practice
Explanation:
1. In an individually way, they have to choose three devices from the list.
Then, use the chart to describe the device and fill out the required
information.
2. After they finish completing the chart, they have to get in pars, and ask
the questions to their classmate to find out which devices he/she chose.
He/ she has to guess the names of the three devices.
3. In the same pairs, they have to create and describe a totally new
technological device, or improve an existing one. Fill out the chart to
describe it. Then, make a drawing of it and share it with the rest of the class.
D. Let´s play
Explanation:
1. The students will work in pairs, A and B and play twenty questions. They
have to follow the indications.
Indications:
Student A: Think of a technological device. Don’t tell your partner what it is.
Answer your partner’s questions.
Student B: Ask a maximum of 20 questions and try to guess Student A’s
object. You can’t ask directly What is it?
You can ask questions like these: What does it look like? What color is it?
What shape is it? (rectangular, circular, triangular, cylindrical, etc), What’s it
for? etc.

2. Then they will label the pictures by taking the words from the box.

3. And finally in this part they have to rank the technological inventions
above in order of importance and give a reason why they are important to
society.

Review unit
Explanation:
1. The students have to match the family member to its corresponding
relationship.

2. Then they will compare the prices of the appliances following the
example provided.

3. Finally they have to complete the sentences to describe the device

below in this page.
Unit 4
Sharing our Customs and Traditions

Language goals:
Comparing and contrasting typical dishes from Latin American
countries and English speaking countries.
Giving formal and informal invitations to go out.
Comparing different forms of entertainment in Latin American
countries and English speaking countries.
Describing English speaking countries folk tales, legends and songs.

Materials:
Flashcards, Cd, CD player.

Lesson 1: A typical food

Vocabulary:
Food and beverages
Dishes around the world
Likes and dislikes
Expressions as: My favorite food…
Measurement:
a bag of… a can of… a bottle of…
a slice of… a piece of… a glass of…
a spoon of… a box of… a bunch of…

C. Warm up
Explanation:
1. The students have to write down the correct phrase under each picture.
They have to take the phrase from the box.

2. Then they answer the question: What did you have for breakfast today?
They can use some vocabulary and expressions from above to talk about
their breakfast. For example: I had_______________________________________.
3. Finally they have to answer another 2 questions related to the topic: Did
you have a typical dish from your country for breakfast? What could be a
typical breakfast in your country?

B. Target vocabulary
Explanation:
1. The students have to listen to the different conversations and write down
the missing information. Then, they have to write the number of the
corresponding drawing in the circle next to each description.

2. Then they have to get in pairs, they will think about their favorite typical
dish and complete the following dialogue with their own information.

3. Finally they will exchange roles and practice the dialogue again. Be
prepared to role-play the dialogue in front of the class.

C. Practice
Explanation:
1. The students have to read about the Ceviche, that it is a typical dish in
many Latin American countries, and the apple pie that it is a typical dish in
many English speaking countries such as the United States, Canada, and
England. So, they have to use the verbs on the bubbles to complete the
recipes

2. Then they will get in pairs; and write your own typical dish recipe. Then,
get together with another pair of students and check each other’s recipes.
Choose the best one and make a poster with it and present it to the rest of
the class.

D Let´s play
Explanation:
1. The students will play Food Hangman, they will be in pairs, and each
student is going to take turns to choose a word from the list of foods, or
invent their own, and play hang man. They have to write down as many
lines as there are letters in the word they chose, and then they have to ask
their classmate to guess the word letter by letter. If he/she misses a letter,
draw a body part of the doll until they get it hung up.
Lesson 2: Let´s have dinner!
Vocabulary:
Countries around the words and its meals
Table manners
Accepting and refusing invitations

A. Warm up
Explanation:
1. The students will draw a line from the invitation to the corresponding
response.

2. They have to right down the letter of the invitation under the appropriate
column to indicate whether it is a formal or an informal invitation.

3. And then they will read the invitations and write an F, if the invitation is
formal, or an I, if the invitation is informal.

B. Target vocabulary
Explanation:
1. The students will listen to each invitation and circle the word to indicate if
the person is accepting, or refusing the invitation.

2. Then they have to complete the dialogue with the correct phrase from
the boxes.

3. The students will get in pairs; and use the lines below to create their own
dialogue. They can use a formal or an informal invitation, and they can
decide to accept or refuse the invitation.

4. When they finish they will present their dialogue to the rest of the class.

C. Reading
Explanation:
1. They have to read the following table manners and identify their country
of origin from the options below this page, then fill in the spaces provided
with the correct answer.
2. Then they will get in groups of four and compare their answers and then
they will write down a list of manners before sitting to the table, while
eating, and after eating a meal in their country.

D. Let´s play
Explanation:
1. They have to get in groups of three, and use a die or a coin to move from
square to square, and make an invitation, refuse/ accept it, or answer the
question.

Lesson 3: To the movies or to the stadium?

Vocabulary:
Hobbies
Expressions as:
I like… I love… I enjoy…
Comics’ vocabulary
Likes and dislikes

A. Warm up
Explanation:
1. The students have to first skim the article and write down the main idea.
And then scan it and fill out the –WH questions chart.
2. They have to fill out the next –WH questions chart with the information
from each reading.

B. Target vocabulary
Explanation:
1. The students will listen to the students in the cross-cultural communication
class as they explain to the teacher the preferred forms of entertainment in
their countries. Then, they have to match the words with the activities in the
picture.
2. Then they will listen again and fill in the blanks with the appropriate
activity.
3. In this part they will be in pairs and practice talking about your likes and
dislikes.
4. Finally they will exchange roles and practice again.
C. Writing
Explanation:
1. The students will read the strip, it is important to explain to them that
people from English speaking countries and Latin American countries like to
read comic strips.

2. Then they will try to draw and write their own comic strip about their
classmates and teacher’s likes and dislikes

3. They can go online and create your own comic by accessing to the
address: http://www.makebeliefscomix.com/Comix/

4. Finally they will write questions that begin with How often and answer
them; by following the example provided, they can use the time expressions
from the box.

D. Let´s Play
Explanation:
1. The students will be in pairs and take turns to pick up a sentence about
likes and dislikes and perform it to their classmate using mimics only. If their
classmate guesses the sentence he/she scores one point. Then, their
classmate performs the sentence and the kid has to guess it. The student
with more points at the end wins.

2. Then they will get in groups of three. One of them, the narrator, will read
the description of the comic-based movie, while the other two try to guess
the name of the comic.
Lesson 4: Listening to folktales, legends and songs
Vocabulary:
Folktales
Legends
Songs
Past tense verbs

A. Warm up
Explanation:
1. The students have to read the folk tale that comes from the state of
Kansas in the United States. And try to guess the meaning of the words in
the glossary section.
2. They have to answer the questions with the information of the story.

B. Target vocabulary
Explanation:
1. The students will match some words with its meaning.

C. Practice
Explanation:
1. The students will practice telling their partner a legend from their country,
using the some expressions provided.
2. Then they have to do as homework an interview to their parents,
grandparents, or any English speaking relative or friend, about another folk
tale and answer the following questions.

C. Writing
Explanation:
1. The students will use the graphic organizers to write about a folk tale. It
can be from any culture or country and they have to use the verbs in the
past tense.
2. Then they have to exchange their story with a classmate. Read it and
correct any spelling, grammar, or punctuation mistake. Then, return it to
their classmate and write a revised version of your story in their notebook.
Give it to the teacher for him/her to check their mistakes.
3. The students will read the final version of their story to the rest of the class.
4. And write down the corresponding information from their story on the
lines provided.
D. Let´s play
Explanation:
1. Students will listen to the North American folksong, in order to recognize
the importance of the fact that English speaking countries not only have
preserved legends for a long time, but they also have a large amount of
traditional chants and folksongs.

2. Then they will listen to the song for a second time and fill in the blanks with
the correct word from the list.

3. The students will answer the question: What is this song about?

4. And then the question: Who is singing the song?

5. Finally they have to answer the question: Can you think of folk songs from
your country? And they have to make a list.

Review unit
Explanation:
1. The students will match the measurement on the left with the
appropriate food on the right.

2. Then they will write down the correct formal or informal invitation,
acceptance or refusal on the lines.

3. Finally they will write about their likes and dislikes, they have to write a
sentence with each activity. And remember to use the verbs like, enjoy,
love, dislike/ don’t like, and hate.
Unit 5
Enjoy Costa Rica

Language goals:
Using the language to talk about:
Holidays and celebrations
Food and beverages
Music and dances, and folk tales
Comparison of holidays and celebrations within Costa Rica and
English speaking countries

Materials:
Flashcards, Cd, CD player.

Lesson 1: Holidays in my country and all around the world

Vocabulary:
Holidays in Costa Rica and the entire world
Celebrations and dates

A. Warm up
Explanation:
1. They have to read the descriptions of some holidays and write if they are
from Costa Rica or United States.

B. Target vocabulary
Explanation:
1. The students have read the list of the holidays in Costa Rica and United
States, it is important to encourage them to talk about it.

2. Then they will answer the questions according to the information

provided in exercise 1 related to the holidays.
C. Practice
Explanation:
1. The students will listen and read the following e-mail; it is of North
American boy, and tries to answer it by writing about a holiday in Costa
Rica.

D. Study point
Explanation: The students will match the paragraphs with the holiday that
each ones explains by drawing a line.

E. Let´s play
Explanation:
1. The students will write a paragraph describing their favorite holiday and
make a drawing to represent it.

3. The students will ask to their best friend about his/her favorite holiday, and
write a summary of this.

Lesson 2: Learning more about my own country

Vocabulary:
Food and beverages
Actions related to the preparation of meals:
peel cut scramble break
stir boil fry add
Recipes
Folktales

A. Warm up
Explanation:
1. The students will think about the food of their day (breakfast, lunch and
dinner) and write it in the chart, and then they have to make a drawing to
represent in the correct space.

B. Target vocabulary
Explanation:
1. The students have to see the pictures related to actions that are involve
in the preparation of the meals, and in order to practice it, they will read its
names and they need to write a sentence with each one.
C. Practice
Explanation:
1. The students have to read the information about Costa Rica music and
dance.

2. Then they have to write true or false to the next statements.

3. The students will read the note and complete the recipe with the name
of the pictures that they observe.

4. Then they will write in the lines the words from the chart to complete the
process of making Chorreadas.

5. The students have to read the information and underline the ingredients.

6. Then they have to answer the 2 questions related to the topic.

Review unit
Explanation:
1. The students will order the names of the holidays and then write next to
each one the activities and the food each represent.
Unit 6
This is our country

Language goals:
Using the language to express opinions about:
• English speaking countries
• Identification and description of outstanding landmarks in the world
• Ways to preserve and improve democracy
• Cultural diversity in the world
• The most visited places in the world

Materials:
Flashcards, Cd, CD player.

Lesson 1: Costa Rica and the World

Vocabulary:
Provinces
Flora
Fauna
Biodiversity
National parks
Biological reserves
Animals and plants

A. Warm up
Explanation:
1. The students have to observe the map and then answer the questions.

B. Target vocabulary
Explanation:
1. The students have to listen and read the definitions and make a drawing
to represent each one.

2. Then they will complete the text with words from the chart.
C. Practice
Explanation:
1. The students have to read the information provided.

2. Then they will listen to the names of the places and they need to write a
check next to each National Parks and Reserves that they have visited.

D. Study point
Explanation:
1. Students will look the pictures and complete the text below on this page.

E. Let´s play
Explanation:
1. The students will observe the pictures and classify the animals in the next
chart, write its names.

Lesson 2: Let´s learn about our world

Vocabulary:
Community places:
English speaking countries
Importance of the English
Human rights as:
To have a home, to have love and a family

A. Warm up
Explanation:
1. The students will read the information provided about English speaking
countries.

2. Then they need to look the map and write the name of an English
speaking country in each continent of the world.

B. Target vocabulary
Explanation:
1. The students will listen and put a check in the parentheses in front of the
jobs that they think require knowledge of English.

2. Then they will write in the chart why the English is so important.
C. Practice
Explanation:
1. The students need to read at this moment some information related to
the human rights.

2. Then they will write the name of the human right that is explained in each
statement.

D. Study point
Explanation:
1. The students have to listen to and read the conversation.

E. Let´s play
Explanation:
1. The students will draw their hand, color it and in each finger write a
human right as the example provided.

2. Then they have to make a drawing to represent the 5 human rights that
they wrote on the each finger in exercise 1.

Review unit
Explanation:
1. The students will think how they can help the world to be a better place
and complete the 2 sentences, and then they have to make 2 drawing to
represent it.
Unit 7
Our contribution to the world

Language goals:
Using the language to talk about:
Advantages and disadvantages related to the use of technology
and the environment
Pollution around the world

Materials:
Flashcards, Cd, CD player.

Lesson 1: These are the past, the present and the future.
Vocabulary:
Advantages and disadvantages
Technologies
Environment

A. Warm up
Explanation:
1. The students will order the cell phones from 1-3 according to their date of
invention.

2. Then they have to draw in the spaces 2 means of transportation used

during the years.

Extra activity: Use these activities to talk about the changes in the world, if
they are good or bad for the human being.

B. Target vocabulary
Explanation:
1. The students have to read the information about the technology and
make the activity below related three inventions that the students use in
their houses.

2. Then the students will listen and read the definition provided then they
have to match the pictures with their definitions.
 C. Practice
Explanation: The students have to listen to the causes and write in the
spaces provided some solutions to the different pollutions.

D. Study point
Explanation:
1. The students will read some information related to the pollution in their
country and around the world and its kinds.

2. Then they will complete the sentences related to the types of pollutions.

E. Let´s play
Explanation:
1. Students will look the shapes and use them to write inventions’ names.
Then they will read some important facts related to them.

2. Then they will put a check next to the objects or items that produce
pollution.

Review unit
Explanation:
1. The students will complete a chart related to the different kinds of
pollutions, they will make a drawing, write their name or its definition.

Flash cards
These pages are at the end of the book and they have some vocabulary
related to the different units, the students can cut out and practice it, they
can use them when they are in the specific unit, as a homework, or extra
activity but also they can use them at the end of the year as a final review.

Scope and sequence

Objectives Contents Calendar Pages

Month Week Topic Practices
 Unit 1
Socializing

To ask for personal Questions February 1 Meeting Sarah 5-8

information. related to ask 2
To ask for and information
deny permission. What´s your
name?
To acknowledge Where do you
about exchange live?
programs. How old are
you?
What do you
like…?
Ways to ask
and deny
permissions:
Can I go to …?
Could I…?
Do you mind if
I…?
To use different Cell phone March 3 Let´s 9-14
means of Phone 4 communicate
communication Mail
E-mail
To interact with Text messages
pen-pals (making Pen pals
new friends)

To ask for and

giving information
on the phone
To receive and Questions: March 5 May I take a 15-17
leaving messages May I speak 6 message?
with..?
May I take a
message?
Is ________
 there?
Is...at home?
Yes, but he/she
is busy.
Expressions:
Just a minute,
please.
I´ll call back
again.
Hold on.
The number is...
To realize the Expressing one’s March 7 English around 18-20
importance of nationality. the world
English as a global Hello I’m from…
language. I’m …
Countries and
nationalities
To review the Vocabulary unit March 7 Review unit 21-22
vocabulary 1

Unit 2
Taking care of ourselves

To compare Adjectives April 8 Boys and 23-27

physical and Comparative 9 girls
emotional forms:
differences Girls develop
between boys faster than
and girls during boys.
teen years. Boys are… than
girls.

To express ideas Different April 10 Coping with 28-32

and opinions on problems and myself!
how to cope with solutions related
one’s self. to the life.
To discuss health Body parts April 11 What seems 33-39
and diseases. Internal organs May 12 to be the
 Diseases problem?
Symptoms
Treatments

To describe More about May 13 I feel sick 40-42

common diseases diseases and
and epidemics in epidemics
the world

To review the Vocabulary unit May 13 Review unit 43-44

vocabulary 2

Unit 3
Meeting families

To describe and My own nuclear May 14 Family types 45-50

identifying the family: June 15
different types of Mother, father,
families. sister, brother,
wife, husband,
baby, children
My extended
family:
Grandfather,
grandmother,
uncle, aunt,
cousin,
nephew, nice,
son-in-law,
daughter-in-
law, brother-in-
law, sister-in-
 law, father-in-
law, mother-in-
law, son-in-law

To compare and Families around June 16 What´s your 51-55

contrast families the world family like?
from around the Comparative
world to those forms
from English Differences
speaking Similarities
countries.

To describe and Household June 17 How much 56-61

compare objects: 18 does it cost?
household Dryer
objects. Bathtub
Microwave
To express the oven
importance, Refrigerator
asking for and Washing
giving information machine
about Blender
technological Television
advances and Comparative
families in the forms
world.

To express the Technologies: June 19 Technology 61-67

importance, Nintendo Wii at home
asking for and Television
giving information Mp3
about TV in 3D
technological Ds i
advances and
families in the
world.

To review the Vocabulary unit June 19 Review unit 68

vocabulary 3

Unit 4
Sharing our customs and traditions

To compare and Food and July 20 A typical 69-74

contrast typical beverages 21 food
dishes from Latin
American Dishes around
countries and the world
English speaking Likes and
countries. dislikes

Expressions as:
My favorite
food…

Measurement:
a bag of…
a can of…
a bottle of…
a slice of…
a piece of…
a glass of…
a spoon of…
a box of…
a bunch of…
To give formal and Countries August 22 Let´s have 75-79
informal invitations around the 23 dinner!
to go out and words and its
compare meals
countries´ meals Table manners
around the world. Accepting and
To talk about refusing
table manners invitations
To compare Hobbies August 24 To the 80-86
different forms of Expressions as: 25 movies or to
entertainment in I like… the
Latin American I love… stadium?
countries and I enjoy…
English speaking Comics’
countries. vocabulary
Likes and
dislikes
To describe English Folktales August 26 Listening to 87-91
speaking countries Legends September 27 folktales,
folk tales, legends Songs legends and
and songs. Past tense verbs songs

To review the Vocabulary unit September 28 Review unit 92

vocabulary 4

Unit 5
Enjoy Costa Rica

To talk about Holidays in September 29 Holidays in 93-98

holidays and Costa Rica and 30 my country
celebrations the entire world and all
Celebrations around the
and dates world

To name food and Food and October 31 Learning 99-103

beverages beverages 32 more about
Actions related my own
To recognize to the country
music and preparation of
dances, and folk meals:
tales Peel, cut,
scramble,
To compare break, stir, boil,
holidays and fry, add
celebrations within Recipes
Costa Rica and Folktales
English speaking
countries
To review the Vocabulary unit October 33 Review unit 104
vocabulary 5

Unit 6
This is our country

To identify and Provinces October 34 Costa Rica 105-111

describe of Flora 35 and the
outstanding Fauna world
landmarks in the Biodiversity
world and in National parks
Costa Rica. Biological
reserves
Animals and
plants

To recognize English speaking November 36 Let´s learn 112-118

English speaking countries 37 about our
countries around Importance of world
the world. the English
Human rights as:
To recognize ways To have a
to preserve and home, to have
improve love and a
democracy. family
To identify Cultural
diversity in the
world

To review the Vocabulary unit November 38 Review unit 119-120

vocabulary 6

Unit 7
Our contribution to the world

To recognize Advantages November 39 These are 121-129

advantages and and December 40 the past, the
disadvantages disadvantages present and
related to the use Technologies the future
of technology and Environment
the environment

To identify kinds of
pollution around
the world and
ways prevent
them.

To review the Vocabulary unit December 41 Review unit 130

vocabulary 7

Extra material: 131-136

To use flashcards Vocabulary During all Flash cards
to reinforce the units 1-7 school
learning process year.
 Answer key

Unit 1: Socializing
Lesson 1: Meeting Sarah!
Page 5
Page 6

Page 7
Page 7
Page 10
Lesson 2: Let´s communicate
Page 11
Page 14
Page 14
Lesson 3: May I take the message?
Page 17
Page 18
Lesson 4: English around the world

Page 19
Page 20
Page 21
Unit 2: Taking care of ourselves
Lesson 1: Boys and girls
Page 24
Lesson 2 Coping with myself
Page 29
Page 31
Page 34
Lesson 3: What seems to be the problem?
A. Warm-up
Page 35

Page 35
Page 36
Page 38

C. Study point
Page 39
Page 40
Lesson 4: I feel sick
Page 42
Page 43-44
Review unit
Unit 3: Meeting families
Lesson 1: Family types
Page 45
Page 46
B. Target vocabulary

Page 49
Page 51
Lesson 2: What´s your family like?
B. Target vocabulary
Page 53

Page 55
Lesson 3: How much does it cost?
Page 56
Page 57
Page 58
Page 59
Lesson 4: Technology at home
Page 62
D. Let´s play
Page 67

Page 68
Unit 4: Sharing our customs and traditions
Lesson 1: A typical meal
Page 70
Lesson 2: Let´s have dinner!
A. Warm-up

Page 76
Lesson 3: To the movies or the stadium?
Page 83
B. Target Vocabulary

Lesson 4: Listening to folktales, legends and songs

Page 91
Unit 5: Enjoy Costa Rica
Lesson 1: Holidays in my country and all around the world
Page 93
Page 95
B. Target vocabulary
Page 97
Lesson 2: Learning more about my own country
Page 101
Page 102
Page 103
Unit 6: This is our country
Lesson 1: Costa Rica and the World
Page 105
Page 107
Page 111
Lesson 2: Let´s learn about our world
Page 115
Unit 7: Our contribution to the world
Lesson 1: These are the past, the present and the future.
Page 121
Page 124
B. Target vocabulary
D. Study point
Page 127
Page 128
Page 129