TEACHER’S GUIDE/ GUIA DIDACTICA Teacher: For this exercise work orally, work

MODULE 5 with a map. You only need to give students

the basic map skills to understand a map and
Subject: English/Inglés the use of the Cardinal Points: North, South,
Grade: 4EGB East, West. A good tip can be to place flash
Lesson title: My World cards with those names in the four walls of the
classroom. Make activities with groups of
students to describe places on the map.
PAGE 1 You will teach your students on details of
My world Ecuador, the map, the boundaries, the capital
English: city, the names of other cities, the regions. You
1. Geography-related need to have a map of Ecuador to make several
Vocabulary activities with it.
2. Describe the place where you 2. Look, read, and find in the map!
live The Atlantic Ocean at the east of America
3. Be able to read a The Pacific Ocean at the west
map The Caribbean Sea is east of Central America.
4. Write a letter What is in the North?
5. Use past tense What is in the South?
verbs 3. Map Activity: Find four Ecuadorian cities
6. Use the simple past tense and locate them on your map.
Social Studies: Teacher: Have a big map of Ecuador around
7. Geography-related concepts where students can find other cities and locate
Art: them on their maps.
8. Read and draw
maps PAGE 3 Language Through the Arts
Values 1. Listen the story and follow along.
1. Honesty
Teacher: Pre Reading - Predicting: Ask the
2. Tolerance
children to look at the pictures. Ask them to
PAGE 2 Communication and Cultural find a relation there is between the story and
Awareness the map. Introduce the term the word FACT,
Teacher: In this module you will be working something that is true and real and FICTION,
on Social Studies skills and concepts. You are something invented, not real, OPINION is
going to begin by teaching the following what you think about something. There is a lot
vocabulary words that include map reading of new vocabulary, explain those words ahead
skills and basic geography vocabulary. In this of time so students can understand better and
module, you are going to give short definitions: faster: South America, Ecuador, equator,
Also, these words will be used to describe landscapes, imaginary line, regions, lowlands,
FACTS, that is real definitions and real coast, highlands, mountains, snow-capped,
descriptions of words. volcanoes, rainforest, river, islands, valleys,
1. Vocabulary: All about MAPS
lake, jungle, river.
Map: a drawing of all or parts of the Earth.
Globe: a round model of the map of the Earth. Also, talk about the values of the module and
Earth: one of the eight planets around the sun. make a connection with every detail talked in
Continent: a very, very big solid piece of land the module
surrounded by oceans and seas. Value: Honesty - Tolerance Honesty: Be
Land: a solid part of the Earth. honest, say the truth, be fair. Tolerance: Accept
Ocean: a very big body of salt water. people’s color and differences.
Sea: smaller than the ocean. 2. Choose and circle the correct word.
America: a big continent with two parts: North Teacher: Guide your students to read the
America and South America. sentences and the words to choose the correct
Compass Rose: is the symbol of cardinal option.
directions: Answers: facts, small, four, lowlands,
NORTH – SOUTH – EAST – WEST mountains, islands
3. Draw the region where you live. What
does it have?
PAGE 4 Reading
Teacher: In this page you need to practice and
reinforce the vocabulary to be able to work
with maps and all the material of this unit.
South America, Ecuador, equator, landscapes,
imaginary line, regions, lowlands, coast,
highlands, mountains, snow-capped,
volcanoes, rainforest, river, islands, valleys,
lake, jungle, river
Vocabulary: Landscapes
1. Read the story on page 3 and circle
FACT - FICTION.
Teacher: Difference between Fact - Fiction
Answers: b fiction c fact d fiction e fact
2. Look at the words in the chart and write
them next to the correct picture.
Teacher: This exercise is to reinforce and
practice the vocabulary, students have to
choose and write the names and in also they
have to draw the other words.
3.New words for me: draw and write four
words you just learned.
PAGE 5 Listening
Teacher: Explain to the students that the map
can be used in many aspects, that you can have
a map of everything. It is important that
students know well the cardinal directions in
the compass. To begin this practice, if it is
possible for you, have students listen and sing
the song for Cardinal Directions, you can find
it in YouTube:
https://www.youtube.com/watch?
v=f2I81_BFb-s. Have the words NORTH -
SOUTH - EAST -WEST written in recycled
paper in big letters. Have these cards ready to
use them in the class. Show them how to find
the North by standing with the arms opened,
the right arm must point where the sun comes
out, and the left arm points where the sun goes
down, the face will look at the North and the
back will be the South. Practice this and sing
the song. Then, find the North of the class and
label it, write “North” in a sheet of recycled
paper and paste it on the wall. The same with
PAGE 7 Oral Communication
all the four sides. Then ask the students to
make a map of the class as simple as the
following example.
1. Listen to the word and write the correct
number in the circle.
Teacher: Say out loud the following words
students can write the correct number: Say the
number and the word: continent, equator,
globe, country, map, compass rose
2. Listen and write the names of the
cardinal directions
Teacher: Practice the cardinal directions oral
and have them read and recognize the words
from your poster cards. Then ask them to fill in
the blanks of this exercise.
3. Look in your classroom and describe
what you have in your class
Teacher: Help students describe where the
door is, where the window is, the blackboard
and other things is the class are. Example: The
blackboard is in the North
PAGE 6 Phonics
Teacher: This section of the module is to
introduce the use of the simple past tense in
regular verbs adding -ed to the main verb form.
The -ed form has three different
pronunciation /d/ /t/ /id/. In this section you
will introduce the verbs that have the
pronunciation of the past tense of regular verbs
with /d/ after voiced consonants. If the last
sound of the simple verb form vibrates, the
past tense "ed" is pronounced like a /d/. Use
verbs that they have already learned.
Example: smile – smiled, wave – waved, pull
– pulled, raise - raised
First introduce the question “What did you do
yesterday?” Yesterday, I…
1. Listen to the following sentences and
read along. Pay attention to the verbs in
the past tense. Use the /d/. Then use the
underlined verbs to make sentences with
your friends.
2. Let’s talk about maps. Look at the
verbs in the chart and choose the correct
one to answer each question. Practice
orally first using the correct
pronunciation with /d/.
Answers: explained, closed, loved, rained,
played
1. Explain the words you learned. Look at
the pictures and explain each
vocabulary word.
Teacher: This oral exercise will be done
working in groups of four students. Use the
question as the example: What is a globe?
Globe is a round model of the map of the
world. Students can read the definitions on
page 2.
2. Choose three words of and write the
meaning. Then, explain them to your
friends.
3. Listen to your teacher, then write the
word and draw a picture of what your
teacher says.
Teacher: Listen comprehension exercise:
Please reinforce the vocabulary words.
lowlands, highlands, valley, islands, volcanoes,
rivers, jungle, lakes, equator. Then, choose
four words, the ones you feel they need to
reinforce the most and say them out-loud one
by one allowing students to write and draw.
After they finish drawing, they can explain to
the class.
Lesson 4.4B
PAGE 8 Communication and Cultural
Awareness
1. Vocabulary: More about MAPS
Teacher: New vocabulary: Explain that there
are many other places where people live.
people live in a city in urban areas. Other
people live in small towns in rural areas.
These words can help them locate themselves
in the place where they live. You will be
teaching them how to locate themselves in the
little map of the area where they live.
2. Draw the map of your house and the
surrounding streets. Use as many details as
possible and use all these new vocabulary
words. Show your drawing to a friend.
PAGE 9 Language Through the Arts
1. Read and answer orally the following
questions out loud. Then, write the answers.
Example:
Teacher: For this activity motivate the
students to answer the questions using the past
tense. Explain that they have to use the verb in
the past tense.
2. Draw a map showing the differences
between: Urban – rural
PAGE 10 Reading
1. Listen and read the following story.
Teacher: Reading comprehension: Have the
students look at the picture to predict what the
story is going to be about. Listen to the Audio
Script and read in silence. After reading talk
about, geography and maps. Then answer the
questions.
1. Read the text. What is it about?
2. Look at the map and answer the
following questions:
Answers: a. Colombia b. Venezuela c. Perú
d. Brazil e. Spanish f. answers may vary
PAGE 11 Writing
Teacher: Map reading and fact sheet: For this
page you need to introduce the map of South
America, read the names of the countries and
landforms. Review this information with
games and fun activities. Explain what a fact
sheet is and make examples. Have students
work in pairs to prepare fact sheets of South
American countries. Distribute the names of
the countries and landforms and rivers
randomly. Write little papers with the names of
the countries and have each pair of students
pick one. They must prepare the fact sheet and
share with other pair of students. Then you can
play a guessing game.
 Write the names of the countries in the
correct place on the map of South
America.
 Write the names of the bodies of water.
 Draw the islands, rivers, mountains,
and the equator.
Answers: Colombia Argentina Brazil
PAGE 12 Phonics
Teacher: In this section you will introduce the
verbs that have the pronunciation of the past
tense of regular verbs with /t/ after voiceless
consonants. If the last sound of the simple verb
does not vibrate, the past tense "ed" is
pronounced like a /t/. Example: talk-talked,
walk, walked, clap, clapped. You must make
clear the spelling rule described in the
Grammar Tip to double the consonant. Have
them listen to the audio for pronunciation.
Review the days of the week, the names of
occupations and the subjects in class to make
the activities.
Grammar Tip: Some verbs have a double
consonant in the past tense with -ed. Example
stop – stopped drop – dropped clap – clapped
1. Use some of the following verbs in the
past to retell actions that your friends did
last weekend. Use their name and write 5
complete sentences.
push stop look help laugh kick walk
jump finish wash talk walk clap
2. Look at the pictures and describe what
the children did last week. Write complete
sentences.
PAGE 13 Oral Communication
Teacher: It is time to play a game so students
can have fun using the past tense. Make
groups of 3 or 4 students to play the game of
past tense. Use a one cent coin (sides are
called the head – the tail) and a peg for each
student. Students flip the coin and if it is a head
advance 2 and if it is tail advance 1. Pegs can
be little balls made of recycled paper. It is also
important that you talk about Honesty and
Tolerance as values of the module.
Values: Honesty: Always say the truth, do not
lie or cheat.
Tolerance Accept other opinions and
other ways of living
1. Let’s play a game. Play this game to use
the past tense of regular verbs.
Pronounce the past tense with /t/.
2. Instructions:
 Make a group of 3 or 4 students.
 Use a 1 cent coin and a paper ball.
 Flip the coin in the air with your
thumb. If it is face up, move 2
steps. If it is tails up, move 1 step.
 Ask the question: “What did
(name) do yesterday?” or “What
did (name) do last week?”
PAGE 14 Project
Teacher: This project is simple and easy to
make. Follow the instructions and make one
for you first, then you can explain to your
class.
Make a Geography Lap Book.
Instructions:
• Take the two sheets of paper and cut them in
half. You have 4 half sheets now.
• Save three.
• With the fourth half, fold it in half and cut it
again. Now you have 2 smaller sheets.
• With the fourth half, fold it in half and cut it
again. Now you have 2 smaller sheets.
• In total you should have 5 sheets of paper.
Write the following names at the bottom of
each sheet:
• To make the booklet you need to fold the top
side so that the sheets do not cover each other.
• Draw and color each sheet.
• Glue the upper part.
• Show your Geography Booklet to your class!
PAGE 15 Assessment
Teacher: In order to have a successful
assessment practice the same exercises orally
first. Reinforce the use of the past tense. For
exercise 1 first you need to read the following
story and have them listen to the audio:
Larry and Steven
Larry and Steven are cousins. Steven’s family
live in a neighborhood in a big city.
Larry’s family live in a small town. Their
house is in the highlands far from the school.
The boys like to play soccer and are very good
players. There is going to be a championship
in the big city.
Larry and Steven play soccer in different teams
in the same city. Both play a great soccer
game.
1. Read the following sentences and choose
the correct vocabulary word.
Answers
Exercise 1. Town, city, urban, rural
2. Change the following sentences to the
past tense. Look at the verb underlined:
Answers: explained, observed, opened,
showed
3. Look at the verb and read the sentence.
Complete it in present or past. Look at
the key word “every day” present
“yesterday” past.
Answers: closed, kick, traveled, danced, walks
PAGE 16 Assessment
4. Match word y definition
5. Draw a Compass Rose and write the
names of the cardinal directions
6. Self-evaluation
Lesson C
PAGE 17 Communication and Cultural
Awareness
Teacher: Pre- reading: Activating previous
knowledge and review all the vocabulary. Talk
about how we can be tolerant with diversity
and that there are many different regions of
Ecuador. Guide the students to look in the map
and find Mindo and describe if is North or
South from your location. Talk a lot about
how far or near it is from your place. Compare
the geography of the place where you live with
Mindo.
Predict what is going to happen in the story.
1. Listen and read in silence. Then read
aloud.
2. Write three facts from the story about
Mindo.
3. Write three facts about Lolo that are in
the story.
PAGE 18 Language through the Arts
Let’s talk about maps and geography words.
1. In the following chart draw and write
the name of all the landscapes and water
forms you can find in nature and in a
map.
Teacher: This activity is to review the
vocabulary on page 3 Language Through the
Arts section A. Children need to think on
water forms as rivers, lakes, rain, oceans, sea,
snow, and more if you need. Also, in all
landscape as mountains, highlands, lowlands,
valley, hills. Children need to talk about this
and then draw and write the names in the chart.
2. Let’s learn a simple poem: Repeat the
poem using the different names of your
classmates.
Rain, rain go away
Come again another day
Little Larry wants to play
PAGE 19 Reading
1. Read the following sentences related
with the story I live in Mindo. Write T
(True) or F False Answers. T T F T F
2. Find out of four facts about the place
(rural – urban/ city- town) where you
live. Use geography vocabulary you have
learned.
Teacher: Post reading activity: A Venn
Diagram is a good tool, a useful way for
comparing material for reading comprehension
and research. Guide your students to complete
this Venn Diagram with the information they
have. You can play games to use Venn
Diagram drawing it on the floor or with ula
ulas.
3. Compare the place where you live with
Mindo. Complete this Venn Diagram
with the facts that are the same for both
places and the facts that make your
place different.
PAGE 20 Writing
1. Survey: Interview three adults of your
family or community to find out details
of the place where you live. Fill in the
following questions.
Teacher: This writing and oral exercise will
help your students to know better about the
place where they live and also to practice the
vocabulary of geographic terms in real
situations. They also need to translate and that
is a comprehension exercise. Explain what is a
survey (encuesta) and interview (entrevista).
This information will help for the writing
exercises of this module. Have them two days
to complete the interviews. Then they can
explain their work to the class and write down
the results of the survey in exercise 2.
Name of the person they interview:
Place where they live: Town: City: Country:
What are the limits: North South East West
Landscapes
Water forms
Interesting places
Beautiful places to visit
Favorite place for person 1 and 2:
2. Results of the survey. Write a summary
of the information you have:
PAGE 21 Oral Communication
Teacher: For this oral exercise be sure you
remind students to use polite and collaborative
sentences such as: It’s your turn I’m sorry
I don’t understand Could you repeat, please?
Oops, I didn’t say that correctly!) Remind them
about Honesty and Tolerance.
1. Share information of your surveys with
your friends. Talk with a friend asking
these questions:
2. What new information did you find with
your friends? What did you learn?
3. Write a letter to Lolo telling him about
the place where you live.
Teacher: Explain to your students that they
will be writing a letter. A simple letter to
describe the place where they live with all the
information they have shared in your class.
Today is ___
Dear Lolo:
Hello! My name is _____. I live in ____.
It is located
____________________________.
Some landscapes around are_____.
My favorite place is ____.
Sincerely,
Name____
PAGE 22 Phonics
Teacher: In this section you will introduce the
verbs that have the pronunciation of the past
tense of regular verbs with /id/ after t and d Regions of Ecuador
sounds. Materials you will need:
Example: start – started shout - shouted want • 2 sheets of bond paper.
– wanted add – added need - needed •Glue, scissors, colors or markers.
Oral practice of the use of verbs in the past Instructions:
tense with /id/. Have students say sentences Take one bond paper sheet, fold it in half
with the following verbs in the past tense. longwise and cut. You have 2 half sheets now.
Review the days of the week, the names of Paste the two halves in each side of the
occupations and the subjects in class to make complete sheet.
this activity. Write the names of 4 Ecuadorian regions.
1. Read the following sentences with verbs Each one on a separate sheet (Coast, Sierra,
in the past tense with /id/ sound. Listen to Amazon, Galapagos)
the Audio Script and repeat. Write all important information about each
Grammar Tip: Verbs ending in “t” or “d” region.
when they change to the past tense the sound is Draw the landscapes for each region.
/id/
Grammar Tip: When you hear or see the word Vocabulary
did in a question, it indicates that you have to America (2)
use the past tense. capital city (2)
2. Use the highlighted verbs to make a coast (4)
sentence orally with your friends. Use the compass rose (2)
/id/ sound at the end of each verb. Then continent (2)
write 3 sentences. country (2)
earth (2)
PAGE 23 Assessment east (5)
Teacher: In order to have a successful equator (3)
assessment practice the same exercises orally globe (2)
first. Reinforce the use of the past tense. highlands (4)
Listen and number the correct picture imaginary line (3)
1. The ocean is next to the coast. islands (4)
2. Ecuador has four regions. jungle (4)
lake (4)
3. The Galápagos Islands are in Ecuador,
land (2)
South America.
landscapes (4)
4. Maps are very important. lowlands (4)
5. The valleys are good for farms. map (2)
2. Change the following sentences the past mountains (4)
tense. neighborhood (8)
1. I wanted to go to the mountains. north (5)
ocean (2)
2. The animals and birds lived in the rainforest (4)
rainforest. regions (4)
3. The children laughed in the river (4)
classroom. rural (8)
4. I loved geography and history. sea (2)
snow-capped (3)
5. The boys kicked the ball in the
south (5)
soccer game. South America (3)
3. Self-evaluation street (8)
PAGE 30 Project 2 town (8)
Teacher: This project is a poster about urban (8)
Ecuador. Use recycled boxes, cardboard or valleys (4)
even newspapers to make your poster. Check volcanoes (4)
that what they write is correct and the poster west (5)
colorful and with lots of facts of information.