ii term - fifth grade2

Peninsular Regional Office - English Second Term Planning 2015 - Cabuya Elementary School - Fifth Level

STUDY BLOCK:

MY FAMILY RELATIONSHIPS

COGNITIVE TARGET:

DEFENDING MY POINT OF VIEW ABOUT FAMILY AND FAMILY RELATIONSHIP

LINGUISTIC OBJECTIVES

MEDIATION STRATEGIES EVALUATION STRATEGIES

CHRONOGRAM

LIS

TEN

ING

Guessing the

general meaning of short conversations and passages.

Identifying the main points of short conversations or passages.

The Student will: Pay attention to short

conversation about family and family relationship and they will guess the general meaning.

Listen to a song about family and guessing the family relationship.

Play Simon Says in order to identify family members according to teacher’s instructions.

Complete a chart according to the family members they listen to, demonstrating equal treatment with all people.

Teacher will evaluate:

If the student guesses the general meaning of short conversations and passages through they listen to.

If the student identifies the main points of short conversations or passages by listening way.

On week from Monday may 18th

to Friday may 22nd. 2015.

Teacher: Melissa Flores


SP

EA

KIN

G

Expressing likes, dislikes and needs.

Sharing and requesting information.

Describing objects and places.

Discuss about the importance of the family each one of they have and how they can respect the members of their families, accenting the way of thinking of each one member, in order to live in harmony. In addition, they have to take in to account their responsibilities and their rights.

Express his or her feeling about each family member.

Work in pairs sharing and requesting information about family members.

Role-plays a situation, sharing and requesting information about family relationship.

Describe their family´s favorite objects and places in front of the class.

Play hot potato. If they have the object when the noise stops, they have to create a description sentence about one object or place.

o If the student expresses

likes, dislikes and needs orally.

If the student shares and requests information through speaking.

If the student describes objects and places orally.



REA

DIN

G

Understanding simple vocabulary and expressions presented in familiar contexts.

Identifying the main ideas of a text

Find some simple words about family members in a letter soup.

Read and complete some sentences about vocabulary of family members.

Complete a crossword identifying the main ideas of family relationship.

Read a text and do the multiple choices according with the reading comprehension

If the student understands simple vocabulary and expressions through reading familiar contexts.

If the student identifies the main ideas by reading a text.





WR

ITIN

Writing letters, messages, post cards and simple stories.

Substituting words for meaningful items in written form.

Write some family relationships’ letter.

Create a simple story in a piece of paper about family member.

If the student writes letters, messages, post cards and simple stories.

If the student substitutes words for meaningful items in written form..



STUDY BLOCK:


COGNITIVE TARGET:

DEFENDING MY POINT OF VIEW ABOUT TYPES OF FAMILIES IN COSTA RICA


MEDIATION STRATEGIES EVALUATION STRATEGIESCHRONOGR

AM

LIS

TEN

ING

Guessing the general meaning of short conversations and passages.


Pay attention to short conversation about types of families and they will guess the general meaning.

Listen to a short story about types of families in Costa Rica and guessing the type of family.

Play hot potato in order to identify types of family in Costa Rica.

Complete a chart according to types of family they listen to.

Teacher will evaluate: If the student guesses the

general meaning of short conversations and passages through they listen to.


On week from

Monday may 25th to

Friday may 29th. 2015.



SP

EA

KIN

G




Discuss about the importance of types of family each one of them have and how they can have the ability to deal with problematic situations.

Express their likes and dislikes about each type of family.

Exchange information in pairs about types of family they live with.

Role plays a situation, sharing and requesting information about types of family.

Draw and describe the objects and places than your family likes and present it in front of the class.

Play hot potato. If they have the object when the noise stops, they have to create a description sentence about a place. than you family like to stay.

If the student expresses likes, dislikes and needs orally.



On week from

Monday may 25th to


REA

DIN

G



Find some simple words about type of family in a diagram.

Read and complete some sentences about vocabulary of type of family.

Complete a crossword identifying the main ideas of types of family.

Match the definitions with the appropriate picture about types of family in Costa Rica.



On week from

Monday may 25th to


WR

ITIN



Write some types of family post cards. Create a simple story in a piece of paper about

types of family.


If the student substitutes words for meaningful items in written form.

On week from

Monday may 25th to




STUDY BLOCK:


COGNITIVE TARGET:

Defending my point of view about Likes and dislikes about the duties in my family


MEDIATION STRATEGIES EVALUATION STRATEGIESCHRONOGR

AM

LIS

TEN

ING



The Student will: Pay attention to short conversation about

likes and dislikes according with the duties in family and they will guess the general meaning.

Listen to a short story about likes and dislikes and guessing the duty in my family.

Play hot potato in order to identify likes and dislikes about the duties in my family.

Complete a chart according to likes and dislikes about the duties in my family they listen to.

Teacher will evaluate: If the student guesses the

general meaning of short conversations and passages through they listen to.


On week from Monday June 01st to Friday June 05th. 2015.

SP

EA

KIN

G




Discuss about the importance of likes and dislikes about duties in my family each one of them have.

Express their likes and dislikes about duties in my family.

Exchange information in pairs about likes and dislikes about the duties in my family.

Role plays a situation, sharing and requesting information about likes and dislikes according with the duties in my family.

Describe their family´s likes and dislikes objects and places in front of the class according with their duties.

Play hot potato, making a description about family duties.







REA

DIN

G



Discuss a reading comprehension about like and dislikes about the duties in my family given by the teacher.

Read and complete some sentences about vocabulary of like and dislikes about the duties in my family.

Complete a crossword identifying the main ideas of likes and dislikes about family’s duties.

Match the definitions with the appropriate picture about duties in my family.

. If the student understands simple vocabulary and expressions through reading familiar contexts.



WR

ITIN



Write some likes and dislikes about the duties in my family through a letter.

Create a simple story in a piece of paper about duties in my family.




STUDY BLOCK:


COGNITIVE TARGET:

DEFENDING MY POINT OF VIEW ABOUT FURNITURE ACCORDING TO PARTS OF THE HOUSE


MEDIATION STRATEGIESEVALUATION STRATEGIES

CHRONOGRAM



LIS

TEN

ING



The Student will: Pay attention to short conversation about furniture

according to parts of the house and they will guess the general meaning.

Listen to short sentences about furniture and guessing the part of the house.

Play Bingo in order to identify furniture and parts of the house.

Complete a chart about furniture according to parts of the house they listen to.

Teacher will evaluate: If the student

guesses the general meaning of short conversations and passages through they listen to.


On week from

Monday June 08th

to Friday June 12th.

2015.

SP

EA

KIN

G




Tell about furniture according to parts of the house. Express their likes and dislikes about furniture

according to parts of the house. Exchange information in pairs about furniture they have

in each part of their house. Role plays a situation, sharing and requesting

information about furniture according to parts of the house.

Create and describe the parts of the house, where is placed each furniture.

Play hot potato, making a description about furniture according to parts of the house.




On week from

Monday June 08th


2015.

REA

DIN

G



Read a text and classify in a chart the furniture according to parts of the house given by the teacher.

Read and complete some sentences about vocabulary of furniture according to parts of the house.

Complete a crossword identifying the parts of the house according to the furniture.

Read a text and talk about the furniture according to the parts of the house.



On week from

Monday June 08th


2015.



WR

ITIN



Write a post card using furniture according to parts of the house.

Create a simple story in a piece of paper using furniture according to parts of the house.



On week from

Monday June 08th


2015.

STUDY BLOCK:

COSTA RICAN CUSTOMS AND TRADITIONS

COGNITIVE TARGET:

EXCHANGING INFORMATION ABOUT: TYPICAL DISHES AND BEVERAGES IN COSTA RICA



CHRONOGRAM

LIS

TEN

ING

Understanding short passages and conversations.

Understanding a range of familiar statements and questions.

The Student will: Listen to a short passage about typical dishes and

beverages in Costa Rica and understanding it. Listen to a conversation about typical dishes and

beverages in Costa Rica and talk about it.

Listen to statements and mark the ingredients in a hand-out given by the teacher.

Listen to and complete a conversation about typical dishes and beverages in Costa Rica.


understands short passages and conversations.

If the student understands a range of familiar statements and questions.

On week from

Monday June 22nd

to Friday June 26th,

2015



SP

EA

KIN

G


Sharing social and cultural traditions and values.

Retelling information.

Use pictures of shopping places of the community and describing what things they can find in the different places in the community.

Make a short description about their favorite place of shopping and what do they get there.

Role plays a situation where they use social and cultural traditions about typical dishes and beverages showing respect for others customs.

Talk about different social and cultural traditions and values according to typical dishes and beverages in Costa Rica.

Retell information about typical food and beverages in Costa Rica.

Play Wrong Telephone in order to tell information about typical food and beverages

If the student describes objects and places.

If the student shares social and cultural traditions and values.

If the student retells information.

On week from

Monday June 22nd


2015

REA

DIN

G

Scanning information from texts.

Identifying the main ideas of a text.

Read and scan some information in a text about typical dishes and beverages.

Complete statements from reading a short paragraph and using scanning about food and beverages.

Identify the mains ideas about typical dishes and beverages by reading a short paragraph and answering questions.

Read a text and complete a chart about typical dishes and beverages in Costa Rica. Also they will read about responsibility of some actions.

If the student scans information from text.

If the student identifies the main ideas of a text.

On week from

Monday June 22nd


2015

WR

ITIN

Writing short passages and conversations.

Composing and adapting simple written material.

Write information about typical dishes and beverages in Costa Rica by writing a short paragraph.

Write a conversation about typical food and beverages. Create and compose a Menu using typical dishes and

beverages in Costa Rica. Write a recipe about one typical dish or beverage.

If the student writes short passages and conversations.

If the student composes and adapts simple written material.

On week from

Monday June 22nd


2015



STUDY BLOCK:


COGNITIVE TARGET:

EXCHANGING INFORMATION ABOUT: DIFFERENT FORMS FOR ENTERTAINMENT



CHRONOGRAM

LIS

TEN

ING



The Student will: Listen to a short passage about different forms for

entertainment and understanding it. Listen to a conversation about different forms for

entertainment and Identification and description of places for entertainment and talk about it.

Listen to statements and mark the form for entertainment and identification in a hand-out given by the teacher.

Listen to and complete a conversation about different forms for entertainment and description of places for entertainment.




On week from

Monday June 29th

to Friday July 03rd,

2015

SP

EA

KIN

G




Use pictures of places of entertainment and describing what things they can do in the different places.

Make a short description about their favorite place of entertainment and what do they do there.

Role plays a situation where they use different forms for entertainment and Identification.

Create an entertainment place and describe it in front of the class while teacher talk about the capacity to get consensus.

Retell information about Different forms for entertainment and Identification.

Play Wrong Telephone in order to describe places for entertainment.




On week from

Monday June 29th


2015



REA

DIN

G



Read and scan some information in a text about different forms for entertainment.

Complete statements from reading a short paragraph and using scanning about description of places for entertainment.

Identify the mains ideas about descriptions of places for entertainment by reading a short paragraph and answering questions.

Read a text and complete chart different forms for entertainment and identification.



On week from

Monday June 29th


2015

WR

ITIN



Write information about form of entertainment and identification by writing a short paragraph.

Write a conversation about descriptions of places for entertainment.

Compose a letter about your favorite form of entertainment and identification.

Write a description of your favorite place of entertainment.



On week from

Monday June 29th


2015

STUDY BLOCK:


COGNITIVE TARGET:

EXCHANGING INFORMATION ABOUT: IDENTIFICATION AND DESCRIPTION OF PLACES FOR ENTERTAINMENT



CHRONOGRAM



LIS

TEN

ING



The Student will: Listen to a short passage about description of places for

entertainment and understanding it. Listen to a conversation about identification and

description of places for entertainment and talk about it. Listen to statements and mark the form for entertainment

and identification in a hand-out given by the teacher. Listen to and complete a conversation about description

of places for entertainment.




On week from

Monday July 20th

to Friday 24th, 2015

SP

EA

KIN

G




Use pictures of places of entertainment and describing what things they can do in the different places.

Make a short description about their favorite place of entertainment and what do they do there.

Role plays a situation where they use different forms for entertainment and Identification.

Create an entertainment place and describe it in front of the class while teacher talk about the capacity to get consensus.

Retell information about identification and description of places for entertainment.

Play Wrong Telephone in order to describe places for entertainment.




On week from

Monday July 20th


REA

DIN

G



Read and scan some information in a text about places of entertainment.

Complete statements from reading a short paragraph and using scanning about description of places for entertainment.

Identify the mains ideas about descriptions of places for entertainment by reading a short paragraph and answering questions.

Read a text and complete chart different places of entertainment.



On week from

Monday July 20th




WR

ITIN



Write information about form of places of entertainment by writing a short paragraph.

Write a conversation about descriptions of places for entertainment.

Compose a letter about your favorite places of entertainment

Write a description of your favorite place of entertainment.



On week from

Monday July 20th


STUDY BLOCK:


COGNITIVE TARGET:

EXCHANGING INFORMATION ABOUT: COSTA RICA FOLK TALES, LEGENDS AND SONGS



CHRONOGRAM

LIS

TEN

ING



The Student will: Listen to a short passage about a legend and

understanding it. Listen to a song and talk about it.

Listen to folk tale and mark the sequence in a hand-out given by the teacher.

Listen to and complete a song.




On week from

Monday July 27th

to Friday 31st, 2015



SP

EA

KIN

G




Use pictures of different legends and describing what the meaning of each legend is.

Make a short description about their favorite legend or song.

Role plays a situation about a folk tale or a legend where they use social and cultural traditions.

Talk about different social and cultural traditions and values according to different legends.

Retell information about some folk tales. Use a sequence of pictures and retell a folk tale.




On week from

Monday July 27th


REA

DIN

G



Read and scan some information in a text about some legends.

Complete statements from reading a short paragraph and using scanning about some songs.

Identify the mains ideas about legends by reading a short paragraph and answering questions.

Read a text and complete a chart about folk tales and legends.



On week from

Monday July 27th


WR

ITIN



Write information about different legends by writing a short paragraph.

Write a conversation about folk tales, legends and songs.

Create and compose an imaginary legend. Compose a song.



On week from

Monday July 27th


STUDY HOLIDAYS AND CELEBRATIONS IN MY COUNTRY



BLOCK:COGNITIVE TARGET:

EXCHANGING INFORMATION ABOUT: HOLIDAYS AND CELEBRATIONS IN COSTA RICA



CHRONOGRAM

LIS

TEN

ING

Understanding explicit information.

Identifying main points from oral stimulus.

The Student will: Listen to information and get important points about

celebrations: dates, celebrations, and ways of celebrations among others.

Listen to important celebrations from our region and match the date to the celebration or in the other way around.

Listen to and complete statements according to the holidays and celebrations in C.R.

Listen to and identify different holydays and celebrations.


understands explicit information.

If the student identify main points from oral stimulus.

On week from

Monday August 03rd to Friday 07th, 2015

SP

EA

KIN

G

Describing situations and events.

Comparing and contrasting information.

Expressing likes and dislikes

Get a holyday or celebration and describe the events people use to do in that day.

Draw and describe a holyday or celebration in front of the class.

Use and compare information already given about different holidays and celebrations.

Make a contrasting between some holydays and celebrations what do people do for those celebrations.

Make a presentation expressing his/her favorite holyday or celebration.

Role play a situation about likes and dislikes about holydays and celebrations.

If the student describes situations and events.

If the student compares and contrasting information.

If the student expresses likes and dislikes.

On week from




REA

DIN

G

Extracting relevant information on different topics.


Read an invitation about an especial celebration in the community and tell to your classmate about it.

Extract relevant information about holydays and celebrations in a text.

Find some simple words about holydays and celebrations in a letter soup.

Read a text and fill the chart about holydays and celebrations.

If the student extracts relevant information on different topics.

If the student understands simple vocabulary and expresses presented in familiar contexts.

On week from


WR

ITIN


Comparing information in written form.

Contrasting information in written form.

Using hand-out with pictures about holydays and celebrations and write short statements according to the visual information.

Create a post card invitation about one holyday or celebration.

Choose two holidays or celebration and make a comparison between both in written form.

Write about different holidays and celebrations compare information about what people do in a chart and present it orally.

Choose two holidays or celebration and make a contrasting between both in written form.

Write a letter about the differences between two holydays or celebrations and read it in front of the class.


If the student compares information in written form.

If the student contrasting information in written form.

On week from


STUDY BLOCK:

HOLIDAYS AND CELEBRATIONS IN MY COUNTRY

COGNITIVE TARGET:

EXCHANGING INFORMATION ABOUT: FOOD AND BEVERAGES FOR HOLIDAYS AND CELEBRATIONS



CHRONOGRAM



LIS

TEN

ING



The Student will: Listen to information and get important points about food

and beverages for holydays and celebrations. Listen to important celebrations from our region and

match the food and beverages people prepare. Listen to and complete statements according to the food

and beverages for holidays and celebrations in C.R. Listen to and identify different food and beverages for

holydays and celebrations.

Teacher will evaluate:

If the student understands explicit information.


On week from

Monday August 17th to Friday

21st, 2015

SP

EA

KIN

G




Get a holyday or celebration and describe the food and beverages people prepare for that day.

Roles play a situation about a holyday or celebration and prepare some food and beverages for that special day.

Use and compare information already given about different food and beverages for holidays and celebrations.

Make a contrasting between some food for holydays and celebrations what do people prepare for those celebrations.

Make a presentation expressing his/her favorite food in a special holyday or celebration.

Draw some food or beverages for holydays and celebration you likes and dislikes and present it in front of the class orally.




On week from


21st, 2015



REA

DIN

G



Read an invitation about an especial celebration in the community and tell to your classmate about the food or beverage they prepare for that day.

Extract relevant information about food and beverages for holydays and celebrations in a text.

Find some simple words about food and beverages for holydays and celebrations in a letter soup.

Read a text and fill the chart about food and beverages for holydays and celebrations.



On week from


21st, 2015

WR

ITIN




Using hand-out with pictures about food and beverages for holydays and celebrations and write short statements according to the visual information.

Create a recipe about and special food or beverage for one holyday or celebration.

Choose two holidays or celebration and make a comparison between both about its food and beverages in written form.

Write about different holidays and celebrations and compare information in a chart about what kind of food do people prepare.

Choose two food or beverages for holidays and celebration and make a contrasting between both in written form.

Write a letter about the differences between the food that is prepared in two different holydays or celebrations and read it in front of the class.




On week from


21st, 2015



STUDY BLOCK:

HOLIDAYS AND CELEBRATIONS IN MY COUNTRY

COGNITIVE TARGET:

EXCHANGING INFORMATION ABOUT: MUSIC AND DANCES



CHRONOGRAM

LIS

TEN

ING



The Student will: Listen to information and get important points about

music and dances. Listen to important music from our region and dancing

it.

Listen to and complete statements according to the music and dances in Costa Rica

Listen to and identify different kind of music.


understands explicit information.


On week from


28th, 2015

SP

EA

KIN

G




Choose a kind of music or dance and describe it. Roles play a situation about music and dances and

presented in front of the class.

Use and compare information already given about different music and dances.

Make a contrasting between some music and dances.

Make a presentation expressing his/her favorite music. Draw some dances you likes and dislikes and present it

in front of the class orally.




On week from


28th, 2015



REA

DIN

G



Read an invitation about an especial event where will present different kind of dancing and answer the questions.

Extract relevant information about music and dances in a text.

Find some simple words about music and dances in a letter soup.

Read a text and fill the chart about music and dances..



On week from


28th, 2015

WR

ITIN




Using hand-out with pictures about music and dances and write short statements according to the visual information.

Compose a song about a special music you like.

Choose two dances and make a comparison between both about their customs and steps.

Write about different music and compare information orally.

Choose two kind of music and make a contrasting between both in written form.

Write a letter about the differences between two dances and read it in front of the class.




On week from


28th, 2015



Important Dates:

Week from Monday June 01st to Friday 05th, 2015

First Classwork Evaluation

Week from Monday June 08th to Friday 13th, 2015

Giving students the themes of the first Oral Test.

Week from Monday June 15th to Friday 19th, 2015

First Oral Test

Week from Monday July 06th to Friday 17th, 2015

Mid-year holidays

Week from Monday July 27th to Friday 31st, 2015

Second Classwork Evaluation

Week from Monday August 10th to Friday 14th, 2015

Extra Classwork EvaluationGiving students the themes of the Second Writing Test.Weekly Review for Test


Second Writing Test


Third Classwork Evaluation


ii term - fifth grade2

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