Hands On 6

Based on the CEFR descriptors A key to success! evn eduvisión

COSTA RICA Prohibida su reproducción Edición para revisión del docente

Based on the CEFR descriptors A key to success! Hands on! 6 is a collective work created and designed by the Department of Educational Research of Editorial Eduvisión. Author: Rebeca Batista Monge Language Consultants: Jaime Morales Brenes Elaine Schlabach evn eduvisión

Based on Structure the CEFR Hands on! is a six-level cohesive program that descriptors guides students into the process of learning English in a developmentally age-appropriate pace through different A key to success! activities or tasks and specific meaningful contexts evn eduvisión and real-life scenarios. By using the Communicative Approach and the Action-Oriented Approach, students will be able to interact and develop the four skills (speaking, listening, reading and writing) in a pleasant and exciting way through activities such as dialogues, songs, games, projects, among others. What is more, the program enables students to use the Information and Communication Technologies (ICTs) as a way to learn English in a world that demands fast and effective communication. Main components Hands on! includes essential questions, dialogues, songs, scenarios, vocabulary in context, work-in-pair activities, and surveys to keep students willing to use the language more and more. Age-appropriate exercises, appealing songs and games introduce young students to experience English by practicing the four skills. CEvery unit encloses –beyond the school activities– critical thinking tasks, cooperative OSTA Rlearning and systematic grammar activities integrating all four skills. As a consequence, ICAthese abilities favor linguistic competences in a pedagogical scaffolding that will allow learners to use their abilities when using English as a second language. At the end of every unit, they can self-evaluate their own progress using the CEFR descriptors in order to monitor their own development. Opening Unit: Each unit begins with nit Costa Rican Heroes ProhibUi1da suthe themes. A picture-scenario allows Themes Heroes and Famous People 1. National students to activate previous knowledge 2. Superheroes World-famous People and introduces the main topic in a real- 3. My Hero is the Best life situation. The essential question fosters 4. I Can Be a Hero reproduccLi1 ónunderstanding and critical thinking. B. Vocabulary 1. Listen to the teacher and rHeeperoaet tshae nvodcFaabmulaoryu. s People esson National Heroes and Famous Peoplleeacdoemrsm/huenliptyers spsporortstwsmomana-n A. Let’s Talk scientist 1. Listen and repeat. Let’s Talk: This section previews the Valentina: Hi, Luis! What are you doing? Luis: I am looking at this book I found at the library. Valentina: What is it about? Unit 1 Luis: It’s about Costa Rican heroes and heroines. Valentina: Wow, it looks interesting! Luis: Yes it is. You can see Carmen Lyra, Juan Santamaría, and others on this page. Valentina: What does the information say about her? Luis: Carmen Lyra was a writer, and she liked to fight for women’s rights. Valentina: Oh! I th7ink I want to read more about her. Luis: I really like this book, but I want recent information for my meaning and the usage of the target Essential Question actor-actress religious Incidence What actions define a hero?Actions or leaders vcoocnavebrusalatrioynaEnodr asdtcruhcaituncrte. inicóontenxt by apara revisión(yourideas) Places of next oral project. I am thinking about Franklin Chang. Valentina: Sounds great! In my case, this one is perfect for me. nactoimonmaul npirtoybalenmds aVoncdainbturoladruyc: eCslevaorclya, bthuisladryivridseiolanteepdretsoletnhtesdocente2. Thinkaboutsomeoneyouconsideraheroorheroine.Completethechart. Luis: Is that María Isabel Carvajal’s biography? entertaining people Valentina: Yes, it is. She seems to be brave! 9 What does the What makes him/her What does the hero/heroine lesson. hero/heroine do? a hero/heroine? inspire you to think or do? 8 2

Remember to Use: In this section, a brief 1. Make a list of threats and clear description of the structure of class. content studied throughout the unit is the forests of your country provided by controlled and personalized practices. are facing. Share your ideas Let’s Practice: This branch focuses on with your speaking and writing activities using the vocabulary and grammar studied C. Remember to Use DEMONSTRATIVE PRONOUNS throughout the lesson. THIS - THAT - THESE - THOSE Rteomeumsbeer Cultural Tip: This presents real-life information about culture around the world E. Phonics Time Word Bank in regard to the lesson and the topic. It helps by introducing folk wisdom, and/or 1. Look at the words in the bank and match it with a pair. other conventions of the language. Practice the sounds /s/ and /th/. Unit 5 This cake That cake a. sick Unit 4thigh (here / close) (there / not close) b. mouth Unit 4thick These cakes Those cakes (here / close) (there / not close) c. sigh C tipulturasolng Examples: That is my invitation. d. thong SINGULAR Those are my pencils. e. sink: yTcehctDhoaeoeemrnsWftotpipenWrlerrueorFisetbmeth,alelaytothisomtaieinntnbschsoig,tenetihunihogereshkeunneansnspwbtehriDnoaioxtugantiirmdnk,shtisifnpbuayocgnoolnreoedulstluousfraoetktldsiprnrodeearondosydr,wtiteesseaoaatpcdinhpnrrtsdiaagps.fatcoewtpohtraieilcadprtsehleftffrsseoiar.oefmrorfisanrtiahtgmnhref?eeooprrspeeolaslamttnhsn.eaeeIftnt’ows5fe0 This is my book. f. thing: PLURAL These are her apples. 2. Listen to the minimal pairs and repeat. F. Let’s Practice 1. Use the pattern subject + verb + prepositional phrase to write complete sentences. naItniofonramwlgaoetriolodgnwraitdapekhleiifcne..cfcrooommm: Participate by reading your sentences aloud. 101 127 103 E. PWdhirciotteionanicamsryi.TniPimmaraetilcpipaairtefobr ey arecahdoinnge.yLoouor kidfeoar tshaelomueda. ning of words you don’t know in the Phonics Time: This section introduces 1. learners to the ability to listen, to identify or a. save: e. pray: b. wine: f. flee: c. boy: g. lock: 2. Please, assess your even to manipulate sounds in spoken words h. walk: Co-Assessment in order to achieve linguistic and phonemic d. fat: awareness. work. Check yes/no to know F. Let’s Practice 1. Unscramble the sentences. how well you did in your work. a. like/ you/ to/ with/ dance/ would/ me/? Criteria Self-Assessment yes no b. had /an/ we/ incredible/ yesterday/ party. G. Reading TilemswtwtRatieeeitrththrmaaaaensmpdecenabfrtipineeoiirntsdahtc.oleit The student… Teacher’s Assessment 1. Listen to the text and write the acsosnigtrnibmuetendt. with ideas to the yes no hear put effort into her/his work. Let´s text c. are /these/ the/ party/ papers/ colorful/ for/ the. Unit 5 missing words. Participate in class reading the felt acsosnigfindmenetnwt.hen the aloud. presenting Halloween is Party Time! d. is/ cake/ the/ that/ birthday. In different countries of the world, people love to applied vocabulary required. Reading Time: This uses a variety of real- e. are /my /those /guests. celebrate and get . It is a good excuse to taepnpseli.ed present, past or future decorate mysterious. To have a great Halloween party, people need to be very well organized. yuosuedlikqeu…e”stions including “Would world text types and adaptive songs and chants that develop a variety of reading f. this/ the/ is/ for/ chips/ the/ sauce. skills such as skimming, scanning and/or inferring meaning from context. It is important to consider the style. Do you want a D. English in Use and talk about Haunted, Ghostly, or Horror the ? You really 1. Read the expression COSTA RICAEnglish in Use: This offers idiomatic need to think about it in order to know kind of expressions, proverbs and phrasal verbs it with your classmates to the unit as a way to achieve linguistic and teacher. and for the attractiveness of your party. Choose the kinds of and . Unit 5 This is an“eLextopt’srhegassevioet ntahuislsoeptdaorfwtfyhuenst.naprteeodp” le want People tend to be very creative when giving food to the guests. Witches’ fingers, sweet eyeballs, and pumpkin cookies1a2r9e great ideas. Choose music that your guests like and think about sound effects for your party. Think about the right place according to the amount of . Also, you can plan some mysterious and prepare some scary prizes. 122 Don’t forget to choose a great and have a lot of fun! 143 competence. bIRvtscppsPhutorerearucoreomocvdyrajactieuaoieesnctegcnbenw-uispsdthutsp:atsa-UlaadTtorwtthnthtEehririefseyiiiifleetst,lemi:incnbcosrsTettelechfarrdeaafunnieedssncctPstsrntdsesatarupauo:einppcdarrroToeciuatheocumij,ovpeibnstsiahrutictllaiegs-seenrptcaeni.idnstvoehtg.dFtetofóiienufecnsudutrsgtenoasmohr.sicrpnementcautpgrdiholmdateoeoInaeiarnCortainnuarsrTletdnaspltsl,hiatintthtyoandodatgtbatorgeuoavigeurewiadcMyrParcoejectvisióRsuin3ónI canINFO evieuwnit Let´s 1. Faob•l.lo.•Gcw•UT.cpeh2scUto•reithT.nUaosanieeksnncvP•CksePorteavtessgerrti•ateciiceocbqbdeIrs•iftonseamqaeouhu•epmetTtubhuneuatuoohst3nAeppheetusatnt.eRtat.lceesa4lonldacwkdIeayvtttoge.nIcoieihoeaitthioirsfcmdthnrgdfyefhceswoeuPsntnerers.hectunhlesrduaiphroeaimod(eodetarsoieap:urriduardtbeseefneotoietcdl“eeesspvRdewyretfanlleamLlfi.eeaoaen’rweuyissteiblytphral.su.otsdaoicnbbaoostseheer(stoucseetesayuni.taoswcAnprrsingprrrteat(a3svpoltopsootlrtithrlsteLdlieeohomnllntwirsryseyeoekhoeesaaijsocste:.osynieurctsosbatsfugeaooceur.osstidilsormavpfetuntn,l.8-y.lsieuoyp,nrdirto)Ltbeeaosiwwyiaediuzatmestvohuaeioriaeerbnocteeubibcrpsancgonykaoeltcp.ousii.Bauupna)utrtaulBteshssaastaiserenlneptinotmtliteittdtevcec)feoewtaeeettacrirrnheoprtarpt”raeiyeaesrnrtsukanhs.gfctftgueoodecta.rilrenrrtonaaioiwtacygduslroileptatypiihuv.ntoleiertdmpssoaiptedaweuceaerrashtlstalwyieon.asirrtg.Thttvh,hyideigrmooeruiaudaorgmeg.p1haemr.osaisjaLeorc,ot kyofouaLWrrWftfEhEeUeWcASwtTE-KoUOcrEPGdOasLLnGoAsEfLp-tIThlTcaEeRSlsLeRtRbCiacAaJnAnD-GkD-ErNenidLCncPvUaAEtyiHhmrcYoeZPlaEenRwJgAm-oIeZDrredeKE-SDdnTmCdNutSeaacIAsBzleOtlMeryRo.-AyRSHIrTUeOpa-EuTveAdNseRaieFrAtfkySu-AiTnO-nGtCh!IOggrRoaLOIwE1rIXbpIJc.IFceGI-racIaoRc2anCDcwgacnbYa.vCYnchabEeanaOlianeraMu.eCnod.snR.ams-ncBdtnheedeLsddlkLemoisskFteÑ.ecttsofsEehqsecuEsrescEiercunbtUreAOquirbY-ertiQebb.iruCtbeesphAeeoNateriaStocnxeNcehCppcnasetZtonhiTlCseeouastwwaFVsrMerncaeLteHoa-.slAeiOlddtrattadYtsvoeeJtRnseeaeErsPcdcdfrAnabrPlmoredVfeitsfbTmoPa.efZt.eefhnceestitnnchnpshgtevl.totaihs9rpw.oces1rneeymsov.iuoeunfest eelxaebrcoisueDt eyavoneuldorpwwinorgitrek..aGoseodntenVceery. UgsoeodpaEsxt,cepllreenstent,Unit 3 I can read minimal pairs. 90 I can Identify cognates and false cognates. aI ncdanuscinregapterenfixeews wanodrdssumffioxedsi.fying graphemes 92 measurable learning outcome based on the CEFR del docentedescriptors. Audio-Icon: Represents the conversations and chants that you can hear on hear the Hands on Player app. 3

Scope and Sequence Units Themes Remember to use... Vocabulary and Phonology Unit 1 Heroes 1. H eroes and Famous Simple present tense Vocabulary: People Past tense National Heroes and Famous People, Essential Question: Comparative and superlative forms Heroes/ Famous People’s Characteristics, What actions define 2. Superheroes World- Adverbial phrases of cause and time Superheroes and World-famous People, a hero? famous People Sequential Adverbs- must The Best Heroes, I Can Be a Hero. WH Questions Phonology: Pages: 7 - 32 3. My Hero is the Best Segmenting words and common CVC 4. I Can Be a Hero words including the sounds represented by single letters, consonant blends, consonant diagraphs, and diphthongs. Unit 2 Staying Safe in a 1. The Latest School Simple present tense irregular verbs Vocabulary: Gadgets on the Simple past –ed, regular verbs The Latest School Gadgets on the Market, Digital World Market Simple past, irregular verbs Let’s Make a Project Using Technology, Simple future Technology’s Unwritten Rules, Tips for Using Essential Question: 2. Let’s Make a Project Comparative and superlative forms Technology Safely and Responsibly. How can we stay Using Technology Repeating nouns as modifiers safe when chatting Phrasal verbs Phonology: online? 3. Technology’s Plural and singular possessive pronouns Decoding regularly spelled multi-syllabic Unwritten Rules Yes/no questions words and compound words, including Pages: 33 - 64 Negative imperatives in simple present the sounds represented by consonant 4. Tips for Using Modal “can” to express possibility/ability blends and consonant/vowel diagraphs. Technology Safely and Responsibly Vocabulary: Environmentally What is Litter? Why is Litter Bad? Speaking Unit 3 1. What Is Litter? Verb tenses (past, present, and future) Where Does Litter Go? What Can I Do Essential Question: About Litter? Why should we be 2. Why is Litter Bad? Wh information questions in present concerned about Phonology: litter? 3. Where Does Litter Go? Sequencing adverbs Cognates and false cognates Creation of new words when a specific Pages: 65 - 92 4. What Can I do About Explaining cause and effect using grapheme is changed, added, or Rainforest Rescue Litter ? because and since Essential Question: What are rainforests removed and what happens Unit 4 if they disappear? 1. The Rainforest: a COSTAVerb forms (present and past tense) Affixes and Minimal Pairs Treasure Pages: 93 - 116 Adjectives RICAVocabulary: 2. A re We Saying Comparative and superlative forms “Goodbye” to the Sequencing adverbs with can and The Rainforest: A Treasure, Are We Saying Rainforest ? “Goodbye” to the Rainforest?, Ways to Rescue It, My Role in the Rainforest 3. Ways to Rescue It should. Rescue 4. My Role in the Simple present using (S+V+PP) pattern Phonology: Rainforest Rescue Simple present and simple past using Transition words in a sentence (S+V+O+PP) pattern Minimal pair sounds Wh information questions in present tense Silent letters Let’s Party Using verb tenses Prohibida suEssential Question: What makes a party a good or bad experience? reproducciónPages: 117 - 146 1. Party Time Yes/No questions with “would” Vocabulary: 2. Sending Invitations Unit 5 3. Throwing a Party Demonstrative pronouns (this/that, these/ Party Time, Sending invitations, Throwing a 4. How Was the Party? those) Party, How Was the Party? Sequencing adverbs Phonology: Adverbs of place Minimal pair sounds Prepositions of action and movement Simple future will Simple present Phrasal verbs Vocabulary: Singular and plural reflexive pronouns Immediate Future, Having the End in Focus on the Future Edición para revisiónEssential Question: How can we be prepared for the future? del docentePages: 147 - 174 Unit 6 1. Immediate Future Sequencing Adverbs with simple present Mind, Values and Beliefs, Future Me 2. Having the End in tense and future tense Phonology: Frequency Adverbs with future tense Mind Intensifier Adverbs Producing groups of words that begin 3.Values and Beliefs 4.Future Me with the same initial, final and medial Need to and have to to show obligation sounds in single and two-syllable words. Comparatives Questions with “Can” Contractions Questions with “will” and “going to” 4

Learn to know Learn to do Learn to be and live in Learning community outcomes Simple present tense - D escribing people’s - Expressing respect and pride for local and My Project Past tense achievements and national culture, outstanding people, family The Rise of a Comparative and superlative forms personal characteristics and friends Adverbial phrases of cause and time Superhero Sequential Adverbs- must - Describing superheroes - Explaining motivations to improve/change lives WH Questions - D escribing and - Expressing respect for diversity in our society p. 31 - Expressions comparing heroic actions - Idioms - Retelling/relating past events using connectors Simple present tense irregular verbs - D escribing preferences - Expressing openness to and interest in new My Project Simple past –ed, regular verbs about technological experiences, other persons, ideas, peoples, How to be Safe Simple past, irregular verbs gadgets societies and cultures when using the Simple future Comparative and superlative forms - Describing steps for using - Identifying the human need to communicate, Internet Repeating nouns as modifiers technological gadgets have family ties and friends. p. 62 Phrasal verbs and applications Plural and singular possessive pronouns - Recognizing different personality traits My Project Yes/no questions - Describing safety rules for - Idioms Campaign: Negative imperatives in simple present using technology “Litter Less, Modal “can” to express possibility/ability Live Better” - Asking informational questions p. 90 - Making suggestions My Project The Rainforest - Describing places and - E xpressing positive attitudes such as pride in p. 115 things their culture and community My Project Verb tenses (past, present, and future - D escribing how litter - Showing intrinsic/extrinsic motivations for social Let’s Party! Wh information questions in present effects the environment responsibility focused on the community Sequencing adverbs p. 144 Explaining cause and effect using - Describing cause and - D escribing values related to ethical and moral because and since effect relationships service My Project My Future - Describing actions to - P olite forms to greet, say goodbye and clean public places from address p. 172 litter - W ays of expressing gratitude Verb forms (present and past tense) COSTA RICA- R etelling/organizing events - I dioms Adjectives - D escribing places and - D ifferentiating intrinsic and extrinsic motivations Comparative and superlative forms things to take care of the rainforest Sequencing adverbs with can and should. - Describing the condition - D iscriminating between instrumental and Simple present using (S+V+PP) pattern integrative reasons to rescue the rainforest Simple present and simple past using (S+V+O+PP) pattern of the rainforests (personal benefit vs community benefit) Wh information questions in present tense - D escribing cause effect - Expressing ethical and moral values when relationships making decisions related to rainforest - Giving advice preservation - Idioms Prohibida suYes/No questions with “would” Using verb tenses - Describing actions and - Showing positive attitudes such as openness towards, and interest in, new experiences, items to organize a party other persons, and ideas Demonstrative pronouns (this/that, these/ - Giving and following - R ecognizing the communicative drive in all humans and their need to communicate those) directions - Using the appropriate expressions when greeting, making invitations, arriving at a party, and saying goodbye - E xpressing positive politeness by offering gifts, reproducciónPrepositions Sequencing adverbs - Describing location Adverbs of place - Making requests and invitations food, drinks and hospitality Simple future will Simple present Phrasal verbs Singular and plural reflexive pronouns Edición para revisiónSequencing Adverbs with simple present tense and future tense Frequency Adverbs with future tense Intensifier Adverbs del docenteNeed to and have to to show obligation Comparatives Questions with “Can” Questions with “will” and “going to” - Describing future plans - W orking cooperatively with others and events - Using technology as tool to achieve personal - Expressing feelings and goals emotions related to future - Expressing creativity and critical thinking skills plans when problems - Describing hypothetical - S howing politeness when sharing experiences ideas. and future plans with others. - D escribing and supporting - E xpressing admiration about a person’s future opinions plans and expectations. - D escribing and supporting opinions - Idioms/Phrases 5

Welcome to Hands On! 6 Let’s meet our friends COSTA RICA Prohibida su reproducción Edición para revisión del docente 6

U1nit Heroes Themes 1. Heroes and Famous People 2. Superheroes World-famous People 3. My Hero is the Best 4. I Can Be a Hero COSTA RICA Prohibida su reproducción Edición pEssaentriaal Quresetiovn isión del docenteWhat actions define a hero? (your ideas) 7

Let´s L 1esson Heroes and Famous People hear A. Let’s Talk 1. Listen and repeat. Valentina: Hi, Luis! What are you doing? Luis: I am looking at this book I found at the library. Valentina: What is it about? Luis: It’s about heroes and heroines. Valentina: Wow, it looks interesting! Luis: Y es it is. You can see Marie Curie, Nelson Mandela, and others on this page. Valentina: What does the information say about her? Luis: Marie Curie was a Polish chemist who won the Nobel Prize. She was the first woman to win this award. Valentina: Oh! I think I want to read more about her. COSTLuis: I really like this book, but I want recent information for my A RICAnext oral project. I am thinking about Barack Obama. Valentina: Sounds great! In my case, this one is perfect for me. Luis: Is that Amelia Earhart’s biography? Prohibida suValentina: Yes, it is. She seems to be brave! reproducción2. Think about someone you consider a hero or heroine. Complete the chart. What does the What makes him/her What does the hero/heroine Edición para revisiónhero/heroine do? a hero/heroine? inspire you to think or do? del docente 8

B. Vocabulary 1. Listen to the teacher and repeat the vocabulary. Heroes and Famous People community sportsman- scientist leaders/helpers sportswoman Unit 1 actor-actress COSTA RICA religious leaders Prohibida suActions or Places of Incidence reproducción Edición para revisión del docentecommunity andentertaining people national problems 9

Heroes and Famous People’s Characteristics brave intelligent strong patient kind COfrSieTndAly RICAgenerous 2. Be a hero/heroine! If you were a hero/heroine, what would you be like? Provide the information required to complete the following chart. Participate by reading your ideas aloud. Kind of hero/ Actions and place of incidence of the Prohibida suheroine: Characteristics of hero/heroine: the hero/heroine: reproducción Edición para revisión del docente 10

C. Remember to use tReomeumsbeer Simple Present Tense and Personal Subject Pronouns (SVC) U se simple present tense to describe personal characteristics Subject and people’s achievements. Pronous Examples: I You Mother Teresa is brave. He She She fights poverty. It Use a subject pronoun, a verb and a complement to write We complete sentences. They Example: He flies big planes. subject verb complement pronoun (describes the subject) 1. Read the following texts and answer the questions. Write complete sentences in your Unit 1 answers. (SVC) COSTA RICA“I read about how Mother Teresa helped many people. She dedicated her life “Spiderman is a hero. Others with those to charity. Poor and sick people were abilities could use them to get more power or richness, but he prefers to sacrifice himself to help others with his superpowers.” benefited by her wholehearted service.” Jim Brown Richard Davis Social Worker Priest of the Community Prohibidaa. What makes Spiderman a hero? su reproducciónb. What makes Mother Teresa a heroine? Edición para revisiónc. How do you describe Spiderman and Mother Teresa? del docented. How are Spiderman and Mother Teresa different as hero and heroine? 11

D. English in Use Idiomatic Expressions 1. Read the expression and talk about it with your classmates and teacher. What is your I really love when favorite part of the boy helps people. the movie? He always takes the bull by the horns and confronts the enemy. COST“To take the bull by the horns” A RICAThis means to make something hard in a brave determined way. Prohibida suE. Phonics Time CVC words are formed by a consonant, a vowel, and another consonant. reproducciónExamples: car-men-sit Compound Words are two or more words that are put together to form a new one. Examples: cupcake – farmhouse – classmate Edición para revisiónConsonant Blends are a group of two or three consonant sounds that are each pronounced clearly. del docenteDo not separate consonant blends when segmenting into syllables. Examples: pr-dr-pl-bl-tr-dr 12

Let’s learn! Syllable Rules • To find the number of syllables, count the vowels in the word. Every syllable has a vowel. • Do not count silent vowels. • Diphthongs count as one vowel. • Divide between two middle consonants. Do not separate consonant diagraphs. • Usually divide before a single middle consonant. • When the “-le” sound in the word sounds like “-el”, divide before the consonant. • Divide off compound words, prefixes, suffixes, and roots with vowel sounds. 1. Segment the CVC words into individual sounds. Unit 1 Listen to the teacher and repeat each sound. Example: man: m-a-n a. rat: b. mop: COSTA RICA c. red: d. run: 2. Segment the words into syllables. Take into consideration the syllable rules. Examples: Prohibida sutrumpet: trum-pet cupcake: cup-cake reproduccióna. problem: b. drinking: c. baseball: para revisión Ediciónd. blanket: e. dragon: del docente f. bathroom: 13

F. Let’s Practice 1. Get in pairs and look for information about heroines and heroes. Complete the information. Community Leader: Sportsman/Sportswoman: Actions: Actions: Characteristics: Characteristics: Famous person: COSTA RICA PActrionos: hibida su reproducción EdiCchariaóctenristicps: ara revisión del docente 14

Let´sL 2esson Superheroes World-famous People Unit 1hear A. Let’s Talk 1. Listen and repeat. Reporter: Good morning, today I am with an incredible woman that went from zero to hero. Everybody is talking about her. Thanks for being here; tell me about the emergency, please. Heroine: G ood morning everyone! Yesterday morning, there was a fire in the kindergarden where I work. Reporter: I can see everybody is calling you a heroine. Why is that? Heroine: I rescued some kids from the fire. It was a very difficult situation because I knew that it was risky. At the end, they could be with their families. Reporter: You are a heroine! What do you think about it ? COSTA RHeroine: I think it is important to help others. I received ICApositive messages from the parents and other people. All of a sudden, I am popular now, but that does not matter. I am pleased they are safe at home. Reporter: Thanks for everything. This world needs more Prohibida supeople like you! reproducción2. Write true or false according to the conversation above. a. The reporter rescued the kids yesterday. Edición para revisiónb. The heroine thinks it is more important to help others than being popular. del docentec. The kids are safe now. d. The reporter is popular now. 15

B. Vocabulary 1. Listen to the teacher and repeat the vocabulary. Superheroes Wonder Woman Batman World-famous People COSTA RICA Catholic Nun and Missionary Heroic Actions Prohibida su reproducción Edición para revisión Jewish Victim of Holocaust Mother Teresa del docenteMartin Luther King, Jr. Activist and Leader 16

2. Write a short text. Describe a world-famous person that has influenced the world in a volunteered died invented/created fight crime fly disappear positive way. Unit 1 • Write about aspects of their life and achievements. COSTA RICA• Brainstorm your ideas before writing the paragraph. Prohibida su reproducción Edición para revisión del docente 17

C. Remember to use PAST TENSE tReomeumsbeer Use past tense to describe people’s heroic actions. Examples: The firefighter ran into the burning house. Supergirl flew over the buildings. SIMPLE PAST TENSE WITH PREPOSITIONS OF TIME Use past tense and prepositions to describe when the event happened. Examples: The student represented his school during the conference. She graduated in 1995. Prepositions of Time • At is used in specific times or points of time in the day. • In refers to period of time. COSTA RICA • On is used with days of the week and dates. • By refers to the end time of an activity. • During is used to say when something happens. Prohibida su1. Write a sentence using the past tense of the verb given and the preposition of time. a. accomplish/on reproducción b. become/in Ediciónc. destroy/at para revisión d. rescue/by del docente 18

D. English in Use 1. Read the expression and talk about it with your classmates and teacher. “To go from zero to hero” This means someone with a sudden rise in popularity or success. 2. Can you think about someone who goes from zero to hero? Unit 1 E. Phonics Time COSTA RICAConsonant Diagraphs are formed of two letters that make a single consonant speech sound. D o not separate consonant diagraphs when segmenting into syllables. Examples: sh-ch-th-wh-ph Prohibida su1. Segment the words into syllables. Take into consideration the syllable rules. Example: reproducciónthunder: thun-der a. shampoo: b. chapter: Ediciónc. Thursday: para revisión d. whisper: del docente e. photo: 19

F. Let’s Practice DesTcerxipttive dpeetrdasooAeilrnsattc,eharpixinbtagpetrh.ltsaiaccintuela, r 1. Complete the descriptive text with the past tense of the verbs given. Word Bank feel - save - start - notice - see - know - call - grab - make - have Miss Brown one of the most terrible experiences yesterday. She was working with her students at the kindergarden when suddenly she a bad smell. It was smoke coming from the front door of the classroom. All the students to cough and dizzy. She that she needed to do something immediately. She her phone and the firefighters. She was worried when she fire on the ceiling, so she opened a window and all ten kids pass through it. It was not easy for her because the window was very small, the kids were anxious, and the fire was increasing. Miss Brown all her students, and parents are happy to have a heroine for their children. COSTA RICA Prohibida su reproducción 2. Read the text and talk with the teacher and classmates about the main idea. Write it in Edición para revisiónthe space provided. Main Idea: del docente . 20

Let´sL 3esson My Hero is the Best Unit 1hear A. Let’s Talk 1. Listen and repeat. Irina: W ow, that poster looks great! Why are you doing that? Felipe: It is my Spanish project. It is about the best hero. Irina: Why is he the best? Felipe: He is the most generous of all. Irina: How did he become a hero? Felipe: H e became a hero because he helped poor people. Irina: How was that? Felipe: He worked very hard. He wanted all children to go to school and have food. COSTA RICAIrina: Is he famous? Felipe: Y es, he is. You can read about his life in this book. Irina: Cool! Prohibida su reproducción 2. Answer the following questions based on the conversation above. a. What is Felipe doing? Edición para revisiónb. Why does Felipe consider him the best hero? del docentec. How can Irina know about the hero? d. Do you consider him the best hero? Why or why not? 21

B. Vocabulary 1. Listen to the teacher and repeat the vocabulary. Heroes and Heroines Comparative and Superlative Adjectives stronger more intelligent better COSTA RICA the strongest the most intelligent the best Prohibida su2. Based on the picture, circle the correct comparative or superlative form of the adjective. reproducción Edición para revisión del docentemore patient / the more creative / the braver / the bravest most patient most creative 22

C. Remember to use to useRemember COMPARATIVE AND SUPERLATIVE FORM Compare between two nouns. noun + verb + comparative adjective + than + noun Examples: Remember: Hulk is stronger than Batman. The red sweater is more expensive than the shoes. one and two syllable noun + verb + as + adjective + as + noun adjectives: Add-er Examples: Clodomiro Picado is as intelligent as Marie Curie. Superman is as brave as Captain America. Unit 1 In the superlative form the noun is compared with a group. Remember: COSnoun + verb + the + superlative adjective + noun one and TA RICAExamples: two syllable adjectives: Hulk is the strongest of all the superheroes. Add-est Einstein is the most intelligent of the scientists. Prohibida su 1. Think about people or characters you consider heroes and heroines. Write sentences reproduccióncomparing them using comparative and superlative forms. Comparative form Superlative Form Edición para revisión del docente 23

D. English in Use 1. Read the expression and talk about it with your classmates and teacher. Valentina is sick; we need someone to fill her shoes. “To fill someone’s shoes” This means to take someone’s place and do his/her work. 1. Think about one moment in which you needed to fill someone’s shoes. COSTA RICA Prohibida suE. Phonics Time A diphthong is formed by the combination of two vowels. reproducciónDiphthongs count as one vowel sound. Examples: aw-au-ew-oo-oi-oy-ow-ou-ai-ei 1. Segment the words into syllables. Take into consideration the syllable rules. Edición para revisiónExample: flower: flow-er a. explain: d- el docentec. balloon: - b. famous: - d. enjoy: - 24

F. Let’s Practice 1. Get in pairs! Write a conversation in which you need to include comparative and superlative form. Unit 1 COSTA RICA Self-Assessment Prohibida su1. Check yes/no to know how well you did in your work. reproducciónCriteria Yes No I contributed with ideas to the assignment. 25 I feel motivated working with my classmate. Edición para revisiónI feel satisfied with the final assignment. I included comparative and superlative forms. del docenteI need reinforcement to write a conversation.

Let´s L 4esson I Can Be a Hero hear A. Let’s Talk 1. Listen and repeat. Luis: Hi guys! Are you ready with your ideas about the kind of hero you would like to be? Samuel: Yes, I am. I have some cool ideas. Valentina: I have mine, too. It was hard to come up with ideas. I think heroes have a lot of responsibilities. Samuel: You are right! It is not easy to be a hero or heroine. Luis: Tell me about your ideas. Valentina: I think we can be the kind of hero who raises money for charity. Samuel: In my case, I love brave heroes that defend people from evil. Luis: I like the ones with superpowers, but they must be different. I am thinking about a hero or heroine Cthat freezes things, disappears, and jumps high. OSTA RICAValentina: I think all the ideas are awesome! Why don’t we create a hero with all the characteristics we mentioned? Samuel: That will be cool! 2. Based on the conversation, circle the correct answer to complete the sentences. Prohibida sua. Luis, Valentina, and Samuel are . doing homework giving ideas about kinds of heroes. reproducciónabout heroes. choosing the best kind of hero. b. Luis prefers the kind of hero that . has superpowers defends people disappear to Edición para revisiónand freezes them help people c. Valentina’s idea is . del docentecreate a hero with all the create a hero that helps create a hero combining superpowers they said. sick people. all the characteristics they said. 26

B. Vocabulary 1. Listen to the teacher and repeat the vocabulary. Help my How Can You Become a Hero? Help people classmate! in my Help my teacher! community! Study Be kind to hard! people! 2. Complete the comic strip with information about you. Write about your achievements or Unit 1 other characteristics that you have that affect the world in a positive way. COSTA RICA Prohibida su Culturartlipeproducción Do you know about superheroes around the world? • M r. India is a superhero from India that is generous and takes care of children. Edición para revisión• Tintin from Belgium, a very talented reporter that has many adventures with his dog Milou. del docente• Super Cholita is a heroine from Bolivia that can fly and helps poor people. Would you like to know more about them? Look for information and talk about them. 27

C. Remember to use ADVERB CLAUSES OF CAUSE AND TIME tReomeumsbeer WHEN and AFTER are clauses of time. They state when something happens. Examples: I stopped running when I saw the dog. I can go home after I finish the work. BECAUSE is a clause of cause that states a reason. Example: I exercise because I want to be healthy. SEQUENCING ADVERBS WITHMODAL \"MUST\" Use adverbs of sequence to describe the order in which things occur. Adverbs of sequence can be used to tell a story, give directions or in recipe procedures. first – next – then - finally Use the modal “must” to say that it is necessary or very important to do something. COSTA RICAYou can use the modal “must ” and the adverbs of sequence. Example: How to be a great student… First, I must pay attention to the teacher. Prohibida suNext, I must participate actively in class. Then, I must complete my tasks. reproducciónFinally, I must study what I learned at home. 1. Complete the sentences. Use adverbs of sequence or adverbial clauses according to the context. Edición para revisióna. The teacher will start the class he arrives. b. Luis will get the car he gets the money. del docentec. She cancelled her trip she couldn’t pay the ticket. d. , you must serve the delicious cookies. 28

D. English in Use 1. In English, there are many ways to express gratitude. Read the expressions and talk about when you can use them. dPeleeapsees,tatchcaenpktsm! y Thanks a lot! Tmhialnliokns !a Tkhinadt’sofveyroyu You are I appreciate it! awesome! E. Phonics Time 1. Review the syllable rules with your teacher. Segment the following words into syllables. Word Bank Compound Two-Syllable Three-Syllable Words Words Words number ladybug Unit 1 vacation popcorn COSTA RICA computer hamster F. Let’s Practice 1. Use adverbs of sequence to write sentences. Prohibida su What do you have to do to be a hero/heroine? Firrst, eproducción Edición para revisión del docente 29

G. Reading Time 1. Read the text. A biography is a description of a person’s life. It involves information such as work, achievements, life experiences, and more. Rigoberta Menchú Rigoberta Menchú was born on January 9, 1959. She is a political and human rights activist from Guatemala. She has dedicated her life to fight for indigenous rights working in campaigns against human rights violations. Also, Menchú has being involved in the indigenous pharmaceutical industry to offer low cost medicines and help people with AIDS and cancer. In 1992, she received the Nobel Peace Prize for her support and social justice work for the indigenous peoples. COSTAOver the years, Rigoberta Menchu’s hard work has been recognized in RICAmany parts of the world receiving more international awards. 2. Complete the graphic organizer: Prohibida suInformation I knew Information Information before reading the text I know now I investigated reproducción Edición para revisión del docente 30

My Project INFO The Rise of a Superhero Unit 1 1. Follow the steps to create a great project. a. Get in groups of three people. b. Think about an ideal super hero/heroine to take care of your country. c. Take into consideration the following aspects when thinking about your hero/heroine. • H ow this hero/heroine can make a difference in our country. (people’s lives and solve social problems) • Physical characteristics of the hero/heroine. • Include vocabulary studied in unit 1. d. Give an attractive name to your hero/heroine. e. Create and describe clothing for your hero/heroine. COSTA RICA2. Presentation of your work: • Show your superhero/heroine to your classmates and teacher. • You can videotape your presentation. Create a video telling and showing all the aspects of your hero/heroine. Be creative and prepare an attractive work. Prohibida su• A nother idea can be presenting your hero/heroine with big and colorful posters. Include all aspects of the hero/heroine. Tell your class about the aspects. reproducción• A ll the members of the group must speak in the presentation (video or in class) • R ehearse your presentation. Be careful with spelling, grammar, and Ediciónpronunciation. para revisión del docente 31

R 1evieuwnit 3. Watch the video and complete the chart with the information you hear. Who are their heroes? Why are they heroes? What superhero power would they have? Scan I can statements COSTA RICA1. Check the box that describes how you feel about your work.. Developing Good Very good Excellent I can describe people’s achievements and Prohibida supersonal characteristics. I can describe superheroes. reproducciónI can compare heroes characteristics and actions. Edición para revisiónI can get the main idea of a short text. I can apply syllable rules when segmenting del docentewords. 32