Level 4th Unit 3

Scope and Sequence

Scenario: Farm to Table
Enduring Fertile land and farming are necessary to have fresh food on the table and provide us with the ingredients for a
Understanding good meal.
Essential Question What does it take to have fresh food on our table?
Assessment and Goals
Week 1 Week 2 Week 3 Week 4 Week 5

Theme Theme Theme Theme

1. At the Farm 2. Let´s Go to the 3. Let´s Make a Meal 4. May I Have your
Farmers’ Market Order?

Assessment: Assessment: Assessment: Assessment: Assessment

L.1. Recognizes the main L.2. Recognizes the R.1.Recognizes much of R.2. Locates important Instruments for
points in simple, clear, most important points what is written in short, information in simple text. Process/Product
and short audio in a straightforward talk simple texts.
announcements and or presentation. R.PA.1. Reads words and
messages. R.PA.1. Reads words and sentences blending English
R.PA.1. Reads words sentences blending English graphemes and phonemes.
R.PA.1. Reads words and sentences blending graphemes and phonemes. Week 6
and sentences blending English graphemes and SI.1. Asks others about
English graphemes and phonemes. SI.2 Exchanges what they like to eat or Suggested Integrated Mini
phonemes. information about drink. Project
SP.2. Describes basic everyday matters using
SP.1. Talks briefly about aspects of their day-to- simple vocabulary (e.g., SP.3. Presents with a ✔ Mini book
familiar topics. day life. favorite food, recipe). group, a topic sentence
and two to three details.
W.1. Uses simple W.2. Composes short Goals:
sentences and sentences and notes for Goals:
expressions to describe describing activities at R.1. understand much of
things. the farm and food what is written in short, R.2. locate important
preferences. simple texts on subjects information in simple text
Goals: Goals: with which they are (e.g., greetings on the
familiar and/or in which bulletin board, or times
L.1. understand the main L.2. understand the they are interested. and dates on a class
points in simple, clear, most important points notice).
and short audio in a straightforward talk R.PA.1. decode English
announcements and or presentation, graphemes and phonemes
messages. accompanied with using knowledge of word R.PA.1. decode English
drawings and/or parts, syllabification and graphemes and phonemes
R.PA.1. decode English diagrams, provided phonemic awareness. using knowledge of word
graphemes and there was some parts, syllabification and
phonemes using previous familiarity SI.2 exchange information phonemic awareness.
knowledge of word parts, with the topic. about everyday matters
syllabification and using simple vocabulary SI.1. ask others about what
phonemic awareness. R.PA.1. decode English (e.g., favorite food, recipe they like to eat or drink.
graphemes and
SP.1. talk briefly about phonemes using SP.3. present with a group,
familiar topics, such as knowledge of word a topic sentence and two to
food growing and parts, syllabification three details.
harvesting. and phonemic
awareness.
W.1. use simple
sentences and SP.2. describe basic
expressions to describe aspects of their day-to-
such things as their day life, such as
surroundings, their daily favorite foods and daily
activities, and the people activities.
around them.
W.2. compose short
sentences and notes for
describing activities at
the farm and food
preferences.

Function Function Function Function

● Describing things and ● Giving and following ● Expressing preferences

places directions for ordering food
● Describing farm
activities, habits and
routines

Discourse Markers Discourse Markers Discourse Markers Discourse Markers

Linkers: Sequential - past Linkers: Sequential - Linkers: Sequential - past Linkers: Sequential - past
tense past tense tense tense
First, then, after that, First, then, after that, First, then, after that, First, then, after that,
finally finally finally finally
Grammar & Sentence Grammar &Sentence Grammar & Sentence Grammar & Sentence
Frames Frames Frames Frames

Present simple Present simple in Count and non-count Wh-questions with present
Personal pronouns (i.e., sentences with nouns with some, much simple
I, you, he, she, it) and adjectives modifying and many − What do you usually
adverbs of frequency nouns (quantity, size, − I need some sugar. buy at the farmer’s
(every shape, color) − How much sugar do market?
day/week/Saturday, − I want three big you need? − What do you usually
always, sometimes) to oranges. − I need to buy many order at the restaurant?
complete a given − I need three big bags of coffee. − How do you prepare
sentence. carrots. that recipe?
− I get up early every − I want three Sequence adverbs with
morning. cheeseburgers and a imperatives Wh-questions with present
− He/she milks the cow small size order of − First, boil some water. continuous
every day. French fries. − Second, add the − What are they doing?
− They feed the pigs spaghetti. − Where are you going?
and chickens every Articles with Count and
morning. non-count nouns
− An apple/ apples
Present continuous with − A horse/ horses
adjectives modifying − Milk / some milk
nouns (quantity, size, − Salt / some salt
shape, color)
− My mother is
watering the
ornamental plants.
− They are planting
new lemon trees.
Phonemic Awareness Phonemic Awareness Phonemic Awareness Phonemic Awareness

Decoding English Reading contractions Consonant blends Practicing minimal pair

graphemes that sound − Doesn’t, don’t, − /pl/:planting, plowing sounds: s / z
different in Spanish: didn’t, aren’t − /st/:staying, stirring sip / zip
− A (salt, apple, waiter) − /tr / transport, trailer sue / zoo
− H (house, cashier) place / plays
− I ( milk, pineapple) rice / rise
− J (jar, juice) ice / eyes
Vocabulary Vocabulary Vocabulary Vocabulary

1. At the farm 2. Let´s go to the 3. Let´s make a meal 4. May I have your order?
Preparing the fields: farmers’ market Verbs − Waiter, Waitress
− seeds, tools, dirt, Selling: − Preheat, grease − Cashier, Order
fertilizer, pesticides − stores, markets, − Steam, boil, slice − Menu, Breakfast
Growing the crops: Costa Rican crops − Peel, chop, stir, − Lunch, Dinner
− weeding, cutting, − bananas, oranges, − Add, serve − Main dish, Bill
pruning, digging, pineapples, − Side dish
weather, watering mangoes, vegetables,
corn,
Farm activities − palm oil, chocolate,
− Planting/growing ornamental plants
− Gardening
− Cow milking Meats
− Harvesting, Feeding − Pork, poultry, beef,
seafood
Transporting:
− baskets, boxes,
wheelbarrow, trucks,
warehouses

Processing:
− jars, packing, storing,
factories
Psycho-social Psycho-social Psycho-social Psycho-social

− Develops cooperation − Shows willingness − Takes social − Values the work of

practices to solve to work responsibility for farmers
problems cooperatively cultivating own food
Sociocultural
− Communicates needs Sociocultural Sociocultural
and desires − Ways of expressing
effectively − Polite forms to − Ways of expressing gratitude
greet, say good-bye gratitude
Sociocultural and address people Idioms/phrases
in different settings/ Idioms/phrases
− Cultural differences farm/ − To be starving( to be
in terms of habits and friends/farmer’s − To be starving( to be very hungry)
routines between market, restaurant very hungry)
urban and rural
settings Idioms/phrases

Idioms/phrases − Green thumbs

(Good at gardening)
− The early bird My dad was born
catches the worm. (If with green thumbs.
you get up to work He´s great with
early, you will plants.
succeed.)
Term: SECOND Level: Fourth Unit: 3 Week:1

Domain: Transactional Scenario: Farm to table Theme: At the farm

Enduring Understanding: Fertile land and farming are necessary to have fresh food on the table and provide us with the ingredients for a good meal

Essential Question: What does it take to have fresh food on our table?

Dimensions
1. Ways of thinking ( X )
2. Ways of living in the world ( )
3. Ways of relating with others ( X )
4. Tools for integrating with the world ( X )

Learn to Know Learn to Do Learn to Be and Live in Community

Grammar & Sentence Frames Function Psycho-social

Present simple  Describing farm activities, habits and routines  Develops cooperation practices to
solve problems
Personal pronouns (i.e., I, you, he, she, it) and Discourse Markers
adverbs of frequency (every  Communicates needs and desires
day/week/Saturday, always, sometimes) to Linkers: Sequential - past tense effectively
complete a given sentence.
First, then, after that, finally
 I get up early every morning. Socio-cultural
 He/she milks the cow every day.  Cultural differences in terms of
 They feed the pigs and chickens every habits and routines between urban
morning. and rural settings
Present continuous with adjectives modifying
nouns (quantity, size, shape, color) Idioms/phrases
 My mother is watering the ornamental  The early bird catches the worm. (If
plants. you get up to work early, you will
succeed.)
 They are planting new lemon trees.
Vocabulary
1. At the farm
Preparing the fields:
 seeds, tools, dirt, fertilizer, pesticides
Growing the crops:
 weeding, cutting, pruning, digging,
weather, watering

Farm activities
 Planting/growing
 Gardening
 Cow milking
 Harvesting, Feeding

Transporting:
 baskets, boxes, carts, trucks, warehouses

Processing:
 jars, packing, storing, factories

Phonology
Decoding English graphemes that sound
different in Spanish:
 A (salt, apple, waiter)
 H (house, cashier)
 I ( milk, pineapple)
 J (jar, juice)
 Assessment Goals Time
Strategies &
Pedagogical mediation/Didactic Sequence
indicators of learning

Pre-teaching
Routine: Checking attendance, checking in with Ls, T posts the Essential Question on the
board, Can Do’s, and class agenda, etc.

Warm up
The class is divided into groups of four people. The teacher gives each team some pieces of
a jigsaw puzzle and instructs them to assemble the puzzle as quickly as possible. The group
who assembles the puzzle first, yells out the name of the occupation in the picture:
“FARMER”.

Activation of prior knowledge

Learners observe the teacher as he/she sticks the picture of a farmer on the board and sets
up a table with the images of different activities (Make sure you include activities done by
different workers). Volunteers from the group go to the front and choose the images that
represent what a farmer does at a farm and stick them next to the picture on the board. The
teacher monitors and asks questions to the students to help them decide: “Does a farmer
help sick people?” Does a farmer feed animals? Does a farmer teach at school?”
 Modeling
Using the images from the previous activity, the teacher describes what a farmer does at
the farm. For example, “The farmer is always busy. He does different activities during
the day.

He feeds the animals.

He milks the cows.

A farmer plants seed.

A farmer grows vegetables and fruits.

He waters the plants.

Farmers harvests their crops

A farmer collects eggs.

A farmer drives his tractor.

The teacher invites learners to repeat after him/her.

Clarifying

Learners observe the teacher as he/she distributes cards with the activities farmers do at the
farm and the pictures representing each activity. Learners listen to the teacher saying, for
example, “A farmer grows vegetables and fruit.” Then, the learners with the sentence
 (card) and the corresponding image run to the front. The rest of the class decides if the
answer is correct.

Learners play “charades”. Volunteer students go to the front of the class and pick up a
flashcard with a picture and phrase of an activity done at the farm. The teacher shows the
flashcard to the students and he/she performs the action seen on the flashcard. The rest of
the class guesses the activity.

L.1. Recognizes the L.1. understand the Oral Comprehension

main points in simple, main points in simple, Pre-task
clear, and short audio clear, and short audio The teacher introduces the goal of the lesson
announcements and announcements and Learners watch the video ‘I want to be a farmer’
messages. messages. https://www.youtube.com/watch?v=WtH7hNKyOD8 and are asked to mention all the
activities farmers do at the farm and that they see in the video.
Indicator of
learning: Learners brainstorm the farm activities they saw in the video and teacher writes them down
on the board.
Recognizes farm
activities in simple
clear short audios Task-rehearsal
The learners play “picture race”. The teacher asks two volunteers to participate on a
competition. The teacher sticks on the board the flashcards used previously and says a
sentence. For example, “My brother feeds the animals.” The two students have to run to
touch the flashcard with the activity said by the teacher. Then, new volunteers participate
in the game.
Task completion
Learners listen to the WhatsApp audio “Karla’s day on her cousin’s farm”. As learners
listen, they have to circle all the activities Karla does at the farm. (Note: The teacher can
record the audio or ask a friend to do it.)

Script:
Hi mom! How is dad? I’m so excited of being at the farm. My cousin Ericka is always busy, but
she takes me everywhere she goes, and I help her to do her chores. We wake up early in the
morning to milk the cows. I love Anabelle, the cow, and she gives a lot of milk. Then, we go to
pick up the eggs. Aunt Lilly has many hens and chickens. They are so noisy! After breakfast,
Ericka and I go to the field and help the uncle to plant seeds and pick up fruit. That’s my favorite
 part of the day because I get to eat delicious apples. Later in the afternoon, we water the plants
and finally we have dinner and go to bed early.
I miss you, but I’m having so much fun here that I’m going to stay a little bit longer, if you don’t
mind. Love ya! Kiss!

What does Karla do at her cousin’s farm?

Instructions:
Listen to the audio and circle all the activities Karla does during the day while being
at her cousin’s farm.

Task assessment
The teacher sticks around the classroom the flashcards used during the modeling stage.
The teacher describes the flashcards one by one. Students listen to the teacher’s
description and point at the pictures.
The whole class assesses their achievement of the goal

Achieved Not yet

SP.1. Talks briefly SP.1. talk briefly about Oral Production

about familiar topics. familiar topics, such as Pre-Task
food growing and
Indicators of harvesting. The teacher shares the goal of the lesson
learning:
 Learners watch the video ‘Farmers plant the seeds’
Recalls farm tools https://www.youtube.com/watch?v=cRhGOdqWIIo, and as they listen to the song, the
vocabulary. teacher represents each part of the song with drawings

Talks briefly about the

tools farmers use by A farmer plants the seeds The sun comes out to shine
using complete
sentences.
The rain begins to fall The seeds begin to grow

The vegetables are here The farmer digs them up

Now it is time to eat

Using a power point presentation or flashcards previously used, the teacher presents
vocabulary and expressions used at the farm and asks learners to repeat after him/her. For
example,

 The farmer uses seeds to plant vegetables.

 The farmer uses a shovel to dig the vegetables out.
 A farmer uses a watering can to water the plants.
 The farmer uses a basket to collect the eggs.
 He uses a wheelbarrow to collect the vegetable.
 The farmer uses a bucket to milk the cows.
 Task-rehearsal
The teacher sticks flashcards on the board. For example:

A uses to

A uses to

A uses a to

Some volunteers go to the front and create sentences orally using the flashcards as
stimulus. The rest of the class provides help to their peers if necessary.
The class is divided into pairs, and the teacher continues playing with the flashcards,
inviting learners to produce sentences.

Task completion
The learners get the handout below:
 Learners circle three of the tools the farmer uses in his/her work. The class is divided into
two groups. Each groups lines up (one in front of the other) and then learners take turns to
talk briefly to their peer at the front about what a farmer uses to work on the farm. The
teacher monitors learners’ performance and encourages them to produce complete
sentences.

Task assessment
Students play “Hot Potato”. The teacher plays music, when the music stops, the teacher asks
a question to the student who has “the potato”. The question is based on the previous
activity. For example, what does a farmer use for watering the plants? What does the farmer
use for collecting eggs?
Learners work on self and peer assessment. Whole class assesses their achievement of the
goal

Yes! Sort of No.Help!

W.1. Uses simple W.1. use simple Written Production

sentences and sentences and Pre-task
expressions to expressions to describe The teacher shows the goal of the lesson
describe things. such things as their The teacher presents the power point presentation or flashcards used in previous classes
surroundings, their to practice the vocabulary and expressions used during the week.
Indicators of daily activities, and the
learning: people around them. Also, the teacher introduces the word ‘farmer’s market’ and explains
Recalls farm activities its meaning.
vocabulary.
Task-rehearsal
Writes about the The class is divided into pairs. Learners observe the teacher as he/she sticks a flashcard
activities a farmer on the board and writes two words. Using those things as the stimulus, the learners write
does on a farm, using a sentence and when they are ready, they say, “We’re done!” and then they go to the front
simple sentences. to write the sentence. The rest of the class decides if the sentence is correct or not and
provides feedback. For example,
 Farmer/ carrots_________________________________________

Sister/ eggs ___________________________________________

Possible sentences:
The farmer grows carrots
My sister collects the eggs

Task completion
Learners complete the text. “My uncle´s farm”
 My uncle`s farm

My uncle Carlos has a wonderful farm in Cartago. A lot of people work there. My

aunt Ana wakes up early, and she ______________________________. My

cousin Vini ________________________ every day. In this moment, my uncle is

digging the land. He ___________________________________ to sell at the

farmer’s market. My granny, María also helps on the farm. She _______________

__________________. I love my uncle’s farm.

feeds the hens / waters the vegetables / grows vegetables /milks the cow

Task assessment
Learners read the text aloud twice, along with the teacher. Then, in groups of three, they
unscramble a set of sentences written on the board. Example:

1. drives—the---his – farmer----tractor: ___________________________________________

2. the--- vegetables--- out--- digs--- the--- farmer____________________________________
3. a--- watering can--- uses---- mom— the vegetables--- to water: ______________________

Learners work on self-assessment, as well as the whole class assesses their achievement
of the goal.
 Achieved Not yet

R.PA.1. R.PA.1. decode Written Comprehension

Reads words and English graphemes Phonemic Awareness
sentences blending and phonemes using
English graphemes knowledge of word Pre-task
and phonemes. parts, syllabification The teacher shares the goal of the lesson
and phonemic The teacher presents a video of each grapheme. Students listen carefully
Indicator of awareness. https://www.youtube.com/watch?v=beT_KcblaBI for grapheme A
learning: https://www.youtube.com/watch?v=kfxm1I7L07I for grapheme H
Decoding English Note: The videos show some words needed, but not all of them are presented
Read words including graphemes that sound
English graphemes different in Spanish: Task-rehearsal
that sound different in A (salt, apple,
Spanish. waiter) The teacher stops each video on the words that are pronounced differently and writes
H (house, cashier) them down on the board.
I ( milk, pineapple)
Students repeat the pronunciation
J (jar, juice)
The teacher presents a power point presentation or flashcards with some examples of the
graphemes with different pronunciation A (salt, apple, waiter)
H (house, cashier) I ( milk, pineapple) J (jar, juice)

Task completion
Learners individually work on the following worksheet. Students cut and classify each
picture according to each grapheme.
 Task assessment

The teacher writes on the board a chart with the graphemes studied. The teacher
pronounces one of the words studied and volunteer learners write or draw the words on
the correct grapheme column. The rest of the class can help to assess the classification

A H I J

Integrated Mini-Project Time

 Planning: The class is divided into groups of three. Learners are told they are going to prepare a Cooking Show Skit to show how to
make a simple recipe. The groups find a recipe for a meal of their choice.
 Creating: Learners write the ingredients and quantities they need, the utensils, and the steps (in a sequential order) to prepare the
recipe.
 Rehearsing: Learners rehearse their Cooking Show.
 Participating: Learners present their Cooking Show to the class. The teacher can record each presentation in a video (if parents agree)
and the videos can be presented to the whole class.

Reflective Teaching
What worked well What didn’t work well How to improve

Enduring Understanding Reflection

 Learner Self-Assessment

I can… Yes Sort of No. Help!

Recognize farm activities in simple clear short audios

Talk briefly about the tools farmers use

Write about the activities a farmer does on a farm, using simple sentences.

Read words in English that sound different in Spanish.

Listening Task (WhatsApp Audio)

Script:
Hi mom! How is dad? I’m so excited of being on the farm. My cousin Ericka is always busy, but she takes me everywhere she goes, and I help her to
do her chores. We wake up early in the morning to milk the cows. I love Anabelle, the cow, and she gives a lot of milk. Then, we go to pick up the
eggs. Aunt Lilly has many hens and chickens. They are so noisy! After breakfast, Ericka and I go to the field and help the uncle to plant seeds and pick
up fruit. That’s my favorite part of the day because I get to eat delicious apples. Later in the afternoon, we water the plants and finally we have dinner
and go to bed early.
I miss you, but I’m having so much fun here that I’m going to stay a little bit longer, if you don’t mind. Love ya! Kiss!

What does Karla do at her cousin’s farm?

Instructions:
Listen to the audio and circle all the activities Karla does during the day while being
at her cousin’s farm.
Instructions: Write complete sentences using the words given. Work in pairs.

Farmer/plant trees:
Example:
The farmer plants trees.

Children/grow vegetables:
________________________________________________________.

My aunt and uncle/ work/ garden

_______________________________________________________.

My sister/ milk cow:

_______________________________________________________.

My father/harvest vegetables:

________________________________________________________.

My sister/feed pig:

__________________________________________________________.
 Instructions:
Use the phrases in the box to complete the sentences.

My uncle`s farm

My uncle Carlos has a wonderful farm in Cartago. A lot of people work there. My

aunt Ana wakes up early, and she ______________________________. My

cousin Vini ________________________ every day. In this moment, my uncle is

digging the land. He ___________________________________ to sell at the

farmer’s market. My granny, María also helps on the farm. She _______________

__________________. I love my uncle’s farm.

feeds the hens / waters the vegetables / grows vegetables /milks the cow
 English
Picture Vocabulary
Grapheme

salt

a apple

waiter

house

h
cashier

milk

i
pineapple

jar

j
juice
Term: Second Level: Fourth Unit: 3 Week:2

Domain: Transactional Scenario: Farm to table Theme: Let’s go to the farmer’s market

Enduring Understanding: Fertile land and farming are necessary to have fresh food on the table and provide us with the ingredients for a good meal

Essential Question: What does it take to have fresh food on our table?

Dimensions
1. Ways of thinking ( X )
2. Ways of living in the world ( )
3. Ways of relating with others ( X )
4. Tools for integrating with the world ( X )

Learn to Be and Live in

Learn to Know Learn to Do
Community

Grammar &Sentence Frames Function Psycho-social

Present simple in sentences with adjectives
modifying nouns (quantity, size, shape, color) ● Describing things and places − Shows willingness to work
− I want three big oranges. cooperatively
− I need three big carrots.
− I want three cheeseburgers and a small Discourse Markers Sociocultural
size order of French fries.
Linkers: Sequential - past tense − Polite forms to greet, say good-
Articles with Count and non-count nouns First, then, after that, finally bye and address people in
− An apple/ apples different settings/ farm/
− A horse/ horses friends/farmer’s market,
− Milk / some milk restaurant
− Salt / some salt
Idioms/phrases
Phonemic Awareness Green thumbs (Good at gardening)
Reading contractions My dad was born with green thumbs.
− Doesn’t, don’t, didn’t, aren’t He´s great with plants.
Vocabulary
2. Let´s go to the farmers’ market
Selling:
− stores, markets,
Costa Rican crops
− bananas, oranges, pineapples, mangoes,
vegetables, corn,
− palm oil, chocolate, ornamental plants

Meats
− Pork, poultry, beef, seafood
Assessment Goals Pedagogical mediation/Didactic Sequence Time
Strategies &
indicators of learning

Pre-teaching
Routine: Checking attendance, checking in with Ls, T posts the Essential Question on
the board, Can Do’s, and class agenda, etc.

Warm up
The teacher sticks the picture of a Farmer’s Market on the board and asks learners if
they remember what the picture represents. Then, the teacher explains that in today’s
class, they are going to read the poem “At the farmer’s market” by Buffy Silverman.
The learners listen to the teacher reading the poem, and they join the reading.
 Activation of prior knowledge
Learners watch the video “At Mega Farmer’s Market in Costa Rica” (0:58 – 9:34 min)
https://www.youtube.com/watch?v=nCW_Tce9nCo. As learners watch the video, they
are asked to recall all the kinds of food they see. Then, they brainstorm those words as a
whole class while teacher writes them down on the board.

Modeling
The teacher explains that at the Farmer’s Market people can find fresh produce such as
fruit, vegetables, greens, dairy products, seafood and meat. The teacher presents some
flashcards to illustrate the kinds of food found at the farmer’s market. The pictures are
in different stands all over the board (simulating a farmer’s market). The teacher shows
the different kids of food and invites learners to remember the name of those products.
As learners remember the vocabulary, the teacher writes the name of the product next to
the corresponding picture.
The teacher sets up a table with different products found at the farmer’s market, and
then he/she explains the difference between countable and uncountable nouns:
For example, “I can count the apples: one apple, two apples, three apples, etc. I can
count the oranges: I have three big oranges. But I can’t count milk. I can’t say: “I need
three milks. I have to say: “I need some milk, or I need three bottles of milk. When I go
to the farmer’s market, I can buy products, and to do so I can say: “I want…… (four
green mangoes), I need three pineapples. I need some cheese.

The teacher writes two headings on the board: Countable and Noncountable and gives
each pair of students a set of countable and uncountable noun cards. The students
shuffle the cards and place them face down in a pile on the table. Students then take it
in turns to turn over a noun card and place it under a countable or uncountable noun
heading. When the students have finished, the teacher elicits the correct answers from
the class. Then, the whole class is asked to make meaningful sentences using “I
want…. , I need…”

Clarifying
The teacher spreads the cards used in the modeling activity on the floor and divides the
class into two groups. One group is asked to look for the cards representing food we can
count, and the other group looks for food we cannot count. The learners stick the cards
on the board in the corresponding column. Feedback is provided by peers.

Learners get a worksheet in which they must classify countable and noncountable kinds
of food into the corresponding column. Learners compare their answers in pairs. Then,
those images are used to practice saying: “I want… I need…”
 Instructions:
These are foods that farmers sell at the Farmer’s Market. Some of them are countable and some
are uncountable. Classify them into the corresponding column.

Countable Uncountable
We can count… (apples) We cannot count… (rice)
 An apple  Some rice
 Two apples

L.2. Recognizes the L.2. understand the Oral Comprehension

most important points most important points Pre-task
in a straightforward in a straightforward
talk or presentation. talk or presentation, The teacher shares the goal of the lesson
accompanied with Learners review the vocabulary and expressions by playing Paradise Bound ( Idea taken
Indicators of drawings and/or from https://busyteacher.org/22370-count-noncount-nouns-11-fun-games.html) The
learning diagrams, provided teacher put picture cards on the board ( countable and noncountable food) Learners are
there was some asked : What food would a person need if they were stranded on a desert
Recognizes previous familiarity island? The class is divided into groups of about four or five. Each group must decide
vocabulary related to with the topic. on what food they will need to survive on their island. They can only bring ten items
food at the farmer’s (though they can choose the quantity of the item that they want) and at least four of
market in a those items must be noncount nouns. Each group discusses it and then presents their
straightforward talk final list to the class after everyone is finished.
Learners are encouraged to select the items using the expressions “I want… I need…”
Also, the teacher explains that for uncountable items we can use some words to make
them countable:
I want some milk---- I want two bottles of milk.
I need some cheese--- I need two kilos of cheese.
I want some honey--- I want a jar of honey.

Task-rehearsal
The teacher sets up the pictures used in the previous activities on tables in front of the
classroom and asks some volunteers to act if they were the farmers selling the products.
Then, the teacher takes out some groceries bags and pretends to go shopping to the
farmer’s market. Learners sit in pairs. They listen to the teacher and write a list of all
the things he/she buys at the market

The teacher says, for example, “It’s Thursday, and it’s my day to go to the farmer’s
market. I need some vegetables and fruits to buy.” The teacher walks around the
classroom and stops to see the pictures: “Mmm! This pineapple looks delicious. I want
three pineapples, please, and 10 oranges. Lettuce? No, I think I don’t need any lettuce,
but I need five cucumbers please. Wow, there is cheese here. I want some. Please, a
kilo of cheese, and some milk to, two bottles please…”

Then, the learners compare their answers with the rest of the group.

Task completion
Learners listen to the text “Shopping at the Farmer’s Market”. As learners listen,
they check the products from the shopping list Erin and Steve bought. In pairs, learners
compare their answers and then they share with the whole group.

The audio is played twice, or more, if necessary. The teacher monitors learner’s
performance.
 Instructions:
Erin and Steve are at the Farmer’s Market. What did they buy? Check the
food they bought.

LET’S GO SHOPPING
 Cucumbers
 Strawberries
 Corn
 Bell Pepper
 Tomatoes
 Spinach
 Cabbage
 Apples
 Carrots
 Broccoli
 Pears
 Eggs
 Onion
 Fish
 Milk
 Meat
 Cheese
 Yogurt
 Honey

Script: Adapted from www.lingoda.com

It’s a sunny Sunday afternoon today and Erin is walking through a farmer’s market with
Steve. They are shopping for ingredients so they can cook a nice dinner later. There are
many people at the market. Erin sees a man who is selling vegetables. They look fresh
and delicious. “We should get some vegetables so we can make a salad,” says Erin.
“Good idea, Erin. There are lots of vegetables here and they all look so good!”
They pick out some cucumbers, tomatoes, onions, and lettuce. They pay for the
vegetables and look around the market. They buy two apples, three pears, some meat and
a few other things for their dinner, too. “I can make the salad tonight,” says Erin, but we
don’t have any cheese at home.” Look, there is cheese.” Says Steve, and they get a kilo of
 cheese and two bottles of milk. They walk home happily after their shopping at the
farmer’s market.

Task assessment
Students play the game “At the farmer’s market”. The teacher gives students
recycling paper. In pairs, learners role- play a short conversations at the market. One
student is the customer and asks for one product, the other student has to draw the
product his/her friend wants. For example,

Student A. I need three big oranges.

Student B Here you have (The student B has to draw the product and give it to the
student A)
Students take turns to ask and draw.
Learners work on peer assessment their achievement of the goal

Achieved Not yet

SP.2. Describes basic SP.2. describe basic Oral Production

aspects of their day- aspects of their day-to- Pre-task
to-day life. day life, such as The teacher shares the goal of the lesson
favorite foods and The teacher tells the class that they are going to go on a field trip to a farm, but first
Recalls vocabulary daily activities. they need to review a little bit about the farm life before going to visit. The class is
related to farm divided into groups of four, and each group gets poster paper and markers. Each learner
activities. in their group draws one characteristic of a farm: crops, animals, farmer doing different
activities, etc. Then, each group adds extra features to their farm.
Uses complete Using the poster the groups drew, the teacher describes characteristics of the farm and
sentences patterns. recalls what farmers do on the farm. The teacher asks questions to the group to
encourage learners to use the expressions and vocabulary from previous lessons.
Describes farm “This is a farm. On the farm, there are cows, hens, and pigs. The farmer is feeding the
activities briefly. animals and collecting eggs. The lady is planting seeds. The boys are picking up fruit.
Teacher emphasizes on describing what the farmer is doing: planting, digging out,
collecting eggs, picking up fruit, etc.
 Task Rehearsal
The teacher chooses one the posters the groups drew and asks learners to say as many
things they can say about the farm they see. Learners are encouraged to use expressions
such as “There is/are… at the farm. The farmer is …..

The teacher points at a specific image on the poster and asks learners to describe what
they see: “The farmer is driving a tractor.” The farmer is feeding the animals.”

Task completion
The teacher explains that the class is going on a field trip to each of the farms they
drew. To do so, groups display their posters all over the classroom. Half of the class
will be the ones describing the posters, and the other half will be the visitors. Then, the
groups switch roles.
The teacher monitors learners’ performance and encourages all learners to describe
their farm using complete sentence patterns.

Task assessment
The teacher randomly points at different images of farmers on the posters and asks
learners what the farmer is doing:
Yes! The farmer is feeding the animals. He feeds the animals every morning.”
Is the farmer milking the cows? Exactly! He milks the cows every day.
Learners work on self and peer assessment. Whole class pays attention to the
presentation and assesses their achievement of the goal by giving feedback to their
peers. The teacher monitors the feedback.

Yes! Sort of No.Help!

W.2. Composes short W.2. compose short Written Production

sentences and notes sentences and notes for Pre-task
for describing describing activities at The teacher shares the goal of the lesson.
activities at the farm the farm and food Learners review the vocabulary and target structure by playing “Chalkboard
and food preferences. preferences. Pictionary.” The class is divided into two teams. The teacher creates a small column for
each team on one side of the board. One person from Team A comes up to the front and
draws a card with the picture of activities the farmer does at the farm. The learners must
Writes short complete convey the sentence to his/her team using only drawings. Students cannot use words,
sentences about symbols or hand gestures. Limit the time to two minutes maximum. Each correct
activities at the farm. sentence is a point and the team to get more points is the winning team.

Task-Rehearsal
Learners work on a ‘Sentence Building’ activity. A group of students is called to the
front. The teacher gives each one a card with a word. The group is asked to put those
words in order to create a logical sentence.

the milks farmer cows the

The activity continues with another group of students and a different sentence.

Task completion
Learners use the images provided to complete the sentences. Then, they put all the
sentences together into one single text. The teacher monitors learners’ performance of
the task.
At the Farm

At the farm, there

are/is…

The farmer is always

busy. He…

At the farm, the farmer

grows_____, _____, and
___.
 Put your text together here.
At the Farm
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________________________________________________________

Task assessment
In pairs, the learners practice reading the sentences they wrote and peer-correct each
other.
The group assesses their performance, using the ‘Corners’ technique. Each corner in
the classroom represents a different answer. Learners go to the corner that best
represents how they feel with their achievement of the task.
Corner 1: I’m stuck! Please, help
Corner 2: I understand most of it, but I need more practice.
Corner 3. On my way! I can continue my own.
Corner 4: Got it! I can help others.

R.PA.1. Reads words R.PA.1. decode Written Comprehension

and sentences English graphemes Phonemic Awareness
blending English and phonemes using
graphemes and knowledge of word Pre-task
phonemes. parts, syllabification The teacher shares the goal of the lesson
and phonemic The teacher uses a power point with the contractions don’t, doesn’t, didn’t and aren’t.
Reads contractions awareness. First the teacher pronounces them. Then, in the same power point the teacher uses them
(don’t, doesn’t, didn’t, in long sentences.
aren’t) within
sentences, correctly.
(PPT available in the materials for the unit)

Sample sentences

I don’t need oranges

My mother doesn’t want bananas
The apples aren`t big
I didn`t buy the palm oil

Task-rehearsal
Students unscramble a list of words with the contractions studied and pronounce them
in front of the class. Use the vocabulary from the ppt.

Task completion
Students work on a worksheet and the ppt in the link provided, in which the teacher
reads a text and students have to fill in the blanks with don’t, didn’t, doesn’t and aren’t
 PPT: What do you like to eat?
https://www.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL
)/Likes_and_dislikes/Likes_and_dislikes_vn405gi

Task assessment
The teacher says affirmative sentences and learners have to change them to negative
using the contractions previously studied. They have to express them orally.
Integrated Mini-Project Time

 Planning: The class is divided into groups of three. Learners are told they are going to prepare a Cooking Show Skit to show how
to make a simple recipe. The groups find a recipe for a meal of their choice.
 Creating: Learners write the ingredients and quantities they need, the utensils, and the steps (in a sequential order) to prepare the
recipe.
 Rehearsing: Learners rehearse their Cooking Show.
 Participating: Learners present their Cooking Show to the class. The teacher can record each presentation in a video (if parents
agree) and the videos can be presented to the whole class.

Reflective Teaching

What worked well What didn’t work well How to improve

Enduring Understanding Reflection

 Learner Self-Assessment

I can… Yes Sort of No. Help!

Recognize vocabulary related to food at the farmer’s market in a straightforward talk

Describe farm activities, briefly.

Write short complete sentences about activities at the farm

Reads contractions (don’t, doesn’t, didn’t, aren’t) correctly.

Countable and Uncountable Cards
Instructions:
These are kinds of food that farmers sell at the Farmer’s Market. Some of them are countable
and some are uncountable. Classify them into the corresponding column.

Countable Uncountable
We can count… (apples) We cannot count… (rice)
 An apple  Some rice
 Two apples
Instructions:
Erin and Steve are at the Farmer’s Market. What did they buy? Check the
food they bought.

LET’S GO SHOPPING
 Cucumbers

 Strawberries

 Corn

 Bell Pepper

 Tomatoes

 Spinach

 Cabbage

 Apples

 Carrots

 Broccoli

 Pears

 Eggs

 Onion

 Fish

 Milk

 Meat

 Cheese

 Yogurt

 Honey
 At the Farm
At the farm, there are/is…

The farmer is always busy.

He…

At the farm, the farmer grows

_____, _____, and ___.

Put your text together here. At the Farm

________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
Term: Second Level: Fourth Unit: 3 Week:3
Domain: Transactional Scenario: Farm to Table Theme: Let´s Make a Meal
Enduring Understanding: Fertile land and farming are necessary to have fresh food on the table and provide us with the ingredients
for a good meal.
Essential Question: What does it take to have fresh food on our table?
New Citizenship:
Dimensions
1. Ways of thinking ( X )
2. Ways of living in the world ( )
3. Ways of relating with others ( X )
4. Tools for integrating with the world ( X )

Learn to Know Learn to Do Learn to Be and Live in Community

Grammar & Sentence Frames Function Psycho-social
Count and non-count nouns with some, much Giving and  Develops cooperation practices to solve problems
and many following directions  Shows willingness to work cooperatively
 I need some sugar.  Takes social responsibility for cultivating own
 How much sugar do you need? Discourse Markers
 food
 I need to buy many bags of coffee. First, then, next, finally.
 Values the work of farmers Communicates
Sequence adverbs with imperatives  needs and desires effectively
 First, add an egg.
 Second, pour the milk. Socio-cultural
 Cultural differences in terms of habits and routines
Vocabulary between urban and rural settings
3. Let´s make a meal  Polite forms to greet, say goodbye and address
Verbs people in different settings/ farm/friends/farmer’s
 serve, pour market, restaurant
 mix, combine, slice
 Ways of expressing gratitude
 Peel, chop, stir,
 Add, cook Idiom Phrase
Phonemic Awareness
Consonant blends
 /pl/:planting, plowing
 /st/:staying, stirring
/tr / transport, trailer To be starving (to be very hungry)
Assessment Strategies Goals Pedagogical Mediation/ Didactic Sequence Time
& Evidences of learning
(Diagnostic, formative,
summative)

Pre-teaching
Warm up
The teacher labels two boxes with the cards ‘Countable’ and ‘Uncountable’ (one card per
box) and places them on the floor. The teacher brings pictures of countable and
uncountable food to the class and hides them all over the classroom. The class is divided
into two groups. A member of each group goes to the front, looks for the pictures, and
locates them in the corresponding box. The rest of the group indicates where the pictures
are hidden and helps their team member to locate each picture correctly in each box. The
group which locates more pictures correctly in each box wins. The teacher provides
feedback and reviews the meaning of countable and uncountable food.

Activation of prior knowledge

The class is divided into small groups. The teacher writes five sentences that elicit count
and noncount nous and asks the groups to write a list of words that they would use to
complete the blanks.
For example:
 I need three____________ (apples, bananas, eggs, etc.)
 I need some ____________ (milk, sugar, rice, honey, cheese)
 I want a (an) _____________
 I want some_____________

The groups share their list with the rest of the class. Teacher writes the words on the board
and provides feedback if necessary.
Modeling
The teacher writes ‘How much’ and ‘How many’ on the board and invites learners to
watch the following video: ‘How much? vs How many?
https://www.youtube.com/watch?v=QbeIFCTy9sU
The teacher explains that ‘How much’ is used to ask question with uncountable food, and
‘How many” is used for countable food.
Teacher also explains that there are words that can help to make something uncountable
into countable: cup, tablespoon, teaspoon, kilo, bar, bag ( use realia to introduce these
words)

The teacher provides more examples for students and asks them to repeat after him/her:
How many eggs do you need? I need _______
How many oranges do you want? I want______
How much sugar do you need? I need two cups of sugar.
How much honey do you need? I need a tablespoon of honey.
How much butter do you need? I need a bar of butter.

Clarifying
The teacher sticks the poster below on the board.

How much.. do you need? How many... do you need?

Teacher tells students to pretend they are at a grocery store. Using the pictures as clues,
learners take turns to go to the front and ask for a product to the grocery seller (the teacher)
Student: I need some cheese.
 Teacher ‘How much cheese do you need?
Student: I need a kilo of cheese.

Then, learners volunteer to take the role of the grocer and the customer. They practice
asking the questions and answers. Teacher provides feedback.

R.1.Recognizes much of R.1.Recognizes Written Comprehension

what is written in short, much of what is Pre-task
simple texts. written in short, The teacher shares the goal of the lesson.
simple texts. Learners watch the video ‘How to Make Easy Pancakes with 6yo Achilla | Cooking with
Indicators of learning Kids’ https://www.youtube.com/watch?v=oEaIPmoQt-o. Learners are asked to take notes
Recognize the on the ingredients used in the recipe. Then, they report back to the class.
vocabulary related to What do you need to make pancakes? We need…..
coking actions. Teacher sets up a table with the ingredients to make pancakes. Using realia and acting as
he/she were a chef, the teacher introduces the following cooking verbs: serve, add, pour,
Recognize the steps in a mix, combine, cook, chop, stir, boil, peel, drain
recipe.
Learners illustrate the cooking verbs in their notebook.

Pour Combine Mix Stir

Add Cook Serve

 Task rehearsal
Learners observe the teacher as he/she sticks the picture of the cooking verbs on the
board and a set of cards with the corresponding verb. Volunteers take turns to match the
cooking verb to its picture correctly. The rest of the class provides help.

The teacher writes some sentences on the board, and volunteers go to the front and mimic
what the sentence says, for example:
Pour the milk in the bowl. Add sugar.
Mix the ingredients. Cook the pancake.

The teacher provides feedback if necessary.

Task completion
Learners, individually, read the instructions to make pancakes and illustrate them with
the corresponding picture. The teacher monitors learner’s performance.
 Pancake Recipe
Read the instructions and paste the pictures in the corresponding
place.

Ingredients
To make 4 pancakes:
1 cup of flour
1 teaspoon salt
2 tablespoons of sugar
2 teaspoons baking powder
1 cup of milk
1 egg

1. In a bowl mix the

flour, sugar, salt and 2. Add an egg into the 3. Pour the milk into the
baking powder bowl bowl.
 4. Mix all the 5. Cook mixture in a 6. Serve pancakes hot.
ingredients together frying pan.

Task Assessment
The class is divided into groups of four. Each group is asked to draw the ingredients to
make pancakes on pieces of paper. Each group goes to the front and explains the rest of the
class how to make pancakes, using the ingredients they drew and the kitchen utensils the
teacher brought (a bowl, a whisk)
SI.2 exchange SI.2 exchange Oral Production
information about information about Pre-task
everyday matters using everyday matters
simple vocabulary (e.g., using simple The teacher shares the goal of the lesson.
favorite food, recipe Learners listen to and sing the song “Let’s make a sandwich/ Simple song for kids.”
 vocabulary (e.g., https://www.youtube.com/watch?v=mK4O8hi30UAhttps://www.youtube.com/watch?v=m
Indicators of learning: favorite food, recipe K4O8hi30UA
The learners then tell the teacher what the ingredients for a sandwich are.
Uses sequencing words Next, the teacher sets a table with the ingredients (real or with pictures) to make a
correctly. sandwich: two slices of bread, butter, a slice of cheese, a slice of tomato, and lettuce. Then,
the teacher explains the procedures to make the sandwich.
Uses the cooking actions First, get two slices of bread.
correctly. Then, spread butter on the bread.
Next, put the slice of cheese, ham, and tomato on the bread.
Describes how to prepare After that, put some lettuce on the bread.
a simple recipe in a Finally, cover the sandwich with the other slice of bread and enjoy it.
logical sequence.
The teacher emphasizes on the use of sequencing words and the new verbs: spread and put.

Task Rehearsal
The teacher provides each learner with a handout with the ingredients to make a sandwich.
Learners cut each ingredient. Using the song
https://www.youtube.com/watch?v=zds2CAkW1WI , the teacher reviews the ingredients
and then uses them to practice with the learners the steps to make a sandwich.

The teacher writes “My Cooking Show” on the board and gives aprons to two volunteers.
They are asked to pretend they are presenting a cooking show where they are teaching the
audience how to make a sandwich. Learners present their show. The teacher provides
feedback when necessary. Two more volunteers go to the front and present their show.

Task completion
Learners are asked to draw two more ingredients they would like to add to the sandwich.
Then, the class is divided into pairs. Learners use the new ingredients and the previous
ones, to explain to their peer how to make a sandwich. The teacher monitors learners’
performance of the task.

Task Assessment
The teacher writes the steps to make a sandwich on the board (not in order). The class is
divided into pairs. Each pair works together orally to put the steps in order, using the
sequencing words: first, then, next, after that, finally. The teacher monitor learners’
performance.
Some volunteers go to the front and present the sequence of steps to make a sandwich to
 the whole group.

Post- Task
The class watches the video and tries to recall the steps to make spaghetti.
https://www.youtube.com/watch?v=ErEy38dcCVg Spaghetti in Tomato sauce |
Spaghetti Recipe | Red Sauce spaghetti Pasta

The class is divided into groups of four. Together, and using the video as stimulus, the
learners write the steps to make spaghetti and illustrate each step with drwaings. Then, they
present the steps to the class orally. Teacher provides help when necessary. Learners can
use the handout below as a stimulus to organize the steps of their recipe (optional).

R.PA.3. decode English R.PA.3. decode Written Comprehension

graphemes and phonemes English graphemes Phonemic Awareness
using knowledge of word and phonemes using Pre-task
parts, knowledge of word The teacher shares the goal of the lesson.
syllabification and parts, Teacher shows a video with consonant blends
phonemic awareness syllabification and https://www.youtube.com/watch?v=1xbhC37mkbk Meet the Phonics Blends – pl
phonemic awareness https://www.youtube.com/watch?v=4MqCXAzcIl4 Meet the Phonics Blends - st
Indicators of learning https://www.youtube.com/watch?v=52UAYWlf-9c Meet the Phonics Blends - tr
The students will sit at their desks, attaining to the You Tube video/song about consonant
Identifies beginning blends. Students are encouraged to sing along and address any words they know along with
consonant blend pl. the song.

Identifies beginning The teacher introduces word with the consonant blends: tr, st, and pl and asks learners to
consonant blend st. repeat after him/her.
 Tr: tree, trunk, trophie, trash, truck, trampoline
Identifies beginning  Pl: planet, plane, plant, plug, plus, play
consonant blend tr.
 St: star, stir, stamp, stove, stop, stick

Task-rehearsal
Teacher ask learners to draw with some words with the blended words studied. They have
to show their classmates and others try to guess which word it is.
The class is divided into groups of three. Each group will have an assigned consonant blend
puzzle piece. Their task is to work together to pick up the other matching puzzle ending
pieces. Learners must create 6 different words using their beginning blend puzzle piece.
After learners have their 6 words, the teacher checks each word, and then the learners write
the words on the board and the whole class reviews their pronunciation.

Task completion
Learners, individually, work the worksheet below. The teacher monitors learners’
performance.
What’s the Beginning Blend?
Directions: Say the words for the pictures below. Listen to the
first sound you hear. Write the blend for that sound on the line.
tr st pl

--------------------- ----------------- ---------------------- ------------------

--------------------- ----------------- ---------------------- ------------------

Task assessment
Learners get together in a circle in front of the board. The teacher writes the consonant
blends tr, st, and pl. Then, he/she draws a pot with ending sounds/words, such as ay,
 ant,uck, ee, etc. Teacher asks learners to come up individually and create works by placing
one blend in front of the ending in the pot to create their word. Students will self-assess by
inferring if the word they created in a correct word or not. The teacher asks: “Does your
consonant blend and this ending make a word?” If so, what is the word?
Integrated Mini-Project Time
 Planning: The class is divided into groups of three. Learners are told they are going to prepare a Cooking Show Skit to show how to
make a simple recipe. The groups find a recipe for a meal of their choice.
 Creating: Learners write the ingredients and quantities they need, the utensils, and the steps (in a sequential order) to prepare the recipe.
 Rehearsing: Learners rehearse their Cooking Show.
 Participating: Learners present their Cooking Show to the class. The teacher can record each presentation in a video (if parents agree)
and the videos can be presented to the whole class.

Reflective Teaching
What worked well What didn’t work well How to improve

Enduring Understanding Reflection

Learner Self-Assessment
I can… Yes Sort of No. Help!
Recognize the steps in a recipe.

Describe how to prepare a simple recipe in a logical sequence.

Identify beginning consonant blend pl.

Identify beginning consonant blend st.

Identify beginning consonant blend tr.

 Pancake Recipe
Read the instructions and paste the pictures in the corresponding place.

Ingredients
To make 4 pancakes:
1 cup of flour
1 teaspoon salt
2 tablespoons of sugar
2 teaspoons baking powder
1 cup of milk
1 egg

1. In a bowl mix the flour,

sugar, salt and baking 2. Add an egg into the bowl 3. Pour the milk into the bowl.
powder

4. Mix all the ingredients 5. Cook mixture in a frying 6. Serve pancakes hot.
together pan.
 What’s the Beginning Blend?
Directions: Say the words for the pictures below. Listen to the first sound you hear. Write the blend for
that sound on the line. tr st pl

-------------------------------- ------------------------------- ------------------------------- -------------------------------

-------------------------------- ------------------------------- ------------------------------- -------------------------------

What’s the Beginning Blend?

Directions: Say the words for the pictures below. Listen to the first sound you hear. Write the blend for
that sound on the line. tr st pl

-------------------------------- ------------------------------- ------------------------------- -------------------------------

-------------------------------- ------------------------------- ------------------------------- -------------------------------

Term: Second Level: IV Unit: 3 Week: 4

Domain: Transactional Scenario: Farm to Table Theme: May I have your order?
Enduring Understanding: Fertile land and farming are necessary to have fresh food on the table and provide us with the ingredients
for a good meal.
Essential Question: What does it take to have fresh food on our table?
New Citizenship:

Dimensions
1. Ways of thinking ( X )

2. Ways of living in the world ( )

3. Ways of relating with others ( X )
4. Tools for integrating with the world ( X )

Learn to Know Learn to Do Learn to Be and Live in Community

Grammar & Sentence Frames Function Psycho-social
Wh-questions with present simple ● Expressing preferences for ordering food − Values the work of farmers
− What do you usually buy at the farmer’s
market? Discourse Markers Sociocultural
− What do you usually order at the restaurant? − Ways of expressing gratitude
− What do you like to have for breakfast/ Linkers: Sequential - past tense
lunch/ dinner? First, then, after that, finally Idioms/phrases
− To be starving( to be very hungry)
Wh-questions with present continuous
− What are they doing?
-Where are you going?

Vocabulary
4. May I have your order?
− Waiter, Waitress
− Cashier, Order
− Menu, Breakfast
− Lunch, Dinner
− Main dish, Bill
− Side dish

Phonemic Awareness
Practicing minimal pair sounds: s / z
sip / zip
sue / zoo
place / plays
rice / rise
ice / eyes

Assessment Strategies Goals Pedagogical Mediation/ Didactic Sequence Time

& Evidences of
learning
(Diagnostic, formative,
summative)
Pre-teaching
Routine: Checking attendance, checking in with Ls, T posts the Essential Question on
the board, Can Do’s, and class agenda, etc.

Warm up:
Learners sing the song “Let’s go to the market”
https://www.youtube.com/watch?v=k0Y3bYRC5QU . Then, the learners list the food
they saw in the video.

Activation of prior knowledge

The learners observe the teacher as he/she places a box on the desk. The teacher then
writes on the board and asks learners “What does your family usually buy at the
farmer’s market? What do you buy at the farmer’s market? Learners, in groups of
four, brainstorm the name of different vegetables, fruits, dairy products, etc., their
families buy at the farmer’s market. Then, the teacher takes the box on the desk and
asks each learner to take a piece of paper from it. Each paper has the name of food
people can buy at the farmer’s market. Learners get a blank sheet of paper, and they are
asked to draw the type o food and paste it on the board. Learners review the name and
pronunciation of each type of food.

Modeling
The teacher explains that the food we eat comes from a farm. People buy the vegetables
and fruits at the farmer’s market and that food goes to our houses and to restaurants.
That’s why we say the food goes from farm -to- table. Teacher explains to learners that
in today’s class they are going to learn how to order food at the restaurant, but first the
teacher asks:
When you go to a restaurant, what do you usually order? Teacher shows pictures of
food people find at a restaurant as stimulus to the students, and then the teacher
provides sample sentences:
“I usually order a casado. Sometimes I order friend chicken and French fries.”

Then, some volunteers mention what they usually order at a restaurant: “ I usually
order…”

Next, the teacher explains that now they are going to learn how to order food at a
restaurant. To do so, learners first watch the following videos:
https://www.youtube.com/watch?v=49QFHWIky-k&feature=youtu.be May I take
your order? Anything else? For here or to go. - English for Kids

https://www.youtube.com/watch?v=IWMMkp35d6Y&feature=youtu.be May I take

your order? I'd like a pizza. (At the Restaurant) - Easy English Dialogue

The teacher then writes a simple conversation on the board using the target structure.
Leaners copy in their notebooks and repeat it after the teacher.
A: May I take your order?
B: Yes, I’d like spaghetti and salad.
A: Anything else?
C: I’d like a taco, please
 A: Spaghetti, salad and taco. Right?
B: Yes, that’s right!

Clarifying
The teacher dresses up as she/he were a waiter/waitress. Then, sets up a table in front of
the class simulating a restaurant. The teacher asks for two volunteers to sit at the table.
Together with the teacher, the learners practice the conversation of how to order food at
the restaurant.

More volunteers go to the front and the practice continues.

Next, a student is asked to take the role of the waitress/waiter to take the order of their
classmates.
The learners in groups create a dialogue about ordering food in a restaurant based on a
draft given by the teacher. They present their short conversations to the class.
https://en.islcollective.com/english-esl-worksheets/grammar/questions-
interrogative/may-i-take-your-order/51209

R.2. Locate important R.2. Locate important Written Comprehension

information in simple information in simple Pre-task
text. text (e.g., greeting on The teacher introduces the goal of the lesson and reviews how to order food at a
the bulletin board or restaurant. Some volunteers go the front and present a short between a waiter and a
Indicators of learning times and dates on a customer at a restaurant. The teacher also reviews the past tense verbs: ate, drank, had.
class notice).  I ate a sandwich yesterday.
Identifies vocabulary I drank milk last night.
related to food.
 I had a taco for lunch.
Locates specific Task-rehearsal
information in a short- The teacher pastes the following conversation on the board:
written conversation
Waiter- May I take your order?
Oscar - Yes. I'd like a rice with chicken and a salad
Waiter -And what would you like to drink?
Oscar - I'd like a lemonade, please.
Waiter - And what would you like to order?
José- I'll take a hamburger and French fries.
Waiter - What would you like to drink?
José- – A coke, please.
Waiter - Would you like something for dessert?
Oscar - Yes, I'll have an ice cream cone, please. Would you like something?
José-– Sure! I’d like a piece of chocolate cake.

The learners read the conversation with the teacher and then he/she writes on the board:
Oscar ate________________________
He drank________________________
For dessert, he had_________________

José ate________________________
He drank________________________
For dessert, he had _________________

The class is divided into groups of three. The groups work together reading the
conversation and filling in the blanks with the corresponding answers. Teacher
monitors and provides help if necessary. Two groups get together and compare their
answers. Then, the answers are checked as a whole group.

Task completion
Learners, individually, read the following conversation and complete the chart.

Dialogue: Ordering food at the restaurant

Instructions: Read the dialogue below and then answer complete the chart.
 Waiter- May I take your order?
Brenda - Yes. I'd like the chicken and a side order of corn.
Waiter -And what would you like to drink?
Brenda - I'd like a cup of coffee, please.
Waiter - And what would you like to order?
Carla - I'll take the spaghetti and a salad.
Waiter - What would you like to drink?
Carla - Just water, please.
Waiter - Would you like something for dessert?
Brenda - Yes, I'll have the cake, please. Would you like something?
Carla - No thanks. I'm full.

Person She ate… She drank… For dessert,

she had…
Brenda

Carla

Task assessment
The teacher plays “True and False” based on the conversations presented previously.
Learners stands up if the statement the teacher says is “True” or remain sit, it if it
“False”.
Leaners assess their achievement of the goal.

SI.1. Asks others about SI.1. ask others about Oral Production
what they like to eat or what they like to eat or Pre-task
drink. drink. The teacher introduces the goal of the lesson
 Teacher reviews “ I like” and “ I don’t like” by using the video ‘ Animated-Read-
Indicators of learning Aloud: “I like and I don’t like” https://www.youtube.com/watch?v=nE8ttvPACeg.

Formulates questions Teacher introduces the words breakfast, lunch, dinner, and snack. He/she explains the
correctly. times when we usually have our means.

Asks others about their

eating preferences for
breakfast, lunch, and
dinner.

Then, the teacher writes on the board the following questions and answers and invites
learners to repeat after him/her.
“What do you like to have for breakfast? I like to have pinto, eggs, cheese, and orange
juice for breakfast.
What do you like to have for lunch? I like to have rice, beans, chicken, and salad for
lunch.
What do you like to have for dinner? I like to have tuna fish, tomato and rice for
dinner.
Task-rehearsal
Teacher ask learners what they and their family prefer to eat for breakfast, lunch and
dinner. Volunteers take turns to answer.
After that, learners create their own vocabulary picture dictionary according to what
they like or dislike for breakfast, lunch or dinner and then share it in front of the class.
For breakfast, I like to have________________
For lunch, I like to have________________
For dinner, I like to have _________________

Task completion
Learners use and info-gap activity to practice asking their classmates what they like to
have for breakfast, lunch, and dinner. Each learner gets a handout. Learners must
 mingle around asking three of their classmates their preferences for breakfast, lunch,
and dinner. Some of the learners report their findings to the group.

Instructions:
Ask three of your friends what they like to have for breakfast,
lunch and dinner. Write their answers in the corresponding
space. Then, report back to the class.

What do you like to have for…?

I like to have _______ for_____
Meal Me Friend 1 Friend 2 Friend
3
Breakfast

Lunch

Dinner

Now, report back to the class.

Task assessment
The group assesses their achievement of the goal using the traffic light technique.
http://bhsfeedback.weebly.com/traffic-lights.html
Red: I don't get it! I need help understanding.
Yellow: I think I understand but need a little support.
Green: Got it! Could help teach another student (yellow).
SP.3. Presents with a SP.3. present with a Oral Production
group, a topic sentence group, a topic sentence Pre-task
and two to three details and two to three details The teacher shares the goal of the lesson.
Learners observe the teacher as she pastes the picture of people doing different actions
Indicators of learning: on the board. Then, the teacher writes on the board:
 What is he/she doing?
Identifies everyday  What are you/they/we doing?
actions.
Talks about what  Where is he/she going?
people are doing, using  Where are you/they/we going?
complete sentences.
Using the pictures, the teacher explains the meaning of each question and invites
Talks about where students to repeat after him/her.
people are going, using
complete sentences. What is she doing? What are they doing?
She is cooking They are eating pizza.

Where is he going? Where are they going?

He is going to the supermarket. They are going to the park.

Task Rehearsal
Learners play ‘Drawing race’. Learners race to draw a picture of a sentence they hear
e.g. “Maria is eating at a restaurant”. The teacher gives points for the first one that
matches the description and/ or the best picture.

Pictures of people doing different actions are pasted all over the classroom. Learners
take turns to go to the front, say a sentence and another student runs to look for the
corresponding picture.

Task- completion
The class is divided into groups of four. Each group gets poster paper and markers.
They are asked to draw a town and people doing different activities (at least 4). The
poster is called “Everybody in my town is busy.” Learners present their posters orally
to the group. They start their presentation by saying:
Everybody in my town is busy. There is a woman planting vegetables. A man…

Teacher provides feedback on learners’ performance and asks follow up questions

using the target questions: What is he/she doing? Where is he/she going?

Task Assessment
 Learners think of a city and the activities people are doing there. They write 5 sentences
describing those actions:
Example:
 Two friends are going to a restaurant.
 A girl is eating an ice cream.
 A woman is planting flowers.

The class is then divided into pairs. Learners take turns to read their sentences to each
other and try to draw them from the description. Leaners compare the sentences to the
picture drawn.

Leaners self-assess their performance by using their fingers:

1 finger: I need help.
2 fingers: I did it, but I need to practice more.
3 fingers: I did it correctly.

R.PA.1. Reads words R.PA.1. decode English Written Comprehension

and sentences blending graphemes and Pre-task
English graphemes and phonemes using The teacher shares the goal of the lesson. The teacher explains that minimal pairs are
phonemes. knowledge of word words that vary by only a single sound, for example /s/ and /z/. Teacher provides
parts, syllabification examples and asks learners to repeat after her/him.
Indicators of learning and phonemic
awareness.
Identifies the difference /s/ /z/
between minimal pairs
/s/ and /z/ phonemes
when spoken by others.

Pronounces minimal
pairs /s/ and /z/
phonemes correctly. sip zip
Reads minimal pairs
words containing /s/
and /z/ phonemes
correctly.
Sue zoo
 sink zink

ice eyes

rice rise

Task Rehearsal
Learners play ‘Run and Grab’. The teacher sticks the cards with the minimal pair on
the board. The class is divided into two teams, and then a member of each team stands
at the back of the room, looking down an aisle at the board. The teacher calls one of the
minimal pairs out, and the pair of students races to the front to touch the correct words
on the board or grab the appropriate flashcards. Student from the winning team could
have a turn calling the words for others to run.

Task completion
Teacher divides the group into pairs to play ‘Running Dictation’ One student runs to
read the words from somewhere farther away, like on the wall outside the classroom.
They then dictate to the other student who writes them down. The teacher monitors
learners’ performance when reading the target words: The difference between words
with /s/ sound and /z/ sound. Learners switch places and it is now time for the other
student to dictate.
 Task assessment
Learners play ‘Crumple and Shoot Basketball’ The minimal pair words are written on
pieces of (scrap) paper. Students are lined up in two teams. In turn, the front student
picks up the paper and reads the word. If it’s read correctly, they then crumple it up and
throw it into a basket a set distance away. (Getting it into the basket wins another
point.)

Learners work on self and peer assessment. Whole class assesses their achievement of
the goal.

Integrated Mini-Project Time

 Planning: The class is divided into groups of three. Learners are told they are going to prepare a Cooking Show Skit to show how Group
to make a simple recipe. The groups find a recipe for a meal of their choice. presentations
 Creating: Learners write the ingredients and quantities they need, the utensils, and the steps (in a sequential order) to prepare the can be week 5
recipe. or 6.
 Rehearsing: Learners rehearse their Cooking Show.
 Participating: Learners present their Cooking Show to the class. The teacher can record each presentation in a video (if parents
agree) and the videos can be presented to the whole class.

Reflective Teaching
What worked well What didn’t work well How to improve
Enduring Understanding Reflection
How well did the learners progress in their understanding of the Enduring Understanding?
Week Plan Self-Assessment
At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’
understanding.)
 Learner Self-Assessment

I can… Yes Sort of No. Help!

Locate specific information in a short-written conversation

Ask others about their eating preferences for breakfast, lunch, and dinner.

Talk about what people are doing, using complete sentences.

Talk about where people are going, using complete sentences.

Read minimal pairs words containing /s/ and /z/ phonemes correctly.
 Dialogue: Ordering food at the restaurant

Instructions: Read the dialogue below and then answer complete the chart.

Waiter- May I take your order?

Brenda - Yes. I'd like the chicken and a side order of corn.

Waiter -And what would you like to drink?

Brenda - I'd like a cup of coffee, please.

Waiter - And what would you like to order?

Carla - I'll take the spaghetti and a salad.

Waiter - What would you like to drink?

Carla - Just water, please.

Waiter - Would you like something for dessert?

Brenda - Yes, I'll have the cake, please. Would you like something?

Carla - No thanks. I'm full.

Person She ate… She drank… For dessert, she had…

Brenda

Carla
Instructions:
Ask three of your friends what they like to have for breakfast,
lunch and dinner. Write their answers in the corresponding
space. Then, report back to the class.

What do you like to have for…?

I like to have _______ for_____

Meal Me Friend 1 Friend 2 Friend 3

Breakfast

Lunch

Dinner

Now, report back to the class.

 Créditos

Dirección de Desarrollo Curricular

Anabelle Venegas Fernández, Jefatura Departamento de Primero y Segundo Ciclos

Elaboración:
Ana Isabel Campos Centeno
Yaudy Ramírez Vásquez,
Asesoras Nacionales de Inglés, Departamento de Primero y Segundo Ciclos

Gilberto Víquez Córdoba,

Asesor regional de inglés, Dirección Regional de Educación de Cartago

MSc. María Gabriela Castillo Hernández

Asesora Regional de inglés, Dirección Regional de Educación de San Carlos

Equipo de docentes colaboradores, Dirección Regional de Cartago

Marco Alvarado Barboza, Escuela Emilio Robert / Winston Churchill S

Mauren Brenes Solano, Escuela Ricardo Jiménez O / Escuela de Guatuso

Maritza Cedeño Ortega, Escuela Ricardo Jiménez O

Isabel Granados Rivera, Escuela Ricardo Jiménez O

Yolette Portugués Bolaño, Escuela Ascensión Esquivel

Greivin Sánchez Solano, Escuela Orosi