Course Books: Touchstone

Course Books

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Touchstone 1 – Scope and Sequence


  1. All about you
  2. In class
  3. Favorite People
  4. Every day Life
  5. Free time
  6. Neighborhoods
  7. Out and About
  8. Shopping
  9. A  Wide World
  10. Busy Lives
  11. Looking Back
  12. Fabulous Food

Touchstone 2  – Scope and Sequence


  1. Making Friends
  2. Interests
  3. Health
  4. Celebrations
  5. Growing Up
  6. Around Town
  7. Going Away
  8. At Home
  9. Things Happen
  10. Communication
  11. Appearances
  12. Looking Ahead

Touchstone 3 – Scope and Sequence


  1. The Way We are
  2. Experiences
  3. Wonders of the World
  4. Family Life
  5. Food Choices
  6. Managing Life
  7. Relationships
  8. What if ?
  9. Tech Savy
  10. What’s up?
  11. Impression
  12. In the News

Touchstone 4 – Scope and Sequence


  1. Interesting Lives
  2. Personal Tastes
  3. World Cultures
  4. Socializing
  5. Law and Order
  6. Strange Events
  7. Problem Solving
  8. Behaviour
  9. Material World
  10. Fame
  11. Trend
  12. Careers
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Lesson Plans: Booking by Phone

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CONTENTS AND LANGUAGE

  • May I help you? What can I do for you?
  • I’d like to book two seats for the theatre.
  • I want to book a table for two.
  • How much is _____?
  • I need a single/ double room.
  • What’s your name? What’s your credit card number?
  • How long are you planning to stay?
  • Where is it located? It’s in….

FUNCTIONS

  • Asking for and giving information.
  • Asking for clarification.
  • Making basic exchanges.
  • Filling in forms and charts.

VALUES AND ATTITUDES

  • Love for others
  • Self- esteem when performing for a job.
  • Politeness interacting with others.
  • Creativity towards the topic learned.
  • Responsibility in every action taken.
  • Awareness of cultural differences.

CULTURE

  • Different ways people book in Costa Rica and other English speaking countries.

READING 


Objective: 

Scanning and skimming information.

Pre-reading: 

Teacher shows a presentation in which vocabulary related to booking by phone is introduced. Pronunciation is reviewed using the cambridge online dictionary

During-reading:

Task #1: Students  are going to have a list of expressions that are used to book by phone and they are gonna classify them

Task#2:  Students are gonna read three conversations and identify if the phrases previously taught are present in the dialogue

Task#3: Student are giving the same dialogue but this time with missing information, they have to fill in with the same or other/similar phrases

Post-reading:

Students write a  dialogue in which they book a service different from the ones already seen in class

Evaluation of Learning Outcomes:

The teacher by means of a rubric will evaluate students’ ability to write a dialogue with proper grammar and spelling


WRITING


Objective: 

Taking notes from conversation by phone.

Filling in forms with unfamiliar names, specifications, and others

Presentation

Teacher introduces new words found in the dialoogues.

Practice 

Task #1:  Teacher gives a dialogue in which the specification like names, phones and other information is missing, they fill this information with the information of their classmates

Task#2:  The teacher reads some dialogues and they fill in a chart with the information as they listen

Production

Students create a dialogue and they read that information to their classmates so they fill in their charts

Evaluation of Learning Outcomes:

The teacher by means of rubric will evaluate students’ ability to perform a dialogue


LISTENING


Objective:

Understanding short passages and messages on the phone.

Pre-listening 

Teacher reviews new vocabulary that might be found in the dialogues that they will use

During- listening

Task #1: Students unscramble some words and phrases to form a dialogue spoken by the teacher, the dialogue is reviewed by all

Task : Students fill in the gaps with words they listen the same text as theyare spoken by the teacher

Task #3:  Students listen the same text again but this time they will try to complete the msising sentences

 Post- listening

Students will make groups of three and they will act as they are in a restaurant and two customer are trying to book a table .

Evaluation of Learning Outcomes:

The teacher by means of rubric will evaluate Ss ability to book or make an appointment


SPEAKING


Objective: 

Initiating and developing conversations on the phone

Presentation

The teacher continues building upon the vocabulary  previously taught and adds  phrases to aplogize for not being able to deliver the service that has been requested.

Practice 

Task#1  Students  pick a partner to work with, one of the student is given a set of information, the other student is given a set of question to make to his/her classmate.

Task#2  The students read phone and credit card numbers and spell complicated names to their classmates and they fill in the information in a chart

 

Production

Students prepare a dialogue in which they will have to apologize for having no vacancy or tables available

Evaluation of Learning Outcomes:

The teacher by means of a  rubric will evaluate students’ ability to politely apologize for not being able to deliver a service to a potential client.

Lesson Plans: Safety at Work

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Contents and Language

  • Please don’t touch this
  • It’s a good idea to/ not to do it.
  • You should wear a helmet, gloves, an apron, some goggles, and others.
  • In case of fire, use the extinguisher.
  • Break the glass, lift the lever, push the red button, and pull this handle.
  • Do not open, risk of electric shock.
  • Wear uniform all times.
  • Check monitor every two hours.

Functions

  • Asking for and giving information.
  • Giving advice/ prevention
  • Explaining procedures, instructions and others.
  • Informing people about risks and prevention.

Values and Attitudes

  • Respect when asking for a service.
  • Tolerance for other people’s opinions.
  • Friendliness when interacting with others.
  •  Sharing with others.
  • Commitment towards community improvement. 
  • Concern towards rights,debts, and customer laws

Culture

  • Instructions, procedures, norms and rules about safety in English and Spanish.
  • Notices, signs used in Costa Rica and other English speaking countries. 

Reading 


Objective: 

Understanding simple statements

Pre-reading: 

Teacher shows a presentation in which vocabulary related to protective clothes and equipment is introduced + the modal should

During-reading:

Task #1: Students  read sentences and they identify what protective clothes and equipment is necessary to keep themselves safe

Task#2:  Students match the protective clothes and equipment that with the dangers that they can avoid by using it.

Task#3: Student unscramble pieces of sentences that include pronouns, the modal should and equipment for safety + the reason why you should use it.

Post-reading:

Students write recommendations

Evaluation of Learning Outcomes:

The teacher by means of a rubric will evaluate students’ ability to write recommendation


Writing


Objective: 

Writing short phrases using correct spelling

Presentation

Teacher introduces the most common signs that you see in the workplace + key  vocabulary to explain them + the modal must

The pronunciation is reviewed using the cambridge online dictionary

Practice 

Task #1 : Students are given a matching exercise in which they have to match a sign, the location where the sign is placed and the reason for warning

Task#2:  Students use the  results of the matching using the modal must

Production

Students present the signs to their classmates, where they are placed and the reasons for the warning

Evaluation of Learning Outcomes:

The teacher by means of rubric will evaluate students’ ability to describe signs


Listening


Objective:

Understanding simple statements

Pre-listening 

Teacher reviews phrases and vocaulary related to safe and unsafe work habits

During- listening

Task #1: Students unscramble some words and phrases to form the sentences spoken by the teacher

Task #2: Students  listen and number the sentences in the order that were said by the teacher

Task #3:  Students divide the sentences into the categories of unsafe and safe work habits

 Post- listening

Students write recommendation to change the unsafe work habits

Evaluation of Learning Outcomes:

The teacher by means of rubric will evaluate Ss ability to make recommendations 


Speaking


Objective: 

Responding with simple instruction to safety problems

Presentation

The teacher continues building upon the vocabulary  previously taught and add some more  related to the exerices

Practice 

Task#1  Students are going to read sentence and put them in a correct order to form a dialogue

Task#2  Students are going to read a dialogue about what instructions to give in case of emergency

Task#3: Teacher ask questions orally about the conversation  that they read

Production

Students write a conversation and present it in front of class

Evaluation of Learning Outcomes:

The teacher by means of a  rubric will evaluate students’ ability to ask  and give information about safety at work