Cycle 2

2
CYCLE:
IMMERSION ROOM
Session Plan
ALCALDÍA MAYOR
DE BOGOTÁ D.C.
SECRETARÍA DE EDUCACIÓN
Contents
MODULE 1 Identity and cultural diversity
Worksheet appendix
Worksheets
82
83
MODULE 2 Healthy lifestyles
Worksheet appendix
Worksheets
171
172
Word bank 10 Word bank 106
1
UNIT
Family and School chores
Different kinds of chores
9
11
1
UNIT
Food around me
Types of food
105
107
Family chores 15 How healthy is the food sold in our neighbourhood? 110
How can I help more? 19 The value of eating the right foods and balancing daily meals 113
Consolidation and assessment 22 Consolidation and assessment 116
2
UNIT
Active participation at school
Rights and responsibilities
25
26
2
UNIT
Leisure activities
Free time activities I do
119
120
Solving problems 29 Can I give it a try? 123
Who represents me at school? 33 Leisure and community activities 126
3
UNIT
My neighbourhood
Places in my neighbourhood
39
40
3
UNIT
Sports I'm keen on
Sports and Physical activities to maintain health
133
134
What I like about my neighbourhood 43 Sports and physical activities that are practiced in our 137
The leaders in my neighbourhood and what they do 46 neighbourhood
Consolidation and assessment 49 Rules to follow in the premises built or designed for exercising 140
and practicing sports
4 People I look up to in my community 53

Consolidation and assessment 143
UNIT Who is a citizen?

Values and behaviours of a good citizen
54
57 4
UNIT
Emotional health
My emotions
147
148
Our local government organizations 60
Coping with my emotions 151
Interacting with my community 154
5 Traditional games 67
5
UNIT Traditional games we can play at school 68
Healthy habits 159
Toys to play traditional games 72
UNIT Characteristics of a healthy lifestyle 160
The benefits of playing traditional games 76
Staying active 163
The healthy habits of people in my community 166
MODULE 3 Cultural values & traditions
Worksheet appendix
Worksheets
262
263
MODULE 4 Environmental responsibility for digital natives
Worksheet appendix
Worksheets
354
355
Word bank 192 Word bank 276
1
UNIT
Traditions in my neighbourhood
What cultural values and traditions did we inherit?
191
193
1
UNIT
Technology at my school
Useful and not useful technology
275
277
Objects associated with traditions 196 Devices in my hands 282
School’s traditions 199 Technology in the classroom 285
2
UNIT
Traditional crafts in celebrations
My celebrations, our celebrations
205
206
2
UNIT
Natural resources in my neighbourhood
What natural resources are
291
292
Our Celebrations at school 209 Earth in a pocket 295
Celebrations in my country 212 Natural Resources we need to live 299
3
UNIT
My music, your music, our music
Music to celebrate in my community
219
220
3
UNIT
Disposing old gadgets
What is a Walkman?
307
308
Music my family likes and music I like 223 When technological devices break down 312
What do we listen to? 227 Where are cell phones going? 316
4
UNIT
Typical representative characters around me
Famous people in my neighbourhood
233
234
4
UNIT
Recycling to improve my community
Recycling Projects
323
324
Loving Difference 237 Passing recycling forward 328
A person I appreciate in my neighbourhood 240 Useful and beautiful 331
5
UNIT
Let's celebrate
Best and worst parties
247
248
5
UNIT
Let's save the planet: Taking action at school level
Reducing waste
337
338
How we like to party 252 Recycling 342
Do’s and Don’ts in a party 256 Reduce, Recycle and Reuse 346
El pilotaje, revisión de la primera Oscar Gustavo Sánchez Jaramillo
versión y diseño de esta segunda Secretario de Educación de Bogotá
versión del Currículo Linguaventuras
se llevaron a cabo en el marco del
Convenio de Cooperación 1851 de
Patricia Buriticá Céspedes
2015, suscrito entre la Secretaría de Subsecretaria de Calidad y Pertinencia
Educación Distrital de Bogotá y el
Entidades
British Council. Adriana Elizabeth González Sanabria
Directora de Educación Preescolar y Básica
Fabiola Téllez Álvarez

Coordinadora del Equipo de Fortalecimiento de Segunda Lengua
Consultores
Equipo Técnico Grupo de trabajo
Diseño
Secretaría de Educación Distrital de Bogotá British Council Autores
Alejandro Dávila Ana Lorena Molina Elsa Patricia Méndez
Andrés Vergara
Azucena Parra
Gerente de Proyecto
Ángela Becerra Santana
Teresa Tobías
Jhonny Alexander Lozano Bermudez
Autores
Carolina Leal Coordinadora de Proyectos Andrea Alexandra Bernal
Clara Lozano Carolina Cruz Corzo
Diana Galarza Consultora Académica Editores
Diana Gómez Claudia Karina Santana Diana Zea
Eliana María Rubio Coordinadora de Proyectos Ana Lorena Molina Castro
Fressman Ávila Kiara Gaviria Ángela Becerra Santana
Gerardo Urbina Asistente Administrativa
Iván Jaramillo Diseño y Diagramación
Wilson López Miguel Ángel Plazas Figueroa
Profesionales del Equipo de Fortalecimiento de Segunda Lengua
ISBN
© Secretaría de Educación Distrital de Bogotá, 2015
Av. El Dorado No 66-63 Bogotá – Colombia
www.educacionbogota.edu.co
Todos los derechos reservados.

Prohibida la reproducción total o parcial, el registro o la
transmisión por cualquier medio de recuperación de
información, sin autorización previa de la Secretaría de
Educación Distrital de Bogotá.
Bogotá D.C. - Colombia
The piloting stage, revision of the Oscar Gustavo Sánchez Jaramillo
first version and design of the Secretary of Education in Bogotá
second edition of the Linguaventuras
Curriculum, were done thanks to the
Cooperation Agreement 1851 - 2015
Patricia Buriticá Céspedes
of the Secretariat of Education in Assistant Secretary of Quality and Compliance
Bogotá in partnership with the British
Entidades
Council. Adriana Elizabeth González Sanabria
Coordinator of Second Language Education
Fabiola Téllez Álvarez

Coordinator of Second Language Education
Consultores
Agreement Specialists Grupo de trabajo
Diseño
Secretariat of Education in Bogotá British Council Authors
Alejandro Dávila Ana Lorena Molina Elsa Patricia Méndez
Andrés Vergara
Azucena Parra
EES Project Manager
Ángela Becerra Santana
Teresa Tobías
Jhonny Alexander Lozano Bermúdez
Autores
Carolina Leal EES Project Coordinator Andrea Alexandra Bernal
Clara Lozano Carolina Cruz Corzo
Diana Galarza Academic Consultant Editors
Diana Gómez Claudia Karina Santana Diana Zea
Eliana María Rubio EES Project Coordinator Ángela Becerra Santana
Fressman Ávila Kiara Gaviria Carolina Cruz Corzo
Gerardo Urbina Administrative Assistant Ana Lorena Molina Castro
Iván Jaramillo
Design
Second Language Educator Specialists Miguel Ángel Plazas Figueroa
ISBN
© Secretaría de Educación Distrital de Bogotá, 2015
Av. El Dorado No 66-63 Bogotá – Colombia
www.educacionbogota.edu.co
All rights reserved.

Full or partial reproduction, modification storage in a
retrieval system or retransmission, in any form or by
any means, electronic, mechanical or otherwise, is
strictly prohibited without prior written permission of the
Secretariat of Education in Bogota. Bogota D.C. - Colombia
Introduction
The curriculum proposal for immersion rooms run by the Secretaría de Educación
de Bogotá combines CLIL and task-based approaches. The curriculum was
designed as a tool to foster the development of communicative skills in English
as a Foreign Language, therefore, it should not be used as a model to teach
French, Spanish as a Second Language or aborigine languages. It also clearly
emphasizes the development of the four pillars of education, learning to be,
learning to know, learning to do, and learning to learn, put forth by UNESCO’s
International Commission on Education for the Twenty-first Century (UNESCO,
1996). This framework was incorporated into the document Bases para el Plan
Sectorial de Educación 2012 – 2016 (Secretaría de Educación del Distrito, 2012),
and later established as guidelines for foreign language teaching (Secretaría
de Educación del Distrito, 2014). The proposal also contemplates the cross-
curricular axes needed for wellbeing and quality of life: citizenship and
living, gender, differentiated instruction, and information and communication
technology (ICT) (Secretaría de Educación del Distrito, 2014).
This curriculum is action-oriented as it views language learners primarily as

social agents – “members of society who have tasks (not exclusively language-
related) to accomplish in a given set of circumstances, in a specific environment
and within a particular field of action” (Council of Europe, 2001, p. 9). This
approach takes into account the cognitive, motivational, volitional dimensions,
as well as the full range of abilities specific to and applied by the individual
as a social agent. The general competences of language learners include
declarative knowledge, procedural knowledge, skills, existential competence,
and the ability to live in a community (Council of Europe, 2001).
Declarative knowledge is understood here as knowledge resulting from

experience or day-to-day living (empirical knowledge), and from more formal
learning (academic knowledge). This is evident in the proposed curriculum as
students are given the opportunity to learn by doing when developing projects
that are closely related to everyday life activities and issues related to a variety
of fields: culture, sports, citizenship, technology, and others.
Skills and Procedural Knowledge (know-how) depend more
on the ability to carry out procedures than on declarative
knowledge, but may be facilitated by the acquisition of
“forgettable knowledge,” and may also be accompanied
by forms of existential competence. Students in the Existential competence is seen as the sum of the individual
proposed programme are given the opportunity to characteristics, personality traits and attitudes that
strengthen this dimension through the development of concern, for example, one’s self-image and view of others,
tasks in which they demonstrate the ability to use language and the willingness to engage with other people in social
to communicate significant knowledge to the learning interaction. As learning a new language implies expanding
community. The consolidation sessions at the end of each one’s cultural knowledge, students are compelled to
unit also provide students with a more extended space interact with others both to acquire the new language
to bring knowledge to life by sharing with others when and to practise it as well. Tasks along the sessions are
delivering presentations, showing final products such as planned in such a way as to allow students the chance to
posters or brochures. This enables learners to not only show and share their own experiences, points of view and
gain new knowledge, but helps make others aware of their conceptions about the world around them, and then get
findings as well. to know, understand, accept or question their classmates’
insights.
Learning to live together is a dimension in which students

are encouraged to know, accept and respect others
who may be different or even be antagonists. One of the
most effective ways to achieve this is by developing joint
projects. These may include comparing and contrasting the
material and non-material cultures of different regions or
even countries, creating communication codes that could
be used by students to express their feelings and emotions
in an original and practical way, designing community
projects to target the problem and involve particular
populations, and many others. While developing those
projects, learners are presented with problems to solve
by using dialogue and other non-violent methods. They
also participate in processes of setting rules to regulate
behaviour and performance in different areas. By working
together on different projects, students strengthen their
citizenship values and, thus, are better prepared to interact
in a society based on democratic principles.
MODULE 1 Family and School chores
1
ty and
rsity
al dive
Identi
UNIT
cultur
ALCALDÍA MAYOR
DE BOGOTÁ D.C.
MODULE 1
Do exercise Neighbourhood Sweep
Do the laundry Obey Swing
Dodge ball Organize Take out garbage
Word Bank Dolphin Park Teachers
Eye coordination Parrot Town councillors
“Localidad”
Family Pick up Toy
Academic coordinator
Feed Plant Upset
Administrative units
Fold the laundry Political party Value
Bank
Good citizens Pollution Vote
Be part of a team
Government President Wash the dishes
Beautiful
Governor Principal Whipping top
Bed
Gym Problematic situation Yermis
Behaviour
Hand coordination Protect
Big
Have fun Quality
Board
Head of department Representative
Bookstore
Help Requirements
Bottle caps
Hide and seek Responsibilities
Calendar
1
Hopscotch Restaurant
Chart
Hospital Rules
Cheap
Hot Run
Children’s rights
Hotel Runner
Chores
Iguana School
Church
Improvement School’s government
Citizen
Instructions Secretary
Citizenship
JAC Senators
Clean
JAL Senior class president
Coffee shop
Laws Solution
Community
Library Solve
Coordination council
Make friends Speak out
Cross the Street
Make the bed Store
Cup and ball
Mayor Storyboard
Dangerous
Ministers Student representative
Diorama
Monkey Supermarket
Discipline coordinator
CYCLE:
11
TOPIC: Different Kinds of Chores
MODULE: 1
UNIT: 1
SESSION: 1
AIMS: By the end of this session, students will be able to design a timetable of classroom chores, applying the use of related vocabulary, expressions and developing communication skills
around interaction. In this session, teachers will also get to know their students for the first time to establish a closer bond and assess their profile, level and expectations.
CORE ACTIVITIES T must begin the class with their own starting routine before continuing with the following activities
TIME STAGE AIM PROCEDURE INTERACTION TIPS AND MATERIALS

To break the
ice, get to know What’s your name?
each other’s • T asks the class to sit in a circle. T takes the ball and says “My name is ________. What’s your name? When T asks the question, he/she throws the
T - Ss Keep the class
names and get ball to somebody else and models the activity once again until everyone has gotten a chance.
5 organized in a circle
Warm up a general idea
mins paying attention to the
of English • T provides children with tags for them to write their names. When Ss have written their names T asks them to use those name tags during the first GW T for the next part.
Level in the few sessions.
class
Classroom chores:
• T presents the flashcards to the class one by one, drilling each word or group of words, first chorally, then individually with a few students.
• T acts out the action and asks SS to act it out as well and say the name of the action.
S-SS
• T says the action without showing the flashcards and kids should act the action out. Then T asks different Ss to act out the actions and the others
are expected to say the name of it. Correct pronunciation by drilling as many times as needed. T makes sure when
To introduce presenting the
5
Pre-Task 1 target Vocabulary: “to erase the board”, “to organize the chairs”, “to pick up papers”, “to open the door”, “to take attendance”, “to ask for silence”, “to vocabulary to always
mins
Vocabulary organize the tables”, “to sweep the floor”. repeat the same
language
WH
• Paste the flashcards on the board at the end of the presentation and conclude with the title: “These are Classroom chores”. Drill once again
focusing on pronunciation and stress.
SEN ADAPTATION: If there is visual impaired student in the classroom, T could ask him/her to repeat a word and SS mime it. If there is a deaf student,
T shows the word in a piece of paper and S mime it. Translation to mother tongue to check understanding is valuable in both cases.
2
CYCLE:
IMMERSION ROOM - SESSION PLAN ALCALDÍA MAYOR
DE BOGOTÁ D.C.
12

Additional activity 2
Reading: see worksheet 1.1.
• Hand out “The days of the week”. The objective of this activity is for students to identify which day of the week each task in the reading is done. T
should revise the days of the week as much as needed.
• T delivers the reading about Mrs. Rodriguez’ class (worksheet 1.1). T and Ss read the first activity stated in the hand out. T and SS start reading
the text together and T models what Ss have to do. T allows students to continue reading individually and identify which chore has not been
presented. T allows a few seconds for Ss to check with their pairs. The answer should be: “to organize the library”. T. checks the answer with the
T-Ss
whole class .
• T reads the second activity in the worksheet and starts working with Ss to be sure they understand what to do.
IW This activity can be
demanding for Ss
• Ss read individually once again and T allows time for SS to develop the activity individually and then for pair checking before correcting in an open
because they don’t
15 To encourage class.
probably know the
mins Pre-task 2 practice of
Wh structures shortly
reading skills • The best way to correct this activity is to project it and correct it on White Board (WB). If there is not a WB, while Ss work, T can draw the table
presented by teacher.
on the board.
Be sure to guide Ss to
complete the activity.
• T takes a sentence from the reading and writes it on the board:
On Monday Ana sweeps the floor. On Tuesday, I sweep the floor.
T-Ss
• T asks what is different about these two sentences. Ss might say the name, the day, the “s” in the verb in the second sentence. This last one is
where the teacher wants to stop for a minute. Ask again “why is it different?” Students might come to the conclusion of the different persons and
conjugation. T keeps asking Ss, until they can figure out the answer. The idea is to establish the difference in the verb conjugation according to
the person that is doing the action.
• T writes some incomplete sentences on the board and asks Ss to fill in the gaps using the appropriate form of the verb according to what T
explained.
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13

T designs a model
timetable chore to be
adapted to the times
the class takes place
• T shows a task sample: First shows a calendar, practicing the days of the week and months of the year. Then shows the chores on the board.
if it’s once or twice a
T- Ss
week
To apply the • T divides the class in groups of 5 and each group is in charge of designing a month’s timetable chore, e.g. February group 1, March group 2 and
15 language in so on.
Task Materials needed
min an useful and
may include color
meaningful task • In groups, they should design a chart, assigning classroom chores for the next classes in a calendar. This chart should include everybody in the GW
cardboard, magazine
group and it should be a part of the class routine at the beginning and end of the class for the rest of the year. It does not matter if all chores are
cut outs, illustrations
not included or if they create a new one.
made by students,
and any material they
could need to make
their idea possible.
• T. asks Ss to stick their calendars on the wall around the classroom so everybody can see and follow them.
To let Help Ss understand
everybody know • Each group explains the chart and then it is displayed where T decides. T models the activity offering a few model sentences S can later use when their chores so they
5
Wrap up what chores doing their presentation. S-SS know what they have
mins
they have to do to do and when to
every class • Everyone is invited to make comments or suggestions about the calendars. do it.
Reading and Information Chart

Vocabulary Flashcards printed or in PPP (to Erase the board, to Organize the chairs, to Pick up papers, to Open the door, To take attendance, to ask for Silence, to organize the tables)
Resources
Worksheet 1.1
White Board
Additional resources T can show Ss a video with instructions of how to work with third person singular related to chores in the classroom. Here is a suggested link https://www.youtube.com/watch?v=7usEeONhdzY.
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14
TIME STAGE AIM PROCEDURE

ADDITIONAL ACTIVITY
1 INTERACTION TIPS AND MATERIALS
• T can show Ss a video to explain the use of third person that helps to illustrate grammatically the use of this tense for the third person. As a
suggestion, check the following link: https://www.youtube.com/watch?v=7usEeONhdzY T - Ss
• T writes the following sentences on the board or projects them if possible:
To get familiar
with language
On Thursday Carolina organize/organizes the chairs and tables
15 use and form. T monitors pair work
Pre-task 3 On Friday I open/opens the door IW
mins as needed
On Tuesday I ____________________________________
On ___________ Martin _____________________________ PW
• Allow students to write and reflect in Individual work, then pair check, then open class correction Wh
• T asks Ss to write sentences on their own about their daily life.

ADDITIONAL ACTIVITY
Vocabulary Practice:
T monitors individual
• T hands out pictures and words in pairs. Ss have to match words to the pictures and compare with other pairs.
PW and pair work to
10 To memorize
Pre-task 4 WH support as needed.
mins vocabulary • T has the flashcards of the actions, and should also have the language cards of the actions written. To correct the matching activity, it is important
This practice is
to use these sets of cards and paste them on the board or on a wall.
intentionally short
• Once this activity is over, T can allow time for Ss to take notes of the target vocabulary.
2
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15
TOPIC: Family chores
MODULE: 1
UNIT: 1
SESSION: 2
AIMS: By the end of the session, students will be better able to describe their responsibilities at home.

Revision Game
• T pastes flashcards on the board or a wall and divides the class into two teams. Ss make two lines.
It is important to
To review vocab.
GW activate previous
from last session • T says a chore Ss learnt in the previous session and one member of each group should run to the board and touch the correct card. The first one
5 knowledge and review
Warm up and to prepare to touch the correct one should pronounce it properly to win a point.
mins WH what is familiar to
them for today’s
them at any given
session • SEN Adaptation. If there is a student who can’t run to the board, he/she can raise his/her hand to get the chance to point at the right flashcard
chance
and pronounce the corresponding chore. T can also ask this student to hold the flashcard up and show it to the class. The team that writes the
name of the chore shown by him/her wins.
Though T uses
Family chores: “used to”, to present
the language, the
• T designs a PPP with pictures or images of the kind of activities he/she used to do when the same age as Ss. If real photos are not possible, other vocabulary is focusing
images can be used while telling students the story. In case this is not possible. on the actions. This
To present new
5 is an ideal excuse
vocabulary that
mins Pre-task 1 • T reminds Ss of the chores presented, so they can remember them for the next activity. T - Ss for international T to
will be needed
This is me when I was 8-9 years old. (T shows pictures). This is my house. This is my family (my sister, my mom, my dad, etc.). This is my bedroom. share a bit of his/her
for final task
When I was a child I used to make my bed every day, clean my room on Tuesdays and Saturday, and take out the garbage on Sundays. This is the culture and childhood.
kitchen. My sister used to clean the kitchen every day, feed the dog and fold the laundry on Sundays. This is the laundry room. Children enjoy seeing
what adults looked like
when they were their
age
2
CYCLE:
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16
• In an open space (a classroom with no chairs or moving the chairs to the sides or in an outside courtyard) T sticks masking tape on the floor to
create a blueprint of a house, which is big enough to stand in the rooms and spaces.
T should be careful
• T keeps in mind that the house will need a kitchen, a laundry room, a living room, and a bedroom. T gathers the group around it. If drawing on the
to use the same
floor is not possible, draw the house on the board and stick in each room a paper-doll to represent him/her.
To include the language structure as
parts of the in the previous chores
• T says: This is a house. Where am I in the house? T stands in the kitchen, and shows a picture or a label of the kitchen or sticks the paper doll in the
5 min Pre-task 2 house to enrich T-Ss-T and the questions of
corresponding place. Ss may reply with the correct word after. Good. What chore did I do in the kitchen when I was 8-9? T elicits the response by
context for core the parts of the house.
miming the action. T could also show the house chores’ picture cards from previous story to remind Ss of the action mentioned.
activity
• T then does the same with every part of the house and every chore in an open class. T asks Ss to mime the action and tell him/her what it is.
• T makes sure he/she places the language or picture cards on the floor or on the board in the corresponding space.
Additional activity 1 and 2

• T divides the class into groups of 4 (a person per room in the house). T then asks them to make a diorama of a house.
• T may want to show the class a video with some ideas on how to create a diorama to help them clarify what they are expected to do. (a suggested
link is https://www.youtube.com/watch?v=_DJKyM3JIAI).
Ss have previously
To plan out a been asked to bring
• Since groups are made of four people, each house has to have four rooms and every student will be in charge of creating a design for a different T-Ss
chore chart that shoe boxes, coloured
20 room. In each room, there should be a person or a character acting out a house chore.
Task will be displayed paper, glue, scissors
Min GW
and used at and any other material
• Teacher monitors group work to support language and motor skills
home they would like to use
for their dioramas.
SEN Adaptation: In case of having any Ss with SEN, T may decide to ask groups to ensure they produce a diorama of a house with less rooms so
nobody has the pressure of having full responsibility for a design. T can also make sure to include any Ss with SEN in the groups and monitor that
their ideas and contributions are taken into consideration for the designs. T encourages SS with SEN to do as much as they can to help their group,
so T takes advantage of any other skills have developed. Eg. Colouring, modelling with clay, etc.
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17

Remember to give
• T. models the presentation activity by writing on the board examples of sentences Ss have to use to describe their diorama. Eg. Hello. This is our
them a reason for
house. This is Juan (character) he is cleaning the kitchen. And then each Ss has a go.
listening to their
To share the T-Ss classmates so that
• While presentations go on, Ss have to pay attention to what is different in their own diorama compared to the one that is being presented to the
10 work they have they really pay
Wrap up class.
min done during the Wh attention to their
lesson peers. Assigning a
• After each presentation T asks each group, What was different? Ss should answer, In our diorama the kitchen is blue. or “down” or “up”. T can guide
task is vital to have
or correct their answers using the whiteboard for support.
respectful listeners
and happy presenters.
Resources Classroom chore chart, construction paper, glue, picture cards and language cards, masking tape, glue, scissors, shoeboxes or similar boxes
To get an idea of how to design a Diorama, there are many examples on line. Here is a suggested link. https://www.youtube.com/watch?v=_DJKyM3JIAI
Additional resources
T can also design a Diorama on their own to show Ss a model of the project they have to do.
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18

ADDITIONAL ACTIVITY
Repetition allows SS to
To get familiar • T organizes SS into pairs and gives each pair two sets of cut cards on family chores (Worksheet 1.2)
15 memorize vocabulary
Pre-task 3 with the PW
mins and relate image with
vocabulary • Both students put down a card in front of them at the same time . If the cards match the first student to say “Snap” gets a point.
words.

ADDITIONAL ACTIVITY
SS can draw the plan
in their notebooks or
To use the T can provide pieces
10 language learnt • SS draw a plan of their own house and make sentences about the chores they do in each room. If they don’t do anything, sentences can be about or paper. If they don’t
Pre-task 4 S-S
mins in their own what their family does and then share those with a partner. want to share about
context. their houses they can
draw the house of
their dreams.
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19
TOPIC: How can i help more?
MODULE: 1
UNIT: 1
SESSION: 3
AIMS: By the end of the session, students will combine the knowledge from the two previous sessions to create a storyboard describing a person’s routine and chores.
• T pastes the cards with the vocabulary from previous classes around the classroom.
• Then T divides the class into two teams and asks Ss to sit in two circles in the middle of the classroom.
T - Ss T can award points
• T acts out an action from the flashcards and two students have to run to the corresponding card. The S who finds the card first has to say the
To review vocab. for this activity to
action correctly.
5 min Warm up from the last two encourage active
lessons GW participation
• T can model this activity with a pair of Ss, one from each group before beginning to give points for each action.
SEN adaptation: If there is S with a visual impairment, T can whisper it to the student and he/she has to mime it or give clues to the Ss so they
guess it.
• Listening – T tells a story using flashcards.
This is the story:

Lucy is 10 years old. She lives in Bogota. She has one brother and one sister. They live with their mother and their grandmother. Lucy helps at
home doing different chores. On Monday and Friday, Lucy cleans her room and takes out the garbage. On Tuesday and Thursday, Lucy feeds the
cat. On Wednesday, she cleans the windows and the bathroom. On Saturday, Lucy folds the laundry. Every day she makes her bed and washes
To model the the dishes. She likes feeding the cat, but she doesn’t like washing the dishes. T can adapt this story
T-Ss
product of the to include their own
10 task that will be • After Ss listen to the story, T asks them to choose the best title for the story out of these three: story and share more
Pre-task 1
mins done by the Ss Lucy’s life information about
Wh
at the end of the Lucy’s chores their culture and
session Lucy likes cats experience
• Then the T asks some comprehension questions to check for understanding: When does Lucy clean her room? Does she like washing the
dishes? When does Lucy feed the cat?
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• T pairs up Ss.
To practice
PW
pronunciation • T asks Ss to retell the story to their partner by using the prompts given on the board and looking at the flashcards.
5 min Pre-task 2 interacting and
correcting in • T monitors listening closely to the students practicing and correcting pronunciation when necessary.
pairs
• T divides the class into groups of 5.
To create a
• Ss are asked to create a storyboard for either Lucy’s story or their own.
storyboard to T monitors pair
20 give further work closely so that
Task • Each storyboard must have 5 drawings and 5 sentences to go along. GW
min practice of everyone has an
vocabulary in active role
• The sentences of the story must be written in the back of each picture for Ss to read as they present. The sentence that goes with each picture is
context.
specified in the corresponding template.
• T regroups Ss with another groups to they can share their storyboards by showing the pictures and telling the stories.
While Ss present it is
5 To share class a good idea to give
Wrap up • Ss can read out the sentences from the back of each picture. WH
mins work the listeners a task to
listen
• Listeners can choose a title for the new stories.
Resources Projector, worksheet 1.3, construction paper for storyboards, markers or coloured pencils.
• An activity to practice routines by using games or any other fun activity is very helpful.
• Here is a suggested one : https://learnenglishkids.britishcouncil.org/es/category/topics/daily-routines
• It also could be possible for Ss (if internet available) to create a storyboard by mentioning their daily chores. Here is a suggested link they can use:
http://www.storyboardthat.com/userboards/phyde001/chores
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ADDITIONAL ACTIVITY
Ss love competing
• T divides the class into two groups. A student from each group takes a card with the chores vocabulary presented in previous lessons, looks at it
among each other.
and without saying a word, starts drawing it on the board.
To help Ss This is a good
10 remember what activity to help Ss
Pre-task 3 • The rest of the group has to guess the word. If the group can’t guess the other group can try it to get the point. GW
min they learnt in with vocabulary and
previous lessons also create a good
• T drills pronunciation afterwards.
environment in the
classroom.

ADDITIONAL ACTIVITY
• T shows the template of the story in worksheet 1.3.
To practice T checks Ss complete
• T explains there are some blanks Ss need to fill out freely. Ss can change the day or the chore the character does, so they create a “new” story.
15 using the the text in a coherent
Pre-task 4 PW
min vocabulary in way.
• Ss work in pairs to create their stories.
context
• T monitors their work closely.
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TOPIC: Consolidation and assessment
MODULE: 1
UNIT: 1
SESSION: 4
AIMS: By the end of the session, Ss will design a blueprint of the miniature model of their neighbourhood that will be developed in the project sessions

• T. divides the class into two groups. Every group lines up in front of the board. T stands in the back of the classroom and shows a written word to
the last S in the back of the line. The words are about the vocabulary learnt in previous sessions.
Ss cannot whisper
the word to the
To elicit vocab. • Each S has to “write” with a finger on the back of each other until it gets to the person next to the board. (Writing is done letter by letter). The first
T-Ss classmates. If it
5 min Warm up learnt in group that writes the word correctly will get a point. GW
happens the other
previous lessons
group gets the point
SEN adaptation. If there is a visual impaired student, when he gets to the back, their classmates can whisper the word or write it in the back of the
immediately
student.
*Additional activity 1
• T prepares a Power Point Presentation (PPP) or a poster based on his/her neighbourhood.
• T starts the presentation by saying: This is my neighbourhood in my country/city/town. These are my friends. These are some important places in
my neighbourhood. This is the store. This is the coffee shop, this is the park, this is the church and this is the school.
• T finishes by showing a map of his/her neighbourhood, with labels of the places that were mentioned so that T can show Ss where each place is
and repeat the vocabulary while showing the map.
Here is a sample picture:

It would be nice if
To introduce the
information presented
10 topic and model
Pre-task 1 T-Ss was real so that T
min the task for the School
can really enjoy the

day
presentation.
RESTAURANT
Station 1
Post
Offic
e
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• Ss will create a similar map of their neighbourhood in groups of 4 or 5 students. T monitors group work
to support language
• T shows worksheet 1.4 to Ss. T should let Ss know that they have to start collecting materials that will be used in the final project. and motor skills
To plan out a T should keep the
map of their • T explains Ss will make a miniature model of their neighbourhood. The first step is to draw a map of their neighbourhood with labels. models in a safe place
20 neighbourhood because they will be
Task
min that will be used • While a couple of Ss in each group draw the map, the others can decide in which material each place is going to be made of, in the actual model. GW used in other lessons.
in the project The model shouldn’t
session. • Ss work together and create the model neighbourhood. be very big. Be sure
to include just the
*Additional activity 2 most important places
around.
T has to be sure Ss
• Ss share their models with the rest of the groups. Each group has to vote for a model different from their own to be chosen for making the actual understand that all of
To share ideas model in next project sessions. them will participate
10
Wrap up and compare GW - WH in the final project
min
models • T can also ask Ss to paste the models around the classroom and Ss can walk around and vote silently for the spaces they like the most according and places from each
to the materials the different groups have decided to use. model should be
included.
Resources Power Point presentation, worksheet 1.4, Construction paper, coloured markers or pencils.
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ADDITIONAL ACTIVITY
• T shows the name of a place in the neighbourhood (e.g. bakery, butcher’s, etc) to a student and asks him/her to mime draw it for the rest of the
class to guess.
To have fun
15 while using
Pre-task 2 • T allows the game to go on for some minutes, ensuring most common places are revised. T drills pronunciation of each place afterwards. WH
min the known
vocabulary
• T elicits from Ss the places they find around their houses, in the neighbourhood.

ADDITIONAL ACTIVITY
To get familiar
Ss will memorize the
with the model
10 • In the same groups they have been working, they can play “hide and seek” in the map they have designed. A student “hides” a character (writes places in town by
Task 2 and practice GW
min a name of it in a secret place in the neighbourhood) and the others have to find him. Is he in the coffee shop? having fun. It will make
the target
it more memorable.
vocabulary
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2
ty and
rsity
al dive
Identi
UNIT
cultur
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TOPIC: Rights and responsibilities
MODULE: 1
UNIT: 2
SESSION: 1
AIMS: By the end of this session, Ss will be able to identify their rights and responsibilities as children.

• Students will play hangman to guess the title of the lesson: Rights and Responsibilities.
T can create a
• T will need to draw the doodle and write the letters that are not in the title so that nobody repeats. T could also check pronunciation of letters
WH hangman on an online
To guess the while playing.
5 site like
Warm up topic of the
mins T-SS http://www.hangman.
lesson • If necessary, T helps Ss clarify the meaning of these words by giving an example
no
• T drills the pronunciation chorally and individually a couple of times.
T prepares various
Additional activity 2 cut out copies of
T- Ss
the worksheet 2.1 in
• T divides the class into 5 groups and numbers them from 1 to 5. Each group is given 4 cards: 2 of rights and 2 of responsibilities. preparation for this
session.
• T has previously pasted the rest of the cards around the classroom. Responsibilities cards are placed on one side and Rights cards on another.
To get the
It’s very important
materials for
• Groups walk around the classroom reading the cards and trying to identify the right matches for their cards. to model the task
5 min Pre-task 1 the main task
before. T can also ask
analysing their
• T is encouraged to monitor the matching activity with a copy of the pairs, to make sure the groups take the correct card. If match made by Ss is a student to model the
connections
wrong, T should ask them to return the cards to their original place and look for the cards needed. expected behaviour to
check understanding.
• By the end of this exercise, every group should have 4 rights and 4 responsibilities to match.
GW
T has to make sure
Ss pair up the cards
correctly.
T- Ss
• T gives time for Ss to read out their set of rights and responsibilities and use their dictionaries if needed to check comprehension.
If possible, Spanish/
To clarify English dictionaries
10 • Ss are asked to draw something related to the rights and responsibilities they were given, on their notebooks.
Pre-task 2 understanding GW should be brought into
min
of concepts the class either by Ss
• When they are finished, Ss paste the pairs of cards together (right with the corresponding responsibility in front of it) on a side of the classroom.
or T.
IW
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It is important
To recognize
• Groups take the information from their cards and come up with a situation in which at least one of their corresponding rights and responsibilities to support with
daily situations
are demonstrated. pronunciation during
10 in which Ss
Task GW the practice of their
min demonstrate
• Groups prepare a short role-play with the situation selected. presentations so
their rights and
Ss become more
responsibilities
SEN adaptation: T ensures all SS are included in the role plays. If there is a hearing impaired S, T can ask them to mime their part of the role play. confident.
At the end, T could also encourage this S to teach the class how to say the words “right” and “responsibility” using sign language.
To act out a
• Ss present their role-plays to the rest of the class.
situation of It is important to give
15 the rights and • After each presentation, the rest of the groups has to guess which pair of cards the plays refer to. a reason for Ss to pay
Wrap up Wh
mins responsibilities attention to the other
to be presented • Presenting groups say if the guess made is correct or not. Then together Ss read the cards once again for all the group. groups
to the class
Resources Rights and Responsibilities cards (worksheet 2.1), Spanish/English dictionaries (at least 1 per group), tape and notebooks
If T wants to design a hangman online there are many options available. Here there is a suggested one http://www.hangman.no
There are nice web sites Ss can use to design their own comic online. Here is a suggested one: https://www.pixton.com/es/

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ADDITIONAL ACTIVITY
• In preparation for the session, T designs a cartoon (on line or by drawing it) in which a right and a responsibility are presented through a situation.
To offer Ss the Acting in front of the
opportunity • T shows his/her cartoon to Ss and elicits meaning. GW class can be stressful
15 to internalize for some Ss, This is
Task 2
min the rights and • Following this sample, T asks the Ss to get in groups of 4 and choose a right and a responsibility to illustrate with a cartoon. WH another possibility
responsibilities for Ss to show
learnt in class • T can decide to create this cartoon with an online tool. The web site suggested in additional resources can be used for this purpose. understanding.

ADDITIONAL ACTIVITY
• T can use the cards to play bingo with Ss.
• T gives six responsibilities cards to each group of four Ss.

The idea of competing
To get familiar
• T calls out a related right. Ss listen to the rights and decide whether the responsibilities they have in their cards are related. If that is the case, they among each other
with the
10 put the responsibility card face down. is exciting and can
Pre Task 3 vocabulary GW
min be used to help
needed for the
• The first group to place all their responsibility cards face down shouts BINGO and wins the game. students to learn the
task
vocabulary
• Whole class checks if winners had adequately matched rights and responsibilities.
• Game can be played more than once if time allows it.
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TOPIC: Solving Problems
MODULE: 1
UNIT: 2
SESSION: 2
AIMS: By the end of the session, students will be able to identify what a political party is and does.

• T produces some sounds of animals that can be found at the zoo. If there is access to internet, T may use a video that includes different kind of
animals and their sound, such as the one found at http://www.youtube.com/watch?v=JJQHJhTvo1k or any other video T prefers to use.
• T plays the sound of the video and covers the screen for students to write down the name in English or Spanish of as many animals as they can
recognize. This activity creates
IW
To set the an atmosphere
5 min Warm up context of the • Once they video has finished, T asks Ss the names of the animals they could listen to. of surprise and
T-SS
class expectation. It awakes
• T shows the names of the animals in English and drills correct pronunciation when required. interest in Ss.
SEN adaptation: If there is a deaf student in class, T can let him/her see the pictures to identify animals. If possible, T could encourage the S to teach
the rest of the class, the corresponding sign in sign language for each animal. T gets the rest of the class to say the word in English and attempt to
do the sign.
• T asks Ss if they have visited the zoo. Some students might have been to Santa Cruz Zoo. T can mention his/her own favourite zoo animals and T-SS-T
then, asks pairs to share what their favourite zoo animals are to find similarities.
PW
• T asks Ss: Do you think animals have problems in the zoo? What problems do you think they have?
• T asks SS to discuss with a partner before giving their ideas to the class. T writes down on the board the problems suggested by the Ss.
• Using the set of flashcards about the Monkey’s party, the teacher shows the first one and elicitis: What animal do you see in the picture? Then T
shows the sign and asks the class: What is the problem? T - Ss
To introduce the PW
10 further topic by • After responses, T says: This is a zoo. Humans cannot feed the monkeys. The monkeys are upset. They like eating very much. SS-T
Pre-task 1
min stating what a
problem is • Then T shows next flashcard. T asks, What’s the problem?
• After responses, T says: the bed is too small. The monkeys are upset. They like sleeping very much.
• T shows last image and asks, What’s the problem?
• After answers, T says, The monkey’s swing is broken. The monkeys are upset. They like swinging very much.
• T repeats the presentation once again encouraging more elicitation from Ss. The aim is to have Ss retell the story as much as they can, by
themselves. T-SS-T
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• T shows the text of the problems now to the whole class and asks: What is a solution for the three problems?
• T tries to elicit the response by using the right flashcard. Monkeys need to talk to the zoo keeper. (T shows a picture of the zoo keeper). Monkeys
need the zookeeper for help. Can monkeys talk? Ss reply, No!
• T shows a picture of Joseph Monkey as he/she says, Well this monkey is special. He can talk to humans. His name is Joseph Monkey.
To model the
• T shows the previous text with images and adds the following text as well: Joseph represents the Zoo Monkeys Party. The group of monkeys is a
product of the
Party. Joseph Monkey is the Monkeys’ representative. Monkeys need a representative to talk to humans. T asks questions as
task that will
the story and pictures
be done by the
10 • T shows a picture of Joseph Monkey with the word representative besides a group of monkeys with the words Zoo Monkeys Party and shows the are shown. T uses
Pre-task 2 Ss at the end T-Ss
min following text in addition to the previous one. gestures and body
of the session
language to support
and to practice
The group of monkeys is part of the Zoo Monkeys Party and Joseph Monkey is their representative. Joseph talks to the zookeeper. T shows the comprehension.
comprehension
picture of the first problem and says:
skills
Hello zookeeper. Can humans feed the monkeys?
Now T shows second problem picture:
Can humans give Monkeys bigger beds?
Now T shows third problem: Can humans fix monkeys’ swing?
Zookeeper says Ok Joseph. Humans can help. Now humans can feed the monkeys. Humans can give monkeys bigger beds. Humans can fix the
swing. Now everyone is happy.
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• T makes 4 groups, for example, by using cards with the faces of 4 different zoo animals and asking ss to find their teammates by making the animal
sounds or miming their movements from the warm up stage.
GW
• Once groups are ready, T says, The animals need a Political Party to help them with their problems. The monkeys, for example, have: The Zoo
Monkeys Party. What is the name of your Political parties? T gives time for Ss to think of the name of their political parties.
• T reminds Ss of the story about Monkeys, saying the animal party representative has the responsibility to find solutions to the problems of the
To gain further community.
T-SS-T
understanding
about topic • T says: What was Monkeys’ problem? T elicits: Monkeys have small beds.
15
Task 1 and use model
mins
from story to • T ask: Do you remember what Joseph Monkey asked the zookeeper? T writes stem sentence.
produce a new Hello zookeeper, can humans give the monkeys bigger beds?
writing sample
• T now tells groups their animal representative will have to think of a solution for a problem that animals in their party have. T gives a piece of paper
GW
with a problem to each of the groups. T is free to decide which problems learners should offer solutions to. Ex. Tigers: No space to run, Parrots:
little houses, Dolphins: salty water, Iguanas: cold air
• T asks Ss to write the question their animal representative will ask the zookeeper to solve the problem.
Possible answers: Can humans give the tigers more space? Can humans parrots bigger houses? Can humans give sugar for the water? Can
humans warm up the air?
GW
• T encourages groups to think of 2 other possible problems and write the solutions, following the model provided.
To consolidate
• T asks Ss to put up on a wall all their products to share them with the class. Ss walk around the classroom to observe the solutions to the *to provide further
5 min Wrap up the information WH
problems for each animal group. practice, additional
in a poster
activity 2 can be used.
Resources Projector, flashcards for story, construction paper for posters, markers or coloured pencils
Additional resources Suggested website: http://www.youtube.com/watch?v=JJQHJhTvo1k
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ADDITIONAL ACTIVITY
• T explains Political Parties are meant to help the community find solutions for their problems. T says these parties normally have a logo and a
To give Ss
name that is their identity.
the possibility T-SS
15 to show
Task 2 • T show as an example a logo he/she designed for Monkey’s party.
min understanding GW
of concept
• T gives out a piece of paper per group so they write the name of their animal party and create a logo for it.
presented

ADDITIONAL ACTIVITY
• T explains each Party has a representative who speaks for their party and finds solutions to the problems.
• T shows the picture of Joseph Monkey and elicits its name. Then, T asks learners to decide the name of their animal party representative and T –SS
10 To personalize
Task 3 draw it.
min concepts GW
• T gives the group a piece of paper to create their design.
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TOPIC: Who represents me at school?
MODULE: 1
UNIT: 2
SESSION: 3
AIMS: By the end of the session, Ss will be able to explain the functions of the main bodies of the school’s government at their school.

• T shows some pictures of people who are an important part of the school’s life: the principal, coordinators, teachers and students.
T can have access
To set the
to these pictures
5 environment • The class has to say who they are as they appear either by name or position in the school.
Warm up T-S from year books or
mins to introduce a
publications made by
new topic SEN adaptation: If there is a hearing impaired S, T can show the picture and S can write the name or position in a provided piece of paper
the school.
T makes sure when

• T shows the pictures once more, but this time s/he gives the names of the positions these people have at the school.
presenting the
vocabulary to always
• As pictures are shown T says their jobs. Principal, academic coordinator, discipline coordinator, head of department, teacher, student representative.
T-Ss repeat the same
To introduce language.
• T asks Ss: What is the name of the Principal/academic coordinator/discipline coordinator/head of department/ teacher / student representative
5 min Pre-task 1 and internalize
at school? after checking the names of the jobs introduced in the vocabulary presentation, T asks Ss to take notes on their notebooks about the
vocabulary PW T asks Ss not to worry
words presented.
much if they don’t
know how to group
the cards. This will
later be revised.
• T shows this text in a PPP:
This is the school’s government. The principal is the highest authority. There is a Coordination Council with all the coordinators. The Academic
coordinator is responsible for the development of all the programs at school. The Discipline coordinator is responsible for the order, discipline T-Ss
T needs to allow Ss
and solving conflicts. There is an Academic Council with all the heads of Departments. The head of department is responsible for managing the
to read the text, then
academic development of his/her department. There is a Students Council with all the Student’s representatives. The Senior-Class President
cover the text and
“personera/o” is responsible for promoting the rights and duties of the students.
asks Ss to develop the
To practice
10 activity to consolidate
Pre-task 2 vocabulary and • T checks understanding, by reading out a sentence from the text and asking Ss to identify whose job it is. Ex: Who is responsible for managing the
mins the vocabulary.
pronunciation academic development of his/her department? – Head of Department
T monitors the group
• T asks Ss to do the same in pairs: A & B. T asks Ss A to choose a sentence of the text and read it to Ss B without mentioning the function. Ss have
work to support as
to guess the job being described. Then T asks Ss to do the same now with the names of the jobs. Ss A say the name of a job and Ss B describe the
needed.
functions or responsibilities.
*Additional activity 2 PW
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• T organizes Ss in groups of 4.
Teacher fosters
To create creativity in the
• T shows an example of a coat hanger mobile project (various models are available online; T can choose one)
a visual design of coat hanger
20
Task organization GW mobiles.
mins • T then asks Ss to create their own hanger mobile about School’s government. T invites Ss to draw pictures and/or write the names of each of the
of the school’s Coat hangers, cards,
members of their School’s government.
government scissors, construction
paper, markers, etc.
• T allows Ss to use the cut out cards so that functions per role are included in the designs.
• Ss hang their mobiles to share them with the class. T reminds the aim
To practice
of sharing their
speaking skills
5 min Wrap up • T asks at least one group, to present their mobile to the whole group. GW-WH presentations so
and to socialize
that they are active
Ss work
• T takes some time to praise production, neatness and organization, as well as pronunciation. listeners
Resources Projector, worksheet 2.2 cut outs, pictures, construction paper, graphic organizers, scissors, markers, coloured pencils
Additional resources A web site for SS to see how to create graphic organizers can be helpful. The suggested one is: https://www.eduplace.com/graphicorganizer/
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ADDITIONAL ACTIVITY
• T asks pairs to rank the cards from the highest authority to the lowest authority.
PW This activity can
• T asks pairs to make groups of four and compare their rankings. help to consolidate
15 To practice GW
Pre-task 3 vocabulary. T needs to
min vocabulary
• T helps groups check their answers by showing a graphic organizer on the board to represent school’s hierarchy. T-SS monitor and support
Ss
• If possible T may use pictures of school’s actual people in their organizer, to facilitate comprehension.

ADDITIONAL ACTIVITY
• T hands out the cut-out cards with the names School’s Government, Principal, Coordination Council, Academic Council, Student’s Council and the
functions of each body at school.
The government in a school
The highest authority
The Coordinators T– Ss
To organize T presents the
The Heads of Departments
10 the school’s tasks and check for
Task 2 The students representatives
min government and understanding before
their tasks starts the activity.
• T asks the Ss to match the cards in pairs. Ss compare their answers. PW
• T checks the Ss’ answers and asks Ss to think how these words can be included in the graphic organizer he/she presented.
• T writes the words of each where the SS think they might belong in the graphic organizer on the board.
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MODULE: 1
UNIT: 2
SESSION: 4
AIMS: By the end of the session, Ss will have experienced participating in a political campaign.

T can elicit answers by
To activate prior • T elicits vocabulary related to political parties, using products made by Ss in session 2: Name of the party, representative, logo, problems with pointing at the posted
5 min Warm up T- Ss -T
knowledge solutions. papers and asking Ss
to identify the parts.
• T elicits problems that Ss could face. Ex. Not having materials for the activities in the session, not having internet connection, having
too much homework, being bullied by other children, not having sporting goods to play with during the breaks, etc
T-Ss
• T gives Ss two minutes to agree on the most common problem they think they have at school.
To identify
PW
common
5 min Pre Task • Ss share their list of problems with the rest of the class.T asks a S to write on the board the ideas given by their peers.
problems in the
community
SEN adaptation: If there are Ss with impairments, T makes sure to include situations that can be problematic for them, eg: Not having SS-T
proper access for wheel chairs, not having all texts in braille, having the same desks for everybody, etc
• T reminds Ss that political parties are meant to help the community find solutions to the problems they face. T explains these parties have a name,
a logo and a slogan to identify them during campaigns. If possible, T shows one or two examples. T is advised to look for
T-SS
To create a examples of logos and
3 min
10 political party • T then announces Ss will have the opportunity to create a political party and offer a number of solutions for the problems faced by the class. slogans from political
Task 1
min name and campaigns Ss might
GW
slogan In groups of five, Ss think of a name for their party and come up with a slogan for their party. be familiar with. Ex:
Yes, we can - Obama
To plan a • T asks Ss to choose a representative to plan his/her campaign. T monitors group work
15
Task 3 political GW to support language
min
campaign • Ss work on a visual to illustrate a solution to one of the problems previously identify, as the main achievement in their political campaign. and motor skills
T reminds Ss of
• Representatives from each political party are given 1 minute to convince the rest of the class to vote for them. Meanwhile, the rest of their party S-WH
the importance of
members show the visuals, logo and materials designed.
10 To experience paying attention to
Wrap up WH
min voting • Individually Ss cast their vote for one of the representatives. campaign proposals
before deciding on a
T-SS
• T counts down votes and announces the election winners. candidate to support
Resources Information table, construction paper, glue, posters from previous class
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ADDITIONAL ACTIVITY
Depending on SS’ age,
• T elicits a “solution” to one of the problems written on the board. offering solutions to a
To develop T – Ss problem can be very
10
Pre task 2 problem-solving • T asks Ss to work in groups of five, to think of solutions to at least two other problems listed on the board. demanding.
mins
skills GW T shows examples and
• T monitors the activity and helps Ss come up with solutions that could actually be implemented. helps Ss to identify
plausible solutions.

ADDITIONAL ACTIVITY
• Ss work in their groups to design a logo for their political party.
To design a
15 • Ss are encouraged to decide the colours and images that will identify them on a campaign. Markers, colours,
Task 2 political party GW
min paper, scissors, etc.
logo
• T monitors and challenges Ss to prepare explanations for their choices.
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MODULE 1 My neighbourhood
3
ty and
rsity
al dive
Identi
UNIT
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TOPIC: Places in my neighbourhood
MODULE: 1
UNIT: 3
SESSION: 1
AIMS: By the end of this session learners will be able to identify different places in their neighbourhood and talk about the ones that are close to their school and their home
In preparation for the

Memory game:
session, T prepares
two sets of cards: One
• T puts up the pictures and name cards face down on the board, to make a whole class Pelmanism.
with pictures of places
Get students and the other one
10 • T. divides the class into two groups. Taking turns, students from each of the groups come to the board and flip a card from each set (names and
Warm-up interested in WH with their names (e.g.
min pictures). If the name and the picture match the group gets a point. If they do not match, the cards have to be flipped back over.
the lesson gym, supermarket,
park, church, hospital,
SEN adaptation: If there is a Ss with physical - motor needs, T can write numbers on the top of the cards and ask the S to tell another member of
restaurant, school,
his/her team to flip the cards for him or her. Ss with visual impairments will need to have all pictures described every time they are flipped over.
bookstore, etc.)
• T tells Ss they have 2 minutes to work in pairs to make a list of places in the city they know. T reminds them they can use the words in the previous
PW
exercise.
To determine Ss are given some
how much • T asks Ss to come to the board and write down the places they came out with. time to write down
10
Pre-task 1 Ss know and any new places
min
introduce new • T drills pronunciation of the places listed on the board. learned on their
SS-T
language notebooks
T- SS
• T tells Ss they are going to describe the places around their neighbourhood.
T-Ss
• T provides a short model. Ej: This is my house. There is a park near my house/ there are two supermarkets in my neighbourhood. (If possible T
To prepare shows actual pictures of his/her house and the places around it) Drawings should go to
10 materials for Ss’ portfolios
Pre-task 2
min a brief oral • T gives each S a blank sheet of paper and asks them to use it to draw at least three places that are close to their homes.
IW
presentation
SEN Adaptation: T can provide some modeling clay to Ss with visual impairments, to model objects related to the places around their houses,
instead of asking them to make drawings.
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• T writes sample model on the board: There’s a/an _____ near my house. In my neighbourhood, there are _________
• T asks Ss to mingle in order to show their pictures to at least three different classmates and to tell them the places they find around their houses,
using the model on the board. T ensures Ss actually
10 To personalize exchange information
Task Mingle
min concepts • Ss are asked to find similarities and differences in the information presented by their classmates. orally and not only
show the pictures.
SEN adaptation: In case of having Ss with physical impairments and/or visual impairments, T makes sure other Ss approach to them and exchange
information with them.
• T asks a few Ss about the similarities / differences found in the previous stage.
• Ss are asked to use the following structure in their presentations.

5 min Wrap up Share findings S-WH
There is / There are ________
Resources Sheets of paper, markers and projector

If images are needed to help Ss learn the vocabulary there are some blogs and links available to print them or to use them on line, such as
Additional resources http://bogglesworldesl.com/kids_worksheets/cityplaces.htm
www.mes-english.com
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ADDITIONAL ACTIVITY
• If Internet is available, there are webpages with fun games T can use to help Ss memorize the vocabulary. These suggested webpages have
different activities to practice this specific vocabulary: T is encouraged to
think of an alternative
To provide
• http://www.freddiesville.com/places-in-the-city-fun-games/ vocabulary revision
15 further practice
Pre-task 2 GW activity to use in case
min and offer a fun
• http://learnenglishkids.britishcouncil.org/es/word-games/hangman/places-town the suggested online
activity
work cannot take
• T can divide the class into at least two groups. T gives some time for Ss to play the games competing against the other groups place.

ADDITIONAL ACTIVITY
• T asks Ss to sit in a circle.
If needed, T has to be
To provide
ready to help Ss with
10 further practice • T tells Ss they will have to listen carefully and use their memory to repeat the line. T says: in my neighbourhood there is a park. The following S
Task 2 WH the structure and with
min and offer a fun says: In my neighbourhood there is a park and a school. The following S says In my neighbourhood there is a park, a school and a hospital and so on.
the places they can’t
activity
remember.
• T monitors and supports students to carry out the game.
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TOPIC: What I like about my neighbourhood
MODULE: 1
UNIT: 3
SESSION: 2
AIMS: By the end of the session students will be able to talk about what they like about their neighbourhoods

• T divides the class in two groups and whispers some adjectives to one of the students in each group (e.g. big, beautiful, hot, clean, organized, GW
To help students dangerous, cheap). Ss in the line pass on the message by whispering to the person in front of them. The last person in each line runs to the board
T should allow some
remember and writes down the word it. The first group to write the word down correctly gets a point.
time for Ss to write
or introduce WH
5 min Lead in down the adjectives
vocabulary • T asks Ss for the opposite of the adjectives written on the board.
and their opposites in
necessary for •
their notebooks
the next activity • T drills correct pronunciation IW
SEN Adaptation: If there is a Ss who can´t run, T places him/her at the back so they can participate by passing on the messages.
To provide
• T tells and shows Ss about his/her neighbourhood. Example: In my neighbourhood there is a big park, there is a beautiful church…. T -SS
students with
opportunities to
• T asks Ss to get in pairs and make three similar sentences using the places they already know and the adjectives they have just studied. PW
10 describe their
Pre-task 1
min neighbourhood
• T goes around helping students to build their sentences.
and prepare
S-WH
them for the
• T asks a few Ss to come to the board and write their sentences.
next task
• Ss get into groups of four. T assigns half of the number of groups to brainstorm ideas on the things they like about their neighbourhood: Places,
To help students
people, transportation, etc. And the other half of the number of groups needs to be done by the other group but with the things that can be GW
reflect on
improved.
the good
Ss can also bring
10 aspects of their
Task 1 • T provides a model for report of discussions. He/She writes on the board, for example: pictures from their
mins neighbourhood
We like the park because it’s beautiful, clean and safe. The streets need improvement. They are in bad conditions. T-SS neighbourhoods
and the ones
that need
improvement.
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To describe • In groups of three, Ss draw a picture depicting their ideal neighbourhood.

10 hopes with
Task 2 GW
min regards to the • Ss either write a few sentences or label the features of the picture depending on their fluency level writing.
neighbourhood
T has to model the

presentation and
To listen to writes on the board
Ss’ ideas of the sentence Ss will
their ideal use.
10 • Each group shows the pictures to the class and describes their ideal neighbourhood.
Wrap up neighbourhood GW-WH T also helps groups
mins In my ideal neighbourhood there is ……. There are…..
and the use with sentences and
of the learnt pronunciation before
vocabulary presentations start
so Ss can be more
confident
Resources • Sheets of paper, coloured pencils, markers, board
T can create her/his presentation about her/his ideal neighborhood by using an avatar. It will be very attractive for Ss and they can also create their presentation about their neighbourhoods this way. Here is
a suggested link
http://www.voki.com/create.php
There are also many websites that T can use to download flashcards. Here is a suggested one
http://www.mes-english.com/flashcards/files/adjectives1_flash.pdf
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ADDITIONAL ACTIVITY
Picturism:
• T divides the class into groups and asks each group to choose a representative.
10 To revise
Warm up • Representatives are shown adjectives to describe places (e.g. big, clean, comfortable, etc), which they should draw for their groups to guess. They GW
min vocabulary
only have minute to draw their pictures.
• T clarifies meaning of any of the adjectives, if necessary.

ADDITIONAL ACTIVITY
Share
• T regroups Ss into pairs, so that one of the Ss can have information about the aspects Ss like and the ones that need improvement. PW
information
15 about the • Pairs exchange their ideas.
Task 2
min good and bad
S-WH
features of their • T asks a few Ss to share with all the class.
neighbourhood
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TOPIC: The leaders in my neighbourhood and what they do
MODULE: 1
UNIT: 3
SESSION: 3
AIMS: By the end of this session, students will recognize the administrative units of their community and describe what they do.

• Students are given a small piece of paper. In pairs they have 30 seconds to write as many places as they remember from the previous session.
T checks the activity
PW
• T asks them to stop and pass the paper to the pair on their right, and then they have 30 seconds to read the list and add other places. by writing or asking
To review
a Ss from each pair
5 vocabulary from
Warm-up • The activity continues for three more times. Ss check the list for spelling or any other details. to go to the board
mins the previous
and write it without
session SS-T
• T asks Ss to mention the places on their lists and corrects pronunciation when necessary repeating a written
word.
Additional Activity 1
• T shows a map of the “localidades” in Bogota. Have students work in new groups of 3 and discuss the following questions:
What kind of places do you see in this map? Cities? Towns? Neighbourhoods? So, what is a “localidad” made up by?
Are we in a rural or urban area? T- Ss
T can show Ss images
of the map directly
• T elicits possible answers to those questions and clarify information if necessary.
from internet if it is
available. If teacher
• T asks Ss if they know how a “localidad” is organized. T allows Ss some time to discuss with their partners in the groups and listen to their ideas.
is not very familiar
with this organization
• Then, T provides a copy of worksheet 3.1 per group. T ensures students complete the first box in the mind map. T checks immediately.
of the city, he/she
To raise should study it to be
• T explains the missing words in the mind map are English names for the terms in Spanish that refer to the organizational structure of the city. T
15 students’ prepared to answer
Pre-Task1 tells Ss they need to read the speech bubbles in the picture of the worksheet to find the missing words.
min interest in the any question Ss would
topic have.
• T checks answers in a whole class and elicits translations into Spanish. GW
T could also ask Ss to
• ANSWER KEY:
highlight the words
2) Local Administrative Board – Junta Administrativa local
Mayor (Alcalde) and
3)Community Action Board – Junta de Acción Comunal
City’s Council (Concejo
4)Town Councilor - Edil T-SS
de la ciudad)
5)Community leader - Dignatario
Sen Adaptation: If there are SS with visual impairments, T can make sure the worksheet is read out for them.
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• T asks students if they know the name of their representative to the JAC (Junta de Acción Comunal – Community Action Board) and what his/her
duties are. T listens to Ss ideas about the topic. T-SS
If there are few Ss
in the class, teacher
• T tells groups that members of the JAC have four main duties. T then announces he/she will give one of the duties to the group so they work on a
(T) can organize the
To involve Ss visual to explain what they understand it implies. GW
whole class in four
in the topic
15 groups and give
Task 1 focusing on • DUTIES:
mins each one a duty to
their own Organize programs to improve the neighbourhood
represent. If there are
context Solve difficulties
many, Ss can give the
Improve quality in the public services
same duty to more
Help neighbours access social security GW
than one group.
• T supports students at all times by giving ideas to describe the assigned responsibility.
T has to support Ss
To share and • Every group is asked to post their visuals around the classroom. One group representative has to stand by the visual to explain.
before this activity
10 explained
Wrap up WH begins to give ideas
min assigned leader • T asks Ss to walk around the classroom looking at the duties. When a person approaches to a visual, the respective representative explains what
and help Ss’ prepare
duties the duty is.
to present their work.
Resources Map of the city by “localidades”, worksheet 3.1, sheets of paper, coloured pencils / markers
Some suggested videos can be found on the following links:
https://www.youtube.com/watch?v=zEk48QQSPo4
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ADDITIONAL ACTIVITY
• T writes the words: Alcalde, Edil, Dignatario, Concejo, Junta de Acción Comunal & Junta Administrativa local on the board
• T asks Ss to discuss in pairs what they know about these Spanish words. T is strongly advised
PW to read about the
10 To remember
Pre-task 2 • T notes key words provided by Ss, if any, after their discussions. government roles
mins vocabulary T-SS
mentioned in the
• T does not provide the English translation for the words at this point. Instead he/she explains Ss will learn what the English equivalent is during session
the session.

ADDITIONAL ACTIVITY
• T asks Ss to choose one of the roles and/or a member of governing body mentioned in the worksheet in order to prepare a brief role play about it.
• T provides a frame for the role plays.

Ex:
To check
15 What / name? --- I’m …
Task 2 understanding PW
mins What / do? __ I work as a…
of concepts
What / duties? I’m in charge of…
Thank you!
• T asks a few Ss to act out their role play for the whole class.
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TOPIC: Consolidation and Assessment
MODULE: 1
UNIT: 3
SESSION: 4
AIMS: By the end of the sessions, students will have used the target language for a communicative purpose
TIME AIM PROCEDURE INTERACTION TIPS AND MATERIALS

• Ss are given a minute to write down three different places.
Consolidate
vocabulary • Then, Ss work in pairs to describe their places for their classmates to guess. IW
learned in
5 min Warm up the previous • T models the exercise by getting Ss to guess a place. T uses the structure:
sessions PW
• This is a place where you…
• T divides the class into groups of four students.
• T tells the class that groups are now going to design a cut and tear cityscape of their ideal neighbourhood. They will need to include the five places
Have the they listed and a place for the Community Action Board (JAC).
T fosters creativity,
10 students design
Pre task GW but offers ideas and is
min the material for • T is strongly advised to look for a picture that illustrates what a cut and tear cityscape is, so that Ss can have a visual reference of the sort of work
willing to support Ss.
the final project they are expected to produce.
• Ss plan their work, by deciding the order of places and thinking of a name for their neighbourhood
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TIME AIM PROCEDURE INTERACTION TIPS AND MATERIALS

• Each person in the group is in charge of the design and decoration of at least one of the places in the neighbourhood cityscape.
T should be very
familiar with the
• Ss are also asked to think of the language they will use to describe their cityscape.
Provide suggested link if he/
students with she decides to use it
• T supports students by modelling the kind of sentences they should use to present their work.
20 opportunities in the session
Task GW
min to use language
for describing a T has to let Ss know
neighbourhood the materials they
SEN Adaptation: T makes sure Ss with any impairments contribute with any other additional skills to the development of the project. E.g. modelling
should bring to work
with clay, colouring, suggesting materials, etc. T should keep a positive attitude and challenges Ss to do their best for the task and the team work.
on this project.
• T tells Ss that every group needs to join another group to show them their cut and tear cityscapes and provide them with a description of their
ideal neighbourhood.
GW-GW
To share their
10 projects and • Every S will describe the building he/she helped to design.
Wrap up
mins assess their
IW
own progress • Once group descriptions have finished T asks Ss to evaluate themselves by using worksheet 3.2
• T then provides overall feedback on the work done by Ss.

Resources Self-assessment worksheet/scissors, magazines, glue, coloured pencils, markers
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TIME AIM PROCEDURE

ADDITIONAL ACTIVITY
• My ideal neighbourhood vs my actual neighbourhood
• T asks Ss to look at their group’s cut and tear cityscape and think about the similarities and differences between the design and their real
neighbourhood.
IW
• Individually, Ss write down their ideas about similarities and/or differences.
T-SS
Compare • T writes model prompts on the board:
15 and contrast My neighbourhood is similar to / different from the cityscape.
Task PW
min realities vs There aren’t any ___ in my neighbourhood.
expectations The houses in my neighbourhood are bigger / smaller
The streets are cleaner / in better conditions
S-WH
• Ss work in pairs to read out their notes and compare.
• T monitors and offers support as needed.
• T asks a few Ss to share their ideas with the class.
TIME AIM PROCEDURE

ADDITIONAL ACTIVITY
Where am I?
• T can write names of different places in pieces of paper and put them into a bag. T asks a S to pick a piece of paper from the bag. Silently the S
mime an action that describes the place on the paper.
To give further T has to be sure
10
Pre task practice of • The rest of the class observes carefully and shouts out the name of the place. WH several Ss participate
min
vocabulary in the activity
• T assigns another Ss to pick a piece of paper and play the guessing game.
SEN adaptation: If there is a physically impaired Ss, he/she mentions an action that can be done in the place for Ss to guess.
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CYCLE:
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MODULE 1 People I look up to in my
4
community
ty and
rsity
al dive
Identi
UNIT
cultur
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54
TOPIC: Who is a citizen?
MODULE: 1
UNIT: 4
SESSION: 1
AIMS: By the end of the session students will describe the characteristics of a citizen.

GW
Reinforce and • T divides the class into groups of four (4). T gives each group a cut out set of cards from worksheet 4.1 (the set of cards on the top of the page).
introduce When checking
vocabulary • Ss are asked to classify the words into three different groups: Family, School and Government. answers,
5 min Warm up
while having pronunciation can also
the feeling of a • The first group to finish is the winner. Teacher checks the answers with all the class. be revised.
competition T-Ss
• T asks Ss what is common about the groups of people they just organized. T asks questions like the following: Do these people work in the same
place? What do they have in common? Are they all the same kind? The teacher leads the students to come to the idea that they are communities
and each person who belongs to that community is a CITIZEN.
T – Ss
• Each group is now given cut out words to make 4 sentences that define what a citizen is (See worksheet 4.1 – part 2)
Clarify the • Answer key Understanding what

concept of A resident of a city or town a citizen is might not
GW
citizen and A person who legally belongs to a country be easy to grasp for
10
Pre-task 1 prepare them A member of a state who has rights and obligations Ss. So T is ready to
min
for the text they A person who has the rights and protection of a country help them with the
will be reading definitions and to
next • T monitors and helps with unknown vocabulary. clarify concepts.
• When each group finishes, one of the members goes to the board and writes the sentence. The whole group reads out the sentences and T
WH
clarifies vocabulary to make sure students understand the meaning.
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• T writes the words “rights” and “responsibilities” on the board.
• T tries to elicit a definition of the words by giving an example. T then explains both words are connected to citizenship.
T-SS Some of the words
To develop the
• T then gives out a copy of worksheet 4.1B to individual Ss and asks them to read the text. could be explained
reading sub-
10 IW through examples,
Pre-task 2 skill of reading
min • Ss are asked to underline the words they consider to be mostly related to citizenship. paraphrasing but
for general
PW others might need to
understanding
• Ss compare their answers in pairs before checking with the whole class. be translated.
SEN adaptation: If there is a visual impaired S, T can ask different Ss to read the text as a whole class instead of reading it individually or in pairs.
T should model the

• T asks Ss to work individually to design a badge stating why they are good citizens. T models a sentence:
activity first. He/she
I am a good citizen because I … follow the rules and law
To respond to should design his/her
15 respect the rights of others
Task the content of IW own badge with the
min am honest and respectful
the reading sentence why he/she
• T moves around the classroom, helping Ss decide their reasons to identify themselves as good citizens. is a good citizen and
shows it to Ss
T organizes
To share Ss
• T asks some SS to show their designs to the class and read out their messages. presentation of
reflections
5 min Wrap up SS- WH badges so Ss pay
about being a
*Additional activity 2 attention to their
good citizen
partners.
Resources Cut-up sentences, worksheet 4.1A and 4.1B
Additional resources T can show Ss a web page about citizenship designed for children and read some aspects of it together. Here is a suggested one http://www.congressforkids.net/citizenship_1_whatdoesittake.htm
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ADDITIONAL ACTIVITY
• T can show different pictures or videos about people being good and bad citizens and let Ss decide if what they see reflects a good or bad T-SS
To clarify the example of citizenship.
15 meaning of PW
Pre task 3
min good and bad • Ss are asked to discuss the pictures in pairs and decide what good and bad citizen behaviour are.
citizen
• T then asks some Ss to share with the whole class. S-WH

ADDITIONAL ACTIVITY
To relate a T can ask Ss to look

10 • T can write the word citizen vertically and ask Ss to find a word that goes with each letter to define how to be a good citizen. By the end of the
Wrap up concept with WH for words up in their
min exercise, Ss would have created an acrostic.
their opinion. dictionaries
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TOPIC: Values and behaviours of a good citizen
MODULE: 1
UNIT: 4
SESSION: 2
AIMS: By the end of the session, students will discuss the values and behaviours of good citizens.

Pelmanism
• T puts up flashcards of the verbs to be used in class (say hello, wipe, pick up, vote, study, work, protect, plant, speak) face down on the board,
along with their names in English.
Introduce verbs
• Ss are divided in four groups and a representative from each group picks two cards. If they match they are placed on one side of the board. If
that will be
5 min Warm-up not cards have to be placed face down again. GW
needed in the
session
• Once all the cards have been matched, the T focuses attention on pronunciation and clarifies meaning.
SEN adaptation: If there is a visual impaired S, T can ask different Ss to say the numbers to try to match the cards and he/she can pick the cards.
T-Ss
If copies of worksheet
4.2are available,
• T projects on the board a chart with two columns: One describes a situation and the other one names the quality it represents for Ss to match
teacher can ask
(See worksheet 4.2- task 1)
learners to read the
Prepare WH
situations individually
students for the • T checks and makes sure Ss understand the situations
10 min Pre task and do the matching
listening and
exercise on their own.
reading activity • T tells Ss those qualities represent a value and elicits from the students a possible definition of values. T tells Ss that values guide whatever we do.
Ss can later check
For example: If we value hard work we will always do our best.
their answers in pairs.
IW
• T asks students to tick the values they think they have and tell their partner. (See worksheet 4.2 - task 2b)
PW
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• T asks students the following question: Are you helping your community to be the best it can be?
PW
• T encourages Ss to discuss the ideas in pairs before sharing them with the whole class.
• Then tells students they are going to watch a video about people who are good citizens. The suggested link is:
WH
https://www.youtube.com/watch?v=x3_REZhqR9g
If the video is not
available T can
• In case the video is not available, these are the ideas that appear on the suggested video: Speak out against pollution /shovel neighbours’ side
design a PPT with
walk after it snows / Stop by to say hello to new neighbours / wipe spills up so that no one slips / pick up the trash from the ground / voting /
IW the sentences and
study the history of your country / work to help to keep people and animals safe / protect the small and weak from harm / plant flowers to make
Develop pictures that depict
25 the neighbourhood more colourful
Task listening and the actions or choose
min
reading skills a different video.
• The suggested video has close captions (CC) in English. In case of deciding to use the suggestion, the T is advised to allow Ss to read out the
captions to help them understand it better. T can also play the video and stop it after each example to help with understanding
PW Early finishers can be
asked to work on their
• T asks Ss to discuss with a partner:
drawings (task 2a)
which of those actions they do
how often they do the action.
For example: I usually plant flowers to make the neighbourhood more colourful. I sometimes, I always …
IW
• These examples are written by T on the board so Ss can use them as a model to be used in their own sentences.
• Ss individually write a sentence that expresses their purpose of implementing a new good behaviour as a citizen. The sentence will start like this:
To use the
From now on I´m going to be more…/say…./help…. (See worksheet 4.2 - task 2c) This worksheet
learnt topic
completely filled
5 min Wrap up to reflect on WH
• T asks some Ss to read out their resolutions. should go in the
their own
students’ portfolios
responsibilities
Resources Flashcards, copies of worksheet 4.2
Additional resources T can find any videos about how to be a good citizen. The suggested link is https://www.youtube.com/watch?v=x3_REZhqR9g.
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ADDITIONAL ACTIVITY
• Before handing the worksheet, T can think of other values students in the class tend to demonstrate and situations that illustrate these values. T
writes the values on big cards and sticks them around the classroom.
• T divides the class into groups of four groups and gives each group a situation.
Prepare Ss for
Ss like it when they
15 the listening • Ss in their groups read out the situations, and walk around to find the matching value.
Pre task GW are given the chance
min and reading
to play and compete.
activity • Once all the values have been identified, T asks groups to read their situations for the whole class so that all together can decide if the matching
has properly been done.
• T may decide whether it’s worth reminding Ss of some the values demonstrated by different class members.

ADDITIONAL ACTIVITY
• Ss are given some cardboard and markers to create a sign with their citizen resolution.
To help Ss
T can start the activity
10 be aware of • Resolutions are later displayed in a special place in the classroom.
Wrap up WH by posting his/her
min their own
own resolution
responsibilities • Later in the course, T can remind Ss of their resolution to demonstrate certain values, in case they misbehave.
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TOPIC: Our local government organizations
MODULE: 1
UNIT: 4
SESSION: 3
AIMS: By the end of the session, students will be able to talk about the local government organization and its representatives
• T shows a group of pictures of famous presidents’ houses in the world and asks Ss to talk to a classmate and decide which of these houses they can
identify. (eg: White House (USA), Pink House (Argentina), Miraflores Palace (Venezuela), Nariño Palace (Colombia), Palace of the Revolution (Cuba), Pictures will be
etc) PW chosen by the T
Generate
• After two minutes T listens to Ss answers and tells them the names of those houses they have not been able to identify. T can take the
5 min Warm up interest in the
opportunity to talk
topic
SEN Adaptation: In case any Ss with visual impairments are in the class, T starts the session by asking Ss to discuss in pairs if they know how the WH about the president
President’s house is called. T then asks Ss to discuss the name of any other presidential houses. of the country he/she
comes from.
• T shows pictures of the president of Colombia / the governor of the department (Cundinamarca) and the mayor of the city (Bogotá) and asks
students who they are and if they know their names.
WH
• T then gives some pieces of paper with respective names and jobs of people in the pictures. T asks Ss to stick the names and roles next to each
picture.
• T checks and corrects if necessary, then asks Ss: Where do these people work? Do you know the names of their offices? T writes on the whiteboard
the names of the places/ offices.
Images of the
T- Ss
Contextualize governor and the
• T shows Ss real pictures of the places where these people work (Nariño Palace, The Governor´s office and the City Hall) and asks Ss to identify
the topic and mayor should be
those places.
15 practice the shown to help Ss
Pre task
min prepositions of identify them.
• If Ss don’t know the places, T provides the answers and writes the name of the places on the corresponding column on the board.
place (in, near, The same can be done
opposite) with the buildings.
• T asks Ss to discuss with their partner if they know where those buildings are. T provides the following prompts for students to complete orally.
The House of Nariño is in _______________________ neighbourhood / on _________________________ street PW
It is near _____________________________
It´s opposite ____________________________
• T provides an example with the location of the school
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Running dictation
• Ss are organized in pairs. Each pair is assigned one of three pieces of a text previously pasted on a wall outside the classroom with personal
information about a character (President /Governor / Mayor). These texts have to be completed by the teacher following the structure suggested
T might need to revise
in worksheet 4.3a PW
Provide the third person
students present tense
• The pair chooses a secretary (the person writing) and a runner. Runners go out to read the information, come and dictate to the secretary the
15 opportunities to Cards should go to the
Task information they are able to retain.
min develop reading portfolio
and listening T asks a few questions
• Once most Ss finish the dictation, T provides each group with the original text to check their own writing and complete or correct. WH
skills on the characters
presented to check.
SEN adaptation: If there is a S with any walking disability he/she can be the secretary and write what other Ss dictate.
Develop
• T provides worksheet 4.3b and divides the class into groups of at least 3 Ss. T has to be sure each
students
10 member of the group
Wrap up speaking skills • T asks Ss to read the text and fill in the gaps with one of the roles. GW
min has different pieces of
by introducing a
information to share.
person • T asks Ss to discuss what they have learned about the different leaders of the executive branch of government and their responsibilities.
Resources Paragraphs about the President/ the Mayor and the Governor, Personal information cards
Images of the people T is presenting in class and the buildings can be found in the official web pages http://www.cundinamarca.gov.co/
Additional Resources
http://www.bogota.gov.co/
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ADDITIONAL ACTIVITY
Develop
students
15 • T regroups the class into threes, so that information from every person is provided (President, Governor, Mayor). Ss are asked to dictate what is
Wrap up speaking skills GW
min needed for everyone to complete the full worksheet 4.3A.
by introducing a
person

ADDITIONAL ACTIVITY
• In pairs Ss sit back to back. Each S is given, at least one name of a president whose house has previously been identified.
To help Ss with
10 the names of • Ss are then asked to spell names to their classmate.
Warm up PW T checks spelling
min people they
dont' know • Ss are encouraged to check spelling afterwards, and decide who the winner is (the S who made less mistakes both spelling and writing down
spelled out words).
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MODULE: 1
UNIT: 4
SESSION: 4
AIMS: By the end of the session learners will have demonstrated their awareness on what actions good citizens do

• T divides the class in two groups
• Half of the class stands facing the board and the other half stands back to the board. Ss are asked to work in pairs.
T is free to choose
Reinforce • T writes a word on the board. Ss who are facing the board describe this word to their classmates who are expected to guess it. Clues can be the vocabulary to use.
vocabulary provided. Suggested words to
5 min Warm-up presented in PW include in the revision
the previous • The first student to guess the word has to shout it. Then, T writes a different word on the board. game are: mayor,
sessions council, value, citizen.
• After 2-3 guesses, Ss change roles and the game continues.
SEN adaptation: If there is a visual impaired S, T should tell him/her the words on the board so that he/she can also participate in the game.
• T tells students they are going to decide how good citizens they are. T tells students he/she will mention an action that shows good citizenship T-Ss
skills and SS who do this will change places. T might support understanding by miming the action. E.g. Help and old person to cross the street,
Throw trash in the trash can and not on the street, give away things you don’t use, be friendly to the neighbours, Say please and thank you always,
10 To revise good
Pre task etc.
min citizen actions
• Ss listen to the actions and change places if they do them. T encourages Ss who move, to mention the frequency with which they do the actions GW
mentioned. T reminds Ss of the expressions: always, sometimes and never.
• T organizes groups of 3 and asks them to write three questions to survey (worksheet 4.4) their classmates in order to determine what values and
To prepare
behaviours they show as citizens
a survey
10
Task 1 to identify GW
min • As a model question, T writes an example on the board. E.g. How often do you throw trash in the trash can?
citizenship
levels
• T monitors Ss work and supports students
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• Each student in the group chooses asks at least two other students and asks them the questions prepared. T gives instructions to
To find out Ss to split around the
5 values that need • Ss come back to their groups, compare their answers and decide which of the behaviours or values are less practiced by their peers. class, so each S from
Task 2 Mingle
min to be further each group asks the
developed in Ss *Additional activity 2 questions to at least 2
classmates
To share the
results of the SS are asked to share their findings. T elicits Ss’ ideas on what could be done to promote values that need reinforcing.
surveys and
5 min Wrap up WH
foster reflection *Additional activity 1
upon changes
needed
Resources Worksheet 4.4
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ADDITIONAL ACTIVITY 1 INTERACTION TIPS AND MATERIALS
• T divides the class into groups and tells Ss they are going to create a sign to promote values in the school community.
Promote good
15 • T gives out markers and cardboard to each group. T should prepare a
Wrap up 2 citizenship
min GW model sign to show Ss.
values
• Ss prepare their signs, which are later posted around the school.

ADDITIONAL ACTIVITY
To use • Ss work in pairs to prepare a list of the five values an ideal citizen should develop.
information
10 • Based on their list, pairs of Ss come up with a character (name, age, job, etc) who displays all the values they have identified.
Task 3 provided in the PW
min
survey to offer
• Ss change pairs and share the information about their ideal neighbours.
a solution.
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MODULE 1 Traditional games
5
ty and
rsity
al dive
Identi
UNIT
cultur
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TOPIC: Traditional games we can play at school.
MODULE: 1
UNIT: 5
SESSION: 1
AIMS: By the end of the lesson, students will be able to explain the rules of traditional games and choose the games they would like to play at school.

Back spelling
• Ss work in pairs (student A and B). Student A faces the board. Student B is back to the board and to Student B.
• T writes the name of a traditional Colombian game on the board. Student A, who can see the word written on the board, spells it with his/her finger
on student´s B back who then, has to write the word down on a piece of paper.
Introduce • Suggested games: hopscotch, and hide and seek.

vocabulary
5 min Warm-up PW
about traditional • Ss change places and the game continues. S B now spells the words on student A´s back.
games
• Suggested words: cops and robbers, and Tag.
SEN adaptation: If there is a student who can’t control their movements to spell with a finger, he/she can spell out the words for his/her partner
and still enjoy the game. Ss with visual impairments need to be told the words to spell for their classmates. T ensures to make these arrangements
to guarantee everyone’s even participation in the activity.
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• T checks comprehension of the vocabulary revised about traditional games. T is strongly advised to use flashcards to clarify meaning of the
games mentioned earlier.
• Once comprehension of vocabulary is ensured, T asks from Ss the games they have played and elicits from Ss the rules of one of the games
they are familiar with.
T may also show
• T models the use of the following structure to talk about games: a video about
Recycle
In this game, Children can… one traditional game
15 previously
Pre task 1 Children can’t… T-Ss-T before eliciting its
mins learned
Kids usually play it in... rules. (Suggested
structures
Kids never… video: https://www.
Kids sometimes… youtube.com/watch?
v=DrzzlDPgL5Q).
• Ss are encouraged to note down the rules identified.
Explore new
Creating 3D game cards about traditional games GW
vocabulary
• Ss are divided into groups of three and assigned a traditional game (cat and mouse game, hopscotch, tag game and cops and robbers – worksheet
by using the The flashcards are
5.1)
dictionary. in worksheet 5.1.
Different students can
• Everyone is given a copy of the game card about the game their group has been assigned (worksheet 5.1)
15 Organize ideas be given the same
min Task to say the rules flashcard. T prints
• Ss work together to write the rules of their game. They can use dictionaries. Suggested language: (can, cannot) and functions (describing routines,
of the games. out as many copies
Children usually… Children never…). Ss can look at the notes they took in pre-task 1 to use it as a model. T monitors and helps Ss with language if
as needed to ensure
needed.
Use grammar there’s a game card
and vocabulary per student.
• Once group work is finished, Ss work individually to decorate their game cards by colouring them and pasting modelling clay on them to create IW
previously
a fun 3D pop up effect.
learned.
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Onion ring discussion
• T tells SS they are going to share the rules they worked on before with their classmates. T asks Ss to pay careful attention to the instructions since
they are essential for the success of the activity.
• T asks students to stand up in two groups: The first group makes a circle facing outside. The second group stands around facing their classmates,
in an outer circle, like this:
Share and
expand Ss’
10
Wrap up knowledge • T agrees with Ss on a signal to start and stop sharing. E.g. T plays soft background music for Ss to start talking in pairs, T plays music a bit louder
Mins
of traditional to ask Ss to be quiet and stop sharing. Mingle
games
• Once instructions are clear and Ss are already standing in the circles, T signals the beginning of the task and Ss start sharing.
• T lets Ss to share for one or two minutes, so that both Ss (the one in the inner circle and the one in the outer circle) have had the opportunity to
show their 3d game cards and share the rules for their game before asking Ss to stop.
• T ask Ss from the outer circle to rotate clockwise one or two places to change partners. T signals the beginning of the task once again.
• T ensures each S has had have the opportunity to share with at least 2 different classmates before the end of the session.
SEN Adaptation: Ss with motor impairments are placed in the inner circle, so they don´t have to move.
• Students are asked to keep their game cards in their portfolio.

Resources Cut out game cards in Worksheet 5.1, flashcards, modelling clay, paint and paint brushes, colours, glue
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ADDITIONAL ACTIVITY
• Ss work in pairs to prepare a role play between two friends who are talking about their favourite traditional games.
• T writes a conversation template on the board, to help Ss.

Student 1: What’s your favourite traditional game?
PW
Student 2: It’s___________
Student 1: How can you play it?
Student 2: You can…
Provide
Student 1: Where can you play it?
opportunities for
Student 2: You can
language use
Student 1: What are the rules of this game?
15 Student 2: In this game, you can…
Pre-task 2 Explore Ss’ T monitors and helps
min In this game you can’t…
knowledge
Would you like to play it?
of traditional
Student 1: Sure.
games
Student 2: What about your favourite traditional game?
PW-WH
• Ss rehearse their role play.
T-SS-T
• T asks one or two pairs to perform their role play for the whole class.
• T notes down any concurrent mistakes (both referring to the rules of the games mentioned and to pronunciation) and elicits corrections at the
end.

ADDITIONAL ACTIVITY
• When students have finished talking about the games, they vote for the game they would like to play in class.
To practice
10 following rules
Wrap up 2 • Ss are given time to play the game they voted for, in the classroom or in the playground. WH
min to participate
in a game
• T participates in the game, as much as possible. T ensures the rules previously described are followed.
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TOPIC: Toys to play traditional games
MODULE: 1
UNIT: 5
SESSION: 2
AIMS: By the end of the lesson, students will be able to identify the toys required to play some traditional games, give instructions for those games and provide reasons to explain why
they like these games.

• T asks Ss to look at the flashcards and identify the objects he/she is going to describe for them.
• T says: I spy with my little eye… and provides a brief description of the object. Suggested objects to describe are: a ball, the whipping top, a stick,
To Introduce
bottle caps. Before the session, T
vocabulary
pastes the following
necessary for
• T provides the right name of the objects if Ss don´t know them. four flashcards on
10 the session
Warm-up WH different walls around
min
• T drills correct pronunciation. the classroom:
To relate the
whipping top, cup-and-
images with the
SEN adaptation. If there is a visual impaired S, T can bring the objects and pass them on so all Ss can have the opportunity to touch them before ball, dodgeball and
toys names.
he/she provides any descriptions of them. yermis
To develop
reading
• T hands in worksheet 5.2 to each of the Ss. T reads the instructions with the Ss to be sure they understand what is expected.
subskills: IW
5min Pre task 2
reading for
• Ss do the matching activity individually and compare their responses in pairs before checking with all the class.
specific
information. PW
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Modelling toys
• Each student chooses a game from the ones mentioned in the pre-task and writes on his/her notebook 3 reasons why he/she likes it. Ex: I like this
game because I can play it in a park, I can play it with my friends, and I have to run. I usually play it with my friends.
To use
• Each student uses modelling clay to create a toy used in the game they chose. IW When assigning
language
pairs, T makes sure
structures
• Ss work in pairs to show each other their toys and share ideas. each student in the
already learned.
respective pairs has
• T models a likely interaction – prompts are written on the board chosen a different
25 To describe
Task game.
min habits.
CONVERSATION MODEL
Student A: What is that? Conversation model is
To give reasons
Student B: It’s a bottle cap. You can play Yermis with bottle caps. left on the board for
why they like
Student A: Why do you like Yermis? PW Ss to follow it.
the games.
Student B: Because I can play it in a park, I can play it with my friends, and I have to run.
Student A: It sounds fun. How often do you play it?
Student B: I always play it on weekends with my neighbours. What’s that? (the conversation starts again)
SS -T
• T asks Ss to share the games chosen by their peers and the reasons provided for the choice.
15 To report
Task 2
min findings T-SS
• T shares about his/her own favourite game and the reasons why he/she likes it.
Resources Modelling Clay, flashcards, and worksheet 5.2

Additional resources T can find some blogs on internet which give instructions and rules to play traditional Colombian games. Suggested site: https://blog.unbound.org/2013/08/games-children-play-in-colombia/
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ADDITIONAL ACTIVITY
Similarities and differences of games
• T asks Ss to list down all the games they play
IW
• T tells Ss they will work in pairs to identify the similarities and differences of two games from their lists. T explains they will do this using a Venn
Diagram.
• T models the activity by drawing a large Venn diagram on the board and asking Ss to identify the similarities and differences between two games.
E.g. Dodgeball and football. T leads Ss to identify the following features: To play both games you use a ball, so that’s a similarity. In football players T-SS-T
To use
don’t use their hands to throw the ball – A difference. A small group of Ss can play dodgeball – A difference. T asks a S to write these an any other
necessary
15 ideas identified in the corresponding areas of the Venn Diagram on the board.
Task 2 phrases
min
when giving
• Once Ss have understood the instructions, T asks them to carry on with the work. T divides the class into new pairs. Each pair chooses two games
instructions.
out of their lists and draw a Venn diagram to record similarities and differences between those games.
• T monitors and helps students with language required.

PW
• T asks a few Ss to share one of the similarities or differences identified.
SEN Adaptation: Since Ss with visual impairments might find it difficult to produce a written version of a Venn Diagram, T allows them to work in a SS-WH
group of three and contribute with ideas which are later included in the group’s Venn Diagram.
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ADDITIONAL ACTIVITY
• T asks Ss to stand up in the middle of the classroom. T tells them he/she will say a sentence about one of the games in the flashcards, Ss will have
to listen to it, identify the game and run to the place where the picture of that game is.
• The following are samples of the sort of descriptions T could provide about the games:
Dodgeball (Ponchado): You need a ball to play this game.
Yermis: To play this game, you need bottle caps.
To provide • After identifying the games, T asks students:

10 opportunities Have you ever played …. (the name of one of the games previously studied). T-SS
Pre task 1
min for language Do you like it?
use Why?
• The teacher writes on the board possible language required. For example: Yes I have, No, I haven´t. I like playing … because it is funny/interesting/
dynamic.
PW
• After modeling the conversation, T asks Ss to work in pairs to ask each other the same questions about the different games revised.
• T monitors and supports if needed.
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TOPIC: The benefits of playing traditional games
MODULE: 1
UNIT: 5
SESSION: 3
AIMS: By the end of the lesson, students will be able to explain the benefits of playing all the traditional games discussed in previous sessions and provide additional ideas about
those games.
DUCK, DUCK, GOOSE
• Ss sit on the floor forming a circle.
• One of them is chosen “as the picker”.

T has to support Ss
by asking Ss about
• The picker, moves around touching classmates’ heads and saying “duck, duck, duck…”
things they are
To activate
5 min Warm up WH familiar with (from
prior knowledge • Then the picker keeps on moving around the circle, until he/she suddenly touches a classmate’s head and says “goose”.
previous sessions)
and providing clues if
• T gives an instruction to the student who stands up.
needed to help them
answer.
• Eg: Say a traditional toy/Say a traditional game/say the instructions to play Yermis…
SEN adaptation: If there is a S who can’t walk, T can ask him/her to be the picker by saying “duck, duck, duck” while Ss toss an object and suddenly
stopping with the word “goose”.
To introduce
• T pastes flashcards of traditional games on one of the classroom walls. On a different wall T pastes signs with phrases that refer to benefits of
vocabulary
playing games. (e.g. improve eye hand coordination, run and do exercise, be part of a team and make friends, have fun).
• Ss work in pairs to find possible matches. T warns Ss that certain benefits may apply to more than one game. The signs can be letter
PW
size.
• T writes a model conversation on the board:
To recycle
Student A: I think the benefit of Yermis is to have fun. What do you think? The idea of the first
10 previously
Pre-task Student B: I’m not sure. I think the benefit is to run and do exercise. activity is to arouse
min learned
interest. Ss are not
structures.
• T asks some Ss to pick the flashcards from the wall and match them with the benefit signs. Once matches have been made, T asks the whole class expected to think of
WH
to decide whether they agree or not with the decisions made by their classmates. all possible benefits at
this point.
To foster initial
• The game goes on until all matches have been decided.
reflection upon
benefits of
games.
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• T divides the class into groups of four.
• T gives two copies of worksheet 5.3 to every group.

To revise
• Ss cut out the shapes in the worksheets to make a pair of dice. One of the dice will have the written name of a traditional game, the other one with
content T should prepare a
the words: benefit, place, toys, rules, features, reasons to play.
presented pair of dice to show Ss
in previous what he/she expects
• Student take turns to roll the pairs of dice on the floor. Depending on how the dice land, Ss could talk about the place where Yermis is played, the
25 sessions them to do.
Task benefits playing hopscotch brings, the reasons why one should play cops and robbers, etc. T clarifies the expected information for each of the
min GW
prompts on the dice – record is kept on the board.
To promote T throws his/her pair
students’ of dice to demonstrate
• Ss are encouraged to say any of the ideas mentioned in previous sessions or during the pre-task.
speaking what SS are supposed
fluency. to do.
SEN Adaptation: Ss with motor and visual impairments are encouraged to contribute to group work by making use of any other additional skills they
might have. Eg. colouring, pasting, organizing group work, etc.
PW
• T asks Ss to close their ideas for a minute and think about themselves and their families.
Promote self-
reflection upon • T asks Ss to discuss in pairs the following questions: How much active playing time do they share with their families? Have they played any of the
5 min Wrap up S-WH
the session’s games revised with their families? Do they know any other traditional games? Do they think they will benefit from playing any of the games revised?
topic
• T asks a few Ss to share their discussions. T ends the session by sharing about his/her own family and the games they play.
T-SS
Resources Worksheet 5.3, markers and colours, flashcards, glue, scissors

Additional resources In case T needs to watch a video about how to create a cardboard dice, the suggested link is: https://www.youtube.com/watch?v=nlhHBT0EZK8
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ADDITIONAL ACTIVITY
• T asks groups to create a thirty-second TV commercial promoting one of the traditional games discussed. Every S is expected to participate in GW
Foster creative the TV commercial, either speaking, acting out or both.
thinking around
15 min Task 2
the session • Ss’ TV commercials should “sell” the idea of playing the game they promote by mentioning its benefits.
topic GW-WH
• T chooses groups at random and asks them to perform their TV commercials for the whole class.
ADDITIONAL ACTIVITY 2
• T shows Ss flashcards of games (cat and mouse, cup-and-ball, tag game and cops and robbers). In pairs, students look at the image, remember
the games’ names and think of the benefits playing each game might bring.
• Ss take notes of the activities and their benefits in their notebooks. In a box like this:
To provide
further
Game Game Benefit T monitors and helps
discussion
10 min Pre task 2 PW SS’ identifying benefits
about the
and making sentences
benefits of
games
• T asks a few Ss to share one of the benefits identified for a game.
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MODULE: 1
UNIT: 5
SESSION: 4
AIMS: By the end of the lesson, students will be able to talk about traditional games and their ideal neighbourhood using the module 1 content.

• T gives Ss two minutes to write down all the traditional games they remember from previous sessions. Ss are expected to write 8 games:
IW
hopscotch, cup and ball, whipping top, cops and robbers, yermis, dodgeball, tag game, mouse and cat game.
• Ss are asked to compare their lists and notice if they missed any of the games previously studied.
5 Activate prior
Warm-up • T asks Ss to exchange notes and assess each other’s spelling. Misspelled words are counted off.
mins. knowledge PW
• Ss keep a record of the number of games properly remembered (See assessment tool for this Module and unit – Teacher’s handbook)
IW
SEN adaptation: If there is a student with a motor or visual impairments, T may ask them to do this exercise verbally instead.
• T divides the class into groups of 4 or 5 Ss. T gives each group a copy of worksheet 5.4A and some thread.
• T asks groups of Ss assigns one of the traditional games listed to each group.
• Ss draw a representative symbol of the game on the paper t-shirt in the worksheet. They also and come up with a name for their team. Ss cut
out the t-shirt shape and use some thread to hang it on one of the groupmates’ neck. While two Ss in the group design the T-shirt, the others GW
Recycle
remember the rules of the game, the toys used to play it, and prepare some questions to ask classmates about their experience playing the game;
previously T shows Ss a model of
for instance: How often do you play hopscotch? Where can you play it? Would you like to play it?, etc.
25 learned the desired T-shirt.
Task 1
min structures and
• Traditional games championship: Each group is given 3 minutes to present their T-shirts: explain the symbol, share their team’s name, quickly
vocabulary of
mention some rules for the game and ask at least one question to the students who are the audience.
unit 5
• Suggested presentation starters:
Our game is Hopscotch (La golosa) GW-WH
Our team name is “La golosa expert players”.
These are the rules of the game…
We have some questions for you…
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OUR IDEAL NEIGHBORHOOD
T allows Ss to use their
• Ss have previously been asked to bring the models created throughout the module: ideal house, citizen values, etc. and arrange them for an
To use all the notes from previous
15 exhibit.
Task 2 vocabulary, GW sessions to help them
min
functions remember what they
• T asks half of the class to present their work in small groups while the rest of the class is the audience. Then, roles are changed so that presenters
practiced in the learnt.
are now audience.
module
T can use the

• T provides overall feedback on the presentations done by Ss. T rewards Ss by giving each group a trophy (Worksheet 5.4B) awards offered in
To assess what worksheet 5.4B to
Ss learned • Categories for awards can be: praise Ss’ effort and
5 min Wrap up WH
during the Accurate information (providing truthful information) performance.
module Coherent Information (referring directly to the topic assigned) T has to be sure each
Creativity group is given at least
one award.
Resources Materials: worksheets 5.4A and 5.4B, thread, scotch tape.
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81

• Ss are given time to organize all the products they have designed in previous sessions to create an exhibit of a neighbourhood they would like to
live in. The exhibit is prepared in groups: Each group member is in charge of one of the following presentations listed:
1. Their ideal house: Ss prepare to mention the different chores done by children to contribute to the well-being of themselves and their families.
2. Their school: Student prepare to describe some of their rights and responsibilities students in their neighbourhood have.
To give Ss the
15 possibility to
Pre Task 1 3. JAC and their representative, S describes briefly the responsibilities of the representative and how he/she contributes to the well-being of the GW
min share their
neighbourhood.
information
4. Student will highlight the values shown by citizens in this ideal neighbourhood.
5. The student refers to the traditional games played in this neighbourhood
• T ensures Ss use the time to plan their respective speaking part.

ADDITIONAL ACTIVITY
To share
• In case this time is not needed for group presentations, Ss can be given time to put up pictures of their work in a Teacher’s blog or in the school’s
Ss’ projects T-Ss
social network.
10 and give the Wh
Wrap up
min chances to Ss
• T takes pictures of the products designed by Ss and asks each group to provide him/her with a short caption to accompany their shots. Ss names GW
to interact with
are noted along with captions to give them credit for their work.
groups online
2
CYCLE:
DE BOGOTÁ D.C.
worksheet
MODULE 1
WORKSHEETS – LIST
1.1. Mrs. Rodriguez class

1.2 Cut out cards – chores
1.3. Lucy's story
1.4. A 3D model of places in my neighborhood
2.1 Rights and responsibilies – cards
2.2. Who represents me at school
3.1 Our administrative unit
3.2 Self Assessment
4.1A Cut out citizen cards
4.1B Citizenship
4.2 Values and behaviours of a good citizen
4.3A Local Government organizations
4.3B The executive branch of government
4.4 Survey - What kind of citizen are you?
5.1 Traditional games we can play at school
5.2 Toys to play traditional games
5.3 The benefits of traditional games
5.4A Our team’s t-shirt
5.4B Sample awards
worksheet
83
Instructions:
1. Read the text and underline the classroom chore that your teacher has not mentioned.
CYCLE: 2 MODULE: 1 UNIT: 1 SESSION: 1
2. Complete the chart below with the chore that each student does every day of the week.
Mrs. Rodriguez’ Class
1.1 / Mrs. Rodriguez class

In my Science class, everyone has chores in the classroom every day. On Monday Ana sweeps the floor, Martin organizes the chairs and tables, Lucca picks up papers, Carlos opens and closes the
door, Maria takes attendance, Carolina asks for silence and I erase the board and organize the library. On Tuesday I sweep the floor, Ana organizes the chairs and tables, Martin picks up papers,
Lucca opens and closes the door, Carlos takes attendance, Maria asks for silence and Carolina erases the board and organizes the library. On Wednesday Carolina sweeps the floor, I organize
the chairs and tables, Ana picks up papers, Martin opens and closes the door, Lucca takes attendance, Carlos asks for silence and Maria erases the board and organizes the library. On Thursday
Maria sweeps the floor, Carolina organizes the chairs and tables, I pick up papers, Ana opens and closes the door, Martin takes attendance, Lucca asks for silence and Carlos erases the board and
organizes the library. On Friday Carlos sweeps the floor, Maria organizes the chairs and tables, Carolina picks up papers, I open and closes the door, Anna takes attendance, Martin asks for silence
and Lucca erases the board and organizes the library. On Saturday and Sunday, we rest because we do not come to school on the weekends.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Sweeps the floor

ANA
MARTIN
Takes attendance
LUCCA
CARLOS
MARIA
Organizes chairs and tables

CAROLINA
Sweep the floor

ME
worksheet
84
Organize
1.2 / Cut out cards – chores

the chairs Jose
Jorge
la
Marce
Mario
Sara
io
Anton
Maria
Gerardo
Erase Pick
Alicia
Roberto
o
Santiag
the board up papers

!!
Take Ss
hh
hh
attendance
Open Ask for

the door silence
Sweep
the floor
worksheet
85
Instructions: CYCLE: 2 MODULE: 1 UNIT: 1 SESSION: 3

1. Read the text and underline the classroom chore that your teacher has not mentioned.
2. Complete the chart below with the chore that each student does every day of the week.
1.3 / Lucy’s story

PICTURE 1: PICTURE 1:
Lucy’s story
_______ is ___years old. ______ lives in _______. _____ has _____ brother _______ is ___years old. ______ lives in _______. _____ has _____ brother
Lucy is 10 years old. She lives in
Bogota. She has one brother and and ____sister. They live with their ________ and their _____________. and ____sister. They live with their ________ and their _____________.
one sister. They live with their
mother and their grandmother. PICTURE 2: PICTURE 2:
Lucy helps at home doing dif-
ferent chores. On Monday and ______ helps at home doing different chores. On __________ and _________ ______ helps at home doing different chores. On __________ and _________
Friday Lucy cleans her room and
takes out the garbage. On Tues- ______ _________ and ________________. ______ _________ and ________________.
day and Thursday Lucy feeds the
cat. On Wednesday she cleans PICTURE 3: PICTURE 3:
the windows and the bathroom.
On Saturday Lucy folds the laun- On __________ and _______ ______ ________. On __________ and _______ ______ ________.
dry. Every day she makes her
bed and washes the dishes. She PICTURE 4: PICTURE 4:
likes feeding the cat, but she
doesn’t like washing the dishes. On ___________ ___ ____________ and _________. On ________ _______ On ___________ ___ ____________ and _________. On ________ _______
__________. __________.
Our story
PICTURE 5: PICTURE 5:
Every day __________________ and ______________. ____ likes Every day __________________ and ______________. ____ likes
_________________, but ____ doesn’t like ________ __________________, but ____ doesn’t like ________
worksheet
86
1.4 / a 3D model of places in my neighborhood

1. In the space provided, draw a map of your neighbourhood.
2. Label the places you have drawn with numbers and write the names in the chart
3. Choose out of the given materials to make each one of the places in the real model.
Write the materials in the chart.
Fabric Bottle tops Cans Plastic bottles
Glass bottles Plastic bags Different size boxes
POSSIBLE MATERIALS TO USE IN THE REAL MODEL:
Place Number Name Material

Place 0 Eg. School E.g. Cereal boxes
Place 1
Place 2
Place 3
Place 4
worksheet
87
2.1 / Rights and responsibilies – cards

CHILDREN HAVE CHILDREN HAVE CHILDREN HAVE

THE RIGHT… THE RIGHT… THE RIGHT…
to be protected from conflict, to a clean environment, at

cruelty, explotation and home, at school or wherever to be educated
neglect… they are…
AND THE AND THE AND THE

RESPONSIBILITY… RESPONSIBILITY… RESPONSIBILITY…
not to bully or harm each to do what they can to look to learn as much as they can
other after their environment and help others to learn
worksheet
88


to freedom of thought and

to make mistakes to be adequately fed
religion…

to respect other people’s

to learn from their mistakes not to waste food
thoughts and religions.
worksheet
89


to relax, play and join in

to be heard… to proper medical care…
a wide range of activities…

to include everyone in their

to listen to other people to take care of themselves
games and activities
worksheet
90

CHILDREN HAVE CHILDREN HAVE

THE RIGHT… THE RIGHT…
To special care for special

to be loved and respected…
needs
AND THE AND THE

RESPONSIBILITY… RESPONSIBILITY…
to show love and respect to

to be the best they can be
others
worksheet
91
2.2 / Who represents me at school

Schools The highest
Principal Teachers
government authority
Academic Students Student council The coordinators

coordinator
Senior-class
Discipline president The heads of
Academic council
coordinator (personero/ departments
personera)
Head of Coordination The government The students

department council in a school representatives
worksheet
92
Instructions:
1. Complete box 1 in the chart below
2. Read the information these students are giving, and complete boxes 2, 3, 4 and 5
3.1 / Our administrative unit

TASK TWO
OUR ADMINISTRATIVE UNIT
The JAC is Formed The local
voluntarity by the administrativeboard
1. We belong to "localidad" residents of the or “JAL” (“Junta
The community Action Board community Administrativa Local”)
or “JAC” (“Junta de Acción is elected by the
Comunal”) is a organisation A member of the JAC community´s residents
________________________________ which represents is a community leader for a four year period.
neighbourhood resindents at (“dignatario”) It is made up of around
local govermment meetings. seven town councilors
(“Ediles”)
2. JAL 3. JAC
L _ _ _ _ C _ _ _ _ _ _ _ _
A _ _ _ _ _ _ _ _ _ _ _ _ _ A _ _ _ _ _
B _ _ _ _ B _ _ _ _
4. 5.
T_ _ _ _ C _ _ _ _ _ _ _ _
The JAL represents
C _ _ _ _ _ _ _ _ _ L _ _ _ _ _ _ the local residents
by communicating
issues of concern to
the Mayor and the Both the JAL and the
city`s Council JAC work for the benefit
of the community,
but the JAC focuses
TASK ONE on its sector or
neighbourhood
worksheet
93

1. The following is a proposal for self-assessment and teacher´s assessment
Self Assessment
3.2 / Self Assessment

LEVEL OF PERFORMANCE
ASSESSMENT CRITERIA
Very successful Successful Needs improvement
My communication with my partners was
My participation in the group was
I accept criticism
My understanding of the different situations was
Teacher assessment:
Students are evaluated on their ability to:
• Work collaboratively in the group
• Communicate effectively with the group
• Use vocabulary and expressions learned during the previous sessions
worksheet
94

1. Cut out the words and group them into categories
2. Cut out the words to make four different definitions of citizenship.
4.1A / Cut out citizen cards

President Mother Senators
Brothers Grandparents Teacher
Students Parents Town councillors (ediles)
Head master Ministers Sisters
Head mistress Father Mayors
And protection of
A resident Who legally A city
a country
A person Of a state who Has the rights A country
A member Who Belongs to And obligations
A person Of Has rights Or town
worksheet
95
A citizen is a member of a political community. Citizenship is obtained
4.1B / Citizenship
by completing the legal requirements of a national, state, or local
government. A nation gives certain rights and privileges to its citizens.
Citizens have to obey their country’s laws and defend their country
against its enemies.
In some countries, citizenship can mean a citizen has the right to

vote. Citizenship does not only refer to our rights and responsibilities
but it also refers to our social and moral behaviour. As a citizen of
a community or state, you have to put into practice your rights and
respect the rights of others. You can participate in the improvement
of the quality of political and civic life in your community and/or state.
Adapted from http://teacher.scholastic.com/activities/government/civics.htm and http://www.greenschoolsireland.org/global-citizenship/

what-is-a-citizen.369.html
worksheet
96
4.2 / Values and behaviours of a good citizen

1. Read out the situations on the left column of the chart below, and then match them to the
character traits they exemplify.
2. What are your personal values?
SITUATION CHARACTER TRAIT DISPLAYED
Juan plays football and he has a competition in one week. He trains three hours every day, eats well and sleeps well.
OBEDIENT
Juan is _____________
Sonia is sitting on her desk and Manuel is playing with another boy. Suddenly Manuel steps on Sonia’s foot. Sonia is not happy about it but she doesn’t say anything.
HONEST
Sonia is ____________
Every time we want to participate in class, we raise our hands.

TOLERANT
We are ______________
I do the things my mother asks me to do immediately

RESPECTFUL
I’m ____________
Jose is going to the shop. The lady in front of him drops some money. He picks the money up and calls the lady.
HARD WORKING
Jose is ______________
I want to be better every day. So, from now on I’m

This is me These are my values
going to…
a. Draw a picture of yourself. Honesty

b. Tick ( ) the values that you
think you display every day. Respect
c. Write a resolution about
Obedience
one of the things you want
to do to be a better citizen. Tolerance
ard work
_________
_________
worksheet
97
4.3A / Local Government organizations

Mr / Mrs. ______________ is _____________________________________________________

GROUP 1
He/she is from_________________________________________________
He/she is_____________________________________________ years old
He/she is a____________________________________________ (profession)
He/she was elected in ___________________________________ (year)
Mr / Mrs. ______________ is _____________________________________________________

GROUP 2
He/she is from_________________________________________________
Mr / Mrs. ______________ is _____________________________________________________

GROUP 3
He/she is from_________________________________________________
worksheet
98
4.3B / The executive branch of government

Read the descriptions below and fill in the gaps with: Major, Governor,
President
According to the Colombian Constitution of 1991, Article 188: The

____________________________ is the head of state, head of
government and Supreme Administrative Authority. He/She has the
responsibility to defend and protect the nation’s laws, and to guarantee
and protect the Rights and Liberties of all the Colombian nationals.

____________________________ is the chief authority of the
Department. He/She is responsible for presenting the Departmental
Assembly with plans to foster the economic and social development
of the department and to ensure any laws given by the President are
followed.

____________________________ is the chief Police officer and
authority in the municipality. He/She is responsible for keeping order
and ensuring laws given by the President and the Governor are followed.
He/She also prepares plans for economic and social development to
the City’s council.
worksheet
99
4.4 / Survey - What kind of citizen are you?

Student´s names Always Sometimes Never
worksheet
100
5.1 / Traditional games we can play at school

Cat and mouse game Hopscotch Tag game Cops and robbers
(El Gato y el Ratón) (Rayuela – Golosa) (La Lleva) (Soldado Libertador)
RULES OF THE GAME RULES OF THE GAME RULES OF THE GAME RULES OF THE GAME
worksheet
101
Instructions:
5.2 / Toys to play traditional games

1. Draw a line to match the instructions of the games with the toys
Instructions: Instructions:
Game: Whipping top Game: cup-and-ball

1. Wind a string around the top. 1. Throw the cup up in the air.
2. Throw the top toward the ground. 2. Catch the cup with the stick.
Instructions: Instructions:
Game: Yermis Game: Dodgeball

1. Throw the ball to your friends. 1. One boy or girl carries a ball.
2. Hit the bottle caps with a ball. 2. The boy tries to hit the other friend with the ball.
worksheet
102
5.3 / The benefits of traditional games

worksheet
103
5.4A / Our team’s t-shirt

worksheet
104
5.4B / Sample awards

Congrats! Congrats! Congrats!
Accuracy award Coherence award Creativity award
MODULE 2 Food around me
1
les
lifesty
y
UNIT
Health
ALCALDÍA MAYOR
DE BOGOTÁ D.C.
MODULE 2
Word Bank
Food item
Fruits
Play
Practice
Neighbourhood
Dangerous
4
Vegetables Play Weekly
Meat Do Schedule
Milk Go
Cheese Chess
Sugar Comfortable
Dairy products Appropriate
Nuts Clean
Grains Safe
Greasy Health
Carrot Fitness plan
Salty Sport facilities
Hidden fats Feelings
Balanced diet Emotions
Menu Happy
1
Leisure activity Sad
Do Angry
Practice Mad
Visit Anxious
Watch Sick
Go on Thirsty
Listen Shy
Funfair Tired
Social In love
Cognitive Anxiety
Creative Healthy
Physical Unhealthy
Benefits Lifestyle
Sports Active
Equipment Healthy habits
CYCLE:
107
TOPIC: Types of food
MODULE: 2
UNIT: 1
SESSION: 1
AIMS: By the end of the session, Ss will be able to name and classify some fruits and vegetables, and express which is their favourite.

• T projects a picture with different food items T names each item as they appear. Ss repeat after him/her. If there is no access to Internet or video
beam the teacher could print the pictures and show them as flashcards to the Ss. T-SS
Determine The T looks for and
• T gives Ss 30 seconds to look at the picture and try to memorize the items in it. Then T switches the video beam off. IW
the language prints out pictures of
5 min Warm up Ss have and different food items.
• T asks Ss to list down all the food items they remember. SS-T
introduce some T can also use food
new vocabulary. related flashcards.
• T shows the picture again and elicits the names so that complete list is written on the board. T-SS
• Ss check their answers the answers, T drills pronunciation.

• Ss are given a worksheet 1.1 and asked to label the pictures. Ss compare in pairs before checking with the whole class. Note: this worksheet
should go to the portfolio
• T divides the class into groups of four and hands in pictures of different types of meat, dairy products, fruits, vegetables and drinks to each group.
T tells Ss to classify the pictures in groups as they consider they should go and paste the pictures on a cardboard. While Ss work, T goes
IW
to each group and
• Now T asks Ss to draw a 4- column chart, each representing a type of food (meat, cheese and dairy products, fruits, vegetables, drinks, nuts and supports them as
PW
Introduce new grains). Ss check the names of the products with the teacher (drilling pronunciation). required
20 vocabulary that
Pre task GW
min would be useful • T asks Ss to write the names of the food items already presented under the column they consider they belong to and explain why they were
for the task grouped that way. If there is no internet
access T can print the
T-Ss
• Once all the items are placed T checks and makes any necessary changes. information so Ss can
read it
• If necessary T can use the following link as a reference since it contains different types of food and relevant information about each:
http://www.foodsafety.gov/keep/types/
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• T tells Ss to pretend they have been given a certain amount of money to buy food items for their family, at the same time they have one product T-Ss
to sell.
Ss can be given some
• Ss individually decide which food item they sale, the quantity available and the price they will charge. They write this information down. Ss also
time to copy the
Provide write a list of the products they need to buy and their quantities. T suggests Ss buy / sell the food items in worksheet 1.1
expressions on their
15 opportunities
Task 1 note books at the end
min for language • T writes language needed on the board: IW
of the task.
use Do you have any …? How much is it? Can you please give me…? Thanks.
Yes, I do. It’s …. Pesos. Here you are.
I’m sorry, I don’t sell … I´m afraid I don´t have any …
Mingle
• Ss mingle to buy and sell what they need.
• T asks Ss to compare the number of products they were able to buy with the same amount of money.
Foster reflection PW
upon food
5 min Wrap up • T invites Ss to decide who made smarter choices regarding food items both with regards to price and variety of food types and to report them
choices made S-WH
the whole class.
by Ss
Resources Video beam or flashcards, worksheet 1.1, pictures of food items

Additional resources T should find relevant information about different types of food. Here is a recommended link: http://www.foodsafety.gov/keep/types/
2
CYCLE:
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109

ADDITIONAL ACTIVITY
• T displays a chart with price ranges for food items such as rice, meat, sugar, coffee, tomato, carrot, guava etc. in different places of the city.E.g. a
supermarket (D1, Jumbo or Exito), a market (Paloquemao market, 7 de Agosto market) and a neighbourhood store.
Make the GW
• Divided by groups, Ss are assigned one of these places and asked to decide how much each food item is worth.
students
15 aware of food Mingle
Task 2 • Ss are then asked to walk around the classroom asking others “How much is _______ in ________________?
min item prices in
different places S-WH
• SS later report prices per place.
of the city
SEN ADAPTATION: If there is a S who cannot walk around the classroom, T tells him/her to keep in his/her desk, and sends some students to ask him/
her about the information he/she has.

ADDITIONAL ACTIVITY
• T tells the students to think about some food items they buy at home. T elicits food items from Ss and ensures they are written on the board.
Provide • T writes model question on the board:

T-SS Before Ss start asking
students with How many eggs do your parents buy a week? A dozen.
and answering T may
10 a realistic How much rice do your parents buy a week? 3 kilos
Task 3 decide to work on
min situation to
PW pronunciation of the
express food • In pairs Ss ask and answer the questions about quantity of food items per week in their respective homes.
items on the board
quantities
• T asks a few ss to report findings about quantity of food items bought by their partners’ relatives a week.
2
CYCLE:
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110
TOPIC: How healthy is the food that is sold in our neighbourhood.
MODULE: 2
UNIT: 1
SESSION: 2
AIMS: By the end of the session, students will expand their vocabulary on food and analyse the nutritional facts of food sold in their neighbourhood.

Review T must make sure Ss
• T tells Ss they are going to play a memory game. Using the vocabulary related to food they learnt in class, T says “I´m going to the supermarket WH
10 vocabulary form don´t repeat items and
Warm up and I´m going to buy some carrots” The first student on the row must say the same and add another food item and the second one too and so on…
min the previous keep focused on the
The student who forgets one item is out of the game.
lesson game
Provide • T asks Ss to give him/her the name of a supermarket they all know. T writes the name on the board.
WH
students with
T-S
an example of • T asks Ss to name the food items they can find in that supermarket and he/she writes them on the board in a column. In front of each item Ss write The T can add more
15
Pre- task the language an appropriate adjective. Example: “salty chips” adjectives that Ss
min
and the work don´t know.
IW
expected from Note: Ss can be given some time to copy any new vocabulary on their notebooks.
them
• T asks Ss to write down the name of the food packaging they brought from home.
GW
To make sure Ss
Make students • T asks Ss to work in groups of four to classify the items into the food groups they belong to (fruits, grains, vegetables, protein, dairy or Junk
consolidate the
aware of food: food with fat, salt & sugar)
vocabulary T very
15 how healthy
Task 1 quickly talks about
min is the food • Ss decide how healthy or unhealthy food items are. Healthy -food items they should eat more frequently, unhealthy those which should be
IW advantages and
sold in their eaten in small amounts.
disadvantages of the
neighbourhood
food mentioned by Ss.
• Ss provide reasons for their choices.
“ I eat _____________ because it is healthy. “I don´t eat _______ because it is unhealthy”
2
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111

• T asks Ss to discuss any learning points from the activities done in small groups. Ss should draw conclusions regarding the food choices they GW
Draw should make to be healthy.
If Ss have problem
conclusions
recalling the
5 min Wrap up about healthy • T asks some Ss to share their conclusions with all the glass. S-WH
vocabulary in English,
/ unhealthy
T helps them
eating • T reminds Ss to be healthy they don’t need to spend a big amount of money, they just need to learn to make good choices and try as much as T-SS
possible to include vegetables and fruit in their plates.
Resources Empty bags and boxes, worksheet 1.2
Additional Resources T must find a link with listening exercises with questions and answers about lunch, dinner and breakfast. This is a suggested link: http://www.123listening.com/freeaudio/food-3.mp3
2
CYCLE:
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112

ADDITIONAL ACTIVITY
• T tells Ss to take at least three food packages (bags and boxes) brought from home to analyse in pairs.
• Ss write down in a chart the nutritional facts each product has. T helps Ss to identify Spanish equivalents for the following descriptive labels in their
food packages: vitamins and minerals, carbohydrates, sodium, protein, fat, and sugar.
• Ss put all the information collected in a chart like this. PW
Make students Food item Vitamins and Carbohydrates Sodium Protein Fat Sugar
minerals The T can bring extra
aware of the
15 bags and boxes for
Task 2 nutritional facts Potato chips Potassium 10% 5% 10% 0% 16% 0%
min those students who
on the food they Vitamin C 10% don´t bring theirs
eat everyday
S-WH
• T reminds Ss that as a thumb rule small percentages of sodium, fat and sugar per serving are considered to be healthy. Pairs of Ss rank their
products from the healthiest to the least healthy using the information collected in their charts.
• T monitors the activity.
• T asks a few Ss to report the first two items in their ranking.

ADDITIONAL ACTIVITY
• T asks Ss to make groups of three with partners who live next to each other.
GW
Make students • T asks Ss to identify 3 places where food is sold in their neighbourhood and complete worksheet 1.2. They should also mention the food items While Ss work T
aware of the sold and tick the ones they consider to be healthy. encourages them
10 healthy food to work with the
Task 3
min they can • T monitors Ss’ work GW-GW vocabulary they
find in their already know and
neighbourhood • Ss compare their responses with members from other groups. SS-WH helps when necessary
• Students report their conclusions.
2
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113
TOPIC: The value of eating the right foods and balancing daily meals.
MODULE: 2
UNIT: 1
SESSION: 3
AIMS: By the end of the session, students will be aware of the importance of eating healthy food and will be familiar with vocabulary related to the topic

• T divides the group in two and asks them to make two lines in front of the board
• T gives a marker to the first student on each line
• T writes a word (related to food) and the first student goes to the board and writes the word, then passes the marker to the partner that was behind
him/her and has to write another item food beginning with the last letter of the one the teacher gave and so on.
Sugar For this game T must

Review Rice make sure each line
10 vocabulary from Egg of Ss keeps a distance
Warm up WH
min the previous Grapes with the other so they
lesson work without looking
• If one of the students cannot remember any word, s/he has to pass the marker to the next one at the others´ list
• Points are given to the group with more items.
• T at the end drills pronunciation.
SEN adaptation: If there is a student with a physical impairment for running, s/he should be asked to stand by the board and/or dictate his/her word
to another classmate who will write it for him/her.
• T asks Ss to discuss in pairs reasons why it is important to eat healthy food”
• T asks one or two Ss to share one of their ideas with the class. T writes key words mentioned by students, on the board.
PW
make students • T hands in to Ss Worksheet 1.3 and asks pairs of Ss to read the text on top and underline the sentences that indicate benefits of eating healthy
15 recognize food. Worksheets should be
Pre-Task 1
min healthy food collected and placed
and its benefits • T helps to clarify vocabulary if needed. T-SS in Ss’ portfolios
• T asks Ss to compare their initial ideas of benefits of healthy food with the ones presented in the text.
2
CYCLE:
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114
• T asks Ss in groups of three to recall the snacks they are given at school (“refrigerio”).
• Ss then, think of their two favourite snacks and draw their ingredients on the first two empty dishes in Worksheet 1.3.
GW
T tells Ss in advance to
• Then, Ss design a new snack they would like to be given. They draw it on the third empty dish in the Worksheet.
Make students bring the dictionary so
15
Task 1 aware of their they can work faster
min • T encourages Ss to use their dictionaries, if necessary to find the names of any ingredients in their new snack. IW
healthy habits
• Early finishers can be asked to classify the ingredients of their proposed snack according to the categories on the table in the worksheet. WH
• T asks Ss to look at the worksheet again and decide the most important reason for them to have healthy habits.
IW
To express
5 min Wrap up the benefits of • T asks Ss to write a sentence on their notebooks about it. T models “I plan to eat healthy food because…”
SS-WH
healthy food
• T asks a few Ss to read out their sentences.
Resources Dictionaries, flashcards of food items, worksheet 1.3
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ADDITIONAL ACTIVITY
• T divides the class into groups of 4.
• T asks Ss to write a list of the food items which provide the benefits mentioned in the text (worksheet 1.3)
Make students
• Ss list the food items and think of their benefits The T can use
10 distinguish
Pre-Task 2 GW flashcards with
min healthy and
• T monitors to make sure all the students talk. pictures of food items
unhealthy food
• T can help Ss by displaying pictures of healthy and unhealthy food to spark ideas.
• One representative from each group reads out 1 or 2 items from their list

ADDITIONAL ACTIVITY
• Ss mingle to share their ideas for a healthy snack to at least three different classmates.
Ex: “This is the snack we created. It has… Would you like it?”
Make students Mingle
15
Task 2 review • T monitors and supports if needed.
min
vocabulary SS-WH
• T asks some students to report about their favourite snack proposals.
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MODULE: 2
UNIT: 1
SESSION: 4
AIMS: By the end of the session students will have agreed and planned a balanced weekly menu.

• To activate previous knowledge, T asks Ss to write down three words they remember from the previous sessions about healthy food.
T is strongly advised
Get students
• T now asks Ss to work in pairs. They should describe their words for their classmates to guess by providing them with clues. Ex. “This is a fruit. It to provide a model
to review
is red. It’s healthy. It has lots of vitamins – Apple”, “This is a type of food. Its first letter is D. Cheese, milk and yoghurt belong to this group – Dairy” IW for Ss. He/She should
language from
10 write a word on a
Warm up the previous
min • T monitors and offers help if needed. PW piece of paper and
sessions and
describe it in simple
introduce new
• T asks some Ss to share their descriptions with the whole class language for ss to
one
guess.
• T shows Ss a meal plan. If the school has a restaurant, T could refer to the weekly lunch plan the school offers.
Ex: Sample Colombian lunch plan for three days
Monday Tuesday Wednesday

•Vegetable soup •Stewed red beans •Stewed lentils
•Rice •Rice •Beet root and carrot mayonnaise salad
•Tomato, Cucumber, lettuce salad •Carrot, lettuce, tomato, Onion salad •Rice
•Grilled chicken •Meat balls •Steak with onion, tomato and red pepper
•Mango juice •Lemonade sauce In preparation for this
Provide
•Fried plantain slices T-SS session, T prepares a
students the
10 •Feijoa juice weekly lunch plan that
Pre- task 1 input they need
min GW relates to the kind of
for the coming
º food Ss actually eat at
activity
• T divides the class into five groups (Monday to Friday) and gives each group a lunch plan for the day they have been assigned. home.
• Ss are asked to identify the food groups the different items in their lunch plan belong to. T reminds Ss of the main 5 food groups: fruits, vegetables,
grains, protein, dairy.
• T asks Ss from each group to report their classification of the food items
SEN Adaptation: Ss with visual impairments can be distributed into the different groups and food items in the plan read out for them, so they can
help with the classification of food items.
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• T now asks Ss to think of a whole meal plan for their assigned day of the week. T reminds Ss of the importance of choosing healthy food.
Provide
GW
students with
• Each group prepares their meal plan on a piece of cardboard. T must help and
20 a possibility of
Task 1 support Ss since the
min using language
*Additional activity 2 may lack vocabulary
in a meaningful
WH to express their ideas
context
• Groups are asked to post their meal plans on a wall.
• Ss go to the wall and read carefully each menu.
IW
Make students • Ss then decide which of the meal plans is the healthiest.
5 min Wrap up recognise
PW
healthy menus • T asks Ss to compare their choice in pairs.
S-WH
• Some Ss are asked to share their decisions.
Resources Handout, cardboard, markers, worksheet 1.4
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ADDITIONAL ACTIVITY
• T divides the class into pairs.
Provide the • T hands out worksheet 1.4 in which Ss must place words in the corresponding category-: type of food, adj. and nouns related to food, servings and PW
10 students with quantities and, body parts and illnesses. T may clarify
Pre-Task 2
min vocabulary for vocabulary if needed
WH
balanced diet • Ss categorize the words.
• T monitors students’ work and supports when necessary

ADDITIONAL ACTIVITY
• Ss from each group present their menu to the rest of the class. Ss may say something like “On Wednesday we suggest to eat ___________,
GW-WH
___________, ______________ and ______________”.
Get students 2 min per
15
Task 2 review group
min • After each presentation, T asks Ss to think of the food items presented and identify the different food groups in it. T reminds Ss healthy meals
vocabulary food
should have all the five groups, favouring vegetables and fruit.
IW
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MODULE 2 Leisure activities
2
les
lifesty
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UNIT
Health
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TOPIC: Free time activities I do
MODULE: 2
UNIT: 2
SESSION: 1
AIMS: By the end of the session, learners will expand their knowledge, understanding and use of vocabulary about leisure activities.

• T tells the Ss they session is about leisure time activities
• T cuts up the words in the worksheet 2.1A and places them in a paper bag, a hat or a cup
• T divides the group in two teams

T can also decide
Identify the GW to show the same
• A member of the team takes a slip of paper out of the bag and mimes it for their group for half a minute. If the group does not guess the word, the
vocabulary word to one S from
10 opponent group gets the chance to do it.
Warm up students know each team and give
min
and introduce T-SS both the same time
• T writes down the words Ss guess one side of the board
new one so everyone has the
opportunity to guess
• When all the words have been identified, T drills the pronunciation.
SEN adaptation: If there is a student who cannot stand up to mime, s/he may draw a picture which represents the word in half a minute and his/her
group guesses the word.
• T writes down the word “leisure” on the board and elicits its meaning from Ss.
Introduce
If some Ss still
students to • T clarifies if necessary.
WH have difficulties
the concept
10 differentiating the
Pre –task 1 of leisure and • T look at the list of leisure activities on the board and T asks them to think of their favourite activities.
min PW type of activities while
provide them
working teacher offers
with more • T gives out a copy of the chart on worksheet 2.1A and asks Ss to work in pairs to classify the activities into the different categories
support
vocabulary
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To give Ss a
purpose for
• T asks Ss to work in pairs to design a crossword with 6 leisure activities (3 across and 3 down).
communicating
T can show pictures
15 with their
Task 1 • Ss draw two copies of the same grid, one with simple clues or pictures of the words across and the other one with the clues or pictures of the PW of the vocabulary
min partners
words down. presented (flashcards)
and practice
language
• T monitors to ensure both Ss prepare their respective grids and clues
learned
• T asks Ss to exchange their crosswords with another pair of Ss.

To recycle
PW
10 vocabulary
Wrap up • Ss take turns to read out the clues or show the pictures to each other to cooperatively solve their classmates’ crossword puzzles.
min presented in the
Ss-T
session
• T ends up the session by asking Ss about their favourite leisure activity.
Resources Worksheets 2.1A and 2.1B a paper bag, a hat or a cup
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ADDITIONAL ACTIVITY
• T hands in a worksheet 2.1B for students to do a secret code activity. T monitors and helps when necessary
Recognise • T checks the answers with the whole group and asks Ss to put the activities that appear in the worksheet under the corresponding column of the IW
10 PW
Pre Task 2 leisure activities classification activity
min SS-T
vocabulary
• Before checking answers with all the class, Ss compare in pairs

ADDITIONAL ACTIVITY
• T asks Ss to look at their classification table and tick five of the activities they do very often.
• T writes model questions and answers on the board:

Do you like …?
Yes, I do. I always / usually do it. I love …
To find out IW
15 No, I don’t
Task 2 what Ss’ leisure
min
activities are PW
• Ss get into pairs and take turns to ask each other.
• T asks some Ss to report their answers to the whole class.
• T models: “…. likes …, but he/she doesn’t like … in his/her leisure time”
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TOPIC: Can I give it a try?
MODULE: 2
UNIT: 2
SESSION: 2
AIMS: By the end of the session, students will talk about things they would like to try in their free time.
• T divides the class into groups.

Before the session
Revise • T asks groups to send a representative. T says the name of one of the leisure activities on the board. T pastes some
vocabulary flashcards of leisure
5 min Warm up WH
previously • Representatives run to the board to either take the flashcard or circle the word. activities on the board
studied or writes their names
Note: As Ss can get overexcited with this activity, T can decide to ask them to touch with their finger the word or picture instead, and so prevent on the board
disruptive behaviour.
IW
Review
• T asks Ss to work individually to complete the word web about free time activities in worksheet 2.2
10 vocabulary from
Lead in
min the previous PW
• Before handing in the worksheets, T demonstrates the activity with th whole class.
session
SS-T
• Ss compare their answers in pairs before checking the whole class
• T tells Ss they are going to watch a video about different activities they can do in their free time. (The suggested video is available at
http://learnenglishkids.britishcouncil.org/en/speak/the-funfair
• T, however, can decide to use a different video).

IW
Motivate • In case of using the suggested video, T asks Ss if they know what a Funfair is. T tells Ss they are going to watch a video of two kids in a funfair. T
students and plays the video and asks Ss to focus on the different activities the kids on the video do.
10 PW
Pre-task 1 prepare them
min
for the coming Note: As the video has subtitles of what is said, T tells Ss to focus on it to take notes of the activities the kids do
SS-WH
task
• When the video finishes T asks Ss to individually write down the activities they have observed.
• T asks Ss to compare their answers in pairs
• Some Ss are asked to report their answers to the whole class.
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Make students
• T models the task by showing Ss pictures of leisure activities he/she hasn’t done. “I have never done this. I would like to try bird watching, playing
talk about the T monitors and helps
10 badminton and tree shaping” IW
Task 1 leisure activities Ss with the vocabulary
min
they would like they don´t know
• T asks Ss to think of three activities they haven´t done in their free time but they would like to try.
to try
GW
• Ss then, prepare a visual of three leisure activities they would like to try.
Make students
decide on
10 leisure activities
Wrap up • T asks Ss to make group of 5 to show their pictures and share the activities they would like to try. WH
min they would or
wouldn’t like
trying
Resources Video, computers, Worksheet 2.2
Suggested video story to show: http://learnenglishkids.britishcouncil.org/en/speak/the-funfair
Additional Resources This video shows two kids visiting a funfair and along their visit they do different activities which Ss must take note of.
T should look for unusual leisure activities. This is a recommended link: http://www.kaplaninternational.com/blog/fun-facts-unusual-hobbies/
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ADDITIONAL ACTIVITY
• T mentions a leisure activity and asks Ss to move to his/her right if they would like trying an activity or to his/her left if they wouldn’t like doing it.
T may decide to
Get students • T models the sentence: “horse riding - I would like trying horse riding / I wouldn´t like trying horse riding T-SS
10 prepare a list of
Pre-task 2 recognise some SS-WH
min activities s/he will tell
leisure activities • T then asks other Ss to name the activities to keep the game going.
Ss
• T elicits reasons for doing / not doing the activities mentioned.

ADDITIONAL ACTIVITY
• T divides the class in two groups. Ss make two lines one in front of the other one.
• T hands out one line, pictures of very weird leisure activities and slides with the name of the activities, to the other line
To express • Ss walk around the classroom trying to find their match T looks for ideas of
unusual leisure uncommon leisure
GW
15 activities • When Ss find their match they work in pair to decide whether they would like to try that leisure activity or not activities Ss could
Task 2
min they would or try. A suggested site
wouldn´t like • T models the sentence “We would like to try____________ because it is ________________” or “I wouldn´t like to try ______ because it is is mentioned in the
PW
to try __________” resources.
• In their pairs students express their ideas
SEN adaptation: In case there are SS with physical impairments who can’t move, T sends other Ss to approach to them.
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TOPIC: Leisure and community activities
MODULE: 2
UNIT: 2
SESSION: 3
AIMS: By the end of the session, children will be aware of the importance of promoting the participation of leisure activities in their community

• T draws a word web with the words “Types of leisure Activity” in the middle and four circles coming out of it. The circles are labelled: social,
Suggested words:
cognitive, creative and physical
reading, swimming,
singing, painting,
10 Review previous • T gives each S a card with a word to stick in the correct circle on the board.
Warm up WH crafts, aerobics, short
min vocabulary
trips, gymnastics,
• T checks the answers provided by the Ss.
going to concerts,
football, theatre
Note: Ss can be given some time to copy the chart on their notebooks
IW
Raise • T gives Ss a handout with some phrases related to the benefits of leisure activities for Ss to complete with the words provided in worksheet 2.3
10 awareness on
Pre-task 1
min the importance • T asks Ss to compare their answers with a partner. Then, they work together to write another benefit of leisure activities.
PW
of leisure time
• T asks one of the pairs to read aloud their answers and make sure they are clear for all the students.
Make Ss *Additional activity 1

aware of the
importance of • T divides the class into groups of 5
15
Task 1 participating GW
min
in activities • T asks groups to choose an activity they think their community would benefit from doing in their leisure time
offered in their
neighbourhood • Ss prepare a visual to invite their neighbours to participate in this activity. They can include words and pictures in their visual.
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• Ss put up their visuals on the wall. They place a blank piece of paper underneath.
• Ss move around looking at each other’s visuals. Then, they decide which of the invitations to accept, by writing their names in the blank piece of
WH
To choose paper. Ss can only choose one of the activities.
leisure activities
5 min Wrap up for children and • The visual that ends up with the larger number of names registered is announced as the winner.
adults in their
T-SS
community • T provides a final comment inviting Ss to share the importance of leisure activities with their families.
SEN Adaptation: Ss with visual impairments need to have the visuals described, so the T ensures somebody does that for them, so they can decide
which of the activities to take on.
Resources Worksheet 2.3, Butcher paper, markers, coloured pencils
T should find a video with leisure activities. Here it is a suggested link: https://www.youtube.com/watch?v=tiXAWq852Ts: this video shows leisure activities and names them as well so students can clarify
meaning and pronunciation.
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ADDITIONAL ACTIVITY
• T asks Ss to choose three members of their family and suggest two leisure activities they could do.
Make students IW T could do
suggest leisure • Ss write their ideas on their notebooks quick review of
10
Task 2 activities to vocabulary related
min
people in their • T models the sentence “My uncle could go swimming and try painting because he likes painting and he needs to lose some weight.” PW to family members if
families necessary.
• T asks Ss to get into pairs and share about their relatives

ADDITIONAL ACTIVITY
• T asks Ss to draw a chart like the following:
Saturday Sunday
Cycling
Playing video games
Hiking
IW
Make students
15
Pre-task 2 review leaned
min • Ss complete the chart with two other activities. Then, they tick one of the days they would like to do the activities listed. They should end with 5
vocabulary
ticks. PW
• Ss get into pairs and take turns to ask each other about their plans for the weekend. They follow the model dialogue written by the teacher on
the board:
Student A: Are you cycling on Saturday?
Student B: Yes, I am / No, I’m afraid I’m not
What about you? Are you hiking on Sunday?
• Teacher reminds Ss of the expression: Really, me too!
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MODULE: 2
UNIT: 2
SESSION: 4
AIMS: By the end of the session, students will have revised vocabulary from the previous sessions.

• T dictates 6 leisure activities.
To make IW
• Ss write down the activities and then swap notebooks with a classmate to check each other’s spelling.
10 students check
Warm up
min spelling of the PW
• T shows the words on the board to help Ss check if their classmates spelling is correct.
vocabulary
• The students who have the fewest number of mistakes are the winners.
• T asks Ss to make groups
GW While the T monitors
• Ss take their notebooks and their portfolios in order to revise the vocabulary they have learned in previous sessions of the unit
Get the students Ss work. S/he makes
10
Pre-Task 1 check the a careful revision to
min • Ss compare their notes and complete or add where necessary.
vocabulary make sure weak Ss
WH have complete notes
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• T divides the class into 3 groups
• T assigns each group a specific topic (Leisure activities – benefits of leisure time - places for leisure)
• Ss make a list of words (10 /15) that correspond to their topic

GW The displayed work
Make students should remain in the
20 • T tells Ss to make a wordle (word cloud) with the vocabulary in their list. T should display a model of a wordle to clarify what learners are expected
Task 1 use the learned classroom for several
min to do. (http://www.wordle.net/) If several computers are not available, Ss can create their word clouds by cutting letters from a magazine to write
vocabulary WH days so that Ss can
the words in different fonts.
see it for long time
• When every group has finished, they display their wordless by pasting them around the classroom.
SEN adaptation: Ss with visual impairments can contribute by helping to create the list of words. They might use modelling clay to create 3D letters
to include in the wordle.
To consolidate
5 min Wrap up the learned • T asks Ss to work in pairs and move around the wordles taking turns to describe words from them for their classmates to guess. PW
vocabulary
Resources Portfolios, notebooks, paper, scissors, markers, newspapers or magazines, glue, modelling clay.
T should find pictures of leisure activities. This is a suggested link (http://busyteacher.org/6866-hobbies-and-leisure-activities.html) which contains a list of leisure activities with their pictures which teacher
Additional Resources can use to show to the Ss or can download to print in case there is no Internet access.
Pictures of leisure activities and the places where they can be practised.
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ADDITIONAL ACTIVITY
• T divides the class into four groups. Group 1 and 2 are given pictures of leisure activities and group 3 and 4 are given the names of places where
Make students these activities can be practised. While the Ss work
10 identify leisure in the circles, T
Pre Task 2 GW
min activities and • Groups 1 and 3 get together, sit down in a circle, and match activities and places. Groups 2 and 4 do the same. monitors to help when
their places necessary
• T asks some volunteers to share some of the activities and the places where they are normally practised.

ADDITIONAL ACTIVITY
• Ss look at their notebooks and individually choose 2 activities that are more suitable for adults, 2 for children and 2 for senior adults. IW
Identify • Ss compare their selection in pairs. Ss then agree on 2 activities for each of the age ranges. PW
15
Pre-task 3 activities for
min
different ages • Ss are now placed into groups of 4 to compare their choices and decide on 2 most appropriate activities for the different age range GW
• T asks some of the groups about their choices SS-T
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MODULE 2 Sports I’m keen on
3
les
lifesty
y
UNIT
Health
ALCALDÍA MAYOR
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TOPIC: Sports and physical activities to maintain health
MODULE: 2
UNIT: 3
SESSION: 1
AIMS: By the end of the session, students will identify the meaning of and use vocabulary in the context of sports and equipment used for physical activities

• T tell Ss to think in all the sports they know. If Ss don´t know how
Activate
to say any sport in
students
• T elicits names of sports. T ensures sports mentioned are not repeated. English, T accepts
vocabulary
5 min Warm up WH names given in
and motivate
• T writes the name of the sports on the board and drills pronunciation. Spanish and he/she
students for the
provides the English
session
*Additional activity 1 equivalent
• T gives students the pieces of paper and asks them to go to the board and paste them in the column where they belong (Sport, Place, Equipment).
• T refers to worksheet 3.1A to help Ss check that matches made on the board are correct. In preparation
IW for the session,
• T ensures to check comprehension of vocabulary presented. T prepares some
Prepare
10 cards with sports,
Pre task 2 students for the
min Note: T could prepare pictures of the new vocabulary Ss might need clarification of. places or equipment
task
GW (using information
SEN adaptation: Students with a physical o visual impairments can assigned a word and helped by somebody else to place in the category they in Worksheet 3.1A &
think it should be part of. 3.1B)
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• T announces they will design a Large Visual Dictionary (Pictionary) about Sports. Ss will work in groups of 3 to create a page of the dictionary on
a different sport and T will design the cover of the Dictionary.
• T divides the class into groups of 3 and asks them to choose a sport
T has to be very
Note: T ensures every group is given a different sport. T has previously designed the dictionary cover. WH
Improve organized with the
20
Task 1 students board so that all the
min • Ss draw pictures of their sport, the place where it is played and the equipment needed. Ss also write the English names of the illustrated
vocabulary information provided
vocabulary. PW
is registered there
• T monitors and supports the work done by all the groups.
Note: It is advisable to tell students prior the session to bring materials (cardboard, markers, scissors, glue, glitter, etc)
Make Students
• T models a short presentation about the Dictionary page designed by each group. For example: This page of the dictionary is about Football. To
know more T-SS
10 play this sport you need a ball. The sport is played in two teams. There are 11 players in each team.
Wrap up sports and
min
the needed GW-WH
• Groups take turns to provide a short description of the sports they illustrated.
equipment
Resources Worksheet 3.1A paper, cardboard, markers, scissors, glue, glitter, pictures related to sports
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ADDITIONAL ACTIVITY
• T shows pictures of sports Ss are familiar with.
PW
Help students • T asks Ss to look at every picture and talk to their partner about the this sport. Ss should brainstorm any vocabulary they know about the sport
15 identify presented (in English or Spanish). SS-T
Pre task 2
min the target
vocabulary • T shows pictures again and elicits the name of the sport, where it is played or practiced and any other related vocabulary Ss might have recalled T-SS
earlier. T provides English equivalents for the words Ss mention in Spanish.

ADDITIONAL ACTIVITY
• Before the class starts, T sticks on different parts of the classroom walls, the names of different sports.
• T shows a picture of or mentions either a sport equipment item or a place where a sport can be practiced. T then asks Ss to run to the spot where
the related sport is being displayed.
Get students IW
10
Task 2 match sport and • Once Ss have moved to the right spot in the classroom, T asks them to tell him/her a sentence connecting the sport and the equipment or place.
min SS-T
equipment T provides a model: “To play (practise) tennis, I need a racket and a ball”
SEN adaptation: If there is a S who cannot run, S/he stays in his/her place and tells the teacher the name of the sport which matches the equipment
or place s/he has been assigned. T may also ask this S to call out the sport items or places / show the pictures.
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TOPIC: Sports and physical activities that are practiced in our
MODULE: neighbourhood
2
UNIT: 3
SESSION: 2
AIMS: By the end of the session, students will be able to use verb collocations with do, play and go and talk about sports facilities.
WH
• T displays pictures of famous sportspeople and asks Ss to tell him/her the name of the Sport each of them plays. E.g. Falcao, Michael Jordan, If some Ss don´t know
Schumacher, Mariana Pajón, Catherine Ibargüen, etc the names of all sport
Review previous
5 min Warm up players, T helps or
vocabulary
• T elicits vocabulary from the previous session other students can
PW
help too.
*Additional activity 2 IW Use “play” with any

competitive game,
• T reminds Ss of the use of the verbs play, do and go in relation to sports, games and activities. T can, for example, display a chart with the different team sports that
Provide verbs and examples of the words they collocate with. Ex: PLAY - football, DO - exercise, GO - swimming. involve a score
language PW
20 needed for • T elicits other examples from Ss. Use “do” with sports
Pre- task 1
min following that are timed or
communicative • T hands worksheet 3.2 and asks Ss to solve it in pairs. judged
task
• T checks answers with the whole class. Use “go” with activities
that can be done
*Additional activity 1 PW alone
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• T gives each student a piece of paper with the name of a sport, a game or an activity.
Make students
aware of the • T asks students to mingle around asking all their partners if they practice this sport by asking the question: Do you _____________?
T makes sure all the Ss
15 sports and
Task 1 IW speak in English while
min activities they • Students must keep a record of every positive response they get in order to report their findings.
they ask and answer.
do, play or
practice SEN adaptation: If there is a student with physical impairment to walk around the classroom and/or a student with a visual impairment, s/he remains
in his/her place and teacher sends students to ask him/her their questions and answer his/her questions too.
• T writes model language Ss could use to report their findings. Ex nobody, everybody, only … students...
Share results The written results of
5 min Wrap up of previous • T gives an example using the language on the board: Only four students play basketball, Nobody does gymnastics WH this survey must go to
exercise Ss’ portfolios
• Ss take turns to share their findings with all the class
T needs to find a list and pictures of sports. Here it is a recommended link : http://blog.3kings.es/do-play-or-go-with-sportsactivities/ is only for teacher use. It has the list of sports in three different columns
depending on if the sport is to play, go, or do.
Also this link is suggested: http://es.slideshare.net/yuyomajadero/sports-vocabulary-matching-exercise-worksheet-1?next_slideshow=1 teacher can find very clear pictures of different sports to show to the
students.
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ADDITIONAL ACTIVITY
• T models the question: “Do you play chess?” And elicits possible responses. “Yes, I do / No, I don´t”
T-SS
Make students • T asks Ss to work in pairs to write 2 questions to ask him/her about sports and activities he/she likes.
10 talk about the PW
Pre-task 2
min sports they like • Ss work to write their questions.
or don´t like SS-T-SS
• T gives turns for Ss to ask him/her the questions they wrote.

ADDITIONAL ACTIVITY
• T asks Ss in pairs to make a list of the sports people in their neighbourhood practice. T asks Ss to consider Kids / adults/ Senior adults
• T asks Ss to talk to their partners about the sports facilities available in their neighbourhood, based on the following questions: Which sports
facilities are there in your neighbourhood? Are they appropriate? Comfortable? Clean? Safe? etc. If no sport facilities are available, T encourages
Ss to discuss the sports facilities they would like to have. To help Ss make the
Make students list easier T can write
15
Task 2 talk about some • T goes around the groups monitoring and supporting discussions PW on the board the list
min
sports facilities downloaded for the
• T asks some Ss to share with class. T writes prompts on the board to help Ss with language for their reports. wrap up.
Ex:
There is a park near our house and it has a small field to play football.
There aren’t any skating rinks. We would like to have a rink because we both like skating.
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TOPIC: Rules to follow in the premises built or designed for
2 exercising and practising sports.
MODULE:
UNIT: 3
SESSION: 3
AIMS: By the end of the session, students will practice imperatives in the context of premises and rules of sports and design a Pelmanism (memory) game.

Simon says
• T tells Ss they are going to play the “Simon says” game. They are expected to do the actions he/she mentions only when they hear the expression
“Simon says” before the commands. T tells Ss whoever makes a mistake following the commands will be taken out of the game.
• T says “Simon says, play tennis” and Ss must pretend to play that sport. T keeps mentioning different verbs related to sports previously studied.
Involve
Ej: kick a ball, skate, swim, ride a horse, etc.
students in the
5 min Warm up atmosphere WH
• T then asks other students to give commands to their classmates.
of following
commands
SEN adaptation: If there is a S with physical impairment who cannot do the actions, s/he can help the T by calling out the actions the rest of the
class will do.
• T writes on the board some commands. Ex: “sit down”, “open your notebook” and points to the fact that unlike regular sentences, commands, rules
or instructions start with a verb and no subject is mentioned.
Introduce
• T highlights the importance of following rules in sports facilities by asking Ss if they think it is ok to pee in the swimming pool. T asks why to elicit
10 students in the
Pre-task 1 reasons behind this rule. T-SS
min way rules are
presented
• T then asks Ss to think of other rules that should be followed in a swimming pool.
• Each S writes down two different rules.
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• T tells Ss they will work in pairs and be given two cards with rules that should be followed in a swimming pool.
• T divides the class into pairs and gives each person a card (A or B) - Worksheet 3.3A
PW As the activity might
• T asks Ss to read their cards and compare the rules in the cards with the ones they had previously written. Ss should also discuss: Do both
be demanding for
swimming pools have the same rules? Are rules in the signs similar to the ones we wrote before?
10 Provide further some Ss, T goes
Task 1
min practice to each pair and
• Ss are asked to report the rules that are similar in both facilities and to mention the rules they had successfully anticipated.
SS-WH supports them when
required.
• T tells Ss they are going to design a Pelmanism (memory) game for a sports facility.
• T divides the class into groups of 5 students and asks them to create rules for one of the sports facilities they can find at school.
Develop Once the Ss write the
15 students Note: In case the school has no sports facilities, T can ask Ss to create a set of rules children could follow in a park or any similar place. sentences, T helps
Task 3 GW
min creativity and with any grammar
writing skills • Each S is given to pieces of cardboard. On one piece of cardboard the S will write a rule and on the other one he/she will make a drawing to corrections needed.
illustrate that rule.
• By the end, the whole group will have 10 cards they can put face down to play the memory game.
Provide
• T asks groups to exchange their cards with another groups cards, put them face down and play the memory game.
opportunities GW
5 min Wrap up for language Ss-Ss
• Ss should read out the instructions in the cards every time the turn the cards over. Ss who make matching cards can keep them until the end of
use around the
the game.
session topic
Resources Worksheets 3.3A & 3.3B, cardboard, pictures, scissors, glue
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ADDITIONAL ACTIVITY
• T gets Ss to brainstorm sports types of sports facilities: swimming pools, pitches, tracks, gyms or fitness centers, etc.
Provide
students with • T now tells Ss he/she is going to give them rules for a sports facility. Ss are expected to read the rules and decide which sports facility they rules
SS-T T makes sure to
opportunities refer to.
10 have strips or paper
Pre task 2 to see the
min GW enough for all the
language • T divides the class into groups of 4. T gives groups of Ss a group of cut outs from Worksheet 3.3B.
groups of Ss
introduced in
context • Students read the rules. The first group to guess the facility will shout it to the teacher.

ADDITIONAL ACTIVITY
• T tells Ss they are going to think of another sport facility and write down three rules that need to be followed in it. T models by providing an
example of rules. Ex: In a soccer pitch - Don’t handle the ball with your hands if you are not a goalkeeper. T-SS As Ss might need
Make students
15 vocabulary to express
Task 2 express sport PW
min • T asks Ss to get in pairs. Each pair chooses a sports facility and writes down three rules that must be followed in it. the rules, T helps
rules
SS-WH when required
• T asks some Ss to read out the rules for their classmates to guess either the sports facility or the sport they refer to.
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MODULE: 2
UNIT: 3
SESSION: 4
AIMS: By the end of the session, students will have demonstrated their understanding of the unit by creating a fitness plan for a specific group of people.

• T asks Ss to write the name of a sports facility on a piece of paper. Ex: football pitch, swimming pool, park, fitness centre, etc.
• T asks Ss to make a paper ball with the piece of paper and throw it to the centre of the classroom.
• T asks Ss to pick a paper ball from the floor and make sure it is not their own. Then, they should write one rule that needs to be followed in this
sports facility.
Get students IW After the T identifies
to review • Once again, Ss are asked to make a paper ball with the piece of paper and throw it to the centre of the classroom. any weaknesses on
10
Warm up language from the Ss, s/he makes
min
the previous • Ss are now expected to read the rule written and decide if it is OK and applies to the facility mentioned. They should either tick or cross. S-WH clarifications for the
sessions whole group.
• The exercise is done twice more.
• T then asks Ss to read out some of the rules in the paper balls for the whole class to guess the facility.
• T asks Ss to throw the paper balls to the recycle bin to ensure classroom is clean.
• T asks the class to arrange the seats in a circle.
• T tells Ss they will have to listen to the sentences he/she is going to say and change places if they are true for them or their relatives.
• Sample sentences the T could say:

Explore the Change places if... Ss may get
amount of your father plays football at the weekends overexcited, so T
5 min Pre task 1 physical activity you walk your dog every day T-SS insists on being
done by Ss and your mother likes dancing careful and quite while
their relatives changing places
SEN Adaptation: T asks any ss with physical and/or visual impairments to follow the model provided and give sentences for the rest of the class to
listen to and change places
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• T divides the class into groups of 4 and asks them to choose a specific group of people: adults who spend most day at home (moms, grandmothers, T is advised to
etc), adults who work (dads, moms, uncles, aunts, etc), children (brothers and sisters). make one copy of
Worksheet 3.4B per
• T now asks groups to prepare a fitness plan for the group of people they chose. It should specify the activities to do every day, according to the GW Student. If this is
guidelines set for their age group and mention the place where this activities could be done. T encourages Ss to include indoors and outdoors not possible, T may
Develop Ss activities so that Ss can make use of the vocabulary learned throughout the unit. show the chart as a
25
Task 1 writing and model and ask Ss to
min
speaking skills • Ss discuss in groups, by write their fitness plans individually in Worksheet 3.4B. make notes on their
Mingle notebooks
• After 15 mins, Ss are asked to stand up and mingle to show their charts and share with other Ss the fitness plan they created.
T monitors and
SEN Adaptation: Ss with limited mobility and/or visual impairments will stay in their seats and have Ss sent over to them so they can share orally supports work done
their fitness plan. by Ss
Highlight the
• T asks a few Ss to tell him/her the fitness plan they think their adult relatives would like to follow. SS-WH
main aspects
5 min Wrap up
learned in the • T ends up by highlighting the importance of doing and promoting exercise and physical activity at home.
T-SS
unit
Resources Worksheets 3.4A & 3.4B
Additional Resources http://feedyweedy.com/wp-content/uploads/2015/09/image1.png shows an example of a fitness plan. T is free to decide whether he/she wants to use the suggested model or use a different one.
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ADDITIONAL ACTIVITY
• T tells the class they are going to read about the amount of physical activity adults and children should do every week.
• T divides the class into two groups. One group is asked to read about children only and the other one asked to read about guidelines for adults T-SS
(Worksheet 3.4A).
IW
Provide input • Ss are asked to complete the chart (task 1) in the worksheet as they read.
15
Pre task 2 on the session
min PW
topic • T asks Ss to meet up with somebody from the other group to exchange information and complete the table. T ensures every pair is made by a S
who read the guidelines for children and another S who read the guidelines for adults.
S-WH
• Ss work in pairs to complete the charts.
• T asks some Ss about the information in their charts.

ADDITIONAL ACTIVITY
• T tells Ss that as a general rule, each person should at least have 30 minutes of physical activity every day.
• T asks Ss to close their eyes and think about their relatives and neighbours. Are they really taking their 30 daily minutes to exercise or do physical
Brainstorm activity? T mentions simple activities like walking or going up and down stairs can contribute to have be fit and healthy. T -SS
ways the
community • T now asks students to work in groups of four to brainstorm as many ideas as possible of physical activity people in their neighbourhood could do IW
10
Pre task 3 could increase to keep fit, including things they could do at home. Ex: stretching, playing football, jogging, dancing, jumping the rope, etc. Worksheet 3.4A
min GW
their physical
activity every • Ss write their ideas in the table (worksheet 3.4A task 2) SS-WH
week
• T asks Ss from the different groups to share their ideas for physical activity with the whole class. T asks one of the Ss to write ideas mentioned
on the board.
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MODULE 2 Emotional health
4
les
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UNIT
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TOPIC: My emotions
MODULE: 2
UNIT: 4
SESSION: 1
AIMS: By the end of the session, students will be better able to empathize with other people and respond appropriately to their feelings.

• T tells the class they are going to revise feelings and emotions.
• T asks some students to volunteer for making some faces expressing feelings and emotions.
The emotions
Recall and • T shows the first student a flashcard so that he/ she can represent the emotions to the whole group. When the group guesses the T sticks the IW suggested are: Happy,
10 introduce flashcard on the board. The same happens until all the feelings have been mimed by the students and the flashcards are on the board. T accepts sad, angry/mad,
Warm up
min vocabulary for responses given in Spanish and elicits the name in English. If Ss don’t know the expression in English, T provides it. nervous/anxious, sick,
the session WH thirsty, shy, tired, in
• T writes the correct name of each feeling (in English) under each of the pictures. love
• T drills the correct pronunciation of the different feelings.
• T asks questions about Ss daily lives for them to describe how they feel when they face those situations. For example:
How do you feel when you get a perfect score on an exam?
How do you feel when you see a boy/a girl that you like?
• T listens to the Ss’ responses and models the response as T-SS

I / They feel ________________.
T helps Ss with
• T writes on the board: “What makes you feel happy?” and elicits ideas from some of the students and writes them down on the board. I feel
vocabulary to
happy when / if I… / someone…..
10 Model language describe the situation
Pre -task 1 PW
min needed for task in which they
• T models the question forms: How do you feel…? How does she/ he feel…?
experience the feeling
or emotion
• T asks Ss to work in pairs to ask each other about the things that make them feel happy / sad / angry
SS-WH
• Ss ask and answer each other’s questions
• Some Ss are asked to share their answers with all the class
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• T makes four groups and assigns them a feeling or an emotion (sad, angry, nervous/anxious and sick) and gives them a large sheet of paper
• Ss draw a face representing the feeling and write a big title

What makes me …….. GW
T leaves the Ss work
Describe
stuck on the wall for
20 situations that • Ss in their groups write down some ideas
Task 1 several days so they
min might cause a
can consolidate the
certain feeling • The sheets are displayed on the walls and all the students walk, read the ideas and add some more. IW
topic
SEN Adaptation: T establishes a “buddy” system so that Ss with visual impairments have somebody to read and describe displays for them.
• T says he / she is going to show Ss a picture of a situation and they are expected to say both the feeling and an appropriate response for it.
Show empathy
towards another • T gives an example. Suggested: Picture of a boy/girl opening their Christmas presents. Suggested responses: Happy - “Congratulations, you
5 min Wrap up SS-T
person's received a beautiful present”
feelings
• T makes sure to show pictures of situations for a number of feelings.
Resources Flashcards, markers, coloured pencils
Additional Resources T can find additional pictures of feelings and emotions in the following suggested link https://learnenglishkids.britishcouncil.org/en/flashcards/feelings-flashcards
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ADDITIONAL ACTIVITY
To get students • T sticks a “feeling” label on the back of each student. Labels must be big
identify enough so all the
10 vocabulary • The rest of the student give him/her clues to identify the feeling on his/her back by saying: Ss can read them. T
Pre task 2 WH
min related to You feel like this when / if... may decide to stick a
feelings and flashcard or picture
emotions • Once the S has correctly guessed his/her feeling, he/she chooses another S to continue with the game instead.

ADDITIONAL ACTIVITY
• T gets Ss to create a short dialogue in pairs. T writes prompts on the board:
A: How do you feel today?
B: I’m … T-SS
Practice A: Why?
empathizing B: Because... PW
with another A: Really, wonderful! Congratulations / Oh, I’m sorry to hear that. Is there anything I can do to help?
15
Task 2 person's
min
feelings and • Ss work together to create and practice their dialogues. T moves around the classroom offering support to Ss.
responding PW - WH
appropriately • T asks one or two pairs to act out their dialogue for the whole class. T encourages the use of adequate facial expressions and gestures.
T-SS
• T can add a comment about the importance of showing empathy towards others’ feelings.
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TOPIC: Coping with my emotions
MODULE: 2
UNIT: 4
SESSION: 2
AIMS: By the end of the session, students will be able to identify the impact of reactions towards negative emotions

• T puts Ss in pairs and gives each one a blank sheet of paper for them to draw three big circles.
• Ss in turn draw faces in the circles depicting emotions for their partners to guess
Review
vocabulary from T monitors work done
10 Min Warm up • Each student choses a feeling and tells their partner what makes him/her experience that feeling or emotion. PW
the previous by Ss.
session
SEN Adaptation: Ss with visual impairments and/or physical impairments can be asked to provide an oral description of the situations instead of
drawing. The partners will guess feelings from the descriptions provided.
• T asks Ss what they see at the circus and what they feel there
• T elicits words that will be useful for the story (Lion, tamer, elephant trunk, clowns) and makes sure they are written on the board
WH
• T tells Ss they are going to watch a short story about an exciting experience of a boy called Billy in a circus.
Develop T is free to choose a
students • T hands in a worksheet for students to fill in while watching the video (worksheet 4.1). T asks Ss to read it before the video starts different story. If that’s
IW
listening skills the case, however, T
10
Pre -task 1 and provide • T plays the video. Ss individually complete the task 1 - numbering actions as they appear. needs to design an
min
input for the activity for Ss to do
PW
coming part of • Ss are asked to compare their answers in pairs before checking with the whole class. while watching the
the session video
SS-WH
SEN Adaptation: Ss with hearing impairments can read the subtitles in the story. Ss with visual impairments pay attention to the oral description
provided in the site.
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• T divides the class into five groups. Each group is assigned one of the tips in the text “Five steps to control your emotions in challenging situations”
in the worksheet. This text provides tips on how to control negative emotions.
GW
Identifying
• Groups are expected to read their tips, look for unknown vocabulary if necessary and prepare a way to present this tip to the rest of the class. E.g.
practical ways
20 A visual, a short drama, a song, etc.
Task of dealing GW-WH
min
with negative
• Each group presents their tip to the rest of the class.
emotions T-SS
• T asks Ss if they have tried any of these suggestions. T shares with the class one of the tips he/she has tried to help him/her cope with negative
emotions.
• T tells Ss he/she is going to mention a situation and Ss are expected to identify the negative emotion this situation could cause them.
Suggested situations:
T-SS
• To wait for a long time at a queue at the school cafeteria in order to buy your favourite snack and notice it’s no longer available when it’s your turn
To express
to talk to the shop assistant. (Anger)
possible actions
PW
5 min Wrap up to reduce
• To study hard for an exam at school, but notice during the test that you study a different wrong so you fail the exam. (Disappointment)
negative
emotions
• To fall and notice everybody is laughing at you. (Shame) WH
• Ss listen to the teacher, discuss in pairs to identify the negative emotion that people experience on each of the situation
• T asks Ss for ideas to reduce the negative reaction towards the situation.
Resources Sheets of paper, video, video beam
The video suggested can be taken from:
Additional Resources http://learnenglishkids.britishcouncil.org/en/short-stories/circus-escape
It tells the story of an elephant which ran away from the circus and experience some adventures before it goes back to the circus again.
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ADDITIONAL ACTIVITY
• T asks Ss to mention some events in the video they watched WH
To make Ss
• T asks Ss pairs to do task 2 in the worksheet (worksheet 4.1 - matching feelings to situations)
10 identify feelings
Pre- task 2
min in specific
• Pairs of Ss think of 2 other feelings and situations they identify in the story PW
situations
• T checks answers with all the class SS-WH

ADDITIONAL ACTIVITY
• T asks Ss “How did the people react when they see the elephant in the supermarket?” It is expected students will say they ran away.
• T asks: What are the risks of that reaction? T listens to Ss’ ideas and writes key words on the board
• T asks Ss to tell their partners how they usually react when they are very angry.
WH To develop this task
Raise Ss’ • T listens to some comments and writes key words on the board successfully T must
15 awareness on PW control that Ss don´t
Pre task 3
min the impact of • T asks: What happens when we react on our emotions too quickly? (Suggested responses: We make bad decisions, we might hurt people, negative shout out answers.
our emotions emotions arise) SS-WH They must take turns
to participate.
• T asks some talk in pairs about situations in their lives in which they react immediately with negative emotions. E.g. when somebody takes
something that belongs to them without asking for their permission.
• T asks some Ss to share the situations they identified
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TOPIC: : Interacting with my community
MODULE: 2
UNIT: 4
SESSION: 3
AIMS: By the end of the session, students will write short stories that reflect emotional behaviour

• T tells Ss they are going to play a memory game to find a feeling and a word that describes that feeling. When they find the match, they need to
use the words in a sentence. T gives an example: “I feel anxiety when I have to wait at the dentist´s. Waiting at the dentist’s makes me anxious.” T
writes his/her example on the board as a model.
T monitors work and
Review and • T divides the group in four and gives each group a set of cut out cards (worksheet 4.2) supports Ss when
10
Warm up introduce new GW necessary
min
vocabulary • Ss jumble the cards and place them face down. Ss take turns to turn the cards over matching feelings and nouns for those feelings.
• When Ss find their match they report their sentences following the T´s example written on the board.
• T tells Ss they are going to watch a short video with a story. T will stop the video at times to ask questions, so Ss need to pay attention to it.
Illustrate that
• T shows a short video story (Suggested story is The thirsty crow by Aesop - available at https://www.youtube.com/watch?v=q9q_xIJH3Ig)
situations
WH
that seem to T must be ready to
• T stops the video to ask questions like: What is the problem? How does the crow feel? What can be the solution for that problem? What does the
be difficult at retell the story in case
5 min Pre-task 1 story teach us (what is the moral of this story)? T-SS-T
first can end there is no Internet
up teaching access available
SEN Adaptation: The video suggested has subtitles so that Ss with hearing disabilities can read it and watch the animations. Ss with visual impairments
valuable life
will be able to listen to narrator. However, T is encouraged to ask about the images to elicit vocabulary and help Ss with visual impairments have a
lessons
clearer idea of the images presented.
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• T points to the fact that the Thirsty Crow Story shows an initial problem, a solution and a lesson.
• T gives a sample by writing the key sentences of the story on the board:
The crow is very thirsty, but the little water in the jug is too low to _________drink it. The crow decides to throw pebbles in the jug. Each
pebble rises water a little higher until the crow can drink.
Produce stories Moral: We should not panic when we face difficult situations. If we____________ think we can find solutions.
T-SS
which involve
15 emotional • T now tells the class they will create a similar story in pairs.
Task 1 PW
min behaviour and
have a positive • T divides the class into pairs and asks Ss to think of a difficult situation, the solution found, and the lesson learned (moral).
outcome
• T encourages creativity. However, if Ss find it hard to think of new ideas, T can remind them of any other Aesop’s fables or similar stories to help
them.
• Ss work together to create their stories. T moves supporting Ss with their work. The aim of this activity is not language production, but to identify
good responses to problematic situations. So, T’s feedback to pairs emphasises this.
• T asks Ss to mingle to share their stories with other classmates.
Mingle
10 Share stories • T mingles listening to the different stories too.
Wrap up
min prepared by Ss
T-SS
• T ends up by drawing conclusions on the activity and highlighting that no matter how difficult a situation might seem at first, giving it a little
thought and sharing it with somebody can help to find a good solution to it.
Resources • worksheet 4.2 cut out cards, sheets of paper, coloured pencils worksheet 4.2 cut out cards, sheets of paper, coloured pencils
• T should find a video with a story. The following links offer suggestions:
• https://www.youtube.com/watch?v=q9q_xIJH3Ig
Additional Resources • https://www.youtube.com/watch?v=U4Y6oGRnxSc
• https://www.youtube.com/watch?v=Ah5ICg7hBTU
• If T can take Ss to a computer room, he/she might ask them to illustrate their stories with https://storybird.com/
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ADDITIONAL ACTIVITY
• T asks Ss to classify the feelings in the cards into positive and negative feelings.
Make students
GW
10 identify
Pre-task 2 • T tells Ss to discuss situations they are familiar with, that illustrate the feelings in the cards.
min situations that
GW-WH
cause feelings
• Each group reports their work

ADDITIONAL ACTIVITY
• Ss are asked to make at short story book with the story they have previously created (At least three pages: one for the problem, one for the
if there is no access
solution and one for the moral).
Provide to computers with
PW
15 opportunities internet, the work
Task 2 • Ss are asked to illustrate their stories (at least one picture for the problem and one for the solution).
min for the use of needs to be done in
other skills paper, as an illustrated
Note: T is invited to try tools like https://storybird.com/ to create an illustrated story book to share with Ss.
storybook.
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TOPIC: : Consolidation and assessment
MODULE: 2
UNIT: 4
SESSION: 4
AIMS: By the end of the session, students will illustrate ways the impact of emotions in the context of short stories

To recall
This game allows the
vocabulary • T gets Ss to play hangman to recycle some of the feelings and emotions studied in the previous units. T assigns one S to draw the blank lines for
5 min Warm up WH T to helps Ss develop
related to the word(s) selected.
spelling skills.
emotions
• T divides the class into five groups and tells them they are going to read one of the stories created by their classmates in the previous session.
• T hands in a different story to each of the groups

Develop Ss’
In preparation for the
reading skills
• While reading, Ss are expected to identify the character(s). session, T chooses 5
and provide
5 min Pre- task 1 GW of the stories created
them with the
• Ss read their story by Ss in the previous
input for the
session
next stage
• T monitors and helps when required
• T asks Ss to write a script for a sketch of the story they have read (Sketches must be a maximum of 3 mins long).
• T exemplifies if necessary, referring to the story of the Thirsty Crow by mentioning things the Crow and the Narrator could have said at certain
T plays some
points of the story.
Develop appropriate
15
Task 1 students GW background music
min • Groups of Ss work to create their short scripts. As much as possible, T helps Ss to write a line for each of the group members.
speaking skills while Ss work on their
scripts
• T helps groups with grammar and pronunciation as needed.
• Groups present their sketches to the class.
15
Task 2 Share sketches GW-WH
min
• After each presentation, T elicits the moral of the story
• Ss are asked to discuss in pairs: Which sketch did they enjoy the most? Why? Which life lesson do they consider more relevant for the class? PW
Draw
5 min Wrap up
conclusions
• T asks some Ss to share their favourites. SS-WH
Resources Stories
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ADDITIONAL ACTIVITY
• T tells Ss to work on the group in which they read the story

To makes
students • Ss should write 5 sentences telling the events which summarize the story. This might imply expanding the original ideas presented in the story. Student are asked to
10
Pre- task 2 sequence and GW write the sentences in
min
summarize a • Ss should also give a name to the story, in case it hasn’t been given one before. their notebooks
story
• T monitors and helps when necessary

ADDITIONAL ACTIVITY
• T tells the students they will be given time to prepare their role play to show it to the rest of the class.
Develop
15 fluency
Task 3 • Ss rehearse the story taking into account pronunciation and grammar structures. GW
min and good
pronunciation
• T encourages improvisation from notes to ensure more natural production.
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MODULE 2 Healthy habits
5
les
lifesty
y
UNIT
Health
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TOPIC: Characteristics of a healthy life style
MODULE: 2
UNIT: 5
SESSION: 1
AIMS: By the end of the session, students will identify types of healthy practices and express their opinions about healthy and unhealthy activities
• T writes the word lifestyle and elicits its meaning. Building on Ss’ ideas, T leads students to understand a lifestyle as the way of living of an WH
individual, which is related to their work and leisure, manifested in people´s behaviours, attitudes, values and interests and influenced by culture,
family and social class.
Get students
10 • T asks Ss: “What do you think you can do to stay healthy?” IW
Warm up interested in the
min and asks Ss to write their ideas on their notebook.
topic
After a minute, T asks Ss to compare their notes in pairs.
T asks a few Ss to share their ideas with all the class. PW
*Additional activity 1 SS-WH
• T shows a picture of himself / herself and asks Ss to discuss in pairs to decide how healthy / unhealthy he/she is.
T is encouraged to
PW
Explore Ss' be keep a positive
• Ss are expected to think of eating habits at school, physical activity, emotions and mood.
views of a attitude and see
10 PW-WH
Pre- task 1 healthy / this activity as an
min • T asks Ss to share their ideas.
unhealthy opportunity to see the
T-SS
lifestyle perception Ss have of
• T has previously prepared an objective description of his/her habits to show Ss and get them to compare.
him/her
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• T asks Ss to tell him/her about families or characters on television they usually watch. (the Simpsons, Phineas y Ferb, Jake the dog and Finn the
human from Adventure Time, etc)
• T writes down the names of those characters As much as possible,

Allow students
groups work with
to present
• T divides the class in groups and assigns one of the TV shows /characters to each group different TV shows.
their overall
20 If this is not possible,
Task 1 understanding GW
min • Ss create a poster-size mind map of the characters, their habits, behaviours, attitudes, and interests to decide whether the characters have a T makes sure each
of the session's
healthy or unhealthy lifestyle. group is at least
topic in a
assigned a different
meaningful way
• T encourages the use of pictures and key words. T might prepare a sample mind map to clarify what he/she expects from Ss. character
• T asks Ss to close their eyes and think about themselves and how healthy their lifestyle is.
IW
• T asks Ss to write a sentence about the changes they want to make. T models: I want to increase my physical activity, so I will take the stairs every T-SS
Reflect upon time I can. IW
5 min Wrap up
one's lifestyle PW
• Ss write their sentences and compare them in pairs. S-WH
• T asks one or two Ss to report.

Resources Pictures of people doing different activities, paper, cardboard, markers
Additional Resources T should look for a page which contains tips on a healthy life. Here is a suggested page: http://www.boredpanda.com/10-easy-tips-for-a-healthier-life/
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ADDITIONAL ACTIVITY
• T displays a list of behaviours, attitudes and interests that define a healthy or an unhealthy life.
Suggested items for the list:

• Stay up late
• Drink 8 glasses of water a day
• Go to the gym
• Eat a lot of sweets T-SS
• Take a shower everyday
• Eat fruits and vegetable
Identify PW
• Watch TV 5 hours a day
characteristics
10 • Sleep 8 hours a day
Pre-task 2 of healthy
min • Drink alcohol
and unhealthy GW
• Brush your teeth three times a day
lifestyles
• Spend time with friends and relatives
• Smoke SS-WH
SEN Adaptation: T asks somebody to read out the list for any Ss with visual impairments.
• Ss work in pairs to decide the behaviours they think define a healthy lifestyle and the ones which define an unhealthy lifestyle.
• Ss get together with another pair, to make groups of four and compare their answers.
• T asks a few Ss to share their answers

ADDITIONAL ACTIVITY
• T tell Ss that in order to keep a healthy lifestyle they need to consider several aspects, including: food, physical activity, sleeping habits, good
hygiene, and positive feelings. T can take ideas
from this suggested
• T makes five groups and assigns each group a topic (Food, Physical Activity, Hygiene, Feelings and Emotions, Sleeping habits, etc). GW webpage giving tips
Make students
for a healthy life
15 aware of
Task 2 • Each group is asked to write ideas on the good choices that could be made with regards to the topic assigned. T provides some examples: eat a http://www.
min healthy and
lot of vegetables, take a shower every day, spend some time with your friends, etc. boredpanda.com/10-
unhealthy life
S-WH easy-tips-for-a-
Note: T helps the students by eliciting the expected ideas per group, and supporting with the required vocabulary healthier-life/
• Ss from each group are asked to read out their lists.
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TOPIC: Staying active
MODULE: 2
UNIT: 5
SESSION: 2
AIMS: By the end of the session, students will explain the importance of having an active, healthy lifestyle and reflect about strategies they have used in their lives to be active and healthy.

• T tells Ss they are going to think about their lives in 10 years’ time. To spark ideas, T shares a brief description of his/her own future self. T makes
reference to age, physical appearance, routine activities and lifestyle. T explains if he/she will need to do any changes to achieve that. If possible,
T shows a picture of a person who looks as healthy as he/she would like to be in the future.
T-SS
Recycle • T now asks Ss to think of their future self in 10 years’ time. Ss are invited to write a few notes. T can provide prompts on the board. Ex: In 10 years’
previous time I’ll be tall / strong / fit / handsome / pretty T monitors pair and
10 IW
Warm up vocabulary and I’ll be studying … / working group work to support
min
introduce new I’ll go to the gym / not do any exercise as needed.
PW
words I’ll eat healthy food / eat lots of junk food
• Ss share their future self descriptions in pairs

SS-WH
• T asks a few Ss to share with the whole class.
• T asks Ss to do some brainstorming on the benefits of being an active person, in pairs.
• T gives out worksheet 5.1 and asks Ss to circle the benefits they had thought of.
T is advised to look
PW
• Ss are also asked to tell the whole group any other benefits they had anticipated, which do not appear in the worksheet for information about
Activate
the benefits of being
10 schemata and
Pre- task 1 • If necessary, T clarifies new vocabulary to make sure everybody understands the ideas in the worksheet. active. Suggested
min help students IW
site: http://www.cdc.
reflect
*Additional activity 1 gov/physicalactivity/
SS-WH
basics/pa-health/
SEN adaptation: T makes sure Ss with visual impairments are working with a sympathetic peer who reads the statements in the worksheet and
describes the pictures for him/her.
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STAGE AIM PROCEDURE INTERACTION TIPS AND MATERIALS

• T tells Ss the best way to identify changes needed is to be aware of one’s reality. T shows Ss the questionnaire in worksheet 5.1 and tells them
they will use it to find out how active their classmates are and help them identify changes needed.
T-SS
Provide Ss with • T reminds Ss of the question structure:
opportunities how many hours a day do you …?
to use the Before Ss start doing
20 language • T models the exercise by changing one or two questions and surveying a S. the task, T makes
Task 1
min revised and a quick review on
learned • T asks Ss to work in pairs, taking turns to ask answer questions question words.
PW
while doing a
meaningful task • T monitors while Ss interview their partners and take note of their responses.
• T invites Ss to decide how active the overall group is. T elicits ideas on what they could to be more active.
T supports the Ss with
Develop
5 min Wrap up WH grammar structures
speaking skills • If time allows it, T could ask some Ss to go to the front. T whispers a healthy activity they should mime for the rest of the class to guess. After each
and vocabulary
guess Ss are asked to say why this activity is useful.
Resources worksheets 5.1, pictures
Additional Resources Teacher should read about the benefits of being an active person and here is a suggested page: http://www.cdc.gov/physicalactivity/basics/pa-health/
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ADDITIONAL ACTIVITY
• T tells Ss that as they noticed in the previous task, being active brings a lot of benefits. That is why they need to think of the changes they need to
introduce in their routines if the want to be as healthy as they imagined their future selves.
Reflect upon
any lifestyle T-SS
• T asks Ss to write a list of the strategies they will need to start using to be active and healthy in the future. IW
10 changes
Pre- task 2 PW
min needed to
• T asks Ss to compare their list of strategies in pairs S-WH
achieve
personal goals
• T asks Ss to share one of their strategies with the whole group. As Ss listen to the strategies mentioned by their peers, they should tick them off
their own lists, so the same strategies are not mentioned by several Ss.

ADDITIONAL ACTIVITY
Provide Ss with • T tells Ss to make groups of five to compare their responses in the survey and draw conclusions.
T is advised to
meaningful GW
15 control discipline
Task 2 situations to • T gives a model of the report expected from Ss. Ex: Most Ss in this group watch TV for more than 4 hours a day, only 2 Ss cycle to school.
min while Ss share their
talk about their
conclusions.
lifestyle • T asks groups to share one of their conclusions with the whole class. GW-WH
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TOPIC: The healthy habits of people in my community
MODULE: 2
UNIT: 5
SESSION: 3
AIMS: By the end of the session, students will be able to use their communication skills to enhance healthy habits for their community.

Chinese whispers
• T divides the group into four and asks Ss to make four lines in front of the board
• T whispers a word (physical activity) to the last student on each line, who has to whisper it to the next and so on until the first students on each
Recycle line go to the board and write the activity T must make sure Ss
10
Warm up previous WH from one line don´t
min
vocabulary • T checks spelling and drills pronunciation. copy from the other.
SEN adaptation: If there is a S who cannot participate in the activity due to a physical impairment, T can give him/her the list of the words so that
s/he can help the teacher checking spelling.
To help Ss with
• T asks Ss to get into pairs and talk about the healthy habits that people in their neighbourhood have. accurate ideas about
PW healthy habits, T can
• T writes on the board sample sentences Ss can use: find information on
Activate Ss’ Most people in my neighbourhood go jogging this webpage:
10
Pre- task 1 knowledge of In my neighbourhood people usually do “cardio rumba” http://www.cbn.
min
the topic com/cbnnews/
• After some time T asks Ss to come to the board to add other activities that people in their community do, which are not in the list. WH healthscience/2011/
January/Top-10-
*Additional activity 1 Healthy-Habits-for-the-
New-Year/
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• T asks Ss to tell him/her the activities people do and where they do them. Example: in my neighbourhood people usually do cardio rumba in ….. /
outside…. Opposite the …
• T writes down Ss ideas on the board

WH
• T asks Ss to discuss with their partner the reasons why they think people don’t do some of the activities that were added on the board. Example:
People don’t ride bicycles because it’s dangerous
Help students
• T asks a few Ss to share their ideas with the class
20 develop their PW
Task 1
min speaking and
• T divides the class into three or four big groups
writing skills
SS- WH
• T tells Ss they need to choose an activity they would like people in their community to do. Then they need to brainstorm ideas on why it will be
good to do it and where in the neighbourhood it would be possible to practice it.
GW
• Ss make notes in their notebooks.
• Ss mingle to talk to partners from other groups about the activities they want to promote and their plan to do it. T checks Ss work to
Share and draw
5 min Wrap up Mingle support them when
conclusions
• T asks some of the SS to tell him/her about their favourite plans required
Resources Paper and markers
Additional Resources T must find information about healthy habits. Here it is a suggested site: http://www.cbn.com/cbnnews/healthscience/2011/January/Top-10-Healthy-Habits-for-the-New-Year/
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ADDITIONAL ACTIVITY
Make students • T shows Ss other pictures illustrating healthy habits (including some which have not previously mentioned)
T must make sure
aware of the
the pictures are big
10 healthy habits • T choses a S who must say whether people in his/her community do that activity or not.
Pre-task 2 WH enough so that all the
min people in their
Ss can see them form
neighbourhood • T models the sentence: “Yes, people in my neighbourhood ... ” “No, people in my neighbourhood don´t ...”
their places.
have

ADDITIONAL ACTIVITY
• T divides Ss in four groups
Make students
express • Each group must design a placard with an activity they would like people in their community to do. T monitors and helps
15
Task 2 suggestions on GW with vocabulary and
min
healthy habits in • T provides Ss with the structure “I would like people in my neighbourhood to … grammar.
their community
• Groups put up the placards on the walls
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MODULE: 2
UNIT: 5
SESSION: 4
AIMS: By the end of the session, students will develop speaking skills by carrying out the presentation of the work they have done during the module

Introduce Before the
counterparts presentation. T
who will help WH makes sure the place
5 Min Warm up • Teacher greets and welcomes students, parents and school staff to the presentation of the work that students have done during the module.
to co-evaluate T-Ss is organized in the
progress made proper way for the
by learners event
Provide • SS had previously set up three stands in different corners of the classroom with all the worked done according to the topic (a healthy weekly menu,
The teacher needs
opportunities schedule of upcoming weekly events, fitness plans)
to inform about the
for parents
20 presentation and
Pre Task 1 and school • People go and visit all the stands. There will be some students commenting on what the stand is about. GW
min invite students from
staff to see the
other classes and staff
work done by *Additional activity 1
members to attend
learners
T has previously
Show learners’ • Some students will perform a role-play based on reacting to emotions assigned a person to
oral production report to the audience
15
Task discussing how • When the role-plays finish a student will explain to the audience what happened in that situation. WH what happened in
min
to cope with the role play, in case
emotions *Additional activity 2 Spanish translation is
needed
• Previously Ss made small posters showing positive emotions
To show
how positive • Some Ss show the illustration, say what the emotion is and say short sentences to demonstrate to the audience how the positive emotion
T can help Ss when
5 min Wrap up emotions contributes to a healthy life. WH
necessary
influence a
healthy life Note:To help Ss with ideas, beforehand T can look for information on how the positive emotions contribute to a healthy life:
http://pss.sagepub.com/content/early/2013/05/06/0956797612470827.abstract
Resources Evaluation forms, worksheet 5.2
Teacher should find information which describes how the positive emotions contribute to a healthy life. Here it is a suggested webpage:
http://pss.sagepub.com/content/early/2013/05/06/0956797612470827.abstract
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ADDITIONAL ACTIVITY
Show learners’
T makes sure there
oral production
15 are pictures of the
Task explaining tips • SS take turns to present their fitness plans and show the placard promoting activities for a healthy lifestyle. S-WH
min thumb enough for the
for a healthier
whole audience
life

ADDITIONAL ACTIVITY
• T delivers a form for people in the audience to provide feedback on what they saw during the presentation worksheet 5.2
Provide T would need to ask
opportunities WH make arrangements
• Ss are asked to fill up their self evaluation assessment tool (Available in the Teacher’s handbook).
15 for observers so that presentations
Task
min to comment WH are clear for staff
• Members from the audience are asked to give their comments to the whole group, mentioning if possible the strengths they have identified. These
on learners’ members who do not
comments can be done in English or Spanish.
progress speak English
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worksheet
MODULE 2
WORKSHEETS – LIST
1.1 Types of food

1.2 How healthy is the food sold in our neighbourhood?
1.3 The value of eating the right foods and balancing daily meals
1.4 Vocabulary categorization
2.1A Free time activities I do
2.1B Secret codes
2.2 Can I give it a try?
2.3 Leisure and community activities
3.1A Sports and physical actitivy to maintain health
3.1B Places to practice sports
3.2 Sports and physical activities that are practiced in our neighbourhood
3.3A Pool rules
3.3B Rules for a fitness centre
3.4A Physical activity guidelines
3.4B A weekly fitness plan
4.1 Coping with my emotions
4.2 Pelmanism cards
5.1 Staying active - Questionnaire
5.2 Feedback Form for the audience
worksheet
172

1. Look at the pictures and write the name of the item
1.1 / Types of food

worksheet
173
1.2 / How healthy is the food sold in our

1. Write the name of three places in your neighbourhood that sell food
2. Write a list of the food they sell
3. XTick the food that is healthy
Place 1: Place 2: Place 3:
Food items sold in this place: Food items sold in this place: Food items sold in this place:
neighbourhood?
Conclusion: ______________________________________________________________________________________________
worksheet
174
1.3 / The value of eating the right foods and

1. Write on the dishes the food you usually have as a snack at school
The importance of eating nutritious foods
balancing daily meals

To maintain a healthy heart, active brain and optimally working muscles, you must eat a balanced diet
that provides proper nutrients to your body.
These nutrients provide you with energy and stronger bones, muscles and tendons. Nutrients also aid
in the regulation of bodily processes, like blood pressure and digestion.
Adapted from http://www.newhealthguide.org/The-Importance-Of-Eating-Nutritious-Food.html
THE HEALTHY FOOD LIST

Antioxidants Whole grains Carbohydrates Healthy fats Low in fats Fibre Protein
Vegetables Granola Pizza Nuts Fruits and vegetables Vegetables Fish
Red beans Oatmeal Cereal Avocados Cereal Artichoke Pork
Strawberries Corn Nuts Olive, canola oil Fish Mushrooms Yogurt
Red apples Brown rice Brown bread Eggs Corn Lean beef
Prunes Wheat Pasta Oranges Soy milk
worksheet
175
Instructions:
1. Place the following words under the corresponding category
1.4 / Vocabulary categorization

ries slice lean
calo h
dis
grains main dish
Pound
s ide
heart dairy
sugary
low-fat blood pressure protein
a cup
nutritious poultry
s v e getab
e
n ounces les
fried muscles digestion
B o
canned
Types of food Adjectives & nouns related to food Servings & quantities Body parts & illnesses
worksheet
176

1. Classify the previous activities in the chart below
2.1A / Free time activities I do

Fishing Painting Flying a kite Eating
Gymnastics Watching a movie Dancing Taking photographs
Hiking Swimming Jogging Singing
Walking a pet Crafts Reading Praying
Chatting with friends Basketball Listening to music Playing video games
Types of leisure activities
Social Creative Physical Cognitive Relaxing Spiritual
worksheet
177
Instructions:
1. Write the letter for each symbol to solve the answer
       J     
A B C D E F G H I J K  L M
2.1B / Secret codes

K          L
N O P Q R S T U V W X Y Z
1. Folk, ballet, salsa, modern, and hip hop are all types of: ____________________________(K )
2. Photography, painting, crochet, and origami are all types of: ___________________ _________ _______________________
(  K   )
3. Parties, team games, picnics and discussions are all types of: _____________________ _________________________________
(  )
4. Films, storytelling, and theatre plays are all types of: _____________________ ( )
5. Football, basketball, volleyball and swimming are all types of: __________________________ ________________________
(J :| )
Adapted from www.DannyPettry.Com
worksheet
178
Instructions:
1. Complete the chart below, with activities you would like to try.
2.2 / Can I give it a try?

go to the movies
FREE TIME
SPORTS GO OUT
Play the football STAY AT HOME
Draw a picture
worksheet
179
2.3 / Leisure and community activities

1. Complete the sentences with one word from the correct column.
1. Leisure activities can help you relieve the ________ in your body and mind. shape
2. Tension leads to frequent back and __________ pain. balanced
3. Leisure activities are a great way to get into _________. tension
4. Leisure time is very important in achieving a _________life. laughing
5. Activities like talking and _______ with friends are a great medicine. neck SECRETARÍA DE EDUCACIÓN
3.1A / Sports and physical actitivy to maintain health
worksheet
180

1. For teacher reference only
SPORT PLACE EQUIPMENT

Ping Pong Table Paddle, ball, net
Horse Racing Track Saddle
Boxing Ring Gloves
Volleyball Court Ball, net
Track and Field Track cleats
Motor Racing Track
Baseball Court Bat, glove, ball, pads
Golf Course Clubs, ball
Football Pitch Cleats, ball, net
Tennis Court Ball, racket
Chess Board Piece
Swimming Pool suit
Places Where People Play Sports
Taken from http://english-learners.com/2009/08/places-where-people-play-sports.html
worksheet
181

There are many different places where people play sport! (field, stadium, court, diamond, track, gym, pool, health club, slope, circuit, rink, pitch, course), but the Question
3.1B / Places to practice sports

is “what’s the difference between them…?”
field: a large area of ground, court: Track:

usually covered with grass, an area with lines painted A track is a piece of ground
where team sports are on the ground, for tennis, which athletes, cyclists,
played: a football/baseball/ basketball, etc a basketball / cars, or horses race around.
soccer field tennis / volleyball court \the Athletics / cycling track
area in a baseball field that is
within the shape formed by
the four bases, also used to
refer to the whole field
Rink: a building with a specially
prepared area with a smooth
surface where you can skate:
an ice-skating rink
Diamond
the area in a baseball field that
Stadium: a large sports is within the shape formed by
field with seats all around it the four bases, also used to
for people to watch team refer to the whole field Pitch: A pitch is an area of
sports or track and field ground that is marked out and
competitions: a football used for playing a game such
stadium as football, cricket, or hockey.
Football / hockey / rugby pitch
Course: an area of land or
Slope: a surface of which one water where races are held, or
end or side is higher than the an area of land designed for
other, a piece of rising or playing golf
falling ground where usually
people go skiing. A ski slope
Gym: a large room with
machines which you can
use to do exercises
Circuit: A racing circuit is
a track on which cares or
(Swimming) pool: a place motorbikes race. Motor-racing
where you can swim circuit
worksheet
182
3.2 / Sports and physical activities that are

1. Decide between “do”, “go” or “play”. Sometimes the verb needs to be conjugated or put in the infinitive or gerund form.
practiced in our neighbourhood

1. My parents __________ jogging every day.
2. I love __________ a good game of chess from time to time.
3. She ____________ gymnastics four or five times a week.
4. This summer we are going ______________ windsurfing every day on our vacation.
5. He’s quite the athlete. He ________________ basketball, baseball and hockey, too.
6. My cousin ______________ horse riding twice a week. SECRETARÍA DE EDUCACIÓN
7. Why don’t we ____________ a set of tennis on Friday?

8. Some people think that _______________ aerobics four times a week is the best way of keeping fit.
9. I usually _________________ swimming on Saturdays
10. He _________ athletics for his local track club




worksheet
183
3.3A / Pool rules

http://www.safetysign.com/images/catlog/product/large/F6970.png
http://www.safetysign.com/images/catlog/product/large/F6976.png
worksheet
184
3.3B / Rules for a fitness centre

You must use your membership I.D. for admittance
Children under the age of 15 must be accompanied by a responsible adult
Towel service is limited to one shower towel and one workout towel per person
Wear clean clothes while working out
Pick up after yourself
Clean the machines you use
Don’t disrupt classes
Don’t use your cell phone
Don’t bring any food or drinks besides bottled water
Turn off air and lights when leaving
Pets are not permitted
Please remove all sharp objects from your pockets for your safety and to help protect the equipment.
worksheet
185
3.4A / Physical activity guidelines

1. Read the text and complete the chart
Physical Activity Required Additional activity required

5-18 years old Activities
– hours a week – some days a week
To stay healthy, children and young people need to do at
least one hour of physical activity every day. Ex: riding a bike, Children and young
playing chase in the playground, playing football, walking people
the dog, etc. These activities go from moderate to vigorous.
Besides, three days a week, children and young people should
do exercises to strengthen their bones, such as jumping and
running, and to strengthen their muscles, such as push-ups, Adults
sits-ups, gymnastics, rugby, football, etc.
Over 18 years old

Instructions:
Every adult should try to be active daily. To stay healthy, adults 2. What other activities can children and adults do to increase their physical activity every day?
should do at least two hours of moderate aerobic activity such Discuss this question with your group and list all your ideas in the table
as cycling or fast walking and one and half hours of vigorous
aerobic activity, such as running, every week. Besides, they
should also do exercises to their major muscles (legs, hips, Other ideas for Physical Activity
back, abdomen, chest, shoulders and arms) two or more days
a week. Children and young people Adults
Adapted from: http://www.nhs.uk/Livewell/fitness/Pages/physical-activity-guidelines-for-young-people.aspx
worksheet
186

This fitness plan is for _______________________________________________________________________
3.4B / A weekly fitness plan

Monday Tuesday Wednesday Thursday Friday Saturday Sunday
worksheet
187

1. Number the following actions in the order in which they happened in the story
2. Read the comment and match the feeling or emotion
4.1 / Coping with my emotions

____ The elephant ran out of the tent into the streets. _____A man and a woman balanced on a swing.
____ Minny heard some people in a house shouting and screaming. _____ People gave Minny a special medal.
____ Billy and his parents arrived at The Circus. _____ Clowns did very silly things.
____ Minny took Billy out of the house using her trunk. _____ Minny the elephant sat down in the fountain.
____ The elephant tamer put his head inside the lion mouth. _____ Minny sprayed the house with water many times.
____ The small elephant balanced on one leg. _____ Minny went to the supermarket.
they feel?
Watching a man and a woman balancing on a swing was very exciting. They were scared
How did
When the elephant tamer put his head inside the lion´s mouth people shouted in horror They were horrified
People laughed when the clowns did silly things. They were very happy
People were screaming when the elephant ran out of the tent. They were excited
Five steps to control your emotions in challenging situations

1. Don´t react right away. Take a deep breath. Continue to breathe deeply, feel your muscles relax and your heart rate return to normal.
2. Release your emotion in a healthy way. Call or see someone you trust and tell them what happened. Listen to another opinion.
3. See the bigger picture. See past the moment and realize the greater meaning of any given situation.
4. Replace your thoughts. When confronted with an emotion that makes you think something bad, force it out and replace it with a different thought.
5. Forgive. When you forgive you detach from the resentment, the jealousy, and the anger.
Adapted from http://www.huffingtonpost.com/dr-carmen-harra/controlling-your-emotions_b_3654326.html
worksheet
188
4.2 / Pelmanism cards

Angry Anger Excitement Exciting
Anxiety Anxious Happiness Happy
Bored Boredom Joyful Joyfulness
Sad Sadness Hope Hopeful
Proud Pride Frustration Frustrated
worksheet
189
5.1 / Staying active - Questionnaire

Reduce stress Prevent osteoporosis and Inprove mood
fractures Help maintain
Improve joint flexibility
stability as you age
Reduce symptoms of anxiety and

depression
Please answer the questions about a regular day in your life
• Number of hours I sleep a day (including naps) ______

Improve memory • Number of hours I watch T.V ______
in elderly people • Number of hours I sit down doing homework ______
• Number of hours I spend eating my meals (altogether) ______
• Number of hours I spend on the bus/car to school ______
• Number of hours I spend cycling/walking to school ______
• Number of hours I spend on the computer (playing/chatting) ______
• Number of hours I spend talking on the phone ______
Reduce the risk of heart disease • Number of hours I spend doing a physical activity (sport)
stroke and diabetes Enhance self esteem
______
worksheet
190
5.2 / Feedback Form for the audience

1. Marque con una X su respuesta para cada tema a evaluar. Complete la columna de comentarios si lo considera pertinente
Excelente Satisfactorio Bajo Comentarios
Organización de la presentación
Presentación realizada por los estudiantes
Calidad del trabajo
Creatividad
Interés y entusiasmo de los estudiantes
Comentarios adicionales:
MODULE 3 Traditions in my neighbourhood
1
es &
ions
l valu
tradit
a
UNIT
Cultur
ALCALDÍA MAYOR
DE BOGOTÁ D.C.
MODULE 3
Word Bank
Values
Tradition
Music genres
Timeline
4
Neighbourhood Community
Hammock Members
Mochila bag Jobs
Colombian hat Description
School traditions Similarities
Ad Differences
Message Neighbours
Family Personal information
Community Appreciate
Celebration Neighbourhood
Describe Physical Appearance
Experiences Values
Celebrations at school Positive
Characteristics Negative
1
Celebrations in my country Party
Comparisons Organize
Carnival Ideas
Festival Superlatives
Keepsake Do's
Music Don'ts
Celebrate Celebration
Musical Instruments Exhibition
Types of music
Favorite
Preferences
Opinion
Singer
Band
Song
CYCLE:
193
TOPIC: What cultural values and traditions did we inherit?
MODULE: 3
UNIT: 1
SESSION: 1
AIMS: By the end of the session, Ss will be able to describe values and traditions in their neighbourhood.

• T draws lines to make a hangman on the board with the words traditions, culture and neighbourhood.
T can prepare a simple
Setting up the • Once the Ss guess the words, teacher organizes three groups and assigns a word to each group. T- Ss
5 organizer for learners
Warm up context for the
mins to write down their
lesson • Ss write all the words related to the assigned word that come to their minds.
ideas.
• T monitors Ss work.
Reading about out traditions
• T pastes some images on the board and asks Ss to repeat the pronunciation of the activities. Images can include activities such as: playing tejo,
Identify
running at the park, meeting friends, etc. Pictures with
traditions
traditional activities
• T tells Ss to describe the pictures in pairs. T models the structures There are/ There is, I see, the picture shows. can be shown. Ex:
10
Pre Task 1 GW cabildo muisca in
mins
• T hands in worksheet 1.1. T asks Ss to read the description individually. T asks Ss to write the word that corresponds to each picture. Soacha, playing sports
Describe
at Tunal park, visiting
traditions
• T assigns 2 different paragraphs to each S. Ss read the texts silently and individually. 20 de Julio church, etc
• T tells Ss to identify information in the reading that mentions what the activity is about, how often it is done, where the activity is done and the
values it promotes.
• After they read, Ss work in pairs and tell each other what they understood about the text.
T can elicit traditional
Conversation model:
games they play with
their family.
• T asks Ss to face each other for the dialogue. T can write some frequency adverbs in the board to guide Ss.
Practice the A: Tell me about playing Tejo. PW
T must model the
10 grammar of B: Well, friends usually play with….. in …..
Pre Task 2 conversation model
min the module in A: Ok. What do people like about it? WH
in advance with a
context B: I think they enjoy having friends, they like sharing time with their families.
high achiever and
then check for
• T highlights that people’s acts in these activities are values and traditions of their neighbourhood.
understanding
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Acting:
• Class is divided in groups of 4.
• Ss choose a tradition and create a conversation about the tradition.

GW
• Ss should mention the value(s) promoted in that tradition.
T can assign numbers
to Ss to make the
Describe • Ss can personalize or change parts of the conversation model to create their own. They can use some of the ideas they underlined in the reading.
groups of three Ss.
15 and promote
Task Groups of three Ss
min traditions and • T should monitor that Ss include the cultural value in the last line of the conversation.
foster interaction
cultural values
among peers.
• Conversation model
A: Do you want to go to Monserrate?
B: Well, maybe. What can we do in Monserrate?
A: We can climb the mountain with friends, or we can ride on the cable railway?
B: Great, yes I want to go.
A: I like to go there because we can practice a sport and we can spend time with my family.
• Ss practice the conversation in pairs and present the dialogue to the pair they are working with in the same group, then they switch roles.
• T tells Ss what the most relevant aspects (strenghths) of their acting were.
Praise students
for their work
5 min Wrap Up • T uses examples from the dialogues to praise Ss performance. WH
and highlight
positive aspects
• T asks Ss if they feel they met the aim of the session and stimulate examples from learners to justify.
Additional resources http://latintravelguide.com/colombia/culture Link with a cultural descriptions of Colombian people and how they enjoy traditional games.
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ADDITIONAL ACTIVITY
• Picture dictation
• The cooperating T will paste the flashcards on the board.
• T divides the students into pairs. One of the students in each team will run to the board and then dictate the words under each of the pictures, to
Introduce some
their partners. Learners change roles and continue dictating until they all finish writing the words in their notebooks This activity could be
10 key words
Pre-Task 2 PW used to introduce the
mins related to the
• The winners are the first two learners who finish writing the list. topic.
session.
• Students then check each other’s spelling mistakes in pairs.
• T drills the pronunciation.

ADDITIONAL ACTIVITY
• Ss write their names on a piece of paper, then they squeeze it to make it look like a snowball, Ss make a circle and toss each other when T shouts
Ss should be advised
out SNOWBALL FIGHT GO! Ss pick up one of the papers and check the name, S goes to his peer whose name is written on the paper and asks about T-Ss to maintain an
15 his-her partner’s favourite tradition
Pre-Task 3 Snowball Fight appropriate behaviour
mins • PW
while carrying out the
SEN Adaptation: in case one of the Ss have a physical impairment to engage in the activity, he/she can help the teacher check if their partners are
activity
using the required language and if they follow rules.
2
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TOPIC: Objects associated with traditions
MODULE: 3
UNIT: 1
SESSION: 2
AIMS: By the end of the session, students will be able to talk about the objects associated with traditions.

Chinese whispering
is a game in which Ss
make a line, T whispers
• Ss play Chinese whispers with key words related to previous lesson. These are the words: Church, park, schools, religious celebrations, neighbour,
or writes a word or
To welcome poncho and mochila bag.
phrase in a little piece
5 learners and
Warm up WH of paper and Ss have
mins activate their SEN adaptation. If there is a S with physical impediment he/she can participate in the activity by being the one who shows the piece of paper with
to pass the message
attention the message to his/her partners, and then check if his/her partners write it properly on the board.
whispering to each
other, the last S to
receive the message
writes it.
• Ss will receive a guide with some pictures of the objects related to traditions and culture in Colombia. (See worksheet 1.2
• Ss read the definitions and the T can give Ss more examples.

T- Ss
• Ss read the instruction and the T splits it into steps as follows: T provides learners
Introduce the Write the names in the lines a), b) c) etc. with several examples
WH
function of to facilitate the
10
Pre Task 1 describing • T writes sentences using some of the words to describe an object from the worksheet. T gives an example. Tolima ice mountain is the highest practice stage
mins
things mountain in the region.
PW
• T models the structure of comparative and superlative adjectives –er and –est, and more/more, less/least using two objects from the guideline.
• T asks Ss to write a comparison between two objects in the hand out. Ss compare their answers in pairs
2
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• T asks Ss to discuss in pairs what objects or representative artefacts from Colombia they prefer and why. T asks Ss to choose the objects they
prefer and write a sentence using superlatives. Ss check their sentences in pairs
T monitors and makes
T – Ss
To Practice • Ss work in pairs sharing their ideas. T models the conversation Ss should use: sure Ss don’t speak
10
Pre Task 2 comparatives Hammocks are more expensive than mochila bags Spanish
mins PW
and superlatives Mochila bags are more popular at schools, than Colombian hats.
• Ss will do an art exhibition and present the objects associated with traditions and modern culture. Ss follow these instructions: T should give positive
feedback to Ss and
1. Ss are divided in groups of 4, every group will have a stand (arrange the seats to make them look like stands) support their language
2. Every S in the group is assigned with a traditional object: Hammock, poncho, mochila bag, and hat. needs.
To present
3. Ss are given a cardboard and a printed image of every traditional object.
orally traditions
20 4. Ss paste their objects in the cardboard and write sentences to describe them. T must model the
Task and culture by
mins 5. Ss present their objects and compare them with the help of T. WH conversation in
means of an art
advance with a
gallery
This is our mochila bag. It is yellow, blue and red. high achiever and
The objects inside are a hat and a hammock then check for
They are both beautiful, but the hammock is cheaper than the hat. The hat is smaller than the hammock understanding
Worksheet 1.2
Resources
Cardboard, printed image of traditional objects, tape, pencil and coloured pencils
Additional resources http://people.howstuffworks.com/culture-traditions/national-traditions/colombian-tradition3.htm Link with extra information about the most relevant Colombian traditions.
2
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ADDITIONAL ACTIVITY
To give learners
oral practice • T splits Ss into small groups of 3 or 4. Each group makes a line. The T goes to the back of the line and tells the last Ss in each line the secret word. T – Ss
10 T might give learners
Pre Task 1 with the Then, the last S whispers the word to the person in front of him/her in the line, and so on and so forth until the first person in the line hears the
mins a reward
vocabulary to word, raises her/his hand and says the word. If the S says it correctly, his/her group gets a point and the game continues with the next word. Ss
be used.

ADDITIONAL ACTIVITY
• T divides the class in two groups
T–S
To practice
• T writes on his-her notepad or stick notes 5 - 10 objects associated with traditions, then a S is called to pick one paper and act out the action or T can assist Ss on how
15 structures and
Pre Task 2 object that is written on the paper. S have 40 seconds – 1 minute to guess what the action or object is. to act out, suggesting
mins vocabulary prior
S - Ss movements
to production
• Every time Ss from one group guess their partners action or object, they get one point.
2
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199
TOPIC: School’s traditions
MODULE: 3
UNIT: 1
SESSION: 3
AIMS: By the end of the session, Ss will be able to identify and describe their school traditions and compare them with other school traditions

Students play Pictionary.
WH
• T splits the group into two teams.
T might show Ss how
• Each team chooses a volunteer and he/she takes out a card from the cards the T has. to play with the help of
Review
the other teacher in
vocabulary
• The volunteer has to draw on the board the picture of the word written in the card. class or with another
5 and functional
Warm up student
mins language
• The team has two opportunities to guess. If they can’t guess, the other team or half of the class can guess.
to compare
T can reward Ss with
objects. GW
• Optionally, once Ss have understood the dynamics of the activity, the game can be played in pairs. any type of bonus.
• The words are: poncho, ball, video games, dolls, hammock, hat, sports, and parties.
PW
SEN adaptation. If there is a S with physical impediments to draw, T can assign him/her the role of referee to determine who wins the points.
• Ss read about school traditions in their school and answer the hand out activity worksheet 1.3
• Ss compare the answers in pairs, following the model written in the handout. T monitors Ss pronunciation and clarifies possible questions.
• T tells students that the ad refers to one of the ideas in the last activity, and asks students to tell him what the tradition is (answer: idea number 3).
To personalize IW
the information • T presents the following question and the possible answers on a poster or Power Point slide. Students should choose one and think of other T can show Ss samples
in the text by answers in pairs. of famous ads to give
explaining the What’s the message of the ad? PW Ss more foundation
15
Pre Task answers. on how they can be
mins
• The message is that children can practice sports very well. T – Ss designed
To promote
critical thinking • The message is that sports are important for children.
Other…
• T asks students if the message is positive or not. During the activity students discuss the message in pairs.
2
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STAGE AIM PROCEDURE INTERACTION TIPS AND MATERIALS

• Ss will design an ad promoting a school tradition and value
• T divides the class in groups of 3, then T assigns one of the traditions below.
Special bazaars:
“Jean” days:
Field Trips:
Mass:
Parties:
The foreign T can
Special dates (Language day, Independence day, etc) :
show Ss how some
special events are
• Ss write a slogan or positive message about the tradition they chose in pairs. T can help learners and suggest examples of slogans on the
To apply the developed at schools
board.
vocabulary and in his/her country
GW
modal verbs
20 • Ss draw an image or cut and paste a picture for their ads.
Task by means of T can drill grammar to
mins WH
presenting an give Ss the chance to
• To present the task, every student should say 3 ideas about traditions they have at school.
ad about school practice the grammar
traditions. in a more controlled
• Suggested grammar (modals of possibility and obligation) and functions (describing habits, traditions and obligations).
manner.
Special bazaars:
• Positive message: In special bazaars, we can share with students of other classes.
• We can buy food, but we can’t cook it. We shouldn’t be rude. We should buy different things, We must respect adults.
• Every group presents the ad, presentations should last 1 – 3 minutes each.
• T elicits from Ss what school tradition they prefer from the ones presented before and why. T can list in the board
Praise students
5 the vocabulary and
Wrap Up work and give WH
mins • T provides feedback by telling Ss if they used the vocabulary, grammar and functions of the session correctly. grammar elements Ss
feedback
used.
Magazines to cut and paste pictures, cardboard, pencils, colour pencils, glue
Resources
Worksheet 1.3
http://www.mamalisa.com/blog/love-and-friendship-day-in-colombia/
Additional resources http://colombiareports.com/colombians-celebrate-holy-week/
Links with information about two celebrations that are common in Colombia and might not be popular in other countries.
2
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ADDITIONAL ACTIVITY
To recycle the • Pre-reading: T asks Ss about the traditions that are held at their school. T elicits ideas from Ss and takes notes on the board. T models the use of T can tell Ss
use of modals modals with the notes on the board. differences between
for possibility T- Ss school celebrations
15 and obligation. • T asks Ss which sentence expresses possibility and obligation. T models the appropriate use of language and provides time for Ss to discuss some when they were
Pre-task
min To check Ss’ other examples in pairs. elementary or high
understanding PW school students,
of the modal • SEN ADAPTATION: if there is a S who can not read, a partner must read aloud to him/her. T can choose a high achiever to do so. and current school
verbs. celebrations.

ADDITIONAL ACTIVITY
• T leads a discussion about the traditions that were presented by the groups in the ads. T can prompt discussion with questions about the ads such
T can provide Ss
as:
a examples of
To talk about What are the most important activities of a bazzar?
connectors to support
10 the traditions What can we do in a bazzar?
Task 2 T – Ss their discussions:
min presented by What should we do in a mass?
the group
In my opinion, but,
• Ss respond to T questions, T asks follow up questions if possible
however, although.
2
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MODULE: 3
UNIT: 1
SESSION: 4
AIMS: By the end of the lesson, students will talk about traditions in their neighbourhoods and schools and explains why those traditions are preserved.

Hot seat:
• T organizes Ss in groups of 3. One member of the group moves his/her chair with the back to the board or TV screen.
• On the board or TV, T presents pictures about the vocabulary of previous lessons. (Take the pictures from the previous sessions hand-outs.)
• The 2 Ss of each group tell their group member who is not looking at the images, some clues to guess the word. The S who is not looking at the
picture can also ask some questions.
T can search more
GW
• Possible conversation model: images on the Internet
5 Activate prior
Warm up Ss looking at the picture: It’s a kind of clothes. if the ones provided in
mins knowledge T – Ss
SS who is not looking: Is it a jacket? previous sessions are
Ss looking at the picture: No, it’s not. / Yes, it is. not enough
• The group that guesses the word wins the game.
Sen Adaptation: In case there is a S with physical impediment to move, T can assign him/her the role of moderator to select the pictures to be used.
To check
students
understanding • Ss work in pairs, T gives them a value (from the ones in the worksheet 1.4A) per pair. Each pair has to fill the chart.Ss understanding of the words
of the values and phrases from the worksheet before having them work on it.
promoted in
the traditions • T models a conversation that can be made using the words and expressions from the handout.
PW Once, Ss have finished
mentioned.
15 the activity, they
Pre-task • Ss complete the chart in the handout until tradition number 5 to remember specific school traditions and get some ideas to be able to create one
mins WC can check the self-
Students will of their own.
assessment checklist
practice the
T-Ss points 1 and 2.
following • T elicits the answers.
function:
Describing *Additional activity 2
habits
(traditions)
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As Ss write, the
• T tells Ss that by the end of the module, they will have an art exhibition. To do so, Ss present 4 objects they will have designed per each unit. teacher can give
T – Ss them feedback
To recycle
20 • Individually, Ss can start writing in their notebooks the description of one object designed in any of the previous sessions on pronunciation
Task previously
mins GW grammar and spelling.
learned topics.
• Then, Ss read the object description to each other or to the class so that T can give feedback on pronunciation. T must provide a
language model for
this description
• T can tell the class if they used the vocabulary, grammar and functions of the module correctly. They can also say if Ss’ pronunciation was
accurate. T should explain
Praise students What is it? briefly that the
5
Wrap Up work and give Why I chose it: WH worksheet to work on
mins
feedback is a sefl-assessment
• Learners are asked to fill out the self-assessment questionnaire. (Worksheet 1.4B) instrument.
Worksheet 1.4A
Resources
Worksheet 1.4B
Additional resources https://www.artsonia.com/ This link shows a website that collects art pieces of Ss from different parts of the world.
2
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ADDITIONAL ACTIVITY
• T divides the class in two big groups, group A makes a big circle and group B makes an internal circle. Ss are given one minute to talk about a T – Ss
To talk about tradition and what they like about them. T models the dialogue Ss might use:
If there is one S who
cultural
10 remains without
Pre-task 2 traditions in • “My favourite tradition is Halloween, because I can dress up, I can ask for candies.”
mins partner, T can work
a controlled
with him/her
practice • After one minute of interaction, T asks Ss to move, then the big circle Ss take one step to the right and get to face a new partner. T gives them one
minute to talk and make them move again, the activity continues until T decides. Ss

ADDITIONAL ACTIVITY
Hangman
• T writes on the board the lines for the letters of a word, for example:
To review
some words T might decide to
10 • MOCHILA BAG (_ _ _ _ _ _ _ _ _ _)
Warm up 2 and phrases T - Ss review the alphabet
mins
from previous before start playing
• Ss have to start saying the letter they think make part of the words, if the letter makes part of the word, T writes in on the correspondent line, if
sessions
the letter is not in the word, T writes the word on the board and draws a part of the body of a hangman.
2
CYCLE:
DE BOGOTÁ D.C.
MODULE 3 Traditional crafts in celebrations
2
es &
ions
l valu
tradit
a
UNIT
Cultur
ALCALDÍA MAYOR
DE BOGOTÁ D.C.
206
TOPIC: My celebrations, our celebrations
MODULE: 3
UNIT: 2
SESSION: 1
AIMS: By the end of the lesson, Ss will explain their family and community celebrations and exchange information about classmates’ celebrations.

• T shows pictures of his/her own family and community celebrations including decorations used in those celebrations. T focuses on past simple
and past continuous. WH
For example: In this picture, I was celebrating Christmas with my family… Discourse markers: Linkers: sequential (past simple tense), first, finally,
Introduce etc. Functions: Describing people and describing past experiences. T can paste the
vocabulary pictures around the
about kinds of • T writes on the board the following questions and help learners answer them, based on the presentation done by T. classroom and have
5 min Warm up
celebrations What food did he eat? Ss walk and discuss
that Ss may use What did he/she drink? what they see in the
during the task. What was he/she doing in the pictures? pictures.
When did it happen?
Where was the celebration? T- Ss
What does the people in the picture look like?
Picture dictation
• T organizes Ss to work in pairs. T provides one image to each S.
• SA has a different picture to the one of SB. T instructs Ss, e.g. This is an extended family from Tolima. They make tamales together every Christmas,
etc. As one of the Ss describes the picture the other tries to draw a picture from the description.
Cooperating T can
share information
To present • Once Ss have finished, T discusses with the Ss the content of the pictures using the following questions: PW
about how an
structures and What do you see in this picture?
important celebration
vocabulary to Who is in the picture and how are they related to each other?
in his-her country is.
be used during Why are people doing what you see them doing?
Images can be
the session.
15 searched online
Pre Task To practice in • T pastes some images of family and community celebrations on the board and the names of the pictures for Ss to match them. Once the Ss have WH
min about celebrations
pairs questions finished, T works on vocabulary and pronunciation.
like Christmas or
and answers
Halloween.
using past • Ss are asked to work in pairs, using the same questions from the previous stage, they ask each other questions about the last family or community
T might need to list
structures. celebration they went to.
some verb forms in
T – Ss
past simple, specially
• Since Ss will not have pictures of their celebrations, T prompts ideas on the board: Think about last Christmas, last Halloween, what did you do? T
irregular verbs.
models the language learners may use: I went to my grandmother’s house last Christmas, we ate dinner and I got presents.
SEN Adaptation: In case there is a S with physical impairment to see, T or other partner can describe him/her details of the pictures so S can write
what he/she imagines the pictures are.
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Creating a mini-scrapbook
• T helps Ss write the answers of the questions mentioned during the pre task in their notebooks about two celebrations; a family celebration and
a community celebration they participated in. Ss should look at the answers of the activity during the introduction to use them as a model.
. T - Ss
Suggested language:
• Past simple “I travelled”, past continuous In this picture, I was celebrating Christmas with my family… Discourse markers: Linkers: sequential (past
time), first, finally, etc. Functions: Describing people and describing past experiences
To know about
T should make sure Ss
classmates’
• T designs a page of a scrapbook with images they can cut from old magazines or newspapers or they can use photos if they have some. In the write the sentences
20 celebrations GW
Task hand out Ss paste those images, paste the paper on the cardboard and fold it, as if it were a two pages book. (Worksheet 2.1) correctly, past tense
min
should be checked
To be able to
• Ss work in groups of three people. Ss are given a cardboard and pictures cut from magazines, about celebrations such as: birthdays, Christmas, carefully.
ask questions
etc. Ss pastes the pictures on the mini scrapbook and write a sentences for each picture (the scrapbook should have at least 2 pictures of every
about those
type of celebration seen in worksheet 2.1)
celebrations WH
• T asks Ss questions about the celebrations, T can use the same questions used in the introduction stage.
T lists in the board the celebrations that were mentioned during the class.
To confirm the T elicits ideas form Ss about every celebration in the board. T can ask Ss to write
established their own ideas in the
5 min Wrap Up
aims have been The whole class discusses about the activities that are normally done in those celebrations. WH notebook or give Ss a
met brainstorm form.
T leads the discussion.
Worksheet 2.1
Resources
Cardboard, markers, pictures from magazines about the family (pictures can be printed)
Additional resources http://off2colombia.com/prepare-your-trip/when-to-travel-to-colombia/colombian-events-festivals List of important Colombian celebrations
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ADDITIONAL ACTIVITY
Example of the picture
Collaborative writing:
that can be used:
To practice • T gives learners a big piece of paper or cardboard and pastes a picture retrieved from the internet that shows a family celebrating Christmas. T – Ss http://www.
vocabulary
10 bulwarkpestcontrol.
Pre-Task and expression • Ss are asked to sit in a big circle, T asks Ss to write sentences in past simple and continuous about the picture on the cardboard or paper given.
mins com/community/
about T checks Ss’ sentences are correct. WH
wp-content/
celebrations
uploads/2013/12/
• T reads out loud and make Ss repeat their sentences.
Christmas_Family.jpg

ADDITIONAL ACTIVITY
Possible questions:
Role play:
When did you
• Ss are asked to make groups of three or four, one S is assigned the role of interviewer or journalist and the rest are guests to a radio show. T gives
celebrate last
the journalist S a list of possible questions and S selects 3 questions
Christmas?
To talk about GW
15 • T assists the interviewees Ss by helping them write their answers for the radio show.
Task how traditions Did you and your
min WH
are celebrated family have a party?
• Ss present their radio show, which should last maximum 2 minutes.
Did you go to any
SEN Adaptation: in case there is a S with physical impediment to walk, T can give him/her the role of news director and he/she should select the
local bazar in your
best interview. This S can interact with T to determine what the best interview is.
neighbourhood?
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TOPIC: Our Celebrations at school
MODULE: 3
UNIT: 2
SESSION: 2
AIMS: By the end of the lesson, students will express their opinions about their experiences regarding celebrations at school.

Vocabulary competition
Ss compete in pairs: T can look for some
• T pastes images of celebrations on th PW e board. images related to
5 Activate prior • Ss list as many verbs in past as they can in their notebooks individually. school celebrations,
Warm up PW
mins knowledge • Ss compare their lists and decide who the winner is. such as Earth day,
Language day,
The winner may receive a fake dollar or other element (a sticker) that represents a point. Columbus day.
•T works on pronunciation and makes corrections in the use of past tense. Ss might make mistakes in the use of verbs in past.
• T prepares three pieces of chart paper, each entitled with a different holiday. On a large piece of butcher paper, T writes and draws traditional
symbols, customs, and other pertinent information to use when comparing the similarities and differences between the holidays.
To present
structures and • T explains and drills the verb patterns of like, enjoy, want and need in the past. I enjoyed having dinner with my family last Christmas. I liked my T-Ss T can include other
10
Pre Task 1 vocabulary to Halloween costume last year. T asks Ss to write two examples on their notebooks using T’s model. materials depending
mins
be used in the on his-her needs.
class • Ss share their examples with another partner. Then T elicits a couple of examples from Ss and gives them feedback.
• T shows Ss the symbols drawn in the poster and match examples of sentences with the celebrations in the poster.
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• T asks Ss to walk around and look at the poster pasted in the previous stage and write 4 questions to find out information about those past
experiences. They can write some of the questions used in session 1 unit 2, What did you eat? Who did you meet with?
• Ss compare their questions and T clarifies possible doubts about the questions structures. Ss get ready to participate in a discussion, Ss sit in a
circle and sit around the T
During the discussion: T monitors the use of

To practice the • Ss interview T about the music played in family celebrations and music he or she likes. T instructs Ss so they can use questions from the previous T – Ss the structures among
structures and stage. The cooperating T can mention celebrations done at the school he attended, for example: Thanksgiving and Valentine’s Day. The T asks the learners.
10
Pre Task 2 vocabulary to cooperating T the same questions used in the previous session. Arrange seats to
min
be worked in WH have a big circle or a
the session • T asks Ss to think about important celebrations in Colombia or their communities. Ss list the same items as the ones on the board and take notes face2face setting.
on their emotions towards the experience.
SEN Adaptation. In case there is a student with physical impairment to walk, he/she can be assigned to work with one peer in a face to face dis-
cussion. T can provide flashcards or printed images of celebrations to prompt
Finger puppets about past school celebrations
• Ss choose 2 school celebrations. Some of the celebrations could be Earth day, Columbus day, Independence Day, Spanish Language Day and
Halloween.
• Ss choose 2 images of every celebration they select and design a small picture per image (two pictures in total) on a square of cardboard (size
Recycle the use
3cm x 2cm). These pictures become the finger puppets. Help Ss with the
15 of language
Task creation of the picture
min structures
• Ss take two strips of paper (4 cm x 4cm) and roll them around the upper part of their fingers. and finger puppet.
already learned.
• Ss work in pairs asking questions to each other to know information about the celebrations the puppets represent. PW
• They can say what they like and love of those celebrations and use some basic gerunds like:
“I enjoyed going trick and treating. I loved recycling.”
To end the class
• T provides Ss with feedback by telling them if they asked the questions and gave answers correctly. T can also say if students’ pronunciation was
while reviewing T can write in the
accurate.
5 min Wrap up the concepts WH board the conclusions
learned during of the session
• Ss are encouraged to keep the puppets for the fair exhibition.
the session.
Resources Butcher paper, cardboard, scissors, glue, markers, coloured pencils
Additional resources http://www.colombia-sa.com/varios/varios-fiestas-in.html Calendar in English of all Colombian celebrations. This can give T better foundations of what celebrations there are in Colombia
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ADDITIONAL ACTIVITY
Guess the lie
To practice IW As an alternative, Ss
the structures • T asks Ss to work individually and write four sentences about their last school celebration (Earth day, Language day) Ss should write two true might prefer to special
10
Pre Task 2 to be used in sentences and two false ones. family celebrations
mins
the production since they are easier
stage • Ss are asked to work in pairs, every S reads his-her sentences and tries to guess what the true sentences are. PW to recall.

ADDITIONAL ACTIVITY
Find someone who
• T writes on the board 8 sentences on the board about the school celebrations.
______Was in the honour roll for the Earth day

To practice T monitors what Ss
______Participated in the “Family day” celebration
the structures say, how questions are
15 ______Sang a song at school.
Pre Task 2 to be used in WH asked and prevents Ss
mins
the production from using their first
• T writes on top of the board find someone who. T explains Ss should go around the classroom asking questions such as: Did you participate in the
stage language.
“Family day” celebration? Did you sing a song at school?
• Ss write the names of the partners who have done the actions, on the board.
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TOPIC: Celebrations in my country
MODULE: 3
UNIT: 2
SESSION: 3
AIMS: By the end of the lesson, students will identify characteristics of people, activities and things and make comparisons in the context of celebrations in our country.

Country’s celebrations map
• T instructs Ss to brainstorm celebrations in the country they are familiar with. Then T arranges Ss in pairs and gives each pair a few minutes to
share their lists and complement them.
• Once Ss have finished, T sets up groups of 3-4 Ss to create a list of cultural celebrations, consolidating the created lists. PW
T may use an online
Set up the
5 map. In case there is
Warm up context for the • T shows the Colombian map and invites Ss to indicate the city where the celebrations are held as they call them out.
mins no access, a map or
session T-Ss
poster can be used
• T models the language to be used like:
My celebration is the Carnival of Blacks and Whites, and it is celebrated in Pasto.
SEN Adaptation: In case there is a student with physical impediment to walk, he/she can be given a map printed in a sheet, to point or highlight the
city or places where celebrations take place.
• T projects or shows images of crafts and people in two cultural celebrations in the country. T can play some music typical of the celebrations.
• Ss write on the board sentences comparing the people in pictures. Suggested language: T-Ss
Recycle He is happier than her.
previously This man is more boring than that woman.
10 Images should show
Pre Task 1 learned
min happy, bored, funny
structures. • T reviews the rules of comparatives and superlatives.
people in celebrations.
• T asks Ss to choose two of the cultural celebrations on the board and express their ideas about them using comparatives and superlatives.
WH
• T asks 5 Ss to write their comparisons on the board, The rest of the class checks sentences and corrects mistakes if necessary.
• Ss are asked to work in pairs, Ss should sit facing each other, T models the language Ss are to use: “I think Carnival of Barranquilla is more fun
This activity can be
To encourage than The flowers’ fair. I think people are happier in Carnival black and whites, than in Cali’s fair.” T – Ss
10 done having two
Pre Task 2 students to use PW
min circles, or in two lines
new vocabulary • T points or shows two images of Colombian celebrations, Ss start giving their opinions and comparing the celebrations in pairs. After WH
facing each other
one minute of interaction T may ask Ss to change peer and start a new conversation.
* Additional activity 2
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Creating a mobile about the celebrations
• T lists on the board the names of some celebrations, people who participate in those celebrations, objects or crafts, activities, food and drink.
• Ss work in groups of three to complete the word web adding words and adjectives in worksheet 2.2
• Each group of Ss draw a small picture of one of the things they mentioned in the mind map. Thus, per mobile there will be 3 pictures. Each S draws
T assists learners to
it on a squared white cardboard. (5cm x 5cm)
create their mobile,
if T needs to shorten
• The three pictures are hung in a mobile (stick) with thread. For instance, the pictures could be about “Marimondas”, dummies and traditional
Recycle the use time, images can be
clothes. WH
25 of language printed to replace Ss
Task
mins structures drawing.
• Each group presents the mobile to the class, presentation should take maximum 2 minutes. GW
already learned.
T must model the
• Suggested conversation model to present the mobiles:
conversation in
advance with a
A: She is a beauty queen; she is tall, beautiful, and fun. Tell me about your celebration.
high achiever and
then check for
B: He is a Vallenato singer. He is short, he’s not handsome and he’s talented.
understanding
A: I think the beauty queen is more attractive than the Vallenato singer.
Check if Ss
• T asks Ss if they can identify characteristics of people, activities and things and make comparisons. T can write the
have achieved
5 min Wrap up WH conclusions of the
the aims of the
• T asks randomly to 4 or 5 Ss to give examples of comparisons. session in the board
lesson.
worksheet 2.2
Resources A stick per group.
1 squared card of white cardboard per group.
Additional resources T can search a video that describes celebrations in Colombia. For example: https://www.youtube.com/watch?v=Tkv5C7L0rNk
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ADDITIONAL ACTIVITY
Sentences Scramble
• Class is divided in groups of 3, T writes scramble sentences using comparatives and superlatives.
To apply the • Example of sentences:

expressions
Ss who win the game
10 and vocabulary • Fun – of – the – most – celebration – Colombia – is – Carnival – Barranquilla – of
Pre Task 3 GW can get a candy or any
mins necessary for
other rewarding item.
the production • (Carnival of Barranquilla is the most fun celebration of Colombia)
stage
• Ss work in groups to re-arrange the words in order to unscramble the sentences, they should write the sentence on the book, when Ss think
they have the sentence correct, one member of the group runs to the board, grabs a marker and writes the sentence.

ADDITIONAL ACTIVITY
Matching game
• T pastes some adjectives on the walls of the classroom.
• Ss will work in pairs.
• As the T pastes a picture of a Colombian Carnival on the board, Ss look at the picture, run and remove the adjectives that are related to the
picture to match them to the picture.
T can print some
T – Ss emoticons to decorate
• T checks if their matches are correct. T should explain what the correct answers are and explain the meaning of the words or ask Ss to look up
15 Introduce the activity and offer
Pre-task 4 the meanings of the words they do not know.
min vocabulary Ss a visual input to
PW facilitate learning the
Suggested adjectives:
adjectives.
For people: Happy, sad, excited, scared, pretty, ugly, frightened, outgoing, funny, sad, zany, grumpy, cheerful, jolly, carefree, serious.
For activities: relaxing, exciting, boring, difficult, and easy.
For things: big, small, colourful, funny, attention-getting, beautiful, ugly.
• T instructs Ss to discuss in pairs about how they feel regarding the celebrations listed in the warm-up session, e.g. What do you think about
the Carnival of Barranquilla? How did you feel when you were in the …? Students responses might be: I think it’s colourful and exciting, When I
participated in the …. I felt happy.
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MODULE: 3
UNIT: 2
SESSION: 4
AIMS: By the end of the session, Ss will be able to talk about a celebration they remember, the activities they did and compare some aspects of that celebration with other classmate’s
celebrations.

Hangman:
• T reviews the vocabulary practiced in previous sessions by playing hangman with the class. The vocabulary includes verbs in past and the Monitor while Ss play
T-S
adjectives introduced in session 3. hangman in pairs, the
5 Activate prior
Warm up whole class can play
mins knowledge
• T can start playing hangman with the word KEEPSAKE, if possible T can bring real keepsakes to incorporate realia to the session. the game to optimize
PW
time.
• Once students have understood the dynamic, they can play the game in pairs.
• T explains Ss that they are going to watch a video and they need to take notes about the following questions, “What did she do in the school?
What celebrations did she celebrate last year at school?
http://learnenglishkids.britishcouncil.org/en/grammar-videos/kittys-school-day T-S Show a video in which
a person says what he
• Ss compare their answers in pairs. or she did, yesterday,
last week or last year.
Identify actions
10 • T checks Ss responses and writes the answers on the board. Make sure it includes
Pre Task 1 in the past in
mins • As the T writes the responses, he/she works in correcting mistakes from Ss. PW irregular verbs in past.
the video
Example: http://
• T writes 5 more examples of simple past sentences. learnenglishkids.
britishcouncil.org/
SEN adaptation: In case there is a S with physical impediment to see, T can describe the video to play, or select an audio material instead. T- Ss en/grammar-videos/
kittys-school-day
• T places 10 pieces of papers with verbs written in infinitive and 5 pieces of paper with celebrations, around the classroom and asks Ss to find them.
T-S
• When a S finds a paper, he-she should write the verb on the board in infinitive and past. (Go – went)
To apply the Make sure all learners
10
Pre Task 2 introduced are involved in the
mins • Once Ss have written all the verbs, they are asked to write individually 3 sentences in past simple using the verbs from the board.
structures orally PW activity
• T and Ss write sentences to compare celebrations:
“Her Halloween was more interesting than mine.”
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• Ss are asked to work in groups of 3, then Ss create keepsakes of one celebration they choose. To do so they can use cardboard and markers to
draw and cut out images that represent activities or things they relate to the celebration. Optionally, Ss keep the keepsake in a paper box to save
the description of the memory and the images.
1. Take 2 squares of colour paper one square should be 3 cm smaller than the other.
GW
2. Make a crease across the middle of the squares starting from each side.
3. Crease all corners into the centre.
T should assist when
4. Fold the sides to the centre.
necessary Ss to help
5. Turn 90 degrees and repeat.
them create their
6. Unfold all but two of the corners.
Keepsakes. T can
Recycle the use 7. Tuck wall corners in.
assign as homework in
15 of language 8. Fold larger corner over and into the bottom of the box.
Task the previous session
mins structures 9. Repeat on the other side.
GW to bring part of the
already learned. 10. Repeat all steps on the other piece of paper.
keepsake ready
11. Before folding the lid into its final shape, snip along the creased diagonals to cut an artistic pattern.
12. Also cut a square from the scrap of the other piece of paper.
13. Tuck it inside the box under the tips of the folded corners.
14. Tie with a ribbon.
WH
• Ss prepare sentences to present in groups their keepsakes.
• At the end of the presentations, the Ss complete the “I can” self-assessment checklist. Worksheet 2.3
To end the class
while reviewing
5
Wrap up the concepts • T asks some follow up questions about the celebrations and Ss answer including verbs in past simple. WH
mins
learned during
the session.
Cardboard Markers 2 pieces of 8.5” x 11” paper Ruler Pen/Pencil Scissors a ribbon
Resources
Worksheet 2.3
Additional resources T can search a song with verbs in the past tense, this is one example: https://www.youtube.com/watch?v=0b4rsDuzThE
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ADDITIONAL ACTIVITY
Share the
• T elicits information from Ss about the celebrations they have listened to by asking questions, e.g.
information
from the
• “What celebration did you like the most? Is xxxxx better/funnier/ than xxxx? Why? Why not?” In ths way, Ss can establish comparisons among
keepsake
10 the descriptions they listened. To do so, they can use the adjectives introduced in session 3. Then, Ss report some ideas about their classmates’ Emphasise in ways of
Task 2 designed,
mins celebrations and mention the comparisons. comparing
using the past
simple and WH
• T assesses both the process and the final output in terms of students’ communicative competence and use of the vocabulary and language of
comparative
the unit.
forms.

ADDITIONAL ACTIVITY
• Ts can model the following question: “What did you do yesterday at school?” Ideally, the question must be answered with 4 different activities
T – Ss
T should monitor the
• T reviews verbs in past by asking to Ss what actions were described in the previous conversation.
15 Review the interaction between
Pre Task 1
mins verbs in past Ss and make sure they
• T indicates to Ss to work in pairs and find out activities they did the previous day. PW don’t speak Spanish
Note: T can use some flashcards to show the actions as they speak.

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3
es &
ions
l valu
tradit
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UNIT
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TOPIC: Music to celebrate in my community
MODULE: 3
UNIT: 3
SESSION: 1
AIMS: By the end of the lesson, students will be able to describe characteristics of instruments, express their opinions about music and relate music to personal experiences.
Memory Game
• T pastes flashcards of musical instruments on the board, along with their names facing down. Each card should have a number for Ss to call it out.
T splits the class into groups and instructs Ss, each group has a turn to call a number out. T uncovers the card and pronounces the word of the
Introduce instrument. Ss match the image and the word.
5 min Warm up vocabulary for
the session. • Once the images are uncovered, T works on pronunciation and plays the sound of each instrument before or after drilling each word. T can search
a website with sounds of instruments, find an example below.
• T can use a website with musical instruments sounds, so Ss can listen to them and recognize some of them. WH
T-Ss
• T plays folklore music of different Colombian communities. The music tracks could be about Cumbia, Bambuco and Mapale.
To introduce • As Ss listen to the track, they must record in their notebooks the instruments they listen to. T could use a video,
10 vocabulary and which should show
Pre Task PW
mins expressions for • Ss compare their lists and write places where the folklore music comes from. T can provide one or two examples to help Ss. various rhythms in
the session about 3 mins.
• T elicits notes from Ss to consolidate the vocabulary. T drills pronunciation of music instruments. T also provides information about music genres
T – Ss
such as salsa, vallenato, champeta, soca or reaggaeton.
• T groups Ss in pairs and instructs them to tell each other:
1. The names of the instruments used to play their favourite type of music.
2. The reasons why Ss like the music. Ss can use adjectives such as fun, exciting, beautiful, boring, and popular.
T-Ss
• Ss should compare music genres using these adjectives to describe their favourite music: I think that cumbia is more popular than bambuco. I
To encourage T can monitor the
15 think champeta is more fun than pop.
Pre Task students to use pairs while they are
mins
new vocabulary PW talking.
• T asks Ss about their favourite kind of music, then writes on the board the question: When was the last time you danced your favourite music? T
gives Ss examples using the past simple.
• Ss keep working in pairs sharing their music experiences.
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• T shows Ss the following samples. Ss choose one of the options below
1. A matchbox guitar
2. Matchbox maracas
3. A matchbox radio
4. A plastic dish CD
• T elicits information about where the instrument is used and for what celebrations.
Match boxes
Markers
• T instructs Ss to create their matchbox. As T explains each instruction, he/she makes the matchbox. Ss follow instructions:
Rubber bands
Popsicle Sticks
• 1.Cut a square of cardboard and cover the front part of the matchbox.
T – Ss Glue
Cardboard
To handcraft • 1. Cut or colour the box as you like. You may think about the celebrations or people who plays it or songs in which the instrument is used and
15 Paint
Task a musical people who dance the song.
mins Cardboard
instrument
IW
• If it is used as a little guitar, the S should use the Popsicle sticks, use some glue and put it inside of the box vertically, as if it were the upper part
As an alternative Ss
of the guitar.
can be asked to work
in pairs or groups
• If it is a maraca, Ss can put inside the box, little rocks or lentils to make it sound and they should also paste the Popsicle stick.
if materials are not
enough.
• If Ss choose the plastic dish CD, they should cut a circle shape of cardboard, draw and colour it as a CD and paste over the plastic dish.
SEN Adaptation: in case there is a S with physical impediment to craft, he/she can be given clay, plasticine to try to design the instrument, if
elements are not available, a flashcard can be used.
Resources Flashcards, tape, projector, audio.

Suggested links:
• A link with examples of musical instruments’ sounds. http://www.dsokids.com/listen/by-instrument/.aspx
• Playlist of the most representative types of music in Colombia https://www.youtube.com/watch?v=m9Js3QCweQc&list=RDzNNSaCsh62w
• Memory game http://www.eslgamesplus.com/musical-instruments-esl-vocabulary-memory-game/
• Colombian rythms
https://www.youtube.com/watch?v=zNNSaCsh62w
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ADDITIONAL ACTIVITY
To compare • SS work individually and write some comparisons between the instruments they talked about and the T elicits some of those comparisons. T IW T could ask Ss to vote
10 different asks more specific questions about the reasons why they chose those instruments.
Pre Task for their favourite
mins musical T – Ss
musical instrument.
instruments. • T can tell the class if they asked the questions and gave answers correctly. They can also say if Ss’ pronunciation was accurate.

ADDITIONAL ACTIVITY
Drawing instruments
• T elicits information about where the instrument is used and for what celebrations.
GW
Recycle the use T can show Ss pictures
• Ss make groups of 3, and prepare a short oral presentation about a type of music they like.
20 of language of some musical
Task 2
min structures instruments to guide
• T gives Ss 5 minutes to plan their present tion and gives them a picture that represents the selected type a of music. Ex If a groups talks about WC
already learned. Ss.
rock, T should give them the picture of a guitar.
• Ss mingle and tell each other the information they prepared and show their instruments.
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TOPIC: Music my family likes and music I like
MODULE: 3
UNIT: 3
SESSION: 2
AIMS: By the end of the session, Ss will be able to compare different music preferences and say their opinion about kinds of music.

Rain finger
• Ss sit on the floor in a circle. Ss tap their fingers softly on a surface (notebook)
• Make louder raindrops—tap louder, make very loud raindrops—slap their hands on their thighs
• Make thunder— stand up and stamp their feet or

The S who is called
• Make lightening—clap their hands sharply.
should say a kind
To review of music. The
• As they make the sound of the raindrops (thunder or lightening), they will sing:
5 min Warm-up the national WH cooperating T can
Rain, rain, go away. Come again another day
symbols make a poster with
vocabulary about
______________(a S’s name) wants to play.
kinds of music.
• The S who is called should say a kind of music. The cooperating T can make a poster with vocabulary about kinds of music.
• Once the S has said the kind of music, Ss from the class sing a song representing that type of music.
SEN adaptation: If there is a student with physical impediment to talk, he/she can be given images with rain, drops and lightening, he/she should
show the right image, during the game.
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Interview the Foreign T
• T plays different song tracks. T tells Ss to listen to the songs and predict the celebrations when the songs can be played. T also tells Ss to take
notes about the way they feel when they listen to the songs.
T can lists some music
related to celebrations
• Ss report their predictions to the class. T takes notes on the board about Ss predictions and opinions.
before playing the
T-Ss tracks.
• T tells Ss that one of the songs they listened to is the cooperating T’s favorite song and if they want to know which one it is. Ss write three questions
Promote Ss’
to discover the cooperating T’s favorite music and memories related to it. T models the suggested language for Ss to interview the cooperating T.
ability to find WH T could search
10 Examples of possible questions
Pre Task 1 out information videos in Youtube
min suggested language (Simple past tense and Comparisons)
by asking with music related to
questions celebrations, here is
What kind of music is it?
an example:
What’s the band’s name?
https://www.
What did you do that day?
youtube.com/
When did you listen to that music for the first time?
watch?v=3PgNPc-iFW8
Why did you listen to it?
Is that music better than ….?
• T shows the Ss’ images with kinds of family celebrations like birthdays, weddings, graduations, among others.
• T tells Ss to write some questions about those celebrations.
• Weddings are more fun than birthdays. Graduations are more boring than birthdays.
T – Ss T should show images
To practice
• The Foreigner T plays some music he or she listens to in each one of those celebrations in his/her country. The cooperating T also names two with celebrations.
the grammar
10 activities he or she did in each celebration. The foreigner T can talk about traditions in his/her country related to the family celebrations and IW In case flashcards
Pre Task 2 and functions
min encourage Ss to ask him or her the questions they wrote. are not available, T
mentioned of
PW can print images to
the unit.
• Ss take notes about the information provided by the foreigner T. Ss can use some of the adjectives introduced during the last lesson to give their replace them.
opinions about the music the foreigner T talks about.
• Ss compare and discuss their notes in pairs.
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My Mind map
• Ss make a mind map (see worksheet 3.1) about the music their families like and the music Ss like to celebrate special dates with their families. Ss IW
write adjectives or verbs as key words to complete their mind map.
To establish • Ss write some ideas about similarities and differences among the music styles they like and their family likes. T could project the
15 relationships PW mind map in a video
Task
min by making • Ss write some comparisons between the cooperating T’s celebration and music and their family celebration. beam to explain easily
comparisons how to complete it.
• Ss mingle and talk about their mind maps (T mus provide Ss with a basic conversation model) in order to find similarities and differences between
their families. WH
• T and must draw conclusions about Ss’ findings.

The T and the
To end the class cooperating T can
T-S
while reviewing • T elicits different music genres most classmates like and why. tell class if they said
5 min Wrap up the concepts complete ideas and
WH
learned during • Ss say what their favorite music genre is and mentions a singer or song he/she likes. they can also say if
the session. Ss’ pronunciation was
accurate.
Resources Copies of worksheet 3.1, Video beam, Flashcards or images.
Additional resources http://latintravelguide.com/colombia/festivals-and-holidays This link takes to a guide of various celebrations that take place in Colombia.
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ADDITIONAL ACTIVITY
Bingo:
• Ss draw a grid in their notebooks with 9 spaces to fill
To review T – Ss
Words in the board
10 vocabulary
Pre-Task 3 can be retrieved from
min learnt during • T previously writes a list of 20 instruments, celebrations and music in the board.
Wh Ss by T
the unit
• Ss select 9 words from the board and fill the grid with the words they want to.
• T calls out randomly the elements in the board, in case S has the words called out by T, S should cross it in his/her grid.
• The first S to complete the grid shouts out BINGO, wins the game and gets a reward

ADDITIONAL ACTIVITY
I spy with my little eye
• T pastes flashcards of musical instruments in the classroom. Then T tells Ss he/she will think of an instrument and will say: I spy with my little eye
To recycle T – Ss
something…(T says a characteristic of the instrument) used to play rock and roll
vocabulary In case flashcards are
15
Pre-Task 4 worked in not available images
min • The first S to know what instrument T is talking about should run to the flashcard and touch it.
previous Wh can be used.
sessions.
SEN Adaptation
In case there is a student with physical impairment to run, he/she can repeat “I spy with my little eye”, as T describes the instrument.
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TOPIC: What do we listen to?
MODULE: 3
UNIT: 3
SESSION: 3
AIMS: By the end of the session, Ss will be able to compare past and present music genres.

Guessing game
• Ss listen to fragments of classic and new songs. T should select appropriate songs for Ss.
T models the language
WH Ss are expected to
• Ss write in their notebook the kind of music they think it is.
use:
Introduce
• Ss compare their answers in pairs.
10 vocabulary I like rock because it
Warm up
min about kinds of PW is fun.
• Ss discuss what they like or don’t like about the songs (in adavance, T can provide Ss with a set of basic adjectives to describe music)
music.
T can play parts of
• T gathers the group and listens to Ss ideas.
T- Ss different videos from
Youtube.
SEN Adaptation: In case there are Ss with physical impediment to hear, T should show him/her images of singers or groups representative in every
type of music and elicit a written response. This activity can be done with the whole class.
• Ss read sentences about the music people liked in different decades and the music young people like now. In the sentences, Ss see how the
musical styles are compared and the language of the unit should be included.
• Ss read the sentences and identify music genres and complete the following box in their notebooks.
Sentences that can
be written to guide
Music people liked in the past My opinion Music people like now My opinion
IW learners:
Introduce
15 vocabulary Vintage music still has
Pre-task 1 • Ss compare their answers in pairs share their opinions about vintage and current music. T models the language Ss should use:
min about kinds of fans, they think this
music. “I don’t like vintage music because it is boring.” PW music is better than
“Vintage music is more interesting than music people like now.]” modern music
• Ss write on their notebooks two comparisons between music people liked in the past and music people like now.
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• T hands in to each Ss a chart like the one below or asks Ss to draw the chart on their notebook.
• Ss work in pairs to select 5 songs and music styles for a survey. Ss mingle to interview their peers about their music taste.
• Once they have finished interviewing, Ss rank their results.

T monitors the correct
use of language by Ss
WH
and make sure they
Song/artist Style of music Characteristics Classmates who like it don’t speak Spanish
Recycle the use
1 when sharing the
15 of language T-Ss
Task 2 results.
min structures
Ss can be given colors
already learned 3 to design their charts.
GW
T should find an image
• T shows Ss an image with different types of charts to illustrate results. that shows different
types of charts.
• With the previous instruction of T, Ss create a basic graph it could a pie chart or a bar graph to illustrate the results and share the obtained data
in groups of 3.
• The whole class can draw general conclusion while T draws a basic graph on the board according to Ss’ report.
Draw
conclusions
about the • T elicits different musical styles, those that Ss like and why.
kinds of music T can write on the
5 min Wrap up classmates like • T tells the class if they used complete ideas. board the conclusions
and the reasons WH of the session.
why they like • They can also say if Ss’ pronunciation was accurate.
those music
genres.
Resources Fragment of different songs and kinds of music, colours
Additional resources T can search a review of some types of music that are popular in Colombia, for example: http://www.donquijote.org/culture/colombia/music/
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ADDITIONAL ACTIVITY
Running Dictation the paragraph can be
a short description
To practice • T pastes a paragraph related to music on a wall of the classroom. of a music genre, for
10 written example.
PreTask 2 PW
mins structures to • Ss are asked to work in pairs, Ss assign roles, Student A should run, read the paragraph and run back to dictate as many words or sentences as
compare he can remember. Student B writes what Student A dictates. Ss can switch roles
once, under T
• Ss who finish writing the text first will be the winners. supervision.

ADDITIONAL ACTIVITY
Pros – cons debate:
• T asks Ss to work in groups of four.

This activity can be
To compare • Two Ss of every group are assigned to argue in favor of vintage music. The other two students should defend modern music.
done in two large
15 music from
Task 3 GW groups, in this case T
mins different ages • T models the language Ss should use:
should moderate the
orally “Vintage music is more interesting and singers in the past were better.”
debate.
• T monitors language use.
• T must determine who is the winner in every group.
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MODULE: 3
UNIT: 3
SESSION: 4
AIMS: By the end of the session, students will be able to identify the different types of music known by their community, their classmates and place this information on a time-line.
Karaoke
T can find videos on
• T can choose a joyful song and play it. A pop song could be used, see an example in the tips and materials column
Youtube with karaoke
versions of songs
• T should give the Ss the lyrics and let them sing one part of the song.
suitable for the class.
10 Practice • Then, half of the class sings and the other half listens to them and decides, with the help of T if they sang with the correct pronunciation.
Warm up WH Example:
min pronunciation
• After that, the other half of the group sings and are evaluated by the other half of the group who already sang.
https://www.
youtube.com/watch?
• Ss say if they like the song and what genre it was.
v=NMUFavYTN1o
SEN adaptation: if there is a S with physical impediment to hear, T can give him/her the words of the song and go over the lyrics together while the
song is being played.
• T asks Ss to work in pairs.

T can use this
• T prepares a power point presentation with images of types of music, vintage, current and Colombian music. Images could be presented like:
template to work
Salsa Vs Bachata.
on the power point
To review
presentation
the functions • Ss look at the images and write one or two sentences comparing the types of music.
10
Pre Task 1 and grammar PW
mins http://es.slideshare.
worked during • Rock is more popular than jazz. Reggae is more relaxing than rock.
net/lozanosesto/
the unit
my-favorite-music-
• Ss share their answers in pairs, T monitors and corrects possible mistakes while Ss interact.
appendix
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A thread, ribbon or pita fibre timeline
• Ss work in groups of 4
• After T shows Ss a sample of a time line, every group creates a time line with music they liked from the previous decades (write key words in on
cardboard strips of paper). T should encourage Ss
to use target language
GW
• Ss also include a recent community or family celebration and the music played in each one of those celebrations. while creating their
timelines.
Integrate all the
• In the timeline Ss can hang the instruments they designed, the mind maps and cards with other genres and celebrations they want to include (they T might pre teach
20 functions and WC
Task created this material in the last sessions). vocabulary of the
min grammar of the
materials to be used
unit
• All the items and cards with words should have a hole so that they can be hung in the time line. in the creation of
T- Ss
the timeline thread,
• Students mingle and they will explain their timelines. hole, cardboard, first,
second
• Ss present their time lines using a language model provided by T with the expected grammar (simple past, dates, comparatives and superlatives).
• Students say the things they liked about their classmates’ timelines.
T assists possible
5 WH questions of learning
Wrap up Give feedback • T can tell class if they said complete ideas and they can also say if Ss’ pronunciation was accurate.
mins about the self-
IW assessment worksheet
• T can give Ss the self-assessment checklist (worksheet 3.2)
Resources Video Beam, microphone, cardboard, thread, tape, hole puncher, worksheet 3.2
Additional resources T can look for a karaoke playlist in Youtube, for example: https://www.youtube.com/playlist?list=PL34A2C96C550F3AF0
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ADDITIONAL ACTIVITY
• Ss choose the elements they want to include in the project presentation.
Include Ss’
favourite • Ss take notes in their notebooks and write descriptions of the elements they want to include answering these questions:
T tells Ss this activity
15 outputs in What is it?
Pre-task 2 WH is part of the project
min the project Why I chose it:
preparation.
presentation of
unit 5. • The T monitor Ss’ work.

ADDITIONAL ACTIVITY
• Ss are given pieces of playdough
• Every S selects a musical instrument and designs it using the playdough. IW T can show images
Present orally
10 of some musical
Pre task 3 a musical
min • Ss should write a list of interesting facts about the instrument. The type of music it represents, if they know how to play it, why it is more interesting GW instruments to guide
instrument
than other instruments. Ss.
• Ss work in groups of four and present their instrument to their peers.
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4
around me
es &
ions
l valu
tradit
a
UNIT
Cultur
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TOPIC: Famous people in my neighbourhood
MODULE: 3
UNIT: 4
SESSION: 1
AIMS: By the end of the session, Ss will be able to describe outstanding community members and their importance in their communities.

• The T plays a song about jobs or professions.
Suggested song: “People work” available at
http://learnenglishkids.britishcouncil.org/en/songs/people-work
If there is no access to internet T must use flashcards and sing the song to the Ss. T and Ss can try and
Set up the WH
5 sing the song after
Warm up context of the
mins • Ss take notes on the professions they have listened to. they have drilled
lesson
pronunciation
• T drills pronunciation of the words.
SEN adaptation: in case there is a S who has a hearing impairment, he/she can be asked to clap and show images of professions given by the T.
Famous neighbours
• Ss discuss the following questions about famous neighbour characters in pairs
What is _____like?
What does _____look like?
What does he do? T can talk about a
PW
Where is he from? famous person he/she
What do you know about him? knows.
Is he/she important in your community?
T helps Ss elaborate
Identify and ask • The cooperating T’s neighbours the questions they are
15
Pre-task questions about to ask the cooperating
min WH
neighbours • The cooperating T tells the class about his /her neighbourhood and traditional members of their community by using photos or images. (The T T.
can prepare a poster with names and paste images of people who look like his neighbours)
T can arrange the
• Ss can prepare individually some questions to ask the cooperating T about the traditional members’ personal information or physical traits. Ss class to make it look
IW
can use some of the questions mentioned in the previous activity. like cooperating
T is giving a press
• Ss discuss in pairs what differences they find between their neighbours conference.
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My neighbours
• Ss choose 1 neighbour they remember.
Generating
opportunities • Ss write key words about their names, physical appearance, personality, something they did, and their jobs.
to talk and find
out information • Ss create 1 mask of their community member face and present it to the class:
about students
communities • Ss use the materials, draw the neighbours’ faces on the paper plate and color it, they will make a hole in each side of the plate and join the sides
IW
of the plate with elastic thread or wool. T might print out
Relating some face’s parts
20 personal • Ss make the holes in the mask for the eyes, nose and mouth. (moustache, beard,
Task
min experiences ears, mouth) images
and/or students’ • Ss mingle, wear the mask and ask each other questions about their neighbours. As they pretend they are the neighbours they can ask questions taken from the
knowledge of such as: internet to facilitate
their community What’s your name? the task and save time.
members with What do you look like?
the language What are you like?
WH
and functions Where are you from?
practiced in this Why are you famous? Well because once I …( answer using simple past)
unit.
• Ss say the importance of those members in their communities or the reason why they recognize him/her and they will describe all the aspects
mentioned above.
• T picks one of the masks and wears it.
T can write the
5 conclusions of the
Wrap up Give feedback • Ss raise their hand and say what they know or remember about the character. WH
mins session on the board
or poster.
• T gives Ss feedback about the activity.
Resources Paper plates, elastic thread, scissors, glue, wool, markers and colored pencils, video beam, Internet connection, speakers, paper
T can search a video tutorial about the process to make paper plate masks.
Suggested link: https://www.youtube.com/watch?v=hUE1aAB4ymw
Suggested song: “People work” available at
http://learnenglishkids.britishcouncil.org/en/songs/people-work
236
• T hands in give each S a picture of a famous neighbourhood (e.g. Simpsons’ characters: Moe, Homer, etc) In pairs, Ss should identify and circle
the following characters when they listen to the description of what each one of them do: He/she takes care of sick people:
A doctor
A priest
A rich person
Introduce A teacher
T-Ss
10 vocabulary A bartender
Pre-task 2
min about A grandpa
neighbours. A grocery clerk
A politician
Other
• Ss have to run close to the teacher and show him or her the answer.

ADDITIONAL ACTIVITY
Guess who
T gives Ss instructions:
• T chooses one assistant to set the example of the activity
T-Ss
To practice the • T writes the name of a famous person on a piece of paper and puts it on the assistant’s forehead. T could drill yes/no
15 vocabulary to questions to give Ss a
Pre Task 3
min be used in the • T tells his/her assistant to start asking yes/no questions about the character he/she has on his/her forehead. Am I a man? Am I Colombian? T tells WH more chances to ask
task Ss to respond either: Yes, you are / No, you are not. questions correctly
PW
• The assistant has 10 opportunities to ask questions about his/her character, in order to guess who he/she is.
• Once Ss have understood how to play the game, they are asked to work in pairs and repeat the dynamic.
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TOPIC: Loving difference
MODULE: 3
UNIT: 4
SESSION: 2
AIMS: By the end of the session, students will be able to identify similarities and differences among neighbours and explain why they are important in the community.

Unscramble the sentence
• T writes in individual pieces of papers or cardboard, the letters of the following sentence twice: My neighbour is an important person for our
T can write different
To activate community
5 sentences and/or
Warm Up previous GW
mins more, to divide Ss in
knowledge • Class is divided in two small groups.
more groups.
• Ss are given the letters and they have to work collaboratively to unscramble the sentence
Class survey
• In pairs, Ss design and implement a class survey to identify similarities and differences between the neighbours’ personal information (jobs, ages,
Promote place of origin). Each S should take notes of the survey questions and options of answers.
students’ ability
to find out • T writes on the board examples of the questions Ss can use Where is your neighbour from? What does he do?
information Ss can be given a
by asking • T monitors that both questions and answers are accurate. format to fill out their
15 questions questions, answers,
Pre-task
min • Ss mingle and ask the questions to 3 classmates. PW parterns names and
Practice the other relevant info of
grammar and SEN adaptation, in case there is a S with physical impairment, he/she should be assigned to a group, so Ss can work nearby, including S with special the survey.
functions needs.
mentioned of
the unit. *Additional activity 1
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• Ss draw and paint a portrait of one of his/her neighbours.
• Around the picture, Ss write key words that refer to the characteristics related to job, age, place of origin, personality and the reason why he/she
Recycle the use
is important in the community.
of language IW Materials: cardboard,
15
Task structures pencils, eraser, paint
min • Ss present the portraits in groups of 3, as they share the portraits they can ask each other questions about jobs, ages, place of origin, personalities
already learned. and paint brushes.
etc.
GW
• Ss discuss the differences among their neighbours.
Identifying
• Ss say the differences they found in each group and the reason why they chose those neighbours.
differences T checks Ss have met
5 min Wrap up WH
the aim of the session.
• The T can provide Ss with feedback by stating the accuracy of their ideas as well as the pronunciation.
Give feedback
Resources Posters with answers created by T. If available, tech resources can be used instead, colours, pencils
T can search additional material, worksheets for the session in case they are needed. Suggested site: http://www.englishexercises.org/makeagame/viewgame.asp?id=4670
T can use this website to create his/her own Jeopardy version. Suggested site:https://jeopardylabs.com/
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ADDITIONAL ACTIVITY
Jeopardy
• T can create some answers of the questions introduced in the last session about the famous neighbours presented.
T can use this website
He is a famous soccer player, He plays in an important team of Bogotá
to create his/her own
10 Activate prior Jeopardy version. For
Pre-task 2 • T tells Ss each answer and writes it on a poster and Ss have to tell the T the corresponding question for each answer.
mins knowledge example:
WH
• At the end of the activity, T asks Ss to conclude what the topic of the last session had been.
https://jeopardylabs.
com/

ADDITIONAL ACTIVITY
Writing a note:
• T tells Ss they are going to write a note for his/her neighbour.
Practice the
• T writes a sample of a note for his/her neighbour, telling him/her why he/she is important for the community. T – Ss T can print out a
vocabulary and
15 sample of a note for
Pre-task 3 expressions
min • Ss write 3 ideas to write about his/her neighbour. My neighbour is a nice person, he/she works very hard, he/she cares for animals and nature. IW his/her neighbour
worked in the
prior to class.
session
• Ss write their notes individually following the template written in the board.
• T checks Ss notes and corrects general mistakes.
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TOPIC: A person I appreciate in my Neighborhood
MODULE: 3
UNIT: 4
SESSION: 3
AIMS: By the end of the session Ss will be able to describe personal information about a neighbor they appreciate and explain the reason why they appreciate him/her.

Spelling contest
• T makes a list of jobs. He or she writes the words on the board.
T should sit facing
• Ss work in pairs, one S should not look at the board and the other should. In each pair, the S who is looking at the board should spell the word for
each other, T might
Introduce his classmate. The classmate who is listening should write the word on his notebook and present it to the T if the word is correct that couple gets
5 mins Warm-up PW ask Ss to write two
vocabulary a point.
sentences about each
job.
Some jobs: technician, mechanic, electrician, baker, bricklayer, bus driver, butcher, carpenter, chef/cook , cleaner, dentist, designer, doctor,
dustman, refuse collector, electrician, engineer, factory worker, police officer
Reading:
• T asks Ss to read a brief description of a character. Suggested:
Hello, my name is James. I’m a sportsman and I come from Chicago. I live in Seattle with my wife Jennifer. We have two children and a dog. The
dog is very funny. Our daughter’s name is Anna and our son’s name is Peter. She is four years old and he is five. I am famous in my community
because I won a gold medal in Olympics in 1988 and I participated in many competitions. I love sports because people can develop abilities, be
competitive and be part of a team. I consider those values are important”.
• Adapted from: http://esl.about.com/od/beginningwriting/a/writing_personal_descriptions.htm

IW
• Ss read individually the description and completes a character profile: If possible, T can print
Recycle
Name: out the profile and
15 previously
Pre-task 1 Age: hand it out to Ss to
min learned
Birth place: make the activity more
structures
Marital Status: PW practical
Children:
Pets:
Important awards:
• Ss compare their answers, every S writes a question to ask his her partner about the character they just read about.
• Suggested grammar: Wh-questions, simple past, Simple present tense, physical characteristics.
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• Using the reading as a model, Ss write a personal description about a character in their neighborhoods they appreciate and the reason why they
appreciate that person.
• In order to outline some ideas they can be given the following parameters: character’s physical characteristics, personal information, they reason
why he or she is famous, a value he or she promotes and the reason why the S appreciates the character.
T can drill sentences
IW
to include adjectives,
• If they do not know much information, Ss can come up with some aspects in the member’s life.
to provide Ss with
Recycle the use
models of expected
20 of language • To present the descriptions they will design a popsicle stick figure of the character.
Task language:
min structures
My neighbor is a very
already learned. • Ss draw the Neighbor’s face in a small piece of paper, then, they cut the drawing and paste it in the popsicle stick.
sensible man.
GW
Wise, smart, nice,
• Ss mingle, holding the figures, reading the personal description and asking each other questions about the typical representative character in
easygoing.
their community.
SEN adaptation: if there is a S with physical disability to move, T should assign a spot to mingle that is accessible for this S.
• Ss say what they remember about a classmate’s typical representative character.

T can suggest Ss to
• T can tell class if they asked the questions and gave answers correctly. They can also say if Ss’ pronunciation was correct and if grammar was create the profile of an
5 mins Wrap up Give feedback T – Ss
accurate. ideal neighbor in the
board.
• T encourages Ss to keep the figure for the fair exhibition.
Resources Popsicle sticks, paint, cardboard, glue and markers
http://esl.about.com/od/beginningwriting/a/writing_personal_descriptions.htm
Additional resources This website offers scaffold instructions on how to make descriptive paragraphs.
Online Guess who game: http://www.squiglysplayhouse.com/Games/HTML5/Puzzle/GuessWho
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ADDITIONAL ACTIVITY
Guess who
T can look up an
• T pastes pictures on the board of typical representatives on the board.
Review T – Ss online version of
10
Pre-task 2 descriptive “guess who” and if the
min • T asks Ss to work in pairs. One S describes the physical traits of the person in the image and the other guesses who the person is.
language PW game is suitable for
SS’ level.
• T elicits responses from the group.

ADDITIONAL ACTIVITY
Interview
• Ss are asked to work in pairs, and are given a popsicle stick and a piece of modelling clay, every S is asked to make a microphone using the sticks
and the modelling clay.
T can ask Ss to stand
To apply the • Ss prepare individually 5 questions to interview their peers.
T – Ss in two big circles and
vocabulary and
15 rotate journalists and
Task expressions of • One S plays the role of journalist and interviews his/her partner who will pretend to be a neighbor.
min PW neighbors to have Ss
the session in
interact with different
an oral task • After 3 minutes of interaction, T asks Ss to switch roles.
peers.
• T monitors pronunciation and answers possible questions from Ss.
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MODULE: 3
UNIT: 4
SESSION: 4
AIMS: By the end of the lesson, students will be able to describe typical representative characters around them and explain why they are important.

Guess who I am
. In order to give
• Ss receive a set of cards with images of famous people who are part of Colombian culture.
instructions for this
activity, model the
• Ss work in groups of three, one of them takes a card without looking at the picture and he/she will paste it on his/her forehead or back.
dynamics. Paste a
5 Introduce WH
Warm up card on your forehead
min vocabulary • The other group members tell him/her ideas about the person’s physical appearance, personal information or past events in which that person
and ask the class to
participated. The S who has the card pasted on his forehead guesses who he is pretending to be.
give you glues so you
can find out who you
• T elicits responses from Ss T- Ss
are.
• T splits Ss into groups to discuss the following questions:

Why are those people mentioned important for Colombian culture?
What values do they promote?
• T elicits responses from Ss and writes values on flashcards.
• Some values that can be included are: Responsibility, kindness, caring, solidarity. .
Recycle The same images
previously • T hands in one of the flashcards with the name on the value on it. Ss walk around the class telling each other the importance of that value to T-Ss of the previous
10
Pre-task learned become a member of a community. activity can be used.
min
structures. Cooperant T might
• T elicits responses of the whole class. give examples of
PW famous people in his/
SEN adaptation if there is a student with physical impediment to walk, T can give him/her a set of cards with values written on it. T asks the S to her community.
raise one of the cards and the whole group discusses about that value, then after one minute, T asks the S to show another card and again everyone
discusses about it. This task can be done with the whole group, to include the S.
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• An award ceremony for a traditional representative character

• Ss are divided in groups of 4.
Before the activity
• Ss complete individually a character profile about the life of a traditional member in their community in their notebooks. They record information IW
recycle or ask Ss to
about physical characteristics, personal information (job, age, place of origin), and important events in the member’s life and current activities.
remember how to
describe physical
Recycle the use • T drills on the board sentences to give reasons to select the character:
features.
25 of language For his constant help in the community, for being a nice person and a good neighbour, this award goes to….
Task
min structures GW
already learned. • Ss create an award for that person and explain the reason why that person deserves it. Ss create the medals, trophies, plaques or an award made
Groups should hold
of cardboard; for instance a medal can be done by cutting a rounded medal that can be hung with a woollen thread
the ceremony at the
same time, T should
• T tells that all the Ss participate in an awards celebration. In each group Ss choose a presenter, a member of the community. The presenter gives WH
monitor and check the
general information about the character and show the award to his/her group.
needs Ss might have.
• Ss name the awards and the people who won them.

T can explain Ss
• The T and the cooperating T can tell class if they asked the questions and gave answers correctly. They can also say if Ss’ pronunciation was the purpose of the
5 min Wrap up Give feedback WH
accurate. self-assessment
worksheet.
• T gives self-assessment cards to Ss worksheet 4.1
Resources Cardboard, markers, woolen threads, and scissors, worksheet 4.1
Additional resources T can search online a triumphal march to play during the ceremony, for example: https://www.youtube.com/watch?v=ojIQf49kNcs.
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ADDITIONAL ACTIVITY
Singing
T can search a video
or audio of the song
• T plays the video of the song He is a jolly good fellow
Capture Ss “He is a jolly good
10
Pre-task 2 attention for the WH fellow” Suggested
min • T practices the pronunciation of the words of the song.
topic video https://www.
youtube.com/
• T and Ss sing together the song and dance. Everyone can follow the dance moves suggested in the video.
watch?v=udeAIiP0JgU

ADDITIONAL ACTIVITY
Project Preparation
• T decides with the class where the exhibition will be, who the guests are, the music and name of the exhibition.
To decide on T can create a Google
10
Task 2 final aspects WH docs to keep track of
min • T asks Ss that tasks of previous sessions they have and what descriptions they have.
for the art the assigned tasks for
exhibition the project.
• T guides Ss to write shorts descriptions of the tasks on cards that will be placed next to the tasks.
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MODULE 3 Let’s celebrate
5
es &
ions
l valu
tradit
a
UNIT
Cultur
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DE BOGOTÁ D.C.
248
TOPIC: Best and worst parties
MODULE: 3
UNIT: 5
SESSION: 1
AIMS: By the end of the session, students will be able to discuss positive and negative aspects in a celebration.

Matching activity
• T can make a set of matching cards with well-known festivities and the months or dates in which they are celebrated.
• It can be something like this:
Father’s Day June
Fool’s Day April 1st
St. Valentine’s Day February 14th This is a great

opportunity for the
WH
Set up the foreigner
5
Warm up context of the teacher to include
mins New Years’ Eve December 31st
session some of the traditional
celebrations from his/
her country of origin
Shrove Tuesday February or March
Diwali October or November
• T has Ss work in groups of 3 or 4, and gives them a set of scrambled cards.
• T starts describing a special date without saying its name: “On February 14th people use to give flowers, chocolates and a special card to a person
they love.” Ss must guess what the activity is and match the date with the correct name of the special celebration.
• After describing all the celebrations, T shows Ss the right answers and asks them to add the total of correct answers to have a winner(s).
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Talking about celebrations
• T has prepared different short texts describing popular celebrations around the world, and gives one of them to every student (texts can be
repeated). For example, April Fool’s Day T-Ss
In the UK, April 1st is April Fool’s Day. This is a day when people play tricks on each other for fun. A trick is like a practical joke. It is a good
celebration because people have fun and feel relaxed. The bad thing about this celebration is that some people can feel upset for the T can write the text
tricks and some people may bother other people with ill-intentioned tricks. on a sheet of paper
and make copies for
• T pairs Ss in a way they can share new information with their partner. Ss share their information about the celebration described in the text and students.
Practicing
compare it to the celebrations that are popular in the city. (Note: April Fool’s Day is similar to “El Día de los Inocentes”, which is celebrated in GW
the grammar
15 Colombia on December 28th).
Pre task 1 and functions
min
mentioned of
• T must monitor Ss constantly to support them with the use of language to convey meaning. Activity modified and
the unit.
taken from http://
• Ss keep working in pairs and complete the chart in worksheet 5.1 and then discuss questions like: learnenglishkids.
What do you like the most about these celebrations? britishcouncil.org/en/
What’s positive? what’s negative? PW your-turn/april-fools-
day
Ss may answer in Spanish but T helps them paraphrase what they are saying and T writes key words from their answers on the board. T can divide S-T
the board in two parts, positive and negative aspects.
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Making a comic strip
• Ss are asked to work in pairs. From the celebrations Ss talked before, they choose one of them.
In case there is good
• T shows Ss a sample of a comic strip nwith a drawing, Ss must represent a sequence of activities done at the celebration they chose PW
internet connexion
available, T can ask Ss
Recycle the use • Ss can draw some pictures to represent their ideas about a good celebration and include some of the positive characteristics of celebrations
to access a website
20 of language mentioned in the pre-task.
Task to create cartoon
min structures
characters online. For
already learned. • Ss share their comic strips by using key words in every drawing (verbs). Ss can work in groups of 4 students.
example:
GW
http://bitstrips.com/
Suggested conversation starter
create/comic/
“on __________ day, people usually ____________________”
Optionally, they can
Give feedback • Ss report the additional ideas they found from sharing with the other groups.
work in groups of 4
5 min Wrap up about students’ WH
and share the ideas
performance • T can tell the class if they said complete ideas and they can also say if students’ pronunciation was accurate.
they found.
Resources Cardboard, coloured pencils, copies of worksheet 5.1
T can search a website with more ideas on games or readings about celebrations go to. For example:
http://www.classroomjr.com/valentines-day-printable-story-starters/
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ADDITIONAL ACTIVITY
• T asks Ss to copy a mind map about the celebrations. T assigns each S a celebration that is popular in the city. Ss complete the mind map
individually.
• Ss mingle and share their ideas about the celebrations. Date
Promote
students’ ability IW T can print out the
10 to find out Mother’s
Pre - Task 2 Traditions Purpose form for the mind map
min information day and hand it to Ss.
by asking
questions
Mingle
Food

ADDITIONAL ACTIVITY
• Practical Joke
• T shows S a video with examples of practical jokes. Suggested video: https://www.youtube.com/watch?v=psvkyf3PzjE T can pre-teach some
To practice T – Ss useful verbs for Ss to
structures and • T gives Ss more context of what a practical joke is and how they can do it. use:
15 PW
Task 2 vocabulary
mins
worked during • Ss are asked to work in pairs. Every pair of Ss should prepare a practical joke and explain it. GW Cut, paste, put, place,
the session. open, spill, pinch
• Ss share their practical jokes in groups of 4 and T monitors the activity.
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TOPIC: How we like to party
MODULE: 3
UNIT: 5
SESSION: 2
AIMS: By the end of the session, Ss will be able to describe a party they want to organize and share opinions about parties.

• T writes the following commands and models them for Ss, then Ss are invited to perform the activities:
Stand up. Hands up. Hands down. Jump. Run. Stop, Turn around. Stop. Dance. Sit down. T can show Ss
flashcards or printed
Review action
5 min Warm up • T asks the class to do each command several times as he says so and by the end of the activity, the T asks Ss if they do those activities in a party. images instead of
verbs
write the verbs in the
WH
SEN adaptation, in case there is a S with physical impediment to perform the actions, T can ask him/her to call out the command. T can either board.
whisper or write the action to be called.
• TT hands in a text about children’s parties in the foreigner teacher’s country. The foreigner T can create this text including the grammar
T can drill some
Practicing suggested in the macro-proposal for this unit. See an example at http://teacher.scholastic.com/lessonrepro/reproducibles/litplace/r970818d.
sentences in the
the grammar htm
board to review
and functions
comparisons:
mentioned of • Ss read the text silently. Once they have finished, T can show some pictures related to the reading to retrieve information from Ss and check IW
15
Pre task the unit. comprehension.
min In my family party,
food is more delicious.
Promote Ss’ • In pairs, Ss can compare the party described in the text with a party they attended. Aspects they can compare are food, music, decorations and T-Ss
In that party people
reading skills tastes (T gives Ss a short and simple language model to start making comparisons)
look calmer than in my
PW
family.
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Writing in a folded paper
• T gives each student a square of white paper. Ss fold each corner of the paper to the centre.
• In each square, Ss write a sentence about aspects of the party in the inner part of every flap or corner folded (decorations, food and tastes,
Recycle the use
music and activities children can do).
of language
T should model
structures
• As it is the party of their dreams, Ss use superlatives to write about the unique characteristics of the party using a language model provided by IW the folded paper
already learned.
20 T. technique.
Task
min T can use colored
Establish
• Ss work in groups of 4 telling each other the characteristics they prepared, classmates can write comments about their classmates’ party papers to make their
relationships
descriptions in the outer flap or folded corners. GW folded papers more
by making
appealing.
comparisons
• Suggested grammar: Would like to, superlatives and comparatives
Share opinions
• Ss work in pairs telling each other about the comments they received. T can ask Ss to write
about parties
three sentences
5 min Wrap up WH
• T tells class if they said complete ideas and they can also say if Ss’ pronunciation was accurate. reviewing the party of
Give feedback
one peer.
Resources Paper, markers, pens.

Additional resources T can search a video that shows different folded paper techniques. This can give T ideas for further sessions. For example: https://www.youtube.com/watch?v=9tBfu4fpH1s
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ADDITIONAL ACTIVITY
Celebration 1:______ 2:______ 3:______ 4:______

Tastes
Decorations
Food
Parties
Music
Introduce
vocabulary for Categories game or stop GW
the session • T splits the class into groups.
T can prepare the grid
10
Pre Task 2 Training • Ss draw a grid with 5 boxes going down and 5 boxes going across like the following in their notebooks. in word and print it
mins
students on out for Ss.
the use of the • T calls a celebration. Ss complete the empty boxes going across; they can use the dictionary to do so. The group that finishes first will say stop
dictionary and win the first round. The cooperating T can help students so that they can know how to use the dictionary.
T-Ss
• Ss are given only 1 minute to write down info about a celebration
• T records Ss responses on the board on a similar grid.
• T discusses with the Ss the following questions:

Which of these celebrations is your favourite?
If you were to plan a party, which holiday would be the easiest one to plan for? Which the hardest?
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ADDITIONAL ACTIVITY
Making a flyer
• T gives each S a white sheet, markers, colors and pencils.
• T shows Ss the model of a flyer. T – Ss T can print out a real

To apply
flyer downloaded
comparatives • T elicits ideas from Ss about types of parties. WH from the Internet to
15 and superlatives
Task 2 incorporate realia to
min by means of • T models sentences to invite to a party in the board, including superlatives and comparatives: Come to the best party ever! Try the most IW
the session.
creating a flyer delicious food. See the most beautiful costumes!
about parties. GW
• Ss work individually in their flyers, they should include at least 5 sentences with superlatives and/or comparatives. Ss should draw an image
related to their celebration.
• Ss share in groups of 4 their flyers. T monitors the language used by Ss.
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TOPIC: Do’s and Don’ts at a party
MODULE: 3
UNIT: 5
SESSION: 3
AIMS: By the end of the session, Ss will be able to come up with do’s and don’ts in a party.

Backwards hide and seek
• T shows some flashcards or printed images with vocabulary from the previous session.
Images can be printed
• Ss work in pairs and T gives a S in each pair some images with vocabulary. One S in each pair closes his/her eyes and counts to 20, while the other
out, or flashcards from
hides the image he/she received somewhere in the classroom.
the materials section
Activate prior WH can be used.
5 min Warm up • Once the S who closed his/her eyes has counted until 20, he/she opens his/her eyes and looks for the flashcard.
knowledge
T might ask Ss to say
• The winners are 3 students who find the cards faster than the others.
one sentence of the
PW word they collect.
SEN adaptation: in case there is a student with physical impediment to walk, T could ask him/her to count from one to twenty as the rest of Ss hide
the flashcard or images in the classroom.
• The foreigner T writes common do’s and don’ts in a typical party in his/her country on strips of paper
• T hands in the strips of paper to the Ss in pairs. Ss classify them into do’s and don’ts
PW T can pre teach some
imperatives sentences
• T asks Ss to gather in groups of 4 to compare their answers.
Practice the about what to do and
15 grammar and not to do at a party:
Pre task • Ss choose some of the do’s and don’ts and make a chart in their notebooks with two columns (do’s and don’ts)
min functions
mentioned of Don’t expect people to
• Ss discuss in pairs what they do and don’t do at a party
the unit. arrive on time. Make a
GW list of things to buy
• Ideas on possible do’s and don’ts: Plan some type of entertainment or play an activity, don’t be afraid to ask for help, do have a variety of food finally,
T draws conclusions by eliciting ideas from every group.
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• T hands in each S an A2 size square of cardboard. Ss fold the paper by the half and write some do’s on one side and don’ts on the other, In the
inner part of the cardboard.
• Ss decorate the outer part of the cardboard with images related to the party or celebration they prefer and write from:_____ and to:______ in
the outer part of the cardboard.
Recycle the use
IW
of language
• Ss mingle trying to convince classmates of going to the party, if classmates accept, the Ss write their names on the invitations.
structures
already learned. T can print out images
20 • Ss also discuss about the do’s and don’ts to attend to the party they are being invited.
Task for Ss to decorate
min PW
Establish their cardboards.
• Suggested conversation model:
relationships
A: Hi, let me tell you about my party.
by making
B: OK. Mingle
comparisons
A: I’m celebrating…. And in my party you can… you could… and you have to… you couldn’t… Do you want to come to my party?
B: Sure/ I’m not sure. I’ll tell you later.
• *Additional activity 2
Share ideas
T might give a reward
about aspects
• Ss say the names of classmates who want to go to their parties and some things they liked about their classmates’ parties. to the S with the
of parties they
5 min Wrap up WH highest number of
like
• T can tell class if they said complete ideas and they can also say if Ss’ pronunciation was accurate. guests to his/her
party.
Give feedback
Resources Strips of papers, cardboard, glue, markers, printed images.
Additional resources T can search a website with thypical games that Colombian kids might play in their parties. For example: https://blog.unbound.org/2013/08/games-children-play-in-colombia/
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ADDITIONAL ACTIVITY
Party of Colors
• T selects four colors (blue, red, green, black, white) T whispers every S one of the colors and tries to group the same number of Ss per color.
To engage Ss in
T can have flashcards
the activities of
• Ss sit in a big circle in their seats. of colors and show
10 the session with
Pre-task 2 WH one of the cards
min a total physical
• T calls out one of the colors and Ss who have been assigned the color must switch seats. instead of calling them
response
out.
exercise.
• When T shouts party of colors, all Ss have to change seats.
• T starts eliminating seats to make the game more competitive.

ADDITIONAL ACTIVITY
Making a collage
• Ss are asked to work in pairs.

T might ask Ss to bring
PW images or magazines
• T gives them magazines to cut images and a piece of cardboard.
from their houses.
T can search images
To practice the • Ss draw an object that is common in a party. A birthday hat, a cake, a cup.
of a collage, for
expressions
15 example:
Task 2 and vocabulary • Ss cut and paste images, related to parties if possible, on the cardboard, keeping the shape of the element that was drawn.
min
worked during
http://paraisolinux.
the session • Once Ss have finished their collage they make groups of 4 and share their ideas about the collage:
com/wp-content/
Language suggested: GW uploads/2010/10/
shape-collage.jpg
Here we have a collage about the birthday hat.
This is a beautiful and important element in a birthday party.
Some are big, some are small.
I think blue birthday hats are the most beautiful ones.
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MODULE: 3
UNIT: 5
SESSION: 4
AIMS: By the end of the session, Ss will be able to plan a party for the class and describe their works of art in the module art exhibition.
Chinese whisper
• T asks Ss to make 5 or 4 lines with the same number of Ss.

In case there are not
• T stays in the back of the lines and show Ss in the last position of each line a word written on a flashcard. The last person in the row whispers the flashcards available, T
Activating prior
5 min Warm up word to their group members until the student in the front part of the line says the word. WH can print out images
knowledge
with the message to
• The vocabulary is the one introduced in previous sessions; decorations, tastes, music, food, festivities. pass.
SEN adaptation in case there is a S with physical impediment to walk, this S should be placed in the first position of one of the lines to pass the
message.
T can drill sentences

• Ss prepare some questions for their classmates about parties or celebrations they like and what they like about the celebrations: IW
in the verb forms
“what´s your favourite party or celebration?” “what do you like to do in this celebration?” “what do you like to eat?,” etc.
Practicing mentioned in the
GW
the grammar board.
10 • Ss ask the questions to their classmates by mingling and they take notes.
Pre-task and functions
min PW
mentioned of The cooperating T tell
• Ss write the findings of their interviews using comparatives and superlatives.
the unit. Ss about the party he/
she has enjoyed the
• T elicits some findings.
most.
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• Ss work in pairs and plan a class party where everyone’s different tastes and styles will be taken into account.
• Ss think about the topic and name for a party to organize, the possible activities to do, they food they would offer, the time and date, and any
other information they want to include.
T can show Ss posters
from the Internet to
Recycle the use • Ss create a poster to present this information, but T tells Ss to only write key words related to the party in the poster and to decorate it to make
PW give them ideas.
25 of language it appealing for their classmates.
Task
min structures
GW
already learned. • Ss record their information on a poster.
• Ss present their poster in groups of 4 Ss maximum.
Give Ss T can design a rubric

• T assesses both the process and the final output in terms of Ss’ communicative competence and use of the vocabulary and language of the unit. T-Ss
feedback for self-assessment
5 min Wrap up
on their and or peer-
• T can tell the class if they said complete ideas and they can also say if Ss’ pronunciation was accurate.
performance assessment.
Resources Poster board, markers, colors, tape, glue, pictures

Additional resources T can search a website to create posters online. For example: https://www.canva.com/create/posters/
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ADDITIONAL ACTIVITY
Art exhibit preparation
• Ss are divided in groups of 3

Prepare the
presentation Ss could be given
10 • Every group is given a spot in the classroom, which will be called “stand” or “corner”
Pre-Task 2 of the GW materials to decorate
min
consolidated their stands.
• Ss place their posters, flyers and the artefacts they have created during the unit
work of the unit

ADDITIONAL ACTIVITY
• Art exhibit preparation
Present the T can print out
• Ss show the elements they designed from units 1 to 5. They read the descriptions and say the reasons why they chose those products.
consolidation ribbons to place in the
15
Task 3 of all the work WH stands as a symbolic
min • They can share some snacks, play some music and present their designs or works of art to other class/cycle. If not, the students will present their
carried out reward for the work
works of art to their classmates.
during the unit of Ss.
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worksheet
MODULE 3
WORKSHEETS – LIST
1.1 What cultural values and traditions did we inherit?

1.2 Objects associated with traditions
1.3 School's traditions
1.4A Consolidation and Assessment
1.4B Self assessment checklist 1
2.1 My celebrations, our celebrations
2.2 Celebrations in my country
2.3 Self assessment checklist 2
3.1 Music for every celebration
5.1 Best and worst parties
worksheet
263
1.1 / What cultural values and traditions did we

1. Read the descriptions of some of the traditions in the pictures. Label them and match to the corresponding pictures.
________________: In some neighbourhoods, schools organize parades. In these parades,

students wear special clothes of different colours. Sometimes school bands
play instruments and walk on the streets of the neighbourhoods. These a. Buying vegetables
marches promote creativity. and fruit in the street
market
________________: In some neighbourhoods, the local church asks neighbours to wear cos-
inherit?
tumes related to the story of Jesus’ crucifixion. The neighbours represent
the role of Jesus or Virgin Mary. People usually walk behind the main charac-
b. Seeing marching
ters and they usually pray. These processions promote spiritual values such
bands parades
as sacrifice, honesty and faith. The processions often take an hour, but some
processions are longer than others.
________________: Some families or friends often go to play this traditional game. A person
throws a metal disc called “Tejo” to a “mecha” which is a small triangle-
shaped envelope full of gunpowder. The player should hit the target from
about 20 metres away. People enjoy and feel relaxed playing this game C. Going to a bazaar
because it is a tradition that helps them develop a physical skill.
________________: Some neighbours organize bazaars to collect money. They sometimes have
special reasons to collect money for instance, they want to do a celebration
with the money, they want to help the needy or they want to go on a trip.
This tradition promotes teamwork. d. Playing Tejo
Some families usually go to the local street market to buy vegetables and
fruit. They can find all kinds of fresh food there. In this market, food can be
cheaper than in other markets. e. Participating in Holy
Week processions
worksheet
264
1.2 / Objects associated with traditions

1. Write the name of each object, describe the objects and prepare to compare 2 of them. The words can help you.
Old colorful big small cheap warm heavy light useful practical comfortable funny fun brown black
Description: ______________________________ Description: ______________________________ Description: ______________________________ Description: ______________________________

________________________________________ ________________________________________ ________________________________________ ________________________________________
________________________________________ ________________________________________ ________________________________________ ________________________________________
Fun new entertaining beautiful useful big small cheap expensive heavy funny blond
Description: ______________________________ Description: ______________________________ Description: ______________________________ Description: ______________________________

________________________________________ ________________________________________ ________________________________________ ________________________________________
________________________________________ ________________________________________ ________________________________________ ________________________________________
worksheet
265
Instructions:
1. Read the text and tick “true” or “false”. If any idea is false, explain why it is false.
1.3 / School’s traditions

Example to explain why an idea is false.
I think idea 5 is false, because in my school we never celebrate any special date.
Traditions in our school True False
2. Students have to attend classes on time.
3. Most of the students have to wear a uniform.
4. The school can celebrate Olympic Games.
5. When a student has very good results in his

report card, he usually makes the honour roll
and can take part in the flag-raising ceremony.
6. We must celebrate every special date; for ex-
ample, love and friendship day, Labour Day, and
Independence Day.
http://whoisnooey.com/_nooeyblog/wp-content/uploads/2009/11/KidsTri_02-e1269179970958.jpg
worksheet
266
2 3 1 4
1.4A / Consolidation and Assessment

Instructions: CYCLE: MODULE: UNIT: SESSION:
1. Complete the table below
VALUES PROMOTED
Why do we do these activi- How often do we do these ac-
SOME OBJECTS USED SCHOOL TRADITIONS (choose from the options in the box
ties? tivities?
above)
Neighbourhood bazaars:
Jean day’s:
Halloween:
The Earth’s day:
Independence day:
New activity or tradition you propose:
OBJECT THAT REPRESENTS YOUR NEW TRADITION: (Draw it and paint it with paint) TRADITION NAME:____________________________________
VALUES:
FRIENDSHIP
TEAMWORK
COOPERATION
REMEMBERING OUR HISTORY
HAVING FUN
INTERACTING WITH OTHERS
VISITING NEW PLACES
CREATIVITY
WEARING YOUR FAVORITE CLOTHES
PRACTICING SPORTS
TAKING CARE OF THE ENVIRONMENT
RECYCLING
BEING A GOOD CLASSMATE
worksheet
267
1.4B / Self assessment checklist 1

Not really…
Students’ name: ___________________________________ I need to review
Yes Not yet
my notes
My Abilities
1. I can identify traditions in my neighbourhood.
2. I can mention objects related to traditions. SECRETARÍA DE EDUCACIÓN
3. I can say traditions in my school.

4. I can say the reason why we preserve a tradition.
Not really…
Yes Not yet
my notes
My Abilities

Not really…
Yes Not yet
my notes
My Abilities

worksheet
268
2.1 / My celebrations, our celebrations

My scrapbook
A family celebration:_________________________ A community celebration:_______________________
worksheet
269

1. Brainstorming: Complete the mind map with adjectives and words about the celebration you chose.
2.2 / Celebrations in my country

Singers
PEOPLE
Artist
Dancers
FESTIVAL NAME
_______________________________
OBJECTS ACTIVITIES
________________________
___________________
FOOD AND
DRINK
worksheet
270

1. Make a tick (?) in the corresponding box according to your opinion about your abilities.
2.3 / Self assessment checklist 2

I can - assessment checklist
Not really…
Students’ name: ____________________________________________________ I can do it, but I
need to look at
Yes Not yet
my notes
My Abilities
1. I can talk about celebrations I participated in

2. I can talk about food, drinks and the dates when I participated in a celebration.
3. I can talk about activities I did in celebrations I liked.
4. I can compare characteristics of different celebrations.
5. I can ask questions about past experiences
worksheet
271
3.1 / Music for every celebration

Celabration Date:
______________________________
Music my family likes Music I liked in the celebration

Celebration Name:
______________________________
My opinion about the music My opinion about the

music
Activities in that celebration
worksheet
272

Self- assessment checklist
Not really…
I can do it, but I
Students’ name: ____________________________________________________
need to look at
Yes Not yet
my notes
My Abilities
1. I can talk about celebrations I participated in

2. I can talk about music in my community.
3. I can talk about music my partners and I like.
4. I can compare characteristics of musical instruments.
5. I can describe things and past experiences related to music.
worksheet
273

Not really…
I can do it, but I
Students’ name: ___________________________________________________
need to look at
Yes Not yet
my notes
My Abilities
1. I can identify traditional characters in my neighbourhood.

2. I can describe the traditional character physical characteristics and important past
events in his/her life.
3. I can identify similarities and differences between my traditional character and my
classmate’s traditional characters.
4. I can say the reason why I appreciate the traditional character.
5. I can identify traditional characters in my neighbourhood.
worksheet
274

1. Complete the chart with positive and negative ideas about parties or celebrations
5.1 / Best and worst parties

POSITIVE NEGATIVE
CELEBRATION
You can… You can’t
You don’t have to… You have to…
MODULE 4 Technology at my school
1
l
ty for
menta
es
l nativ
nsibili
n
Enviro
digita
UNIT
respo
ALCALDÍA MAYOR
DE BOGOTÁ D.C.
MODULE 4
Word Bank
Useful
Technology
Beautify
Journal
4
Useless Art craft
Technological devices Recycling fair
Old inventions Reusing
Headphones Garbage
MP4 Waste free menu
Gadgets Reduce waste
Avatar Recycling symbols
Blog Environment
Dashboard
Natural resources
Plants
Animals
Soil
Minerals
1
Energy
Earth pocket
Journal
Nature
Fossil fuels
Earth
Product
Disposing
Hoover Board
Invention
Green Day Fair
Eco Days
Recycle
Recycling projects
School facility
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TOPIC: Useful and Not useful technology
MODULE:
4
UNIT: 1
SESSION: 1
AIMS: By the end of the session, Ss will be able to describe an invention created by them to solve a simple problem from everyday life.

• T shows a picture or brings in a useless but creative invention and allows the kids to speculate what it is (they might use mother tongue which is
perfectly fine at this stage).
• T starts to model the language for the lead in as follows: T should search
To present the pictures that depict
5
Warm-up topic for the T: “This is a TIE-UMBRELLA. T-Ss useless inventions,
mins
day in a fun way It’s made of metal and fabric. print them or project
It’s black and blue* (or other colors) them.
It’s small and light
It is used to dress up and to protect from the rain”.
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• Prior to class, T has set different description stations around the classroom under the following titles: Materials—Colors—Size and Weight
• In each station, there should be a sample of the vocabulary words, hopefully using realia.
• Under Materials there should be a sample of wood, metal, plastic, fabric and any other material the T considers relevant.
Teacher should
• Under Colors a palette of colors with written names, or the names in colors. look for realia or
pictures that suit the
• Under Size and Weight there should be one same object in different sizes in pictures or in realia (bottles, fruits, cups, books are possibilities to activity description in
To introduce
bring in the classroom). The words tiny, small, medium and large or big and huge are the ones to illustrate. For weight, it should be enough with advance.
Vocabulary
light or heavy.
Teacher can modify
10
Pre-task • T goes around the stations with the class modeling each word and doing a fast drilling as the one mentioned above. T-Ss the model given in
mins
the warm-up, make
To practice
• For a fast review of vocabulary, T can go back to the Tie umbrella’s picture or object. Then T writes on the board: What is it made of? Then stands it simpler or more
vocabulary
next to the Materials station. Points out to mistaken materials Is it made of wood? Ss answer No, metal. T asks for a full sentence It’s made of metal complex depending
and fabric. Then T writes in a different color on the board in front of the previous question. on the class level.
• Writes again on the board what color is it? Stands next to the color stand. Is it red? Ss reply, No, black. T corrects once again, It’s black and blue.
Writes the full answer in the same color as previous answer in front of the question.
• T repeats process with the last station. What size is it? And if relevant, is it heavy? Is it light?
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• T hands out pictures of useless inventions to pairs of Ss. They will start by looking at the picture and then speculate once again about what it
might be and what it might be used for.
• Conversation starters may come in handy for this quick activity:
I think it’s a ________ The teacher should

It looks like a _______ find pictures of
useless inventions.
• The first instruction is to answer the same questions, this time in writing. What is it made of? What color is it? Size and weight. The teacher can find
examples of those
• The second instruction is to give a name to this invention. pictures by searching
10 To practice on Google images.
Practice
mins language use • The third instruction is to include one more question: What is it used for? T listens to the
PW
and form. speculations but can
• Back to the Tie- umbrella: It is used to dress up and to protect from the rain. also help figure out
if the object is too
• What is it used for? It is used to __________ strange
• At this point, many new verbs related vocabulary might come up and it is a good idea to write it on the board for the class.
• Also stop to focus on the pronunciation of used drilling as needed.
• When they finish their work, they can present their useless inventions to another pair or two, depending on time. They are not presented to the
whole class to encourage S-S interaction.
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V STAGE AIM PROCEDURE INTERACTION TIPS AND MATERIALS

• Ss create their own useless inventions from scratch in pairs. They have to name the invention, and answer the questions above in the form of a
text. The text of the tie-umbrella can be used on the board as an example. But Ss should show a draft drawing of their inventions in a letter size
poster with the corresponding text.
PW
For this task, the
To apply the • Before they present their inventions, T shows a simple chart that presents the words useful and useless.
student can provide
15 language in
Task cardboard or butcher
mins a useful and • T takes two common pictures of common objects and classifies them into useful or useless.
paper and markers or
meaningful task Wh
coloured pens.
• Then they should listen to the presentations and as they listen they should decide whether it is useful or useless according to personal criteria
and write the name of the invention under the column they consider appropriate. This gives them a reason to listen to their classmates’
presentations.
T has previously
To socialize how
5 • Ss share how they classify the inventions in their charts while classmates socialized their inventions during the task. T can ask volunteers to prepared the cover for
Wrap-up Ss classify the Wh
mins share their notes. the class comic book
inventions
about media
Resources Images of useful and useless inventions, technological devices, bags, butcher or cardboard paper, markers or coloured, white board, and projector if needed.
T can browse on Google images examples of useful and useless inventions. In preparation for this session, T may explore some websites about “Chindongu”. This Japanese term refers to practical but useless
inventions.
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ADDITIONAL ACTIVITY
The teacher should
PW give each student
• T organizes the class in pairs. Half the class can step out of the classroom and the other half gets to hide pictures of useless inventions or
who stays inside the
technological devices in a secret bag provided by the teacher. Then the other half comes in and together they play the guessing game. Then
To focus on the classroom a picture of
change roles and mingle.
15 present tense a technological device
Pre-task
mins particularly on or an invention. To do
• T monitors how students use the conversation models provided above, always going back to board if needed and emphasizing in pronunciation
the third person so, the teacher can
as well.
Mingle look for the pictures
online and print them
before the activity.

ADDITIONAL ACTIVITY
The teacher should
plan in advance
how to change the
dynamics of this
• T then asks a boy-girl to take something out of a secret bag. It can be any object, a book, a can, a cell phone, etc. The boy-girl should show it
activity so that
to the class and go station by station guided by the teacher, asking the same questions that are on the board to the class. The questions are
students with special
To encourage “What is it made of? What colour is it? What size is it? Is it heavy? What is it?”
10 needs can participate.
Pre-task practice of Wh
min The teacher should
listening skills • The next boy or girl should choose another object, but this time he/she cannot show it to the class. This time the class asks the boy-girl the
bring technological
questions to find out what object it is. What is it made of? What colour is it? Etc. At the end, either side may ask what the object is.
devices familiar to
students or print
images of such
objects as well as
inventions.
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TOPIC: Devices in my hands
MODULE: 4
UNIT: 1
SESSION: 2
AIMS: By the end of this session, Ss will be able to create their own avatar online to practice a different way of production by making their writing texts oral without actually
speaking.

• Teacher has previously worked on a website to create a personal avatar. www.voki.com
See the description
• Before the session starts, T labels all the technology objects around the classroom to present technology related vocabulary: laptop, projector,
of the website in the
smart phone, smart TV, headphones, MP4-3, tablet.
resources section.
To present new
• T walks around the classroom and stops in front of each object to ask, What’s this? Ss answer, It’s a/an _____. Then T acts as if he/she does
5 min Warm up vocabulary with T-Ss If there aren’t many
not know what each thing is for. T looks at the headphones and places them on stomach. Ss correct and should say No. It goes on your ears. or
realia technology items
something similar. T does the same thing with each object. T corrects Ss replies if necessary.
to be labeled in the
classroom, T may use
SEN ADAPTATION: if there is a student with a physical impairment to see, T should say as he or she uses body language what he or she may use the
flashcards instead.
devices for; for instance: Do I use the projector to write?
• Pair work: T holds a bag that has images or words of the gadgets presented. Each boy-girl takes a paper without showing it to anybody. When T
asks they have to act out their image to find their partner.
Remember that the
To write the text • When they have found each other, they will sit together The T elicits and writes the questions introduced in the previous session, namely: What is
10 text has to be well
Pre-task that will be told this? What is it made of? What color is it? What size is it? Is it heavy? What is it used for? PW
min written so that avatars
by the avatars
read it correctly.
• Ss answer these questions about their gadget using the pair up papers. T reminds students of the language used to answer the last question: It’s
used to ____ (listen to music, talk to other people, project presentations, etc.).
• T asks everyone to focus on the screen. T shows how to create an avatar on the website www.voki.com.
T can ask students to
T-Ss
• Then T tells the Ss this is what they will do with the text they just wrote about the device. take notes of the steps
To practice to create an avatar.
writing in an • Each pair sits at a computer with the task in mind. T should be very strict with timing. Ss go online and create their avatar, introduce the text If internet does not
15
Pre-task 2 web-based tool and make it come to life. It will take Ss a while to get familiar with the tool, but once they do they will design their avatar pretty quickly. Another work, the teacher can
min
for a specific possibility is to guide Ss through each stage together. T does the activity on the screen and Ss follow up the work. ask students to create
task a paper avatar and
PW
*Additional activity 1 memorize the lines
*Additional activity 2 they wrote before.
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T can write on
the board useful
expressions to
make comparisons
• Teacher asks two groups of students to work together and present their avatars to each other. To do so, students can say: This is our avatar; her between avatars.
name or his name is... Listen and discover the object the avatar describes. Ideally, students
should remember
To share work
• At the end of each presentation students can ask their classmates the questions practiced above and compare avatars using the following the questions since
10 developed in
Task chunk that the teacher can write on the board: I like your Avatar. It’ fun. The invention in the description is smaller than ours. GW they practiced them
min class with other
in the last session
classmates
• After both groups have presented their avatars, each pair of students joins other couple to listen to a different description again. The activity and pre-task. If they
goes on for 10 minutes. don’t the teacher can
write the questions on
the board and erase
them later on to see
if students remember
them.
To share what
5 min Wrap-up avatars Ss like • In the last 5 minutes, T can ask Ss what avatar they liked best and why. T-Ss
and why
www.voki.com is a website that allows users to create avatars and type texts that the avatars will repeat orally. The teacher can use this or a similar website during the pre-task and task.
Resources Cardboard to create paper avatars in case internet connection does not work, markers, a projector, computers (one per each couple of students), strips of paper with names of gadgets to pair up students,
little posters with the names of the gadgets in the classroom, tape, notebooks and pens.
Additional The teacher should find a puzzle creator online. You should create a puzzle with the words introduced in the warm-up; namely: laptop, projector, smart phone, smart TV, headphones, MP4-3, tablet. A
resources suggested website to create the puzzle is http://puzzlemaker.discoveryeducation.com/WordSearchSetupForm.asp?campaign=flyout_teachers_puzzle_wordcross
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ADDITIONAL ACTIVITY
To practice new The teacher can use a

15 vocabulary that • T asks Ss to do a word puzzle about the words that were just presented in the vocabulary presentation. Ss answer the puzzle in pairs and keep puzzle creator online
Pre-task 3 PW
min will be needed the worksheet in their portfolios. To make a word puzzle, T can use the website described in the additional resources section. and print a puzzle per
for final task each pair of students.

ADDITIONAL ACTIVITY
To practice • Guessing and reading comprehension activity: T writes descriptions of devices on sheets of paper before the class. T may Include a picture of T may have different
10 pronunciation each device along with the description. In class, Ss work in pairs, T gives a written description to each couple and asks a boy-girl to read aloud written descriptions
Pre-task 4 PW
min and reading for the other boy-girl to guess. When the boy-girl finishes reading, he/she asks questions to his/her partner. The questions could be the same so that Ss can change
comprehension ones they asked during the pre-task. roles and practice.

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285
TOPIC: Technology in the classroom
MODULE: 4
UNIT: 1
SESSION: 3
AIMS: By the end of the session, Ss will be able to give their opinion about technology gadgets by participating in a blog forum and creating their profile in a blog of their own.

• T places pictures of 5 different technology gadgets that are familiar to Ss: Cellphone, Smart TV, Computer, MP4, and Tablet.
• T drills pronunciation and asks Ss about the materials the objects are made of and uses of the devices.
• T elicits responses from Ss and writes them on the board.

Read the resources
• Ss stand opposite to the board. T tells them that they have to run toward the other side of the room and write their names under their favorite section below for
technology gadget. There are only 5 spots under each picture so if they fill up they have to choose a different one. Once they write their name T-Ss essential information
To contextualize they have to go back to the other side of the room and sit down as fast as possible. Remind them to respect each other’s space and no pushing about prior
10
Warm-up the session and or hitting is allowed. preparation.
min
group up the Ss GW
• This is a grouping activity that will create the groups for the rest of the session.
SEN ADAPTATION: If there is a boy-girl with a physical impairment, T can ask him or her to monitor that classmates are not pushing each other. T
can ask him or her what her favorite device is in order to include him or her in a group.
There can be 5 groups
of students between
• When Ss have settled, T reads the names under each gadget. Then holds the picture cards and places them in different parts of the classroom 3 and 5 people per
where they are going to be working. Now Ss meet in the corresponding place. group.
To organize
• T now asks them to complete the following text in the back of the paper: T should monitor
the information
10 closely because
Writing task Ss will be GW
min We are__________________________(your names) Our favorite technology gadget is the __________________ because we use it for vocabulary input is
writing on the
_______________ (writing, playing, watching videos, listening to music, surfing the web) taking place at this
computers
point. T can also add
• Ss can complete their information while teacher monitors more information
depending on the
group. Ss can use
dictionaries.
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• T writes the URL on the board for kids to log in or prepares the computers before in the site ready for groups to log in with their passwords or
code.
If internet connection
• Now T guides them to the process of logging in asking them to follow the steps below: T-Ss
does not work,
To use the teacher can take
Write your code or password to log in:
platform of a screenshots of the
15
Task blog to practice blog layout, project
min 1. Click on the tab DASHBOARD and find the post “Your favorite gadget”
their English them in a slide and
2. Type the text you have written in the picture card and submit comment.
writing skills ask students to design
3. Now Ss go into PROFILE and personalize their own blog and update GW
a poster resembling
what a blog looks like.
Note: In case computers are not available, Ss could be encouraged to do a model on paper of what their blog would look like. Ss can take their
picture, change the group’s name, and change the theme if they want to. It is up to the teacher how far they can go
If students design
• Ss now sit facing the projector. Each group goes to the board and presents their blog. The listeners need to write one thing they liked about
To share their posters instead of
10 each blog so T can ask for some additional comments at the end.
Wrap up work with the GW blogs, each group
min • Groups present their work to the class. Teacher guides and supports.
other groups presents the poster to
the class.
Prior to session, T can create a blog for the group in the following website: www.kidblog.org. The following are suggested instructions to use the website.
This site is free, educational, and it is made to practice writing skills for Ss of all ages while learning to blog.
T can create a blog by clicking on the TEACHER button and filling out the information required. It is recommended to read the information in the Dashboard before starting. Then T can create a post by
Resources clicking on NEW POST under the name, Your favorite technology gadget, and also writes the text. Something similar to: Hello! Welcome to our class blog. Please reply to this post by introducing yourself,
mentioning your favorite technology gadget and saying why you like it. T can now click on USERS and then on Add new users. In this tab T adds 5 users under the names Group 1,2,3,4,5 and assigns a
password. It is advised to give everyone in
the group the same password. Finally T can go into SETTINGS and customize the blog in design and widgets.
In order to contextualize the topic, T may find out what gadgets teens used the most nowadays and the reasons why they use them. Some gadgets could be smartphones, fancy headphones, IPods, tablets,
Additional etc. T may also find out vocabulary related to the functioning of these items in case Ss need to specify terms to describe how they use the gadgets or the material they are made of.
resources
Before the additional activity 2, T can do Google search and find out rankings of the gadgets teens use the most. This is a suggested website: http://www.technoven.com/best-tech-gadgets-for-your-teenager/
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ADDITIONAL ACTIVITY
1
To practice new The teacher can use a

15 vocabulary that • T asks Ss to do a word puzzle about the words that were just presented in the vocabulary presentation. Ss answer the puzzle in pairs and keep the puzzle creator online
Pre-task 1 PW
min will be needed worksheet in their portfolios. To make a word puzzle, T can use the website described in the additional resources section. and print a puzzle per
for final task each pair of students.

ADDITIONAL ACTIVITY
• In order to read more information about the topic, T may find out surveys about the top 5 of the most used gadgets. T can write on flashcards
the names of the 5 gadgets teens used the most and paste them on the board.
• Ss work in pairs and rank the objects; number 1 being the most used and 5 the least. They should give reasons for their ranking.
To contextualize Ss can use the following conversation model:

the topic and T may also look
10
Pre-task 1 ask Ss to refer A: What gadget should we rank in the first place? PW for pictures of the
min
to their own B: I think smartphone should go first. gadgets used by teens
experience A: Why do you like it?
B: I like it because I use it for calling friends or chatting.
A: What gadget should we rank in the second place?
• Then, T elicits some rankings and tells the class the official ranking the T found on Internet.
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288
MODULE: 4
UNIT: 1
SESSION: 4
AIMS: By the end of the session, Ss will be able to classify useful and not useful devices in their school and make a presentation to the class to practice communication

• T instructs Ss to individually choose a useless and a useful gadget at school. T may provide a list of possibilities. Ss work individually, they should
remember the vocabulary to describe objects they learned in previous sessions and they can look at their notes if they have some. IW
Consolidate T can prepare some
vocabulary examples of useless
• Then, Ss work in pairs. One boy-girl describes the object and the other guesses the name.
5 min Warm-up learned in and useful gadgets he
the previous or she has seen in the
• T monitors and provides help with vocabulary.
sessions school.
PW
• T shows Ss an advertising campaign to sell gadgets, see its description in the resources section.
Teacher must look
• T elicits responses from Ss about the content of the campaign using the following questions: for an example of an
T-Ss advertising campaign
1. What is the target audience to sell the product? like the one mentioned
2. Does the images and words in the ad appeal to your emotions, logic, How does it do it? in the resources
To model the
10 3. Do you detect any hidden message? section below and
Pre-task poster and
mins 4. What catches your eyes first? project it.
analyze ads
5. How does it distract you from the actual use of the gadget?
Teacher should
SEN ADAPTATION: If there are students with special needs, the teacher should provide proper supporting material depending on the students’ PW make sure students
needs; for instance, Braille descriptions or the activity could be done in pairs. Ss may stand up forming to lines, the Ss in one line are with their backs understand the
to the ad and the Ss in the other line can see the add (that can be projected). The Ss who can’t see the ad can ask the questions and the other Ss questions.
answer. This way, Ss with a physical impairment to see could participate actively in the activity by asking the questions.
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• T splits the class into groups. T asks them to choose a gadget they consider is useless at school. Ss create an advertising campaign to convince
potential investors (classmates and teachers) the possible enhancements that could be done to the gadget so it becomes useful. In order to create the
campaign students
• T instructs Ss to follow this structure for the presentation: T-S can role-play a
To encourage
10 Task a.What is the gadget made of situation at school on
practice of
min preparation b. What is it used for GW TV or on the radio, or
listening skills
c. Why is it considered useless use clay or cardboard
d. Mention 3 improvements to be dome and how they might change the gadget to model the gadget
and present it.
• T provides each group with materials for them to design their poster.
• Each group can stand up in the middle of the class while the other Ss sit on the floor, forming a circle around the group that presents
their advertising campaign.
To present an
advertising • Ss who present will be encouraged to speak about their notes more than read their notes. In addition, the Ss sitting will be encouraged
The teacher can give
15 Task campaign and or given points for asking questions about their classmates’ schools. GW
students key words to
min production to express WH
make the questions.
opinions about • Possible questions can be: What do we use the gadget for? Why should we invest on this gadget?
such campaigns
• As Ss listen they take notes of the products they feel could be useful for their school. They can write the name of the device and the reason why
it is useful.
T can provide a model
To elicit useful
or expected opinion
5 and useless
Wrap-up • T elicits what devices could be useful for their school Wh or just elicit and
mins devices for Ss’
assess students’ skill
school
to structure ideas.
The teacher must look for an example of an advertising campaign, a commercial, an add, a billboard, etc. For example in the link provided below there is a an ad about a palm:
Resources http://th01.deviantart.net/fs24/PRE/f/2007/326/6/5/Palm_Centro_Magazine_Ad_by_koreansensation.jpg
Projector, cardboard, clay, notebooks, pens a slide with the advertising campaign.
T may read about useless and useful gadgets to provide Ss some examples. Here are some suggested websites:
http://mashable.com/2010/11/20/gadgets-for-teens/#R4nsNySnqZqn and http://www.pcadvisor.co.uk/feature/gadget/14-most-useless-gadgets-of-all-time-zero-117637/
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ADDITIONAL ACTIVITY
T can initially elicit
vocabulary or
questions learnt in
Consolidate • T tells a short description about useful and useless inventions. T uses previous vocabulary learned.
previous session and
vocabulary
10 write them on the
Warm-up learned in • Ss guess the names of the objects and call them out loud. T-Ss
mins board so that students
the previous
can use these words
sessions • T drills pronunciation and corrects mistakes.
or questions to guess
or ask what the
objects are

ADDITIONAL ACTIVITY
• Ss create a device that can solve a problem at school or in their lives; for instance, a device that help them speak English or help people recycle.
GW
• They also create a TV commercial to sell the device. To do so, they work in groups and create the device description, and a conversation for T may elicit some
To have Ss the TV commercial. problems Ss have
15 describe seen at school and
Task 2
min devices and • In the conversation, they can use the questions mentioned in the task. in their communities
their use. before they create the
• Ss present the commercial to the class Wh device.
• As a wrap up, T elicits what Ss liked about the commercials they saw.
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MODULE 4 Natural resources in my neighbourhood
2
l
ty for
menta
es
l nativ
nsibili
n
Enviro
digita
UNIT
respo
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TOPIC: What natural resources are
MODULE: 4
UNIT: 2
SESSION: 1
AIMS: By the end of the session, Ss will be able to identify the concept of natural resources understanding how they are part of their everyday life by recording their findings in a journal

• T gives a printed chart like the one below to each group of students. Ss can work in groups of 3. Ss will focus on only 5 categories of natural
resources, since these are the ones used mostly by people: plants, animals, soil, minerals and energy sources. It should look more or less like
this:
NATURAL OBJECT MADE BY GW

T should print a chart
RESOURCE PEOPLE per each group of 3
PLANTS (ICON) students in advance.
T-Ss
ANIMALS (ICON) As T models the
activity, he or she can
To present ETC project the chart.
15 the topic
Warm-up
min conceptualizing GW
T may give some
the categories • Now Ss go for a walk around the school in pairs to look for objects and classify them in the chart. T supports their work by giving them examples per each
vocabulary input of objects that may be unknown in English. category before Ss go
out. See suggested
SEN adaptation: If there are Ss with a physical impairment to move; T may assign roles so that some Ss are seated in the classroom guessing websites in the
answers and others go out. T-Ss
resources section.
• T now asks Ss what natural resources they see or feel around them. Ss should look at their chart to say the answers.
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T may decide to omit
the drawing and focus
on the writing task
if they did not see
plants, they can
• T tells Ss that they will start using a journal where they will write and draw information based on what they study, observe or think. For more
IW write about natural
information about how to develop journals check the additional resources section.
To verbalize in resources they see in
a correct use of their neighborhoods
15 • Now Ss are back in the classroom and they should record their findings. First ask them to choose one of the objects they found in their groups
Pre-task 1 language their or in the country.
min and individually they write and draw the following in their journal:
findings in a
written record T may show them
- Draw the object made by people
some examples of
- I saw__plants, water __
things that come
- __water____ is part of nature
from different natural
- The natural resource or resources where _chairs___ comes from is wood________
resources on a slide.
See the websites
suggested in the
additional resources.
• Ask Ss to mingle and share their journal entries. Then discuss some ways that people use natural resources.
To close up, the
cooperating teacher
To apply the A: What do you see that is made from trees?
can bring in pictures
10 language in B: A chair is made from wood from a plant.
Task Mingle or a product from
min a useful and A: What do you see that is made from minerals?
his/her country
meaningful task B: I’m not sure. I think the pens come from minerals.
that shows natural
resources use
• SEN Adaptation: If there are Ss with a physical impairment to move; T may assign roles so that some Ss are seated and others mingle.
5 outcomes of the T may correct Ss
Wrap-up Ss report their classmates’ descriptions using simple present; for instance: Clara thinks metal comes from minerals. WH
mins previous task guesses
T may read about what natural resources become in websites like the following ones: http://www.calrecycle.ca.gov/eei/UnitDocs/Grade06/66c/66cTM.pdf or
Resources http://www.mineralseducationcoalition.org/pdfs/study/studyoftheearth.pdf in order to come up with examples for the warm-up.
Other resources: realia, printed charts and projector.
Additional resources T can explore online the concept of a journal in website like the following one: http://study.com/academy/lesson/journal-writing-topics-prompts-tips.html
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ADDITIONAL ACTIVITY
• T writes the word NATURE on the board and asks Ss what nature is. T records Ss’ ideas.
• T asks them to work individually and to draw on their journal something that comes from nature. Then to write the sentence
______________ come(s) from nature. T-Ss
• Ss share in pairs their first journal entry (drawings). IW T can create some
To activate slides with pictures
PW
10 previous • Then T calls out some names to say their sentences and writes the words around the word nature. of nature and natural
Pre-task 2
min knowledge on resources and project
T-Ss
the subject • When T finishes collecting the information, he/she changes the word Nature for Natural Resources. T can now ask what they know about these them during this
words. PW activity.
• Again, in pairs Ss try to explain what they know and T along with Ss answers in an open class, trying to put together a definition for Natural IW
Resources.
• Ss record this new concept and definition in their journals. T should try to lead Ss to come up with a definition that includes the following: Things
that come from nature are called natural resources; these are things that living things need in order to live.

ADDITIONAL ACTIVITY
• T shows the following items: a potted plant, a stuffed animal, soil, rocks and chocolate syrup. Each one of them is representing a category of T can print the images
natural resources; the last one to represent crude oil. or bring realia to
T-Ss class. If there are
• T helps students to identify each one of these objects in a category of natural resources and T writes answers on the board once again: Class students with especial
To activate IW
should come up with: plants, animals, soil, minerals, energy sources (sunlight, fuels like crude oil). needs, T can place
15 previous
Pre-task 3 the real things in front
min knowledge on PW
• T now asks what other things Ss cannot live without. Tell them to think individually without saying it out loud. Then T tells them to share their of the class and ask
the subject
thoughts with a partner. Now they get to share this in an open class hoping to get “water and “air”. Wh students to stand up,
touch, smell, and see
• Ss now write the categories in their journal and create an icon or a simple drawing that goes with each one. Help Ss to record a short definition the objects in order to
or examples of each category in their journal as well. recognize them.
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TOPIC: Earth in a pocket
MODULE: 4
UNIT: 2
SESSION: 2
AIMS: By the end of this session, Ss will be able to compare different objects and trace one of them to the natural resource it came from by using their concept and language
knowledge to observe, communicate, classify and co-relate.

• T has located around the classroom flashcards with pictures of the natural resources mentioned the last session: plants, animals, minerals, and
fossil fuels. T should create an
“Earth pocket” as
• T asks the class, what things or products are made from natural resources?” Ss call things out randomly. T-Ss described in the
resources section; the
To activate
• T chooses one of the words and writes it on a card. Then asks the children where it comes from/which natural resource does it come from. images order would
prior knowledge
10 be: an image of a
and to lead
min Warm-up • When they identify it, T pastes it under the corresponding card. GW pencil, some wood
students into
and plants. T can also
categorization
• Then T divides the class in groups of 4 and asks them to write a product they use every day that comes from each of the natural resources on a WH check the examples in
card and then place the card under the corresponding card as modelled by T. the website link.
SEN adaptation: If there are Ss with a physical impairment, T can ask half of the class to be seated next to the flashcards and receive the cards
classmates take there. Ss who receive the cards may decide if classmates classify things correctly.
To practise
vocabulary For this activity, T will use the Earth pocket. T now asks Ss what the yellow part of the pencil is made from. As they say wood pull out the string T should have the
5 min Pre-task 1 introduced showing the piece of card with the word and illustration. Then T asks where wood comes from. When Ss say trees ask for the category of natural Earth pocket of a
T-Ss
in the lead in resources, which should be plants. T pulls out the card on which plants are drawn. pencil in advance.
stage
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• T asks Ss to work individually in their journals and to select another item from the lists around the classrooms. They should list the steps from
the natural resource to the item. T can monitor and support as Ss are writing their texts using the example above. Here are some examples.
Book (paper—pulp—plant) A book is made from paper. Paper is made from plants. Plants are a natural resource from Earth
Crayon (wax-crude oil-fossil fuel) T can write the

To practice use
Paper clip (steel—rock—mineral) examples in a slide
of language in
5 min Pre-task 2 Milk (cow—animal) IW before the class. T can
a trace of their
Sweater (wool—sheep—animal) include images in the
own
Plastic bag (crude oil—fossil fuel) slide as well.
Glass (sand—mineral)
• Ss work in groups of 3. They have to choose one of the chains written by their classmates. Now they will be making Earth Pockets of their own.
• T distributes two paper plates to each group
• T provides art materials to draw the Earth on the outside sides of the paper plates.
T helps Ss place the
• T has Ss prepare the illustrations and words of their objects on cards. two paper plates
together (with the
To compare • They should illustrate each step back to the natural resource from which the object was made. illustrated bottom
and trace from of the plate on the
15 what natural • T makes sure that Ss use the larger card for the main object and smaller cards for all others. outside) and staple
Task GW
min resources the two paper
objects come • Ss should then connect the parts (in order) to a piece of yarn or string. plates together
from (approximately five
• T asks Ss to place the sources from which the item was made into the “Earth Pocket,” making certain that the illustration of the object sticks out. staples), leaving an
opening of about
• Each group of 3 Ss joins another group. 10cm on top.
• They show each other their Earth pockets and compare qualities of the two objects. For instance, they can say:
A: Here’s our Earth pocket. We chose crayon. I comes form wax and wax comes from….
B: “your object is bigger than ours”.
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• Ss present their Pockets to the class using the expected language. Since surprise plays an important role, the listeners should be paying close
attention to the pictures that are popping up. T should praise each Earth pocket in content and in creativity. If time allows T can also ask the
To elicit T may decide to allot
class what they think will be next in each presentation, so that listeners predict what the source is.
comparisons more time for the
5 min Wrap-up GW
and wrap-up and less time
• T provides feedback about the output products and corrects any mistake that requires attention. T elicits the description of some Earth pockets
descriptions for the task.
and similarities between the objects Ss compare.
An “Earth pocket”: Prior to lesson T should prepare an “Earth Pocket” like this:
Draw a picture of the Earth on the bottom of two paper plates. Staple the two paper plates together, leaving a 10cm opening to make a pocket. Tape a piece of string or yarn of about 60 cm to an illustration
of a pencil on a card made from a cereal box. The cards should be large enough to fit into the pocket. Further down the string, attach a card with an illustration of a piece of wood and the word “wood”. Then
Resources
attach an illustration and the word “plants”. Place the cards and the string inside the pocket, leaving the pencil illustration sticking out of the pocket. T can see examples of “Earth pockets” in the suggested
following link: http://www.calrecycle.ca.gov/Education/curriculum/ctl/K3Module/Unit1/Lesson2.pdf
Paper plates, masking tape, string or yarn, cards made from reused cardboard or paper, stapler, hole puncher, coloured markers or pencils
The teacher must find a video on how cheese is made for the additional activity 1. The video could be the following: https://www.youtube.com/watch?v=Pnw-XwCctYY
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ADDITIONAL ACTIVITY
• T tells the S that now they will watch a video on how cheese is made. T can search an online video or use the one suggested in the resources. They
have to watch and decide which the product is and what natural resource it comes from.
Ss should come up
T-Ss with at least the words
To identify the • They will be watching a video about how cheese is made. In the link described in the additional resources, they can watch up to 1:10 minutes to
cow and cheese. If
same trace reach the conclusion.
they use their L1 to
10min Pre-task 3 as before in
conclude this it’s fine,
a different • After they watch the video T can ask what category the cow belongs to pointing to the cards around the classroom. Ss should say animals. T now
but teacher must write
product draws the Earth pocket for the cheese without the middle ingredient. T asks what should go there and Ss should identify milk.
the correct words on
the board.
SEN ADAPTATION: If there are students with visual impairments, T ensures they will be assigned somebody to describe the actions in the video for
them.

ADDITIONAL ACTIVITY
• Based on the video, Ss should write some lines to trace where cheese comes from and draw a picture per each line. They can take notes in their IW
journal and draw the corresponding pictures.
The lines could be
included in students’
• T now writes the sentences that accompany the illustrations:
journal or in their
To show the T-Ss notebooks.
15 language that 1. Cheese comes from milk and… (Pictures)
Pre-task 4 These activity is a
min will support 2. Milk comes from cows. (Pictures)
follow-up activity of
their production 3. Cows are animals, a natural resource from Earth. (pictures)
pre-task 3 activity
described above.
• Each sentence should go in front of the corresponding drawing.
• Now Ss can correct their lines
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TOPIC: Natural Resources in my neighborhood
MODULE: 4
UNIT: 2
SESSION: 3
AIMS: By the end of the session students will be able to illustrate the natural resources that humans need to live and use their language skills to practice speaking skills of
interaction and presentation as well as their writing skills by recording their findings in their journal.

• T plays a guessing game with students, using some of the cards that were made by children in the previous session. T says, I’m thinking of an T should write the
object that is made from plants. What do you think it is? sentence: I’m thinking
To play a T-Ss of an object that is
guessing game • Ss speculate by mentioning the objects they remember or reading them from the lists that were made in previous sessions that are hopefully made of ____ and
to activate prior pasted on the walls. WH monitors that pairs are
5 min Warm-up
knowledge using this sentence in
on natural • When the boy-girl guesses the object, T can ask another question. Then T can give a chance to one or two Ss to play the same game with the PW their guesses.
resources class. Cardboard for the
language cards.
• In pairs, they can play the same game for about 3 minutes. When one boy-girl guesses, it is turn for the other boy-girl to ask the question.
• T writes the following words on the board randomly using one same color and simple drawings to go with each word. T can also use language/
picture cards made from recycled paper and paste them randomly on the board: paper, plants, sunlight, water, soil, bottles, soap, candles, fossil
fuels, minerals, animals, table, air, cars, toys.
• T asks Ss to draw a chart similar to the following:
It’s important that

NATURAL RESOURCE PRODUCT Ss record their
information in their
To use activated
journals, so that they
knowledge
• Individually, Ss try to classify the words on the board into either natural resources or products. have a place to go
to introduce T-Ss
10 back to for vocabulary
Pre-task 1 new natural IW
min • When they finish, Ss compare their entries in pairs and make any change they consider necessary. Now in an open class they create the final and concepts
resources and WH
chart, by having random
to classify
words
• Ss come up to the board and move the words or re-write them on the space they agreed on. The whole group studies the final chart and it is
allowed to make additional changes. The final chart should look like this:
NATURAL RESOURCE PRODUCT

plants, sunlight water, paper, bottles, soap, can-
soil, fossil fuels, ani- dles, table, cars, toys
mals, air
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• T plays a video about different ways to preserve the environment. T may use the suggested video in the additional resources section.
• T introduces key words to understand the video, before playing it. If T decides to use the suggested video in the additional resources, some
of the key words could be: solar panels, wind mills, wind farms, underwater turbines, renewable energy, reduce waste, be resourceful with the
things you buy, reuse things, etc.
To introduce the key
• Then, T plays the video, Ss watch and take notes to answer the following questions
T-Ss words, T may use
pictures or provide the
1. How can we produce renewable energy?
IW definitions.
To identify and 2. What things can you reuse?
10 promote ways 3. What things can you recycle?
Pre-task 2 PW T may change the
mins to preserve the 4. Can things be reused into new things? Can you identify some examples in the video?
questions, if he or she
environment 5. What other things can we do to preserve the environment?
Wh decides to use other
video or if the link
• Ss compare their answers in pairs and then socialize.
IW does not work.
• As an after-watching activity, Ss may plant a seed and take it home or leave it in the classroom. They should take care of it, as a symbol of
their commitment with natural resources preservation. To plant the seed T may check the instructions in the suggested link described in the
additional resources section.
Note: T may decide to omit the after-watching activity and have ss talk about other ways to preserve the environment instead or have ss work in
pairs and make a list of mutual agreements on steps they can take to preserve the environment.
• T draws the silhouette of a person and writes inside it the question: What natural resources are there close to where you live?
• Class is divided into small groups, if possible made up by children who live in the same area.
1. They work together to make a mobile of the natural resources that surround them, in their neighborhood.
To create a Cardboard for picture
2. Ss draw, color, cut and glue each of the resources available in their area, to a string. They shouldn’t hang the different strings to make a
visual aid that cards, scissors, tape,
mobile yet since they will do it during the presentation.
will help to string or yarn, markers
3. Ss can write some sentences to explain how humans use the natural resources; they can use the following chunk:
15 reflect upon or colored pencils,
Task GW
min the natural hole puncher, and
Humans need ______ to live/ Humans need____ to eat.
resources markers
humans need
SEN ADAPTATION: If there’s a student with a special need, T may assign him/her a specific role in the creation of the model that the boy-girl can
to live
comply. For instance, giving ideas about natural resources, colouring, or drawing.
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• In an open class, T holds the body of the mobile. A member of each group comes up and presents their work using the following structure,
which should be written on the whiteboard: T may ask the class
To share
to sit down making a
agreements
_________ is a Natural Resource. Humans need ______ to live. To protect ________we can ____________. Let’s protect ______! circle and each group
5 with other
Wrap-up Wh that socialize the
mins groups and put
• Everyone should repeat the last sentence. Then the group will tie the strings to the body of the mobile. Every group does the same thing as an answers stands up
together a class
act of compromise and commitment to saving and protecting human resources. At the end, the mobile can be hung in a visible space in the in the middle of the
work
classroom. circle.
Language cards from the previous session, flashcards with images of the natural resources, cardboard for pictures cards, scissors, tape, string or yarn, markers or colored pencils, hole puncher, and
markers.
T can read about some ways to preserve the environment; for instance in this website: http://indianapublicmedia.org/amomentofscience/20-easy-ways/
Resources T may also read about essential natural resources humans need to live. This is a suggested website: http://www.theguardian.com/environment/blog/2011/oct/31/six-natural-resources-population
For the pre-task 2, T may look for a video in which Ss can see ways to preserve the environment. The suggested video is the following one:
https://www.youtube.com/watch?v=bn8R_XqjjI0
T can check videos on how to make a mobile to guide students work; for instance the following video: https://www.youtube.com/watch?v=ioMXnjnA2qA
T may find some instructions to plant a seed in this suggested website: http://www.saps.org.uk/primary/teaching-resources/639-growing-seeds-in-a-plastic-bag
The materials to plant a seed: a few seeds paper towel [school ones are ideal] stapler plastic bag [the A4 sized kind which seals at the top works best] ruler water label
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ADDITIONAL ACTIVITY
• Now they have to find a way to help preservation of any Natural Resources in their area. Each group should come up with an action that can
help preserve the natural resources in their hands. What can we do to save this natural resource? It is important to support language at this T can write some
point if possible with bilingual dictionaries so that Ss try to put together a solution even if it is a one word answer: recycle, no pollution, reuse, verbs or key words
save water. to help students
To apply the
complete ideas about
15 language in
Pre-task 3 • Ss discuss using the following conversation model and write in their journals the solutions they prefer. GW how to preserve
min a useful and
natural resources.
meaningful task
A: How can we preserve____? T may check the
B: maybe, we can recycle/ reuse paper, etc. resources for
additional ideas.
T can monitor group by group helping to mould answers in the best possible way. They can write the actions in the back of the cards.

ADDITIONAL ACTIVITY
• T now starts to lead discussion by asking questions like: What new natural resources are here? What products come from water? What products
To reflect up come from the air?
on additional T may check the
natural • The answer to this last question is probably “none”, but then. link in the resources
resources to get ideas about
10
Pre-task 4 and how they • T asks, Why is air a natural resource? To support other natural resources like what? and finally, What natural resources do plants need? Answers T-Ss essential natural
mins
depend on should include soil, sunlight, water, and air. resources, and
other natural provide ss with key
resources to Note: If time allows, T can ask for other natural resources that need the support of other natural resources: animals, minerals, etc. words.
exist
• T gets Ss to conclude all these resources are essential to sustain life.
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303
MODULE: 4
UNIT: 2
SESSION: 4
AIMS: By the end of the session students take part of a field trip to support their academic knowledge for an outing experience

Whichever place is
chosen, it is important
for teacher to go to
To elicit ss the place before and
previous explore the park to
• T asks Ss what they know about the park and what they expect to see.
5 min Warm-up knowledge Wh make the most out
about the place of the visit. Having a
• T also asks ss to say what the natural resources are and why they are important.
of the field trip guide or a concrete
task for the visit
makes behavior and
interest much better
• T hands out a sheet of paper with the questions below and organize the ss into groups. T will give a set of questions per group.
T can print the
questions in advance
• T makes sure ss understand the questions and tells them they should take notes individually to answer these questions or draw
To guide ss and organize the
pictures if they prefer to do that.:
observations groups in advance
5 min Pre-task 1. What natural resources are there? T-SS
during the field as well so that when
2. What things come from the natural resources there?
trip they arrive to the
3. What natural resources do plants need?
park they know what
4. How can we benefit from these resources?
to do
5. What can we do to preserve these natural resources?
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Ss should work
together to answer
Field trip
the questions, to do
so they can divide the
To get in touch • T plans a Field Trip to one of the Natural Parks of Bogotá for students to understand closely what Natural Resources are and how their care
work. Each member
with Natural protects Earth. Several parks in Bogotá have bilingual tours adapted to level and age of the Ss. Entrance is many times free or at very low costs
of the group can
Resources and for District Schools. The places mentioned in the resources section are highly recommended because of their security and Visit programs.
30 complete the answers
Task comprehend
mins if he or she wants to
the care we • Once Ss arrive to the place, they work in groups, listen to the guided tour, observe the natural resources and answer the questions mentioned GW
based on what they
must have for in the pre-task.
observe and listen.
them up close
*Pre-task 2 activity
SEN ADAPTATION: If there are students with special needs, T make sure the park offers adequate facilities for ss that for instance have a physical
can also be used
impairment to walk. Similarly, the boy-girl may be in charge of carrying the questions and recording his or her classmates’ answers.
during the task or
afterwards.
Depending on time,
T may do the wrap-
up in the park or at
T elicits the answers of the questions and asks ss to record them in their journal.
To have ss school during the next
5 min Wrap-up socialize what Wh session
T also ask them what they like the most about the park, and what we can do to preserve parks like this.
they saw Pre-task 4 can be
used after ss have
come back from the
field trip.
Resources • Notebooks, pens, cameras, cellphones with cameras, worksheet 1.1 (For teacher’s reference)
• T must search place where children can live the experience of exploring natural resources. For example some of those places are Jardín Botánico de Bogotá and parquet Chicaque; these are the websites
of both places when T can find more information about guided tours http://www.jbb.gov.co/jardin/index.php/reserva-programacion-realizacion-y-evaluacion-de-recorridos-y-ecotalleres
http://www.chicaque.com/en/home/
• For the additional activity 2, ss may need glue, scissors, colour pens and cardboard to design the album or collage.
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ADDITIONAL ACTIVITY
Printed graphic
organizers per each
• T can use some of the graphic organizers below and ask students to work individually and complete it while they are listening to the guided ss.
tour. IW
To record what Depending on the
10
Task 3 ss see and like • Back at school or if there is time left, Ss can work in pairs and share their graphic organizer by reading aloud what they wrote. graphic organizer
min
of the park PW the T shows, T may
• T can use the outcome as evidence of students’ work and assess their language use. explain ss what they
should write in it
before ss use it.
To have ss
reflect upon the • As a follow-up activity of the field trip, Ss may do a photo album or pictures album or collage in groups. To do so, they can cut up pictures or just If Ss want to include
unit contents draw the pictures. the photos they took,
15 and summarize they can project them
Task 4 GW
min what they • Ss will include images of the natural resources they saw and their corresponding names, pictures of things that come from the natural resources in the next session or
have learn in they saw, benefits of the resources and ways to preserve the resources. when they come back
a collage or to school
album
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3
l
ty for
menta
es
l nativ
nsibili
n
Enviro
digita
UNIT
respo
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308
TOPIC: What is a Walkman?
MODULE: 4
UNIT: 3
SESSION: 1
AIMS: By the end of the session, Ss will be able to classify useful and not useful devices in their school and make a presentation to the class to practice communication

• Ss are going to watch a clip from a movie where there is an invention called the Hover board. Ss have to figure out what the hover board is.
Check the video description in the resources section. T can play the clip
once again if needed,
• Before viewing, T writes on the board the following information, asking children to write the information in their notebooks: but Ss should get
enough information
Lead in and What is the date in the movie? IW from watching it the
10
Warm-up receptive skills What materials is the hover board made of? first time. Check the
mins
practice What colors can a hover board be? Wh resources section,
What is it used for? which has the video
description. In the
• Ss watch the clip, answer individually and then check in pairs before they give answers to an open class discussion. video Ss will see what
a Hoover board is.
SEN Adaptation: If there’s a boy-girl with a physical impairment to see, T may prepare a video script or summary which can be read it to that S.
• T writes the answers of the previous activity on the board and writes one more question:
How does the hover board work?
• Before listening to the answers teacher places the following language cards on the board under the question:
First, After, Then, Finally. T can use a different

color for the
T-Ss
• In pairs, Ss discuss what the steps to use the hover board are. With answers T can write and correct the statements that will be useful for the key words (time
To encourage
10 next activity. These are possible answers. expressions) First,
Pre-task 1 practice of PW
mins After, then and finally
listening skills
First you put it on the floor and a different color
Wh
After that you stand on it for the rest of the
Then you use one foot to move sentences
Finally you move in it
This is the language to be used in the next part so T should be sure to leave the text on the board.
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• T places pictures of old gadgets in a bag (check the resources description). 4 copies of each for grouping purposes. The same pictures but
bigger, should be placed around the classroom, so that Ss know where they are supposed to gather. Each boy-girl takes a picture from the bag
and goes to the place where the picture is. T can get some pictures from the link described in the resources section.
• In each group, Ss should look at the picture and try to figure out the following information:
T may cut the image of
The name of the object and year it was used by people the cube on worksheet
What it was used for 2.1 and give one
To practice
How to use it in 4 steps: First, then, after, finally picture to each group
description of
so that Ss will only
an unknown
10 To figure out this information, Ss can use these conversation model that T can write on a poster beforehand: have to fold the sides
Task yet real object GW
mins of the cube.
using the
What’s the name of the object? It’s a …
expected
When did people invent it? People invented it in… T may use the sketch
vocabulary
What did people use it for? People used it to… of the cube mentioned
How did people use it? First, you. After in the resources.
• Then, T gives a sketch of a cube model and asks Ss to fold the sides and glue them.
• Ss write the information discussed above on the cube, each sentence on 1 side and the steps on other side as well. The picture of the object can
be glued to other side where the name and the date are written.
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• Ss display their work on tables around the classroom so that everyone gets to see them. Ss work in pairs and walk around the classroom reading
quietly the cubes from the other groups and looking at the objects.
• As they see the display, they can ask each other:
A: What’s that?
PW
B: It’s…. T can write the
To share their
A: What did people use it for? conversation on a
15 conclusions
Wrap-up B: People used to… slide.
mins with a visual
A: How did they use it?
support
B: First, ……then…
Wh
• After 7 minutes of observations, Students sit and discuss the following in an open class: Do you think any of the inventions was used for
something else? Ask them to elaborate if the answer is positive.
• If time allows, T can tell them a little about each object and if he/she has pictures of him/herself using any of these. It would be great. Also
bringing one or more of these objects into the classroom would be a nice way to finish the class.
For the warm-up: The T must look for a video about a future invention. In the clip, Ss should be able to see how the invention works or how people use it. For instance, they can use the suggested video:
https://www.youtube.com/watch?v=TkyLnWm1iCs
For the task: T must find images of old inventions, Here’s a suggested link: http://www.webdesignerdepot.com/2010/02/blast-from-the-past-vintage-technologies-that-we-no-longer-use/
To be contextualized about the topic T may research online some examples about inventions we no longer use; for instance this website:
Resources
http://www.webdesignerdepot.com/2010/02/blast-from-the-past-vintage-technologies-that-we-no-longer-use/
Other resources: the cubes sketches done in cardboard, glue, notebooks and pens. For pictures of inventions we don’t use nowadays, a copy per each picture, a black bag, coloured pens or markers.
T may use the sketch of a cube provided in the file called: worksheet 2.1 for the task.
For the warm-up: T must search some images of the inventions presented in the movie “back to the future” or any other future invention. This is example of the video:
http://www.radiotimes.com/news/2014-01-31/15-things-back-to-the-future-told-us-wed-have-by-2015

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ADDITIONAL ACTIVITY
• T shows Ss the images from “Back to the future II”inventions (or any other future inventions). This is a movie that was made in the 80s and that
showed inventions from the future, which at that time was placed in the year 2015. T can use the images
to set a PPP and
• Teacher shows inventions from that movie taken from the link described in the resources. T asks with each image what it is and Ss should after each picture
To introduce
speculate in pairs. T-Ss tell Ss what they
10 the topic of
Pre task 2 PW were supposed to
min the lesson with
A: What’s this? B: It’s a.... WH do. If T has not seen
images
the movie, it could
• Be sure not to show the hover board, because it is used in pre-task 1. For speculation allow them to discuss in pairs as you show them be helpful to do so
other inventions and then in an open class ask them what they are. Write each word on the board. If they say the word in their L1 say the word in before the lesson
English and write it as well.

ADDITIONAL ACTIVITY
• Ss work in pairs and make a list of electronic devices they have seen at school or they would like to see in their school; for instance, TVs,
DVD players, desktop computers, projectors, tape recorders, etc.
• Then, they run a survey in class to find out if classmates consider these devices are useful or not and why. To run the survey, Ss may ask:
A: Do you think the TVs are useful or useless in our school? PW
B: Yes, I think so/ No, I don’t think so.
T may model the
To identify A: Why do you think so?
conversation model
15 useful and B: Well, for one reason, because TVs are important tools to watch videos and learn. Mingle
Pre task 3 with the cooperating
min useless devices
teacher and then with
at school • Ss in each couple slip up and mingle asking the questions and taking notes of classmates’ answers. Then, the couples get together again and
Wh a boy-girl.
share answers.
• As a wrap-up of this activity as a whole class report, some couples will report the gadgets their classmates consider useful and useless and
the ones they would like to have in the school.
• They may say some of the reasons classmates told them.
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312
TOPIC: When technological devices break down
MODULE: 4
UNIT: 3
SESSION: 2
AIMS: By the end of this session, Ss will be able to narrate a fiction story based on a technology device showing what will happen to it after it is broken.

• T shows a PPP of images and their corresponding names in English that are needed to develop further understanding of the short film that will
be shown in the next stage. The words that should be supported by images are: old, new, refrigerator, handle, garbage, photos, going out of the
house, going back home. Additionally, T may
To present the
T-Ss ask what some of
vocabulary
5 • T drills the pronunciation of each word. the things in the
Warm-up needed for the
mins pictures are used
receptive skill
• T goes back to previous words every time a new one is introduce so that they are reviewed. Wh for, in order to check
stage
understanding.
SEN ADAPTATION: If there’s a boy-girl with a physical impairment to see, T can describe orally the pictures or ask Ss to describe what they see in
the pictures.
• T tells Ss that they will watch part of a story about a refrigerator; check the suggestions in the resources section. T can now play the first part
of the short film “Runaway” up to the moment where the owner of the refrigerator leaves the house. The link description is in the resources
section.
T can show the
PW
• Ss discuss in pairs what they think will happen after. Then they can share in an open class what they think. T can give them language support by slide with useful
writing on the board: expressions for
students to make
To make
10 I think that the refrigerator will get lost_________ or I think that the man will go to the police ______________ the predictions; for
Pre-task 1 predictions of a
mins instance: run away,
story
• T elicits and writes a few predictions on the board. finds a new home,
gets lost, etc.
Wh
• T plays the rest of the film and check if their predictions were right. At the end, T asks which predictions were right.
SEN ADAPTATION: If there’s a boy-girl with a physical impairment to see, T can describe the video orally to him or her while the class watches the
video.
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• T writes on the board the sentences:
The refrigerator’s handle broke

T may take some
The man’s refrigerator is his friend
screenshots of the
The refrigerator’s name is Chillie T-Ss
movie that correspond
to the sentences to be
• T can ask, when do we use ‘s? Ss may give accurate answers. When they do, T can say something like: when an object belongs to someone or
written on the board.
To present something we use ‘s. For instance; in the first sentence: Who owns the handle? T leads Ss to say: the refrigerator. Ask the same with the other
That way, Ss may
possessives so sentences.
5 understand or infer
Pre-task 2 that Ss can use
mins easily the meaning of
them in their • To practice orally, T can show some parts of the body of the man and ask Ss:
the sentences.
task
T can look for a
Whose eyes are these? They are the man’s eyes. It’s the man’s nose. It’s the man’s hair.
picture of a man and
GW
display it on a slide
SEN ADAPTATION: if there’s a student with a physical impairment for watching the images, T can modify the activity by asking Ss to work in groups of
3, ask each other to touch things they have with them and ask each other: Whose sharpener is this? Then, they say it’s Diana’s or Diana’s sharpener.
T can create a PPP
• T projects a story or pastes a poster with the story written about a refrigerator that breaks down. First the man and the refrigerator are friends.
slide where Ss can
Then the refrigerator’s handle breaks. After, the man and Chillie go out of the house. Chillie is sad. Then Chillie goes to the garbage. Then the
see images of objects
man gives Chillie a present. Chillie’s handle is new. They go back home and they are happy.
used every day and
their corresponding
• T asks questions to Ss about the setting, characters, conflict, and resolution.
names in English.
T- Ss
To create
• T organizes groups of three. T hands in 4 pieces of construction paper and plasticine. Ss choose a technology gadget that they use every day
15 a fantastic T may also provide
15 mins similar to the refrigerator.
mins story about dictionaries so that
a technology Ss can complete their
• Ss write a story following the model provided by the T. They can write their story in one of the construction papers, illustrate their story in GW
device stories
the other three pieces and make a model of the device with the plasticine. In the story, Ss should say what will happen to the device after it’s
T can add in other
broken.
slide ideas to reuse,
recycle or say what
• T monitors use of language and gives additional support
to do with broken
devices.
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• In groups, students present their stories to other groups.
To practice use Ss can follow the
of language • The group that tells the story shows the pictures and the plasticine model of the device first. Not the stories. The other group or audience tries model T presented
in guessing to guess the stories from the pictures and model. during the task to
5 the stories of make predictions.
Wrap-up GW
mins their partners • Then, the group that is presenting the story, narrates it and asks the audience to guess the end, and finally the group tells the end. Then, they T can guide Ss
and create change roles the audience group narrates their story and the other group becomes the audience. predictions by saying
interaction as “First,. Then..
well • T provides feedback about the presentations
For the receptive skill section: T can look for an animated film where an object is becoming old and is about to be thrown away, but the owner decides not to throw it away because both the owner and the
Resources device are friends. This is the suggested video: https://www.youtube.com/watch?v=P7k2MkVYLDE
Other resources: plasticine, 4 pieces of construction paper per group, color pencils and pens, a projector and a PPP presentation with images for the warm-up, pre-task 1, pre-task 2 and task.
T may read about how to dispose of e-waste or broken devices and give Ss some ideas to create their stories in the task. A suggested website is:
http://www.cbsnews.com/news/e-waste-what-happens-with-your-outdated-or-broken-gadgets/
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ADDITIONAL ACTIVITY
If Ss do not have an
To activate prior • T shows the pictures of the technology gadgets used in the last session.
idea about what an
10 knowledge and T-Ss
Pre-task 3 object might be, T can
mins to contextualize • T talks about each one of these telling the actual names and what they were used for. After each picture T asks, What is the modern version of
ask to discuss in pairs
lesson this object? Answers can be for example: a Walkman is now an IPod, or a typing machine is now a computer, or a camera is now a digital camera.
for more production

ADDITIONAL ACTIVITY
• Ss work in pairs and they will do a photographic memory exercise in pairs. T shows all the images that represent what people do with broken
devices, for instance: throw them away, trade them, take them to e-companies, reuse them at home, burn them, use their parts, recycle, keep them
etc.
• SS will only look at the images for 2 minutes and then, in pairs they make a list of the things they remember.
T can make a list of
• Then, T elicits the lists, and shows the pictures ask he or she checks with the class.
T-Ss useful expressions
To discuss what
15 or phrases on a PPP
Pre-task 4 happens to SEN ADAPTATION: If there’s a boy-girl with a physical impairment to see, T can ask him to make the list while classmates watch the images, then the
mins PW slide, Ss may need to
broken devices boy-girl can join a classmate and complement the list.
use during the final
part of this activity.
• Finally, Ss discuss what are good ways to get rid of broken devices and ways that can be harmful for the environment. T should support the
conversation with language models; for instance:
“I think it’s not a good idea to burn broken cell phones because the smoke contaminates” What do you think?
• The whole class socializes what they discussed in pairs.
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316
TOPIC: Where are cell phones going?
MODULE: 4
UNIT: 3
SESSION: 3
AIMS: By the end of the session, Ss will be able to explain the causes and effects of a bad process of disposing technological devices.

• T holds an image of a smart cell phone hidden behind a white page.
• T says, I’m hiding here a picture of my favorite technology gadget. Can you tell me what it is? T pulls cell phone image up only showing a bit
of the top part, then pulls it down to show a bit of the bottom part and does the same with both sides. Ss should say at some point, it’s a cell
phone.
T-Ss
• T says, “Yes it’s a picture of my smart phone. I love my cell phone. I use it all the time to call my family, to chat with friends, to take pictures.
To introduce • T acts out all the things he/she can do with it (previously said). Behind this picture T has more pictures of older cell phones that he/she has had. T should print or bring
5 the topic of the T can say, what’s this? Yes, It’s my old cell phone. I liked it but this one is better, showing again the first picture. T now shows one last image of an old cell phone and
Warm up
mins session in a his/her first cell phone. This was my first cell phone. It’s really old. I do not use it any more. It’s in my room back home. images of other old
motivating way cell phones.
• T now asks the other teacher, How many cell phones have you had? T answers. Now T addresses Ss asking, How many cell phones have your
Wh
parents had? After Ss answer, T asks, Where are the old cell phones now? What can we do with old phones?”
• Ss can come up with some interesting answers that can be written on board to refer to later. They may say some of the uses they discussed in
the last session.
SEN ADAPTATION: if there’s a student with a physical impairment for seeing the picture, T can bring a black bag and put an old cell phone inside.
T can ask the boy-girl and other Ss to come to the front, touch the item and guess what it is.
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• T asks, where are these cell phones now? T can go back to the answers Ss gave during the last activity. Some answers may include, Old cell
phones go in the garbage, to somebody else who needs it. They are in a drawer at home. They get sold. T can include more possibilities, but it
must be said that most of the old cell phones go to the garbage. For the meaning of garbage T can show some images from internet to Ss.
• T asks if this is good or bad. Is there something else we can do?

T can help Ss telling
them the names of the
• T shows a cell phone recycling image, and then says: cell phone recycling, and Ss drill chorally. We can recycle cell phones, but how? Ss say
cell phone parts.
their ideas before showing the following pictures.
10 To reflect about T can show pictures of
Pre-task 1 • T asks What is this? Ss give ideas, T says: “this is called recycling parts”. T can drill and explain the parts of a cell phone that are useful. T asks: T-Ss
mins the route the recycling routes
“Who can recycle parts? People? Companies?”
on a PPP.
T may show examples
“Yes, companies collect old cell phones in special boxes. This is called Cell phone collection. So which step goes first?”. T writes the steps in
of collection boxes.
posters and scrambles them. Ss should say the order. These are the steps: People dispose old cell phones, they take them to collection boxes
and companies recycle parts. T shows this process in the explained order and writes as a title Recycling Route for cell phones. Ss write the route
in their notebooks.
• T organizes groups of 5 Ss. (T can use a grouping technique like handing in different pictures of cell phones)
T can suggest Ss
To create their • Each group gets old magazines, scissors, glue and 5 sheets of construction paper. Ss cut out images and create their version of a recycling that they can make
own version of cell phones (or other device) route to paste around the school. It has to follow the route presented, but in their own version. They may design a a recycling route for
15
Task the recycling diagram with the cutouts. GW other technological
min
route for cell devices. T can provide
phones • They can take notes in their notebooks or in the paper. They can use the paper to make a model of the device and its parts. They can tell the a list with possible
story by saying for instance: my mom bought a smart phone/ an Mp3. When it didn’t work, she took it to Samsung or they can just describe the devices.
route
5 To present Ss • After they are finished, Ss present it to the rest of the class, then they can choose a good place to put it in the school and they go to paste it Ss may paste their
Wrap-up Wh
mins work there together. work after the session.
Pre-task 1: posters with steps, notebooks and pens.
Task: old magazines, scissors, glue and 5 sheets of construction paper.
Resources
T may read about the proper disposal of e-waste or technological devices online. Here’s a suggested website: http://www.nrdc.org/enterprise/greeningadvisor/wm-disposal.asp T may suggest Ss some ideas
for the task based on this information.
Additional Pre-task 2: T can look for a video where kids look at old technological devices and speculate their features and uses. This is the suggested video: https://www.youtube.com/watch?v=GcASQVQ0kzY
resources Pre-task 3: posters with steps, 1/8 cardboard per group and color tip pens or markers.
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• Ss watch a video about a cell phone from 2002 and kid’s reaction towards it. Check the additional resources description of the video. T can go
back to his/her older phone’s picture, and ask if they have seen phones like these before.
• T says that they’re going to watch a video about children looking at an old phone. The task while they watch is to say what is the Ss’ reaction.
Check the additional resources section with suggestions about the video.
In order to make
• After watching, Ss share their answers, give their opinions about this type of phones, and compare how these phones are different from phones T-Ss comparisons, T can
To show how
they use now. write a list of useful
fast cell phone
expressions on a
15 technology has IW
Pre-task 2 • Ss can follow this chunk: Old cell phones were bigger than new ones. poster or a slide with
mins changed over
comparative forms.
the last few
• They can also think about what cell phones will be like in 10 years and draw it on their notebooks. GW For instance, “cheaper
years.
than, less useful, more
• Ss share their pictures in groups of 5 and decide which one they want to show to the whole class. uncomfortable, etc.
• The language structure can be as simple as:

In 10 years, cell phones will be ____________________
• T forms new groups with a member of each previous group. Ss present their chosen drawings to their classmates with one innovative idea.
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ADDITIONAL ACTIVITY
• T writes the following steps on big strips of paper around the classroom.
Buy a printer
The printer gets broken
Throw it away
T may give Ss
Take to a retailer that can fix it
dictionaries so that
Resell the printer
To identify steps GW they can check the
Donate the printer
in a recycling meaning of new
Take the printer to a collection event
process, words.
10 Recycle the inner parts
Pre-task 3 organize
mins Take the printer back to the company
them and T may also include
The garbage track picks up the printer Wh
discuss their pictures along with the
The printer is taken to landfills
importance big posters to foster
The printer gets rotten or rusted and affects the environment
Ss comprehension
• Ss work in groups, stand up, go round, read the steps and draw a diagram on cardboard that represents the different steps, good and bad ones.
• Then, two groups get together and describe each other their corresponding diagrams.
• As a whole class, T asks Ss why it is important to know the recycling routes.
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MODULE: 4
UNIT: 3
SESSION: 4
AIMS: By the end of the session students will be able to plan a time line and museum display of old gadgets that will be part of a Green Day Fair. Its aim is to socialize all the initiatives
that will take place in this module to have a greater impact on the community while they practice and improve their English skills.

In order to tell Ss
• T can tell students about Eco Days or Green Days if there are any known to him/her back home. If T has participated in Days of Eco Culture he/
about the Eco days,
To introduce she can tell about this experience. T can also show some videos based on this topic or famous Eco Fairs that take place around the world.
T may read about
and present the
5 the Earth day history
Warm up type of Project • T concludes this lead in by asking Ss if they have been in activities like this before. Then asks Ss what they think about having one of these days T-Ss
mins as an example of a
task they will be as a closing to the whole immersion room sessions by showing everything that has been done in this module and in any other.
green day. Check the
developing
video about it in the
• This should be an exciting idea for the children but it is very important for T to agree with directives before making any decision.
resources
• T asks the children if they have ever been to a museum. If so, ask which one. T tells them that they will have a museum about devices in the
Green Day Fair.
Instead of the
• T presents a time line to Ss with images where the progress of technology is shown, for example, the progress of video game consoles from discussion, T may
the 80´s to this year consoles. T can find the link of a picture like this in the resources section. Ss explore the image discussing what they see in decide to have Ss
pairs. They can use this conversation model: do a memory game
To model the by having Ss work in
T-Ss
type of time A: what things are there in the picture? What information is there? pairs. First, all Ss can
line that will B: There are different consoles. And actually, the first console was made in 1988 see the picture for 1
10
Pre-task 1 be expected minute. Then, one boy-
mins
to produce at • T explains that Ss are going to develop timelines like these and try to find old gadgets for their museum. girl in each pair can
the end of the see the image and the
session • T takes notes during Ss interaction and then provides feedback other can´t. The one
PW
who can ask questions
SEN ADAPTATION: If there’s a boy-girl with a physical impairment for watching the image, one T can describe him orally what he or she can see on about the picture
the picture while the class looks at the image as well. Then, the boy-girl can join a classmate and start the discussion. and the other should
answer.
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T may make sure Ss
• T makes 6 groups. Each group gets a device assigned to make the research. They sit on the computers to look for further information. They will
can use computers in
have to use Google to search for the time lines of the specific gadgets. T can advice about what type of search they can make or what specific
this session.
words to write. E.g. timeline of a computer.
WH
To give children In order to incorporate
• T can choose the gadgets for Ss. Here are some suggested ones: computers, cameras, video cameras, TVs, telephones, cellphones, video
different what Ss have
players, audio players.
20 gadgets for discussed in previous
Task
mins them to search sessions, they can
• Ss have to sit by the computer and do their search. When they find the information they like, they will draw this timeline on recycled cardboard
information add in their timeline
with the names and years of the objects. Groups should also start to think how many of these objects they could get to show during the Green
about timelines WH reasons why the
Day Fair. It would be great if they can make a real object timeline.
devices are useful
and how they can be
• After Ss have designed the Timeline, they present them. If possible the T may have some Ss from other courses invited. If it’s not possible half of
recycled after they
the class listens to the other half first, and then they change roles.
break down.
Ss may write this
information on their
10 To close the • T asks Ss what they achieved today and what they learned about recycling and taking care of the planet. T can also asks Ss to write on their journals, notebooks
Wrap-up WH
mins session notebooks actions they consider they can do everyday to preserve the environment and make good use of technology. or on a poster that
can be pasted in the
classroom.
T may read or watch videos about the Earth day; here’s a suggestion: https://www.youtube.com/watch?v=vHyFgpa8tIA
T can look for a timeline of any gadget for instance this is the link of the timeline presented above:
Resources http://fc04.deviantart.net/fs71/i/2013/308/5/f/my_video_game_consoles__timeline__by_marcedn-d6t2wvm.jpg
Other resources: cardboard, markers, computers, and internet connection.

T may read about Eco fairs in websites like this one: http://www.ecobusinesslinks.com/eco_events_fairs___festivals/
Some of the instructions for the Swat it game were taken from: http://lessonplanspage.com/lamdlearnvocab-swatgame38-htm/
Additional
T may look for a video in which Ss can see what an Eco fair is like. For instance, T can show the following video:
resources
https://www.youtube.com/watch?v=0wo5_2TQaa8 T can also read about what Eco fairs are about, for instance: http://greenheartfair.citysmart.com.au
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ADDITIONAL ACTIVITY
• Swat it game:
1. Make two identical sets of vocabulary word cards with words learned during the 4 sessions of unit 3. Some of the words could be recycling
To have Ss route, Eco fairs, collection boxes, dispose, etc.
10 remember the 2. Tape the cards to the wallboard. Tape a set of cards on the left and tape an identical set of cards on the right.
T needs two fly
Mins Pre-task 2 vocabulary 3. Organize the class into two teams. WH
swatters.
learned in this 4. One student from each team approaches and faces the board. Each student picks up a fly swatter.
unit 5. The teacher calls out a definition and the first student to successfully locate and SWAT the matching vocabulary word wins a point for their GW
team.
6. Then other two Ss can play the game.

• T divides the class into two groups.
• Each group sits in a horizontal line. Ss who are sitting in one line should be able to see the projector and the ones sitting on the other line
shouldn’t; they may sit with their back to the projector. Thus, Ss should work in pairs, one boy-girl in each couple can look at the projector and
the other can’t.
PW
• The Ss who can see the projectors will watch a video that shows images of an Eco fair, and as they watch they describe what they see to their
To introduce corresponding classmate; for instance, they can say: people are dancing, they are attending a concert or there’s a concert. And the classmates
the concept of who can’t see the video take notes. The link and video
15 an Eco fair and description is in the
Pre-task 3 T-Ss
mins discuss it can • Then, Ss work in pairs to come up with a definition of an Eco fair. T elicits the definitions. additional resources
be done in Ss section.
communities • T complements the definition of an Eco fair and then, T asks Ss the following questions:
Can you have an Eco fair in your community, neighborhood or school? PW
What is the objective of an Eco Fair?
What activities can people do in an Eco fair?
Why do people organize Eco fairs?
• T elicits the answers and as a conclusion, T asks Ss if they would like to organize an Eco fair.
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4
l
ty for
menta
es
l nativ
nsibili
n
Enviro
digita
UNIT
respo
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TOPIC: Recycling projects
MODULE: 4
UNIT: 4
SESSION: 1
AIMS: By the end of the session students will be able to solve a problem that will involve recycling a common object following a process and using the expected vocabulary.
To introduce Ss have to bring two

• During this unit Ss will need to use different recycled items, paint, cartoon, etc. Ask Ss to bring this material and keep it for all the sessions.
the topic of litter soda bottles that
the session in GW they have been saving
• T asks Ss to make 5 teams and line up facing the board. Each team has a marker. The board is divided in 5 columns. T shows the picture of the
10 a motivating for a while. There has
Warm up recycling sign from last session, used to illustrate cellphone recycling and asks, “what else can you recycle? With your teams write as many
mins way and also to be at least one
things as you can think of to recycle. If Ss do not know the word they can draw the object. The line that has the most items will get a price, but T
to diagnose T-Ss soda bottle per group,
should also keep track of the other places (2nd, 3rd, etc.) Give them no more that 3-4 minutes to write or draw as many objects as possible.
level of related which means a total of
vocabulary 5 bottles at least
• During feedback T can write the words that support the drawings and drill them so that Ss can practice them.
• Ss will watch a video (see the additional resources link), and before it starts T tells Ss about a problem similar to this: your house was not clean
and your broom was broken, you have many soda bottles from a party and came across this video. T asks the class: “what is my problem?”
Possible answers: Broken broom, house not clean. Write a problem statement that includes many of the opinions from Ss. The video shows how
to make a broom out of soda bottles. T-Ss
T can act out what
the problem is and
• While Ss watch the video, they make a list of the items they see. T may activate the captions option.
focus the attention
To get an idea on the problem and
• Ss will now watch a video about an idea of recycling a regular object.
10 of what will be its solution. The
Pre-task 1 IW
mins developed in cooperating teacher
• After the video is finished, they will check with their partners and complete their lists then they can make one list on the whiteboard.
the core task can share also a
common recycling
• Then T goes back to the problem statement and asks what the solution was: Possible answers: To make a broom out of plastic bottles.
tradition from his/her
country
SEN ADAPTATION: if there’s a boy-girl with a physical impairment for watching the video, T can describe the video orally for the Ss.
PW
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• T tells students that in the wall there are some problems that a family has. T can introduce a made up family. Each group (the same groups that
worked in the warm up) has to choose one of these problems to solve it using a two-litter soda bottle. The first place from the warm up gets to
choose first and the other groups in the order agreed during the first part of the session.
• Here is a list of the problems:
The family needs to save water. They have a lot of insects in the garden, They broke their camera tripod, Their garden has a lot of weed, they
need more plants but do not want to buy pots, and they need to feed the birds that come to the house.
• Each group chooses a problem and is given a bottle.
• They have to meet and agree on how can they help to solve the problem. They record this information in their portfolio, stating the problem and
drawing at least three different solutions.
• Then they can choose one of this three solutions, write the materials, then the steps in the process. Ss will bring everything they included in Ss may mention other
To create their the plan, for the next session when they will be building the project. Ss can design a poster presenting all the information and plasticine to things along with
20 own solution for represent the solution they prefer. the bottle that can
Task GW
mins the problems be used to solve the
presented • Then, each group joins other group and present their problems and solutions. Both groups discuss, if the solutions are feasible or not. Ss may problem. Things that
create a poster like the one below. can be recycled.
• Ss will be bringing everything they included in the plan, for the next session when they will be building the project.
PROBLEM:_____________________________
Solution 1: Solution 2: Solution 3:
Chosen a Solution: Solution 2

Materials: Steps:
1 2 3
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T may make a positive

To share the comment of every
5 min Warm-up • As a whole class, ss will share the solutions that found feasible and very creative. Wh
solutions group to encourage Ss
work.
T must look for a video where a person makes something out of plastic bottles, for instance the following one: https://www.youtube.com/watch?v=SWH5OPI92IM
Resources
1 bottle for each group, cardboard, markers and plasticine.
Additional resources T may read about recycling household items. T may use this suggested website: http://www.moneycrashers.com/creative-ways-to-recycle-reuse-household-items/
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ADDITIONAL ACTIVITY
• T shows flashcards for the following objects: Soda bottle, glue, scissors, markers, x-acto knife, funnel, tripod, weed, greenhouse, bird feeder, to T- Ss
water plants, broom for sweeping, plant pots
T may show the
To present images in a slide and
• As a regular vocabulary presentation, T says the word with the image, Ss repeat it chorally and then individually then T goes back to all the
additional use some of the words
previous words for practice. IW
10 vocabulary that to play hang man
Pre-task 2
mins will be used with students. Then,
• Then T can have Ss draw the different pictures in their notebook with simple sketches. After they have drawn they get to label them using the
during the T can present the
reference from the language provided by the teacher.
session GW vocabulary and have
choral repetition.
• Ss work in groups, and they write a definition for each picture by saying its use; for instance: I use an x-acto knife to cut cardboard when I do
some homework for my art class.

ADDITIONAL ACTIVITY
• Ss work in pairs. T shows the class a list of household items and each pair of Ss should think how to reuse them at home.
PW
• These could be some of the items Ss can talk about: toile rolls, cans, jars, Newspaper, bags, etc.
15 To find out ways T may suggest other
Pre-task 3
mins to recycle items household items
• Then, Ss mingle trying to convince classmates to reuse the items the way they thought in the last step of the activity. Mingle
• As a conclusion, each couple reports to the class, the most convincing ideas.
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TOPIC: Passing Recycling Forward
MODULE: 4
UNIT: 4
SESSION: 2
AIMS: By the end of the session students will be able to plan a small campaign to share their soda recycling ideas with the school’s community taking responsibility in doing more
with the ideas of recycling they had

Ss have to bring two
litter soda bottles that
• T provides a list of things that can and cannot be recycled. To do so T may check the link in the resources and write the words in cards. T places
they have been saving
To identify items the cards in a bag. GW
5 for a while. There has
Warm up that can be
mins to be at least one
recycled • T divides the class in two teams. T writes on the board things that can be recycled and things that cannot be recycled. One representative of each
soda bottle per group,
team takes out a card and pastes the card in the corresponding section on the board. Each team member can help the Ss who take out the cards.
which means a total of
5 bottles at least
• T can show the video suggested in the resources section, where they see how some problems are solved by using plastic bottles.
• Before Ss watch the video, T shows the problems and solutions. T helps Ss understand the ideas. Ss may use dictionaries and T may use body
language or draw pictures to help Ss understand ideas. T-Ss
• Problems:
1. Annoying insects IW
2. Flushing too much water out of the toilet water tank T can make 2 posters:
3. Destroying weed one with the solutions
PW and other with the
To provide
• Solutions: solutions; both should
examples on
15 a. Cut the top of the bottle; pour juice inside, cover the bottle with the upper part upside down. be scramble.
Pre-task how recycling
mins b. Fill up a bottle of water and put it inside your toilet water tank. Wh
can help people
c. Cut the lower part of the bottle, cover the weed and spray the weed killer. Ss may watch the
solve problems
video twice.
• T plays the video up to the weed killer solution and as they watch the video, they have to match the problems with the solutions. PW
• After Ss watch the video, they share their answers in pairs and T checks the correct answers. Then, Ss discuss if they can save water using the
solution proposed in the video.
SEN ADAPTATION: if there are Ss with a physical impairment for watching the video, one teacher can describe orally the content of the video while
Ss watch it.
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• T reminds Ss that today they will be making their ideas true. Each group should have all the additional materials they need as it was established
T can monitor their
To connect during the task the last session (besides the bottle).
GW work closely by
this class with
giving them input and
20 previous by • They will follow the instructions previously revised by the teacher and they will build the project they chose and planned.
Task suggestions and in
mins continuing the
Wh case they need extra
construction of • Groups will present the projects they presented in the last session to the rest of the class while Ss listen they have to vote for a project they liked
help with cutting or
the project. different from their own. Votes can be done by raising hands or secretly on a paper. Teacher keeps score of these votes on whiteboard for later
fitting the materials
use.
To choose the The class will decide if they can actually implement some of the projects in their communities. T can encourage Ss
5 projects Ss like to choose different
Wrap-up Wh
mins to implement at *Additional activity 1 projects from their
home own
T must look for a video in which recycling items can help people solve problems; for instance T may use the following video: http://www.sciencekids.co.nz/videos/nature/plasticbottlerecycling.html
Resources
T must look for a list of items that can and cannot be recycled; for instance T may use the following link: http://www.cityofchesapeake.net/Page5650.aspx
The materials Ss need for their corresponding projects.
Additional resources T can read about problems that can be solved with recycled items for instance in the following link: http://www.realsimple.com/new-uses-for-old-things/new-uses-recyclable-items
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ADDITIONAL ACTIVITY
To reflect up on
the work that
• Ss sit individually and make a list of 5 people that they know (family, friends, relatives) who they will be explaining these projects to, and making Ss can make a list of
15 was done and
Task 2 sure they build it at their home. Students can make a “Congratulations, We recycle!” poster to paste in each house they have impacted positively. GW the people they can
mins think of ideas
They should send some pictures to the teacher’s email as backup of their work. talk to.
to pass these
ideas forward

ADDITIONAL ACTIVITY
• SS work individually and make a list of things they can recycle at home
To find out and Mingle SS should take notes
10 share different • Ss mingle and ask classmates how they can reuse the things they have at home. of the suggestions
Pre-task 1
min uses for things Wh they receive from
they can recycle • Then, as a whole class T elicits the new uses Ss will give to the things they can recycle and have at home. classmates
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331
TOPIC: Useful and Beautiful
MODULE: 4
UNIT: 4
SESSION: 3
AIMS: By the end of the session students will be able to choose a project to beautify a school facility by using recycled material.

*Check some essential
suggestions in the
resources section.
To share
5 • Ss sit in pairs and tell their experience with the homework, where they had to share the recycling projects with their relatives. With the pictures
Warm up homework Showing the pictures
mins that Ss have sent, T congratulates Ss for having such a positive impact at home. GW
experiences of their work is a great
way of recognizing
their effort and
accomplishments.
• Ss work in pairs and they will do a pair work dictation with vocabulary useful to understand the projects they will explore during the task.
• T must choose some relevant words in advance; here are some suggested ones: artwork, craft, can, carton, recycled crafts, cardboard,
shopping bags.
• Ss work in pairs. One boy-girl should be with his or her back to the projector or board. T words Ss dictate
should be words that
To help Ss
• T writes a word on the board or projects it on the projector and the boy-girl who can see the word, dictates it to the other boy-girl. refer to the materials
understand PW
10 Ss actually have in the
Pre-task 1 vocabulary they
min • The boy-girl that is listening takes notes and once he or she identifies the word, runs and take the material or draws a picture of the thing on the class.
will find in the
board.
task
Wh
SEN ADAPTATION: if there’s a boy-girl with a physical impairment to walk, he or she could be the monitor and decides who gets the points. In order
to decide who gets the points this S must be involved and aware in the type of vocabulary and language their partners should use. In this way, T can
assess this S performance.
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• T tells the Ss that they will work in groups of 4 and will take a walk around the school to identify a place of the school that needs improvement.
They can find a place that they want to make nicer.
T monitors work and
SEN ADAPTATION: if there’s a boy-girl with a physical impairment to walk, two members of each group stay, including the boy-girl with the physical
supports language
impairment, and they will work on the computers exploring projects that can be useful for their school.
It could be more
GW
practical if T limits
• Students take their journals for the observation and then go back to the classroom to write the name of the place, and then write the name of
or tells Ss the most
the place they want to work on the way it is now.
feasible projects for
To follow
the school.
instructions with • After that, they will go to the computers that have been set up with various decoration projects and choose the ones that can be helpful for
If computers are not
25 the purpose their chosen space.
Task available during the
mins of improving
class, T should print
the school’s • They take notes on the materials they need and Then they can go to the table of materials take what they need.
out sets of instructions
grounds
for possible recycling
• Once they collect these materials they go back to the computers and record the instructions by noting them down one by one.
projects. Check the
WH
resources sections.
• Ss take turns to go get the information from the computers and bringing them back to the group.
Ss may use
dictionaries.
• Once they get all the information, they will start to put their project together and setting it in the space designed for this. In their journal they
can draw or put a picture of how the place was improved. If Ss do not have all the material, they can just describe the project.
• As a whole class, each group presents their project and Ss ask questions about it.
• Ss work in pairs and they decide what projects they would really like to implement in their school. Then, they socialize their choices with the
To chose useful PW T may encourage Ss
5 class.
Wrap-up projects for to give reasons for
mins
their school WH their choices.
• T must keep the projects Ss develop so that the class can present them during session 4.
T should prepare 8 to 10 computers with an art project made from recycled objects for various purposes that could improve school grounds. Groups of Students will go through the information in each
computer so they should be spaced up to fit 4 people in each. Also there should be a table full of the materials they will need to create the project. These can be brought in by Ss to this session or
collected over a period of time before this session. Here are some suggested projects:
http://www.favecrafts.com/Green-Crafting/659-Recycled-Crafts-Crafting-with-Recyclable-Items
Resources
http://www.pinterest.com/livelif/recycling-to-create-new-things/
T must look for some projects to beautify a place. Some of these projects can be found at http://www.favecrafts.com/Earth-Day-Crafts/16-Recycle-Crafts-for-Kids
Cardboard for picture and language cards, scissors, tape, string or yarn, markers or color pencils, hole puncher, whiteboard and markers, 2 litter soda bottles, x-acto knife, Cd’s, tapes, videotapes, cans and
any other material from the project T chooses.
T must explore the projects in advance, therefore T must look for projects kids can do using recycled items for instance in the following website: http://www.make-stuff.com/indexes/recyclingindex.html
During additional activity 1 Ss should read different artwork projects for kids, they can do so in the suggested website: http://www.favecrafts.com/Earth-Day-Crafts/16-Recycle-Crafts-for-Kids
During additional activity 2 Ss should watch a video in which a person designs art craft in few minutes with materials kids can find in the classroom or take to the classroom; for instance T may use the
video on the following link: https://www.youtube.com/watch?v=z-Gj6UzWhm8
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ADDITIONAL ACTIVITY
• Ss work in groups, go online and explore 3 projects in the website described in the additional resources section. T should make sure that each
group reads a different project.
• Each member of the group takes notes about the project and can draw a picture of the final outcome. T website shows what the crafts will look GW T should support Ss
To foster like at the end of each project. reading by helping
15 GW
Pre-task 2 reading them understand
mins
comprehension • After, they have taken notes. T organizes new groups. Ideally in each new group, each boy-girl should have information about different projects. Wh vocabulary when
needed.
• In the new groups, Ss socialize their information, sharing the pictures and as a conclusion they will choose the projects they can implement in
the school and do during the session. Then, the whole class socializes the projects that are feasible for the school and can be developed in the
session.

• Ss will watch a video of 3 minutes recycle project. Individually, they will take notes of the materials and they will find out what the item the
presenter creates is. IW
To foster Ss T can check the video
10 comprehension PW description in the
Pre-task 3 • Then, they will work in pairs and share their notes. If necessary, they may watch the video again and complement their initial notes.
mins of what artwork additional resources
projects are like Wh as well as the link
• T tells them that they will be doing a similar project today. T asks Ss if what the benefits of doing art craft with recycled items are. They may say
the projects are beautiful and useful.
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334
MODULE: 4
UNIT: 4
SESSION: 4
AIMS: By the end of the session students will have presented the recycling projects done during the unit, in a recycling fair

• Ss will play blind man’s treasure hunt.
To have Ss Divide the children into two groups.

Some recycled items
remember Blindfold the first player from a group and lead him or her to the table where you should have recycled items on a box or bag.
Wh could be bottles,
5 and practice The boy-girl still blindfolded, picks an item and tries to guess its contents. He or she can ask the maximum of 4 yes/no questions, e.g. “Is it
Warm up carton boxes, plastic
mins vocabulary something we use to drink?”
GW bags or envelops for
about recycled
candy, etc.
items • Only, his or her team members should answer the question. The other group should remain in silence. They cannot give misleading information,
If the player finds out what is in the package, he/she gets the group a point, and the object is taken out of the game
• T invites parents, members from school staff and other children, to come for a recycling fair. Ss arrange the different solutions and products they
have created while recycling stuff, on mini stands within the immersion room. Groups of three Ss work together to do this.
• Groups take some minutes to practice a short oral description of their products. Something like:
This is a ______
It is made of… T must support
It´s better to recycle these materials because… Ss language use,
10 To prepare
Pre-task With this project, we want to beautify…. in the school GW their pronunciation
mins presentations
and awareness of
• Each participant is expected to give a brief description sentence competition.
• T makes sure every group member prepares something to say for example: one member can describe the materials, other can make comments
about the importance of recycling, other can give ideas on the usefulness of the item, etc.
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• T ensures small groups of observers (parents, teachers, fellow students, etc.), take turns to enter the immersion room and go around the
different stands observing the products made by the children in this unit. Each group should take a maximum of 5 minutes per stand and rotate.
T makes sure all group
• T can assign some of the students the role of guides, to invite people in and walk them from one stand to the other. members support
To Share
each others work
the different Wh
• Ss are encouraged to use English, as much as possible, all the time. by saying additional
recycling
20 comments on the
Task projects and
mins • T monitors and supports Ss. T takes notes of any general mistakes, to correct them with the whole class. materials or making
solutions GW
comments about
prepared during
SEN ADAPTATION: If there’s a boy-girl with a physical impairment to walk, T might assign him or her the role of presenting the project in his/her the importance of
the unit
corresponding stand. recycling during the
presentation.
• T may design a slide to be projected that welcomes the school community; For instance, it can say: “Welcome to our immersion room green fair”.
T can design some

Highlight • T congratulates Ss on their presentations and creative work. Then he/she helps them identify some of the mistakes made and invites Ss to
“can do statements
language correct them.
5 “ based on the
Wrap-up strengths and T-Ss
mins objectives to help Ss
weaknesses • T asks children to write a short entry in L2 about this experience. It should go to their portfolio.
reflect on and see
identified
their progress.
Resources Tape, tables, all the projects Ss designed the last session, projector, notebooks or journals and pens.
T may read about organizing school fairs and take some advice given the conditions of the immersion rooms. The following is a suggested website with tips about it:
http://www.schooldays.ie/schooldays.nsf/docs/school%20fair
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ADDITIONAL ACTIVITY
1
Ss can take notes
To allot time • Ss may be assigned a specific aspect to talk about during the presentation and they write a script of what they are going to say. Some of the
in their notebooks
for students aspects Ss can be assigned could be the ones mentioned during the pre-task 2 IW
10 but they should
Pre-task 2 to elaborate
mins be advised not to
more on their • Then, they work in pairs correcting each other mistakes on grammar, vocabulary and pronunciation.
PW read during the
presentations
presentation.

ADDITIONAL ACTIVITY
T may guide the
• The class can have a rehearsal presentation among class members. Thus, half of the class presents their projects and the other half listens to assessment and
them. GW feedback students
15 To rehearse the provide. T can ask
Pre-task 3
mins presentations • The audience will assess their classmates’ language use, body language and stand appearance. They will give feedback to the presenters and Wh them to focus their
then, they can change roles. attention both in
strength and aspects
to be improved.
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5
school level
l
ty for
menta
es
l nativ
nsibili
n
Enviro
digita
UNIT
respo
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TOPIC: Reducing Waste
MODULE: 4
UNIT: 5
SESSION: 1
AIMS: By the end of the session, Ss will be able to create free waste menu practicing the specific language of countable and non-countable nouns. This menu is shared with their
classmates during the immersion program

• T comes into the classroom with a bag or a trashcan, full of regular trash (T can prepare this trash bag in advance by putting in it the typical
things a person can throw to thie garbage in his/her area or work, like packages of food, papers, bottles, etc.) and empties it on a table or on the
floor. T asks: “what’s this?” after Ss reply T says, it’s the garbage I produce in ONE day”.
T-Ss
• T asks Ss, How much garbage do you produce in one day? Think about yesterday or today and list the items that produce garbage. T writes the T may decide to do
To introduce PW
5 question on the board writing below garbage the word waste, explaining that they are synonyms an against the clock
Warm up the topic of the
mins contest while Ss list
lesson WH
• In pairs Ss list as many items as possible starting from breakfast, until they go to bed. the garbage.
• T writes as many objects as possible, but when he/she does this, T separates the items into countable and uncountable nouns without naming or
explaining the categories.
• T can refer to the site described in the resources for Ss to explore the concepts of countable and uncountable nouns that they need for the
main task
• This exploration can be done as a whole class or in small groups of three students if there is access to a computer room or laptops.
• Individually they take notes of examples of countable and uncountable nouns and in groups they can answer some of the activities to practice
To introduce these topics.
WH
15 the topic of
T must guide how Ss
Mins Pre-task 1 countable and • After they have worked on the site, they can go back to the items they mentioned in the first stage and classify them into countable and
IW explore the website
uncountable uncountable nouns.
nouns
T-Ss
• T asks questions to check the understanding such as how many… are there? How much … is there?
• T reinforces the proper use of countable and non-countable nouns.
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• Ss look at all the vocabulary that has been introduced during the session. They now have to design a waste free menu in their journals in groups
of 4 Ss. T should look for some images as the one below to give Ss examples of menus (T can find the image link in the resources).
GW
T can explain some of

To design waste
the things shown in
20 free menus to
Task the image and explain
mins socialize with
why they are waste
the community
free.
Mingle
• The menus need to be for breakfast, snacks, lunches and dinner. They have to include 3 different sources of food and a drink.
• Ss write down and nicely design their menus in their journals. The only condition is that they need to be waste free.
• Once they finish, they mingle and each group shares one of their menus other group. They need to convince classmates to have a waste free
lunch or snack day a week.
SEN ADAPTATION: if there’s a boy-girl with a physical impairment to move, T may assign roles. Thus, instead of having everyone mingle, some Ss
mingle and others are seated.
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To have Ss
5 reflect upon • T elicits the waste free menus children prefer to eat. T can go over some mistakes he/she heard repeatedly during practice, and also praise a
Warm-up WH
mins their language really good sentence construction
use
Computers, color pens, notebooks or journals.

Resources T must search a website where Ss can see an interactive or animated explanation of the concepts or count and non-count nouns; for instance, T may use the suggested website:
http://www.anglomaniacy.pl/grammar-nouns-learn3.htm
T may search examples of waste free menus in websites like the following one: http://www.zerowastehome.com/2011/02/meal-planning.html
T must explore the learning kids British council website. T can check this suggested link: http://learnenglishkids.britishcouncil.org/en/grammar-games/nouns-countable-and-uncountable
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ADDITIONAL ACTIVITY
T should make sure
• Ss can explore and play the grammar games in the British council learning kids website. T can find the link in the additional resources section. there are enough Ss
for each computer
• Ss can answer the games in groups. GW and check the link
in advance. If the T
To practice
• Then, T can make a dictation race. T will say some lists of food words according to the categories (breakfast, lunch, snack, dinner). T writes on cannot have internet
15 differentiating
Pre-task 2 the board two sections: countable and uncountable nouns. access, before the
mins count from non-
class T may register
count nouns
• The class is organized into two teams and two Ss one from each team, listen to the word, run to the board and write the word in the in the British Council
corresponding section. All Ss in each team take turns to participate. website and download
the worksheets.
• T corrects the answers every time and all Ss should write down the right answers. Ss may use this vocabulary during the task. Registration and
materials are free.

ADDITIONAL ACTIVITY
• T takes out a large bag of chips and individual bags of chips and asks them, which one makes more waste? When they answer, T reinforces their
To contextualize T can support Ss
answers by saying that the more wrapping and paper used, the more waste it makes”. Packing chips in reusable containers will reduce waste T-Ss
the topic and vocabulary gaps
making less garbage. Then T can give another example with a gallon jug of juice in a glass jar and a six-pack of juice boxes. T asks the same
10 find out how and provide some
Pre-task 3 question. PW
min much do Ss images on a slide
know about GW with examples Ss can
• Ss work in groups of 3 to write a way in which they can reduce waste in their journals. Then they can socialize one of these ideas in an open
reducing waste describe.
class.
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TOPIC: Recycling
MODULE: 4
UNIT: 5
SESSION: 2
AIMS: By the end of the session, students will be able to create a quiz that they will apply to the community of the school to see how much they know about the recycling symbols.
They will practice questioning techniques for an authentic task.

• T writes the following wh words on the board:
What, where, when, Which, How, Why.
• T elicits the use of the words. T explains that they are used to know more information about something. T writes the following questions with the
question words using the answers as support. Check the tips for more ideas on how to introduce this topic.
T-Ss
T may look for pictures
• T asks Ss to complete the exercises in their notebooks in groups:
that refer to the
To introduce GW information people
____ is the video about? About recycling
10min Warm up the topic of the need when they use
_____ do you take a soda bottle to recycle? To the recycling bin
lesson a question word; for
______ How is a can recycled? It is melted and then painted
Wh instance, the picture
_____ is it important to recycle? Because it saves the planet
of a place.
______ objects can be recycled? Bottles, cans and newspapers
_____ do we start to recycle?
• Ss check in pairs, then in an open class correction.
• T helps underline the key words to know which word needs to be used.
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• T shows the recycling symbols described in the additional resources link and elicits ideas and confirms or says the right information.
* T might use
additional activities
• T tells Ss that they are going to create a test to see how much the community of the school knows about recycling symbols or recycling, using
1 and 2 before the
the question words. They have to make 5 questions for people in the school to answer.
pre-task
T-Ss
• They make groups of 4 Ss and start to design their test in a grid that looks like this one
T may project the
To design a Questions Answers document with the
test based
15 Person 1 Person 2 Person 3 T-Ss recycling symbols.
Pre-task on recycling
min
symbols for the Ex: Where can you recycle glass in
community the school?
1 GW T may prefer to print
the grid in advance
2
3
4
5

• T supports the language in each question until needed
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• Once the Ss are ready, they can go out with the grid and the symbols cards and start their quest. They can use their L1 to ask the questions if
they cannot find enough people to answer their questions in English. If necessary, T
Find out how
PW can go over some
much school
SEN ADAPTATION: if there’s a boy-girl with a physical impairment to move, the boy-girl can stay in the classroom with a classmate and T may have mistakes he/she heard
20 community
Task talked in advance with some school community members that can drop by the classroom so that the Ss can ask them the questions. repeatedly during
mins knows about
GW practice, and also
recycling
• Ss bring back their information to the classroom and start to plan a way in which they can socialize the answers and the most important symbols praise a really good
symbols
from the chart, so that people start to get familiar with them. The action plan is for homework sentence construction
T may write some

mistakes on the board
5 To socialize T may ask Ss whether they think recognizing the recycling symbols is useful or not. T may also ask them where else in their community they have
Wrap up and ask Ss to correct
mins findings seen those symbols and whether they can use those symbols at home or not.
them as a whole class
activity
In order to be contextualized about the session topic, T may search about recycling symbols in the following suggested websites:
Resources http://www.goodhousekeeping.com/home/g804/recycling-symbols-plastics-460321/?slide=4
https://en.wikipedia.org/wiki/Recycling_symbol
During additional activity 1 Ss will receive a copy per couple. In the copy they will see the most common recycling symbols and what they mean. T can search these symbols and their descriptions online or he
/she can use the copy in the following suggested link: http://www.disposalknowhow.co.uk/userfiles/file/poster_symbols.pdf
Additional resources During additional activity 2, T must look for a video where children can see how the items in this activity are recycled and what happens to those items after they are thrown away. For instance, T may use the
following link: http://pbskids.org/eekoworld/index.html?load=garbage_recycling
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ADDITIONAL ACTIVITY
• Ss are shown the recycling symbols and figure out what they are about. T elicits ideas and confirms or says the right information. Wh
To identify • In pairs, they are given the symbols and the meanings. One boy-girl holds the paper so that the other classmate can’t see it and he or she draws T can initially project
15
Pre-task 2 recycling the symbol on the notebook and the other has to remember what the symbol means. The Ss who must remember can say: I think it means you PW the symbols on a slide
mins
symbols can recycle or you should recycle. to the class.
• Then, as a whole class activity T can ask some information questions about the poster to practice Wh questions. Wh

T may take real items

• T asks Ss to share what they may know about recycling and writes ideas on white board. T tells Ss that recycle means to use something again. T
to class
starts to show the following objects to share examples of things that can be recycled:
T must watch the
Glass bottles, Plastic water bottles, Detergent bottles, Cereal boxes, Newspapers, Magazines, Plastic yogurt cups
video in advance and
To review what may write down some
10 • Ss make 7 groups and each group take one of the objects, one per each item. They discuss what they know about recycling these objects.
Pre-task 3 Ss know about Wh useful phrases that
mins
recycling he/she can show Ss
What will happen to these objects after they are thrown away?
before they watch the
video so that they can
• Ss watch the video (described in the additional resources section) to see what happens to the object they have.
check comprehension
and can better
• After Ss watch the video, Ss have to complete their answers going back to the previous question.
understand the video.
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346
TOPIC: Reduce, Recycle and Reuse
MODULE: 4
UNIT: 5
SESSION: 3
AIMS: By the end of the session, Ss will be able to create a play in the context of green actions at school to be performed the school’s community in a social event.

T may write some key
• T writes the following categories on the board: How can we reduce waste --Things that can be recycled --Things that can be reused
PW words or names of
To explore
items in the classroom
5 Ss previous • T asks Ss to see the items in the classroom and write examples of in each category. This is an against the clock activity (an activity with a very
Warm up Wh on a slide or poster
mins knowledge on tight limit of time); Ss will only have 2 minutes to complete the lists.
in case Ss do not
the topic
remember some
• Then, T checks and corrects the answers.
words.
• Ss work in groups of 3
T must make sure Ss
• T asks Ss to go out the classroom and bring in items that are examples of how to reduce waste, items that are recycled, and items that are
can find examples for
reused.
these categories out
of the classroom. If
To have Ss • They will only have 5 minutes to find the items. Once they find the items or time is out, they come in and discuss how to explain their choices.
there aren’t enough
10 implement their
Pre-task 1 GW examples, T must print
mins knowledge • Then, T elicits examples per each category.
some flashcards with
about recycling
examples and paste
SEN adaptation: If there are Ss with a physical impairment to move, T may assign roles, one boy-girl in each group is the one in charge of receiving
them in different
the items Ss find and presenting them to the teacher.
places outside the
classroom.
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• T tells Ss they will use these items in a class play about green actions at school that they will put together in this session.
• Ss organize three groups by pulling the words reuse, recycle or reduce out of a bag. Each group will be in charge of putting together the play of
their corresponding action.
To practice
speaking skills • T gives each group an idea of what their script can be. Learners are encouraged to make their own, describing the items they have brought and T and Ss can add more
while putting they use such items can be given. parts depending on
GW
together a play the number of Ss in
25 that includes • T monitors’ learners work and provides support. each group
Task
mins the content
Wh
an language • Ss practice their part of the play in their small groups, then as a whole class. They can try to memorize their lines. T must allot time for Ss
input from the to rehearse the play
sessions in this • On the stage there are three bins labeled with the signs: Reduce, Recycle, Reuse.
module
• There should be one narrator in each group.
(See worksheet 5.1)
• Then, each group acts out the play for the class. T encourages the audience to applaud.
To reflect upon
T may also provide
5 what Ss learned
Warm-up • T asks the class what they learned by watching the plays. What green actions they can do and tell other people to do. Wh feedback about Ss
mins during the
language use
session
Flashcards as a plan B for the warm-up activity, journals or notebooks and pens, cardboard, markers and
Resources
Worksheet 5.1
T must read about green actions at school in order to support Ss’ work during the task. Here’s a suggested website: http://greenschools.net/article.php?id=70
Additional resources T might look for more recycling symbols to create the scavengers hunt. Here’s a suggested website: http://www.recycle-more.co.uk/catalogue_main.php?catID=11581
Flashcards for the pre-task 2

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STAGE AIM PROCEDURE

ADDITIONAL ACTIVITY
• Ss will be part of a scavengers hunt. T will hide and paste the flashcards in different places of the classroom and the school before the class.
• Each flashcard will have a symbol and a question on one side and the answer and a mission on the other side; for example:
1. What does this symbol stand for?
Answer: universal recycling symbol. Mission: Find or write something that can be recycled.
Answer: recycling symbol for generic materials. Mission: find something that can be considered a generic material.

To review Ss T must design and
knowledge Answer: recycled paper symbol. Mission: Find paper you can recycle. T-S print the flashcards
15
Pre-task 2 about recycling S-S in advance. Or simple
mins
and recycling 4. What does this symbol stand for? copy, paste and cut
symbols the examples.
Answer: Partially recycled paper symbol. Mission: Draw or find an example.
Answer: This symbol indicates that you can recycle batteries.
Mission: Find or draw an example.
Answer: The tidy man symbol asks consumers to dispose of rubbish carefully and thoughtfully. Do not litter. Mission: Take pictures with your
cellphone or examples or well-disposed waste or write 2 examples
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ADDITIONAL ACTIVITY
• Ss will play a Simon says game.
To review • Ss sit down on the floor forming a circle.

and apply Ss
knowledge • T will place items that can be recycled, reused and items that help reduce waste in the center of the circle. T should find and
10 about items that place the items
Pre-task 4 Wh
mins can be reused, • T asks two Ss to stand up and run around the circle and sit down again where they were seated before. The first boy-girl who sits down will give mentioned in the
recycled or the instructions saying: Simon says: take an object that you can reuse. The boy-girl who sits down the last will follow the instructions and say how activity.
used to reduce the item can be reused, the boy-girl does not remember the class will help him.
waste
• The activity goes on, T chooses the couple of Ss that will run around the circle every time.
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MODULE: 4
UNIT: 5
SESSION: 4
AIMS: By the end of the session students will be getting in touch with literature in close relationship with saving the planet. They will read stories, poems and songs that motivate
their language improvement and give them additional tools to share during Green Day Fair

• T waits for Ss outside the classroom and indicates that there are 5 different stations in the classroom. Each person takes a number from 1 to 5
having an average of 5 students in each station. They will spend about 6 minutes in just one of the stations. As Ss come in they will be directed
to the station. Once there, they will find an envelop with the instructions, but they can’t open it until all the group is complete. They will read the
instruction in the station and follow the task. After 6 minutes T indicates stop. Here are some suggested activities.
• Class goes back to the previous planning done in Unit 1 Session 4 of this Module to check tasks and see what they need to redo, adapt, evaluate
and include.
Ss should wait until
To review and • Groups carry on with the tasks by finishing up invitations, signs and materials to make sure everything is set up. all the members join
10 asses Ss what the groups and then
Warm up GW
mins Ss have learned Station 1: Ss tell their group member an example of a real story or moment when they recycle or saw someone recycle. they can read what
during the unit Station 2: Ss discuss the question: what does it mean to be green or to go green? they should do in their
Station 3: Ss make a list of things they have learned in the last session. station.
Station 4: they create a slogan to promote being green
Station 5: Ss create a chant to promote being green
• At the end, every group shares ad describes what they did in the task assigned to them.
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• Ss stay in the same groups, but now they will have a new task. T can write the instructions for each station in a sheet of paper and hand them
out.
Station 1: if a computer is available, Ss can listen to the story and discuss what they found to be interesting. T are encouraged to print out a copy
of the story, in case internet is not available in the immersion room.
After listening or reading to the story, Ss should make a drawing about it. Drawings will be included in their portfolios.
To acquire a
Station 2- Book “what does it mean to be green” If teacher does not have access to this book, there is a copy read in the link described in the
new view of
resources. At the end of the reading, Ss write their answers in a poster wall under the title: What does it mean to be green for you?
15 the projects T should support this
Pre-task 1
mins by having process
Station 3: T places some cards with words related to the topics studied during the last unit. Ss are given 10 minutes to write 3 different messages GW
a literature
about recycling, using at some of the words in the cards. Once learners finish their messages, they should hand them to the teacher.
session
Station 4: Learning slogans about the environment. Students choose a slogan to learn and to translate into Spanish. They have to learn it by
heart and if they get it right in both languages. There can be dictionaries in this spot. Slogans can be found in the link described in the resources
section.
Station 5: Ss have to follow the choreography for the song found in the link described in the resources section and they try to learn or follow the
words. They can repeat this song as many times as needed.
• As a whole class activity Ss present what they prepare in every station.
• Ss who are listening will give feedback.

To show Ss T should encourage
20
Task works and WH Ss to cheer up their
mins • If there’s time left, Ss can rotate and do what follow the instructions in each station.
assess them classmates.
SEN ADAPTATION: if there’s a boy-girl with a physical impairment to fulfill any of the instructions in the stations, T should modify the activity by
reading orally the story for the student, or have the boy-girl work in all stations; expect from the last one.
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T can assess
To have Ss
throughout the
reflect about • T can ask the class what they know about ways to save the planet individually and what initiatives or community events can be done to promote
5 mins Wrap-up Wh session what Ss have
the process and being green.
learned during the
their outcomes
unit.
For the pre-task 1, first station T must look for examples of stories about going green or recycling. T may use this suggested website: http://learnenglishkids.britishcouncil.org/en/short-stories/planet-earth
For the second station, T must look for the book What does it mean to be green? Or a related reading. T might prefer to use the following link: https://www.youtube.com/watch?v=lieN18OTlME
Resources
For the third station, T must create cards with vocabulary learned in previous sessions.
For station fourth, T must find a slogan about the unit content. Here’s a suggested website: http://greenliving.lovetoknow.com/Environmental_Slogans
T must look for a song about going green for station five, T might prefer to use the suggested link: http://learnenglishkids.britishcouncil.org/en/songs/its-up-me-and-you
T may find stories and songs about being green online or use the suggested one on
http://learnenglishkids.britishcouncil.org/en/short-stories/monster-shopping-trip http://learnenglishkids.britishcouncil.org/en/songs
T must look for tongue twisters about animals or chose some from the Learning kids British council website in the following suggested website:
http://learnenglishkids.britishcouncil.org/en/tongue-twisters
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ADDITIONAL ACTIVITY
• T tells Ss that when they recycle they are preserving the environment where many species live. Precisely, now they are going to practice some
tongue twisters about animals.
PW T support how Ss
10 To practice
Pre-task 2 • Ss choose a tongue twister in the suggested website described in the resources, they practice it in pairs and then they have a whole class tongue pronounce difficult
mins pronunciation
twister contest. Wh sounds
• T elicits how each group says the tongue twister chorally and gives points according to accurate pronunciation and all member active participation.

ADDITIONAL ACTIVITY
• Spelling Bee contest
• T chooses 10 key concepts learned during the unit, writes them on cards and puts them inside a bag.
To check Ss GW After each group
understanding member takes a card,
15 • T divides the class into teams each team should have 3 members. One member of each team takes a card out of the bag and reads it aloud,
Pre-task 3 of core T may give them 1
mins other member of the team should spell the word, and the other member should say the definition. If all members do the task correctly, they gain
concepts of the Wh min to prepare their
a point for their group.
unit answers
• In the mean time, the rest of the class listens and the other teams get ready to say the right answers in case the team with the turn does not do
the tasks correctly.
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worksheet
MODULE 4
WORKSHEETS – LIST
1.1 / Field trip report templates

2.1 / Paper cube
3.1 / Reduce, Reuse, Recycle script
worksheet
355
1.1 / Field trip report templates

Field trip reflection My Field
Today we are going on a field
School bus trip! What do you think you will Trip My Field Trip Report
see?
before after By
Before the trip After the trip I wonder if I can’t wait to The best thing I cannot be-
I think you will see... I did see... see I did was... lieve I saw...
I am looking forward to... My favorite part was... I think I will... I hope I... My favorite I will always
Date of field trip________________________________
part was... remember...
Location of field trip_____________________________
We traveled___________________________________
Miles by______________________________________
Best memory__________________________________
On the field trip I learned_________________________
____________________________________________
____________________________________________
Taken from:
1. https://www.google.com/search?client=safari&rls=en&q=1.+http://3.bp.blogspot.com/-Rzol4XkhoPc/T0wNGRPaNSI/
AAAAAAAAArQ/JujZSl8wabo/s1600/Capture%2Bfield%2Btrip.PNG&ie=UTF-8&oe=UTF-8
2. https://s-media-cache-ak0.pinimg.com/originals/43/35/e6/4335e631c6f29c317977332f1f7108b2.jpg
3. https://s-media-cache-ak0.pinimg.com/236x/5e/c6/6c/5ec66ccfa9737df30ae4a314c2b985e6.jpg
worksheet
356
CYCLE: MODULE: UNIT: SESSION:
2.1 / Paper cube

worksheet
357
CYCLE: MODULE: UNIT: SESSION:
3.1 / Reduce, Reuse, Recycle script

For teacher`s reference only
Part 1: REDUCE Part 3: REUSE
Narrator 1: There are three important ways to help take care of the earth. Narrator 3: There are three important ways to help take care of the earth.
Entire Class: REDUCE, RECYCLE, REUSE Entire Class: REDUCE, RECYCLE, REUSE
Narrator 1: When you reuse things, you can help the earth. Narrator 3: When you reuse things instead of throwing them out you can
Each student in the “reduce” group presents an item. help the earth.
The following are examples of what students might say: Each student presents one item that can be reused and places it in the
bin labelled “Reuse.” Use the following examples as a guide:
• This is paper. When you use less paper, you reduce waste.
• This is a large bag of dog food. When you buy a big size, you reduce waste. • This is a reusable lunch box.
• This is a reusable cup.
After the item is presented, each student puts the item in the bin labelled “Reduce.”
After the item is presented, each student puts the item in the bin labelled “Reuse.”
Part 2: RECYCLE Part 4: THE END

Narrator 2: There are three important ways to help take care of the earth. Entire Class: REDUCE, RECYCLE, REUSE. REDUCE, RECYCLE, REUSE.
Entire Class: REDUCE, RECYCLE, REUSE REDUCE, RECYCLE, REUSE. (Teacher may choose to have class clap
and stomp a beat as they say these words, or create a little rhyme with
Narrator 2: Recycling is using something again. When you recycle things you rhythm)
can help the earth.
Each student in the “recycle” group presents one item that can be recycled and Ss can practice this play once or twice and try to memorize their part. T can also
places it in recycling bin. Use the following examples as a guide: find the moment in which this play might be presented to the school’s community.
• This is a detergent bottle. You can recycle this.

• This is a plastic water bottle. You can recycle this
After the item is presented, each student puts the item in the bin labelled “Recycle.”
Taken from http://www-tc.pbskids.org/eekoworld/parentsteachers/pdfs/lessonk_1.pdf
British Council, Colombia
Cra 9 # 76-49 | Piso 5 | Bogotá D.C,
T +57 (1) 325 9090
www.britishcouncil.co
ALCALDÍA MAYOR
DE BOGOTÁ D.C.

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2

4 People I look up to in my community 53

UNIT Who is a citizen?

Fabiola Téllez Álvarez

Todos los derechos reservados.

Fabiola Téllez Álvarez

All rights reserved.

This curriculum is action-oriented as it views language learners primarily as

Declarative knowledge is understood here as knowledge resulting from

Learning to live together is a dimension in which students

TIME STAGE AIM PROCEDURE INTERACTION TIPS AND MATERIALS

TIME STAGE AIM PROCEDURE INTERACTION TIPS AND MATERIALS

Reading: see worksheet 1.1.

TIME STAGE AIM PROCEDURE INTERACTION TIPS AND MATERIALS

Reading and Information Chart

TIME STAGE AIM PROCEDURE

• T asks Ss to write sentences on their own about their daily life.

TIME STAGE AIM PROCEDURE

TIME STAGE AIM PROCEDURE INTERACTION TIPS AND MATERIALS

TIME STAGE AIM PROCEDURE INTERACTION TIPS AND MATERIALS

Additional activity 1 and 2

TIME STAGE AIM PROCEDURE INTERACTION TIPS AND MATERIALS

TIME STAGE AIM PROCEDURE

TIME STAGE AIM PROCEDURE

TIME STAGE AIM PROCEDURE INTERACTION TIPS AND MATERIALS

• Listening – T tells a story using flashcards.

This is the story:

TIME STAGE AIM PROCEDURE INTERACTION TIPS AND MATERIALS

TIME STAGE AIM PROCEDURE

TIME STAGE AIM PROCEDURE

TIME STAGE AIM PROCEDURE INTERACTION TIPS AND MATERIALS

• T prepares a Power Point Presentation (PPP) or a poster based on his/her neighbourhood.

Here is a sample picture:

can really enjoy the

TIME STAGE AIM PROCEDURE INTERACTION TIPS AND MATERIALS

TIME STAGE AIM PROCEDURE

TIME STAGE AIM PROCEDURE

TIME STAGE AIM PROCEDURE INTERACTION TIPS AND MATERIALS

TIME STAGE AIM PROCEDURE INTERACTION TIPS AND MATERIALS

TIME STAGE AIM PROCEDURE

TIME STAGE AIM PROCEDURE

• T gives six responsibilities cards to each group of four Ss.

• Game can be played more than once if time allows it.

TIME STAGE AIM PROCEDURE INTERACTION TIPS AND MATERIALS

• T shows last image and asks, What’s the problem?

TIME STAGE AIM PROCEDURE INTERACTION TIPS AND MATERIALS

TIME STAGE AIM PROCEDURE INTERACTION TIPS AND MATERIALS

TIME STAGE AIM PROCEDURE

TIME STAGE AIM PROCEDURE

TIME STAGE AIM PROCEDURE INTERACTION TIPS AND MATERIALS

T makes sure when

TIME STAGE AIM PROCEDURE INTERACTION TIPS AND MATERIALS

TIME STAGE AIM PROCEDURE

TIME STAGE AIM PROCEDURE

TIME STAGE AIM PROCEDURE INTERACTION TIPS AND MATERIALS

TIME STAGE AIM PROCEDURE

TIME STAGE AIM PROCEDURE

TIME STAGE AIM PROCEDURE INTERACTION TIPS AND MATERIALS

In preparation for the

TIME STAGE AIM PROCEDURE INTERACTION TIPS AND MATERIALS

• Ss are asked to use the following structure in their presentations.

Resources Sheets of paper, markers and projector

The House of Nariño is in _ neighbourhood / on ___ street PW