Cycle 4 - Curricular Guideline

4
CYCLE:
IMMERSION ROOM
Session Plan
ALCALDA MAYOR
DE BOGOT D.C.
SECRETARA DE EDUCACIN
Introduction
The curriculum proposal for immersion rooms run by the Secretara de
Educacin de Bogot 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 UNESCOs International Commission on Education for the Twenty-
first Century (UNESCO, 1996). This framework was incorporated into the
document Bases para el Plan Sectorial de Educacin 2012 2016 (Secretara
de Educacin del Distrito, 2012), and later established as guidelines for
foreign language teaching (Secretara de Educacin 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) (Secretara de Educacin
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 specic
environment and within a particular eld 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 specic 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, ones 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 ones 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.
El Currculo para las aulas Oscar Gustavo Snchez Jaramillo
de inmersin fue diseado
en el marco del Convenio Secretario de Educacin de Bogot
de Cooperacin 1913 de
2014 suscrito entre la Patricia Buritic Cspedes
Secretara de Educacin
Distrital de Bogot y el Subsecretaria de Calidad y Pertinencia
British Council.
Entidades
Fabiola Tllez lvarez
Coordinadora del Equipo de Fortalecimiento de Segunda Lengua
Consultores
Equipo Tcnico Working group
Diseo
Secretara de Educacin Distrital de
Bogot
Andrs Vergara
Autores
Clara Lozano
Diana Galarza
Fressman vila
Juan Guillermo Duque
British Council
Ana Lorena Molina
Edna Pilar Gmez
Geoff Watson
Autores
Olga Uribe, Lisseth Rojas, Ricardo
Amrtegui
Secretara de Educacin Distrital de Bogot, 2014
Consultores Acadmicos Av. El Dorado No 66-63 Bogot Colombia
Jonathan Tangri www.educacionbogota.edu.co
Revisin de Estilo Todos los derechos reservados.

Josephine Ann Taylor
Prohibida la reproduccin total o parcial, el registro o la transmisin por
cualquier medio de recuperacin de informacin, sin autorizacin previa de
Diseo y Diagramacin la Secretara de Educacin Distrital de Bogot.
Miguel Angel Plazas Figueroa Bogot D.C. - Colombia
MODULE 1 Citizen values
1
es
n valu
Citize
UNIT
ALCALDA MAYOR
DE BOGOT D.C.
8
WEEK: 1 AIMS: By the end of the session students will be able to describe a number of values a good citizen has.
MODULE: 1
UNIT: 1
SESSION: 1
TOPIC: Citizen values

TIME STAGE AIM PROCEDURE INTER. COMMENTS
T introduces him/herself and asks Ss to introduce themselves. T then writes on the board immersion
rooms and brainstorms some ideas of what they think or know they are.
T divides the class into groups of 4 and gives each group a blank piece of paper; Ss should draw a happy
face in the center of the paper. Ss write what they expect from the immersion room during this cycle (in
Intro to Establish English or in Spanish) around the happy face.
5 min
course ground rules
T draws the same happy face on the board and asks one S from each group to come to the board and
write their ideas up, until there is a variety of different of ideas. S-S
T adds the ground rules students have not mentioned and explains them (This whole part can be done
in Spanish or English, it depends on what T perceives form Ss).
VIDEO: http://www.youtube.com/watch?v=M8zJMiwr22I
T asks Ss to think about what Good Citizen Values means and elicits vocabulary (to put on the board)
T shows Ss a short video: Good Citizen values and Ss check if the vocabulary they produced was
T can find more
relevant to the video.
S-S videos about the
Arouse topic on YouTube,
Ss are asked to add extra vocabulary (from the video) T clarifies meaning of unknown words
15 min Warm-up students' e.g. http://www.
interest youtube.com/
As an alternative to the video, T can show some pictures to lead Ss into the topic eg. someone planting
S-T watch?v=O-
a tree, helping others etc
0mYX4ihX8
Ss watch the video again and discuss the following Qs in pairs:
- What do you think the intended message of the video is?
- What does good citizen values mean?
- Which are the values illustrated in the video?
T-S Be sensible and
T writes the citizen values mentioned in the video on the board and helps students to understand their
respectful, and
meaning:
do not focus on
Unity in God, concern for the environment, etc.,
Lead Ss into religious matters
10 min Pre-task
the topic since there might
T leads a discussion in which students state what they think the above citizen values mean
be students with
Suggested questions: What do these values mean? How can people have unity in God? How do we
S-S different religious
demonstrate concern for the environment?
beliefs
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IMMERSION ROOM - SESSION PLAN ALCALDA MAYOR
DE BOGOT D.C.
9

T brainstorms some other different values and writes them on the board.
Students are presented some slides (or a worksheet) with a list of some different citizenship values
(see attachment 1.1.1)
When clarifying
Task T explains the concepts of citizenship, a good citizen and values and clarifies the unknown words in the meaning of the
S-S
the second slide (values). One way to clarify the meaning of the vocabulary is by providing students unknown words in
Reflection with short definitions, which they have to match with the words, and by giving some synonyms. the slides, there is
45 min Socialization and no need to deepen
and discussion Students are divided in ten groups; T assigns each group one value from the list and gives them a on what it implies
piece of paper and color markers to represent it through memes with captions that refer to the values. S-T
discussion since students are
the ones who will
If possible, allow students to use Internet or their mobile phones to look for information about their do that
assigned value.
Using their memes, each group presents and explains their value. What it means and what it implies
in our context.
In pairs, students are asked to vote for the best illustration (memes) and explanation, supporting their
Post-task
choices
5 min Wrap up Feedback WG
The drawings are put on the walls
Resources Electronic board/ video beam, pieces of recycled paper or bond paper, color markers, video, handout.
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WEEK: 1 AIMS: By the end of the session, students will be able to understand to what respect for law and government means in their
MODULE: 1 country and ways to obey the Constitution.
UNIT: 1
SESSION: 2
TOPIC: Respecting our legal system

Miming game: Ss are divided into groups of 4/5. Each group is given a set of cards, placed face down.
Revise
One S starts and picks up a card. He/she mimes the word on that card. The first S who guesses correctly
vocabulary
wins that card. The game proceeds in a clockwise direction until all cards have been used. The S with the S-S
10 min Warm up from the
most cards wins. The words are some of the citizen values studied in the previous session: S
previous
Concern for the environment, equality, freedom etc
class
Students are shown some pictures of people breaking the law and they have to guess the name of
the value (respect for the law and government). Once they have guessed, the T writes it on the board
for them to check. T-S

Brainstorm vocabulary related to the value respect for the law and government. E.g. governor,
constitution, punishment, rights, duties, legislation, order etc. T monitors students since they might
Lead the
know the word in Spanish but not in English, Ss may also use a dictionary they can be asked to bring
15 min Pre-task 1 students into
from home if they have one.
the topic

In pairs, students discuss what the words mean and their implications in the country: It means to
follow the rules and laws stipulated by our governors
S-S
T tells students that when it comes to respecting laws and government, Colombian citizens are obliged
to take into account ten Fundamental Principles set in the Constitution (attachment 1.1.2.a)
In pairs or groups of three (depending on the number of students, there should be ten groups) each
group will read and comprehend one of the ten principles.
Practice S-S They are very
their short principles,
Each group or couple paraphrases their assigned principle in their own words to help their
speaking which might not
20 min Pre-task 2 classmates understand it better. They can also use drawings and examples.
and take more than 5
summarizing minutes to be read
T complements the explanation, in case the students do not understand their classmates.
skills S-T and understood
The cooperating T might refer to his/her own culture and the way it works in their country.
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Another option
could be to do
T shows students a model of a brochure. a whole class
presentation about
In pairs or small groups, students design a brochure about the different citizen values studied during the Constitution.
the two sessions Ss create short
Personalize
30 min Task S-S illustrated
the topic Students present their brochures and finally the brochures are placed on the bulletin board. During
the presentation, Ss should join other pairs or groups to share their outcomes. presentations
about their
The interaction should neve be S Whole class, with small groups Ss can take more advantage of Article in pairs
practice time. and present their
parts in order to an
audience.
Resources Video beam or electronic board, copies of the reading, paper and color pencils for the brochure
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WEEK: 2 AIMS: At the end of the session, students will be able to propose different ways to benefit their families and future
MODULE: 1 generations
UNIT: 1
SESSION: 3
TOPIC: Are we concerned for our family, our

environment and future generations?

Game Minesweeper: Students start playing the game Minesweeper. The T draws a grid on the board; the
grid must have 16 squares, she or he numbers each square from 1 to 16:
1 2 3 4
5 5 7 8 This would be
9 10 11 12 better played in
Reinforce 13 14 15 16 S-S small groups with
15 min Warm up the language a judge who
learned T divides the class into two groups. Each group takes turns to choose a number. In each number they S-T has the answer
might find a definition of a citizen value or a bomb. Should they get the definition, they have to guess the sheet for greater
value it is defining. If they guess correctly, they win a point, but if it is a bomb, they miss a go and do not participation
get a point. The winning group is the one with the most points. The T is the only person who has the list
with the numbered citizen values and bombs, students cannot see it.
Do one example to check if instructions were clear for Ss.

Students are shown a video with the trailer of the film the day after tomorrow. http://www.youtube. There are many
com/watch?v=KzztUQFfpf8 videos in you
S-S tube which
To lead It is not a listening comprehension exercise, but what is aimed with the video is to see a series of contain images of
15 min Pre-task students into images and scenes (regarding disasters). They watch it twice and in groups of three they are asked to disasters, in case
the topic share what they understand from the video and write down a list of vocabulary related to it, e.g. Natural there is not access
disasters, floods, heavy rain, storms, global warming etc. S-T to internet, the T
can show some
The whole group shares their lists, omitting the words that have been already mentioned. printed images
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T asks students some thought-provoking questions to encourage reflection and discussion, e.g.
- Do you think these natural disasters could be a reality or is it just fiction?
- Do you think these events would happen someday?
- Who is to blame for these phenomena?
- How do you see the situation for future generations?
T writes on the board Are you concerned for your family, your environment and future T-S
generations?
20 min Task In groups of four, students discuss and answer the question, giving supporting reasons to their
answers
T monitors students participation and contributions while walking around the class S-S
Suggested Lexical sets:

I am / am not concerned for, Im/m not concerned about
Because, due to the fact, since, because of, due to
+ Subject- verb complement: they need water to live
They need a safe place to live and so on
T gets the students to write up a letter from their future self, talking about their life and the world in year
25 min 2050. They will share with their classmates (it has to be something positive and optimistic)
To enhance T gives some examples: Hi Manuel, Its me, I am now 50 years old, I am going to tell you what the world
students is like in year 2050. First of all, there are The number of
Writing task
writing skills paragraphs is
The cooperating T could provide students a model of the letter, talking about his/her country in 50 GW5 determined by
years.
S-S the level of the
Post task
Socializing, Students are divided in groups of five, they are asked to read their compositions to their classmates, at students
group the end, they will vote for the best composition in their group (they cannot vote for their own writings).
feedback The best compositions of each group will be read out loud in front of the whole class. T monitors
15 min pronunciation and accuracy.
Resources Video, electronic board, blank sheets of paper.
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WEEK: 2 AIMS: By the end of the session, students will have personalized all the knowledge studied in the unit in a meaningful way.
MODULE: 1
UNIT: 1
SESSION: 4
TOPIC: Consolidation and assessment

Students are asked to line up in front of the board according to their birth dates, in a chronological
order, starting with the person whose birthday is on the first days of the year (January/February) and
finishing with the one whose birthday is in the last months of the year.
The group is divided into 3s, following the order of the line (the first three people work together, then
Set up the
the other three and so on)
assessment
Pre-task activity
TABOO Each card has
some useful
10 min S-S
Each group is given a set of cards with words or chunks to define. vocabulary for the
role plays
Warm up Provide
Cards are set face down in a pile. Students take turns to define the words to their classmates. They
useful
cannot use the same word in their definitions and their classmates have to guess. If participants are not
vocabulary
sure about the meaning of the words, they should check with the T.
Suggested Lexical sets: Simple present

It is an adjective, a feeling. It is when a person is
It is one of our responsibilities as citizens
The class is split into four groups, which will be working in the four corners of the classroom.
Groups are asked to write a 5- minute role play applying what they have studied during the unit.
30 min S-S
E.g. Students might role-play situations in which they represent citizen values (protecting the environment, They are allowed
Consolidate
respecting the law, where there is evidence of solidarity, etc.) to use internet
Task the studied
(computers, smart
topics
T monitors closely and helps with accuracy phones)
45 min S-T
T corrects the scripts while students are practicing
Students present their role plays in front of another group (10 min for each group)
Pair
5 min Post- task Students have to vote for the best role-play in terms of the plot and the performance. S-S
feedback
Resources Cards, internet access, blank sheets etc.
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MODULE 1 Human Rights
2
ts
n Righ
Huma
UNIT
ALCALDA MAYOR
DE BOGOT D.C.
16
WEEK: 3 AIMS: By the end of the session, Ss will have studied and reflected on a series of human rights
MODULE: 1
UNIT: 2
SESSION: 1
TOPIC: Human Rights and Responsibilities

Chinese Whisper: T asks Ss to make a circle, T starts with any person of the circle, whispering him/
To generate her the following sentence We are all born free and equal. That person will then whisper what she/
interest he heard to the next person. Each person can only say, Can you please repeat that? One time. When
Warm up
the message reaches the end of the chain that person must say out loud what s/he understands the
More information of
message to be. Since often the message is completely different when it reaches the end. T can try to
human rights can be
find out where the chain broke!
found at:
S-S
T writes the sentence of the message on the board We are all born free and equal, and checks
10 min http://www.hrea.org/
understanding of the statement by means of some leading questions:
T-S index.php?base_
- What do you understand by the statement?
id=104&language_
- What does being free mean?
id=1&erc_doc_
- What does being equal mean?
id=5211&category_
To lead the When can you say people are not free?
Pre-task 1 id=24&category_
Ss into the
type=3&group=
topic T introduces the topic letting Ss know that in the same way they have some qualities or values to be
part of a society, they also have some rights as citizens not only of Colombia but also of the world.
T tells the Ss that they are going to watch 7 short videos, which contain a representation of the You can find more
T-S
different human rights established by the United Nations. Colombia belongs to the UN. videos about human
rights in the following
To listen for T writes the name of the seven rights on the board in a different order in which they will be played. links:
a gist (for The page contains 30 videos (with the rights) but only 7 videos were chosen, it is discretionary for https://www.
20 min Pre-task 2
a general each T the 7 videos they want to work with. (Each video lasts no more than 1 minute each) youtube.com/
idea) http://www.youthforhumanrights.org/what-are-human-rights/videos/born-free-and-equal.html watch?v=oh3BbLk5UIQ
https://www.
GW2
T lets Ss see the part of the video that goes before the right is mentioned and asks them to try to youtube.com/
S-S
guess which is the right represented. (They already have the names of the rights in the board). watch?v=kbul3hxYGNU
The class is split into 7 groups; each group is assigned one of the seven rights and is given two
Listen for
different cards.
detail
Ss watch the video again and try to understand more details, especially from their corresponding
video. They choose two key words, which best represent their section and write them in the cards.
Pre-teach
40 min Task These words might have been specifically said in the video or they can be taken from an image, e.g. T-S
language
there is a boy surfing. If Ss in the group do not know how to say a word, they look for the word in the
for
dictionary or ask the T and write it on the card.
speaking
stage
In the same groups, Ss reflect on the importance of their corresponding right, and specifically, how
(debate)
they see that right in Colombia or in their city.
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T gives the Ss a list of useful phrases for discussion:
- I think, in my opinion, as far as I know, I agree, I dont agree, We dont have to..
- I dont believe, I wouldnt say that, it seems to me, that cant be right etc
- People are not allowed to etc
- It means we have freedom to say what we think
T asks Ss to stick their two cards onto the board. The T takes one card at random and reads the
Personalize
word for Ss to guess the meaning (only those Ss of the group which wrote that card are not allowed
the topic
to answer). Once Ss guess the meaning properly, they identify the right to which the new word
corresponds. To make it more motivating, those who guess rightly would get a point. GW4
You can find more
phrases for discussion
Debate: T explains to the Ss that there will be a debate in which they have to defend their
20 min Consolidation at http://www.englisch-
corresponding right as the most important one for their context. T clarifies that even if they do not
hilfen.de/en/words/
think their right is the most important one, they should defend it as it was, just for the success of the WG
Enhance discussions.htm
communicative activity. Ss then have to write up three reasons to defend their right.
their
argumenta-
Ss work in groups of 4. They prepare their arguments using the useful language. After the preparation
tive skills
time is up, T numbers the Ss in each group 1-4. Ss then break off into groups according to their
numbers and try and persuade their new groups why their right is the most important. When the
debate is over Ss return to their original groups and summarize.
T monitors and notes correct and incorrect language for end-of-class feedback.
T sums up by asking for open class feedback on who presented better arguments.
Resources Blank sheets of paper, coloured pencils, markers, electronic board or video beam, the video can be replaced by representative images.
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WEEK: 3 AIMS: By the end of the session, Ss will have learnt new vocabulary to be able to discuss how human rights are being violated
MODULE: 1 in Colombia as well as in the world.
UNIT: 2
SESSION: 2
TOPIC: Human rights infringement

T makes a ball with 7 strips of paper. It is a simple ball. To do it, T takes the first strip and bends it, and
then takes the second strip and wraps the first one, forming a ball. Then, the same with the third strip
and so on, creating a big ball.
As preparation, the T must have written one of the rights studied during the previous session on each
Activate GW
of the strips of paper.
15 min Warm up previous S-S
knowledge
T asks Ss to make a circle. T throws the ball to one S. The S opens up a strip (the one covering the
others), reads the right and explains it in his/her own words, without mentioning the exact words
written on the paper e.g. it talks about our right to have a safe place to live. After explaining his/her
right, the S throws the ball to someone else and they should guess the right, and the process repeats.
T shows Ss some pictures that represent human rights violations (T needs to take these from the
Internet).
T asks some thought-provoking questions to introduce the topic:
Some clue questions would be What do you see in the picture? What is happening with ___ (the woman,
the boy etc)?, what is wrong with it?, Which right might be violated in the picture?
In case they do not
T writes Human rights violations on the board and tells Ss they are now going to talk about the different
Introduce have electronic
10 min Pre-task 1 ways human rights are violated: T-S
the topic board, T can give the
Ss copies with the
T shows the following introduction whether on the electronic board or video beam (or even write it
introduction
on the board)
Violations exist in every part of the world. For example, Amnesty Internationals 2009 World Report
that individuals are:
- Tortured or abused in at least 81 countries
- Faced unfair trials in at least 54 countries
- Restricted in their freedom of expression in at least 77 countries
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T presents a fragment about human rights infringement, each couple or group of three Ss should get a
copy.
The whole group comments on the information (with the help of the T who clarifies the meaning of
vocabulary).
Get Ss The fragment must
more be selected, printed
After having clarified the new words, T asks Ss to try to understand the report. To check understanding
15 min Pre-task 2 acquainted and copied by T in
T asks Ss to underline the ways the rights are infringed and comment on them:
with the advance, depending
topic on Ss level.
T asks the following:
- What do you think about the report?
- Can you think of an example of each
- Have you heard about those infringements before?
- Whats the situation in Colombia?
T asks Ss to walk around the classroom and find 4 quotes from famous political leaders and Nobel
Peace Prize winners. These quotes refer to the importance of avoiding human rights infringement
At the same time, in groups of 3, Ss are given the handout with the pictures and names of those
famous people for them to guess who says each quote and write it in front of the picture
Each part is very short
Enhancing
Once they have all the quotes, in the same groups, T asks Ss to discuss and try to understand them, with only one or two
20 min Task Ss
while T monitors and guides the Ss in terms of concepts understanding. GW3 examples of human
speaking
rights violations.
skills
Ss are asked to used the suggested lexical items: S-S
- It means
- It has to do with
- It talks about
Finally each group is given some clay in order for them to illustrate the importance of respecting
To
human rights
20 min Report consolidate
the topic
Once they finish, everybody explains their illustration.
Resources Strips of paper (for the ball), handouts, video beam/electronic board, modelling clay
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WEEK: 4 AIMS: By the end of the session, Ss will have listened and studied the lyrics to a song about unfairness and discussed
MODULE: 1 unfairness in society.
UNIT: 2
SESSION: 3
TOPIC: Confronting unfairness

T gives out pieces of paper. Each piece of paper has a word. Ss mingle and find their peers (the
opposites), e.g: if a person has the word fat, he has to look for the person who has the word thin (the
Welcome Ss opposite), in the same way with black/white, tall/short, girl/ boy etc
10 min Warm up S-S
to the class
Once Ss have found their peers, they sit down together because that will be their partner for the rest
of the class
Game: letter soup

T gives away the corresponding handout. Ss do the first exercise which is a word search with some
useful vocabulary they will find in the song where is the love
Pre-teach
15 min Pre listening S-S
vocabulary
Once they have found all the words, Ss try to guess their meaning. In case they do not know, the T
will help them.
T lets Ss know that this vocabulary belongs to a song they might know and write the title on the board
S-S
Where is the love. Many of the Ss might have heard the song, therefore T asks for the singers and
any other information they might know about the song and the group.

To listen for
10 min First Listen In pairs, Ss listen to the song once and without reading the lyrics. Ss try to get the general theme of This song is very easy
gist
the song. After, theyll talk about what they understood: to find on internet
http://www.youtube.com/watch?v=WpYeekQkAdc&feature=kp
WG
One person from each couple tells the class what they could understand in a general way.
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Before they listen, Ss try and figure out where the words go in the song (Exercise 2 in the Handout).
Ss listen to the song to check. Then Ss listen again and fill in the spaces with the words they missed.
They work with the first 4 verses of the song, since it is very long and in order to avoid using too much
paper. Ss compare their answers in pairs.
T clarifies words and abbreviations, which might be difficult for them. They will be easily identified,
since they are underlined, e.g. in written texts and above all in lyrics, native speakers tend to use an Some Ss excessively
apostrophe in ing endings, in order to remove the letter g for example instead of writing crying, depend on the
To listen
they write cryin, when we want to sound like informal conversation. dictionary and do not
20 min Second Listen for specific GW4
- CIA: Central Intelligence Agency use inferring meaning
details
- KKK: Ku Klux Klan from context as a
- The Bloods and the Crips: Two of the main gangs in LA learning strategy
The class is divided into groups of 4 or 5 and they are asked to understand the main idea of each of
the verses of the song. T asks Ss to avoid using dictionaries and instead to try to get the main idea no
matter if they do not understand everything.
T monitors and helps them with difficult expressions.

T writes the five following questions on the board, they have to be discussed and answered in the
same groups:
To generate 1. How do the singers see the current situation in the world?
discussion 2. Which are the things that are affecting the world?
20 min Production about 3. What is the most important thing, which is missed?
attitudes 4. How could love improve the human rights violations?
and feelings 5. What else is needed to face human right violations?
The whole group shares answers and listens to the complete song again while trying to sing it.
Resources Electronic board/DVD/tape recorder, song, worksheets, song lyrics
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WEEK: 4 AIMS: By the end of the session, Ss will have consolidated the knowledge acquired about human rights and violations.
MODULE: 1
UNIT: 2
SESSION: 4

Hangman
T divides the class in groups of 3 and has them play Hangman:
T gives each group a bag with pieces of paper. Each paper has one of the words below. The first person
of each group takes a paper at random; he/she draws a line for each letter of the word and asks
members of the team to tell him/her letters to guess the word. He/she fills in the letter (everywhere it
appears) on the appropriate line/lines each time the person guesses correctly. If a letter chosen is not
in the word, h/she draws a body part to the drawing and continues asking participants for letters until
Reinforce the they can guess what the word is or they hang the man:
20 min Warmer vocabulary S-S
studied Then a second person of the group will do the same with another word taken at random and so on,
until finishing the words
Torture madness
Freedom overseas
Shelter violations
Human chemical
Privacy
The class is divided into groups of 4. Each group is given a piece of recycled paper or cardboard. T
asks Ss to make a poster illustrating what they have studied during the unit: human rights and how to
defend them. T also asks Ss to be ready to present their posters orally
Prepare GW4
25 min Task T should limit time preparing the poster (no more than 20 minutes), so that Ss will have enough time for
presentations S-S
the oral presentation and interaction. Therefore, they are asked to include just an image and a catchy
phrase about human rights and infringement
T monitors Ss work and helps them articulate ideas.
40 min Each group delivers their poster presentations.

S-S
Asses the
Feedback knowledge Ss vote for the best poster presentation Tthey are not allowed to vote for their own poster).
acquired
T-S
5 min T provides feedback.
Resources Card board or recycle paper, markers
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MODULE 1 Diversity makes the world
3
interesting
kes
orld
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WEEK: 5 AIMS: By the end of the session, Ss will have discussed the importance of regional cultures and presented cultural aspects of
MODULE: 1 different regions in Colombia at a cultural festival
UNIT: 3
SESSION: 1
TOPIC: Cultural differences within my country

Ss work in pairs or groups of 3. They brainstorm characteristics of some specific regions/departments
Activate in Colombia, e.g. Pacific coastal region, Atlantic coastal region, coffee growing axis, Andean region,
20 min Warm up: previous etc., in English. Ss can mention food, famous places, famous people, music, weather, etc. When they S-S
knowledge finish, Ss exchange their lists with other groups and check if the spelling and the words are ok. Finally,
Ss share their ideas and compare commonalities.
Ss are shown some images and videos with some characteristics of different regions in Colombia
outside Bogot: food: Bandeja Paisa, Lechona tolimense, champus valluno, mute santandereano, etc;
music and dancing: vallenato, salsa, carranga, llanera, mapale, cumbia etc; sports: tejo, skating, baseball,
cycling, etc.
Input to be
ready to
Ss need to answer the following questions: Are you familiar with these cultural manifestations? Have you T should ask the
Language describe
30 min seen them in Bogot? Do you like them? Why? Why not? Which ones would you like to try? Is it important S-S support T to clarify
focus Colombian
to have a big variety of cultural manifestations in our country? How can we help to preserve the rich the items mentioned
cultural
variety of Colombian culture?
aspects.
T gives Ss some pieces of paper with a specific Colombian cultural aspect. They need to mingle and
describe it without using the word itself. Ss try to guess the cultural aspect and they keep a track of
the words they discover.
Express
different
Ss work in groups. They are told that they will participate in a Colombian cultural festival. T assigns each
characteristics
Task: group a specific Colombian region. Ss prepare a presentation in which they highlight the most important
of the
40 min Colombian aspects of each region. They need to prepare a performance (dancing, music, sports, etc.) and a poster S- S
Colombian
festival to show in the session. Ss see all the presentations and they vote to choose the best performance and
diversity and
the best poster.
highlight their
value.
Resources Power point presentations and videos with information about Colombian regions. Material to create posters: Cardboard and markers.
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WEEK: 5 AIMS: By the end of this session, Ss will have identified key features of urban tribes in Colombia and discussed if they would
MODULE: 1 like to be a part of any and why.
UNIT: 3
SESSION: 2
TOPIC: Urban tribes

Pictionary: Ss are divided into 3 different groups (or more).
Each group receives a piece of paper with a different urban tribe, e.g. rappers, punks, emos, goths, skaters,
To activate prior soccer fans, etc. They choose one S to draw the urban tribe on the board.
10 min Warm up: S-Ss
knowledge
The other groups try to guess the urban tribe. They can use the model: I think your urban tribe is The
winner will get a point. Then, the groups take turns to draw. The group with the most points is the winner.
T divides Ss into pairs or groups of 3. T gives each one or two urban tribes (some groups will have exactly
the same urban tribes).
Give additional and
20 min Pre-task 1 more specific input S-S
T asks Ss to brainstorm words and ideas in English about the urban tribes. When they finish the
about urban tribes
brainstorming activity, they get together with the group that had the same urban tribes. They need to
compare similarities and differences. Then, they give conclusions to the class.
Reflect on the
concept of urban
T shows videos / images of some urban tribes in Colombia. Ss have to identify the tribes and then decide
tribes, their beliefs
what beliefs or ideologies they have / what they do and how they behave. T does the first one with the whole
20 min Pre-task2 and ideologies and S-S
class as an example (using phrases to introduce tribes and present simple).
other traits using
Football fans: They believe in following the same team. They buy their teams shirts and follow them
phrases & present
around the country.
simple
Ss decide on a tribe they would like to be part of or if they prefer not to be part of one. They decide on
all aspects of the tribe and produce a mind map to organize their ideas. T does one on the board as an
example first.
When Ss have produced their mind maps T then encourages them to add useful language: They believe
inTheir ideology isI would like to belong to
For Ss to discuss
what tribes they T demonstrates this on the mind map on the board as an example.
30 min Task S- S
would like to belong
to and why Ss then form small groups and sit in circles and using their mind maps as guides to talk to their classmates
about which tribe they would like to be part of and why. When they have finished, their classmates can ask
questions. The next S then speaks about their tribe and the activity continues until everyone has spoken.
T monitors and uses correct and incorrect language for whole class feedback.
T does a count to see which tribes are the most popular.

Resources Power point presentations and videos with information about urban tribes. Material to create posters: Cardboard and markers.
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WEEK: 6 AIMS: By the end of the session, Ss will have learnt what stereotypes and misconceptions mean and how dangerous they
MODULE: 1 are. They will also have discussed Colombian stereotypes (good and bad) and role-played some of these negative
UNIT: 3 stereotypes to get advice on how to avoid them in the future.
SESSION: 3
TOPIC: Our Colombian identity

T hands out a quiz to pairs of Ss with statements about different nations characteristics / stereotypes.
Ss decide if the statements are T or F, e.g. Kung Fu comes from Japan / English people are always on
Make Ss aware of time (T will have to research this on the internet to create the Handout).
S-S
the concepts of
20 min Warm up
stereotypes and After feedback, T writes on the board: stereotypes and misconceptions and checks meaning: Are all
T-SS
misconceptions. British people on time? Its a stereotype. Does kung fu come from Japan? Its a misconception.
T elicits how these stereotypes can be damaging

T shows some typical stereotypes other countries have about Colombian people. Some examples
Analyse are: http://www.angelfire.com/blog/stereotypes/colombia.htm, http://edition.cnn.com/2013/04/24/ Need to find an
stereotypes and travel/colombia-10-things/ alternative to
Language misconceptions angelgire web
20 min Ss analyse if the stereotypes are either true or not. They need to justify their answers: This stereotype S-S
focus foreigners page as its not
is a reality becauseThis stereotype is not true because
have about clear & difficult (or
Colombians Ss answer the following questions: What are the problems negative stereotypes and misconceptions adapt it)
cause in a culture? What can we do to avoid negative stereotypes foreigners have about Colombians?
Ss work in groups or in pairs in order to identify the characteristics they consider Colombian people
have, both positive and negative.
Identify positive
and negative When Ss have written down their ideas, they will pair up with a new partner and compare their ideas about
Language positive characteristics of Colombian people. Also, they need to compare the negative characteristics
20 min characteristics S- S
focus 2 and propose ways to change our behaviour: e.g. Colombians are usually unpunctual. We should organise
of Colombian our time better using an agenda or a to do list.
people.
Language to be encouraged in the discussions: I think I consider from my point of view I agree I
dont think I dont agree is wrong, etc.
T divides Ss into about 6 different groups. Ss choose some typical negative Colombian characteristics
(They have already discussed these in the previous activity) and prepare a short role-play.
Show the main
Task: the main characteristic of Groups act out their role-plays. Classmates first have to guess the characteristic and secondly provide
S-S
characteristics the Colombian advice on how to stop / regulate them: We should have staff in the Transmi stations organizing people
30 min
of Colombian culture and our into lines. Parents should teach their children to cross at designated crossings instead of running across
S-SS
people identity. And the road with them.
provide solutions
T and Ss engage in open class feedback on the dangers of stereotypes and whether Ss agree or disagree
with the stereotypes.
Resources Stereotypes about Colombians, material for the performance: cardboard and markers.
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WEEK: 6 AIMS: By the end of the session, Ss will have created a diagram to show how cultural aspects in Colombia are influenced by
MODULE: 1 globalisation and present it orally.
UNIT: 3
SESSION: 4

Word search: Ss get a word search worksheet with vocabulary from the unit: urban tribe, culture, stereotype,
misconception, music, food, habits, tolerance, people, respect (the word search is in the annex).
Vocabulary review
20 min Review S- S
of the unit
When Ss finish, they need to create a definition of each of the terms and express their importance with the
unit.
Ss see images and / or videos of urban tribes that are common in other countries but not in Colombia:
e.g. Otakus (Japan), perroflautas (Spain), surfers (different countries), etc.
Contrast urban
15 min Pre-task cultures of other S-S
After the presentation, Ss need to answer the following questions: What commonalities and differences
countries with ours
can you find with Colombian urban cultures? What was the most interesting urban tribe? Why? Would you
like to be a member of any of those urban tribes? Why? Why not?
After the analysis of urban tribes of other countries, T shows some images and videos of cultural aspects
(food, music, habits, sports, etc.) of some other countries: e.g. Brazil, Thailand, Egypt, Russia, Nigeria, etc.
Contrast cultures
15 min Pre-task 2 from other S-S
After the presentation, Ss need to answer: What commonalities and similarities can you find with Colombian
countries with ours
culture? What was the most interesting cultural aspect? Do we have influences of other countries in our
culture? Is it good or not? Why?
Ss work in groups. T gives them some cardboard and markers to create 2 idea wheels: 1 = Colombian
culture 2 = international culture and the bit in the middle what both have in common..
The diagram needs to have the following concepts: urban tribes, behaviours & habits, food, music & arts,
sports, etc.
Create a mind map
to show cultural The diagram should contrast these cultural aspects with other countries, either because they have
30 min Task aspects in Colombia similarities (influences) or differences (unique aspects of the Colombian culture). S- S
and present them
orally Ss compare their diagrams with another groups to identify commonalities, which will be the most
characteristic aspects of our culture.
Ss report the most significant ideas about Colombian culture.
As a conclusion, Ss discuss the question: What should we do to maintain and enrich our culture?
Resources Power point presentations and videos with information about cultural aspects of other countries. Material to create posters: Cardboard and markers.
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MODULE 1 Balancing diversity to look ahead
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WEEK: 7 AIMS: By the end of the session, Ss will be better able to discuss issues concerning their lives as teenagers.
MODULE: 1
UNIT: 4
SESSION: 1
TOPIC: Teenage years

Interactive brainstorm: Ss are divided into different groups of 3 or 4.

Each group needs to brainstorm vocabulary related to teenage years, e.g. parties, music, high
school, relationships, fights with parents, university, etc.
Activate prior

knowledge / set
10 min Warm up Each group will have a piece of paper close to (or stuck up on) the board. T sets a time limit. Every S- S
context / revise
time a S writes down a word, he/she comes back to the group and a different S goes to write down
vocabulary
a different word on the piece of paper and they continue taking turns.

After some minutes, Ss finish and T checks to see which the winning group is. All the Ss check
commonalities in the ideas and reflect on them.
T must design a presentation, select some videos or print images with typical situations teenagers
face. There will be two sections: Good times (parties, meet a lot of people, time to make important
decisions, music, etc.) and difficult times (problems with parents, bullying, problems with alcohol,
cigarettes and illegal substances, etc.)
Pre-task and Reflect on After the presentation, Ss need to talk in pairs or groups of three by using the following model:
20 min Language Ss teenage A: What good things have you experienced as a teenager? S-S
Focus experiences B: Well, I have been to some good parties... or A: What bad / difficult things have you experienced?
B: Well, I dont like it when some of my friends smoke.
They share their conclusions with the class. And T takes advantage of this activity to present the
language for the day. T elicits conclusions and restates them using the following discourse markers:
- More than less than fewer teenagers, most teenagers, etc.
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T shows some typical activities teenagers do in the Ts country (sports, free time activities, social
relationships, school life, etc.)
Contrast Ss work in pairs to identify similarities and differences between teenagers in Colombia and the Ts
teenagers in country. They can use the model: Well, teenagers in Colombia are similar because or Actually, in T-S
20 min Pre-task 2 Colombia with Colombia its different because teenagers and
teenagers from S-S
the Ts country T asks for some open class feedback about differences and similarities between teenagers in both
countries.
T should allow Ss five minutes to write the sentences using the discourse markers previously presented.
Ss will receive a chart in which they need to summarize their ideas about being a teenager as well as
express dreams and challenges for the future.
First, Ss need to complete the space me with their personal information. They work individually.
Express
teenagers
30 min Task Then, Ss need to stand up and ask 3 different classmates the questions they already answered S- S
dreams and
individually. They need to complete the other spaces in the chart.
challenges
The outcome of the activity is to identify common dreams, challenges and ideas about teenage years,
each group of Ss will be assigned and aspect and must state a conclusion about it using the discourse
markers practiced through the session. T asks for open class feedback.
Resources Power point presentations and videos with information about teenage years. Chart for the final task
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WEEK: 7 AIMS: By the end of this session, Ss will have discussed the advantages and disadvantages of possible career paths and
MODULE: 1 further study in relation to their life plans.
UNIT: 4
SESSION: 2
TOPIC: Looking ahead into the future

Describing jobs and professions: Ss use Handout 1 and different pieces of paper that include a little
picture and the name of a profession or a job, e.g. doctor, waiter, taxi driver, engineer, lawyer, security
Activate prior guard, veterinary surgeon, housekeeper, etc.
15 min Warm up S- S
knowledge
Ss mingle and they need to describe the profession/job without using the name or similar words.
(For instance for taxi driver they cant use the word drive).
Once all occupations have been discovered, Ss will be set in groups of three and given the chart
handout to organize the words in different categories
Then, groups will get together with other groups, they need to compare and discuss the categories
they chose for the jobs with the following model:
Allow Ss to
- I think that being a police officer is dangerous because
practice new
15 min Pre-task S-S
vocabulary
Once Ss are done, T should inquire them about their plans for the future regarding their profession
learnt
path. T must take advantage and have Ss start getting familiar with the language for the day:
- Future expressions: will, going to, might, may.

- Discourse markers: Linking words: first, then, afterwards, as soon as, before, etc.
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T presents information about different options to study after high school: A- Private Universities,
B-Public universities and C - Technical schools. Also, the T describes these options in his/her own
country, and Ss provide information to make a contrast with Colombia.
After the presentation of these options, Ss need to brainstorm advantages and disadvantages of each
Analyse the
30 min Mini-task 1 option (Handout 2). S-S
academic market
Ss check their answers with a partner and they look for common ideas together.
Finally, the T asks for open class feedback. He/she analyses if these conclusions would apply to his/
her country or not
T presents information about possible jobs Ss can get if they decide not to study now (non-
professional and part-time jobs).
Ss discuss the following questions, making predictions in groups:
- How much will you earn a day in a full-time job (8 hours)?

- How much will you earn a day in a part-time job (4 hours)? T-S
Analyse the
30 min Mini-task 2 - What will you do with your first salary? and
labour market
- Do you think the minimum wage in Colombia is enough for a person to live independently? Why? S-S
Why not?
- How long do you think you will keep your first job? Why?
T asks for conclusions after Ss have discussed the questions. One spokesperson per group can
present their ideas. T will also share his/her opinion regarding this topic taking into account his/her
country to explain differences in the labour markets of the 2 countries.
Resources Presentations with information about the academic and labour market. Charts for the warm up and the mini task
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WEEK: 8 AIMS: By the end of the session, Ss will have analysed each others skills and talents to create a life project
MODULE: 1
UNIT: 4
SESSION: 3
TOPIC: My life project: First steps

Hangman. Ss are divided into groups of 3.
T gives Ss the following vocabulary on pieces of paper: talents, skills, experience, knowledge,
Introduction qualifications and discipline (each S gets two pieces of paper).
10 min Warm up / revision of S- S
vocabulary Ss play Hangman in their groups. The T can model the game with the word work.
At the end of the game, T clarifies the vocabulary (focusing on the context of life projects).
Ss are asked about the definition of life success: What is life success? T helps with, Life success is
having enough money to live, study something you enjoy
Ss continue working with the same vocabulary they had before: talents, skills, experience, knowledge,
qualifications and discipline.
Ss reflect on
30 min Pre-task life success and Ss organize the previous vocabulary in order of importance to success in life. They use the model: S-S
what it means - The most important factor for life success is because
- The second most important aspect is because
Ss are encouraged to include other important factors to have life success.
T asks for the conclusions and the class reflects on them.

T shows a presentation and videos related to his/her talents, skills, interests and favourite classes at
school and the relationship to his/her life project.
Ss will complete a chart in an interactive way (interviewing their partners) in which they need to
write down their talents, skills and interests (See Handout 1). T will show the questions, What are your
talents? What are your skills? etc.
Analyse different
When Ss finish their charts, they exchange them with another couple. They will analyse both charts T should prepare
options for T-S
to propose 3 possible life projects for their partners: Example: I think Miguel should study accounting the presentation,
40min Task professional and
because he likes mathematics. Pepe will most likely become a chef because... pictures or poster
and labour life S-S
in advance
projects When Ss finish, they give back the life project proposals for their owners to analyse them. They answer
the following questions.
- What life project suggestions from your partners did you like? Which ones didnt you like? Why?
- Would you add other life projects in addition to the suggestions from your partners?
- Were you surprised by your partners suggestions? Why?
Ss will share their conclusions with the class.

Resources Power point presentations and videos with information about life projects. Charts for the final task
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WEEK: 8 AIMS: By the end of the session, Ss will have produced posters to illustrate their life projects
MODULE: 1
UNIT: 4
SESSION: 4

T will bring old magazines and newspapers with several images (the T can ask Ss to bring in the images in
advance).
Different categories will be proposed:

- Academic future, possible jobs, short-term goals, long-term goals, social relationships, becoming
independent, economic goals, leisure activities and sports
Ss will rank the categories in order of importance for their life project, e.g. My first priority is social
Brainstorming relationships because my second priority is academic future because
General
20 min ideas for the life S- S
review
project poster Ss will look for key words to explain the different categories of their life projects. For instance, Academic
future: university, management, learn French, etc. Short term goals: finish school, good grades, take a trip
to Cartagena, etc.
In pairs, Ss will justify the choice of their key words: I chose management because I would like to go to
Cartagena because
T will provide some images from newspapers and magazines (or Ss will use the ones they brought) and Ss
will cut out images to illustrate their ideas
Ss will create their poster with images to illustrate their plans. In addition to the images, Ss will write key
Creating the life words / phrases about what they need to do to accomplish their projects. For instance: I want to study Individual
25 min Pre-task
project poster business management. In order to accomplish my goal I need to get a part-time job to save money and pay work
a good university
When Ss finish their posters they need to present them. They will work in pairs and they will ask the
following questions.
- What are your main objectives in your life project? Why?
- Is it more important to start working or to start studying once you finish high school? Why?
- Why did you decide to include ______________ in your life project?
- What do you need to do to achieve your life projects? (Learn some skills, save money, travel to a
Presenting the life specific place, etc.
40 min Task S-S
project poster. - What salary would you like to have once you start working?
- In what University or technical school would you like to study (in case they are planning to study?
Ss will present their posters to several Ss. They need to identify what life project is the most similar to
theirs and also, the most interesting poster.
Ss will report final conclusions.

Resources Newspapers and magazines to prepare cut-outs and images brought by Ss to create a life project poster.
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MODULE 1 Entertainment: one world,
5
ent: thousands of cultures
rld,
of
es
ands
cultur
o
tainm
one w
thous
Enter
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WEEK: 9 AIMS: By the end of the session, Ss will be able to describe some carnivals / festivals and their characteristics
MODULE: 1
UNIT: 5
SESSION: 1
TOPIC: Carnivals and festivals in my country

T shows Ss a picture of the Barranquilla carnival and asks Ss what the unit is about.
T asks Ss why there are carnivals, festivals and other celebrations in different towns, cities
and countries and what other festivals they know of. WH
5 min Lead in Set the context T-SS
T uses Ss ideas to tell them that these events are an expression of culture. SS-T
T tells Ss they will work cooperatively to learn about some traditional carnivals & festivals
around Colombia.
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GUESSING GAME
Ss get in groups of 4.
T gives clues about the events and Ss guess (check suggested events and clues).
The group that guesses an event gets a point.
The winner is the group with most points.
T shows a picture about the event after it is guessed.

- Suggested events and clues:
This fair is in Colombias coffee zone. People go to bullfights. The International Coffee Beauty
Activate prior
Contest/Pageant is held during this fair. The Manizales Fair
knowledge
This festival is in Cartagena. The best classical music is played. Cartagena International
Introduce Music Festival.
vocabulary
This festival is in Bogot. People can see plays from different countries. Ibero-American
Theater Festival
This festival is in Valledupar. People listen to, sing and dance different vallenato songs. T does not have to mention all
10 min Warm up GW
Festival of Vallenato. the events. Choose them to
make up 10 minutes.
This festival is in Neiva during the Saint Peter and Saint Pauls celebrations. The Bambuco
Folk Festival and National Beauty Pageant/Contest.
This fair is in Medelln. People can see different flowers and birds and the silleteros
creativity. The Flower Fair.
This fair is in Cali. People see concerts and dance Salsa. The Cali Fair.
Raise awareness This carnival is in the department of Atlntico. People celebrate folk traditions. UNESCO
of different declared it as Masterpiece of the Oral and Intangible Heritage of Humanity. The Barranquilla
festivals Carnival / Barranquillass Carnival.
This carnival is in Nario. People throw water and powder and paint their faces. UNESCO
declared it as Masterpiece of the Oral and Intangible Heritage of Humanity. Blacks and
Whites Carnival / Black and White Carnival.
Note: You can ask your support T to tell you a little bit more about these celebrations. On
the other hand, you may include some from your country to share some of your background
with Ss.
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Ss stay in the same groups.
T asks them if they have ever been to any of those events or if they have heard about them.
If Ss say they havent, T asks them about carnivals and festivals in general.
As Ss answer, T elicits words related to those events.
T asks each group to write down a list of words (as many as they know) related to celebrations
or events (1 minute). If Ss dont come up with any words, T shows them the picture again and If there are computers available,
Personalize the T SS
points to different things so that Ss draw ideas. If they still dont come up with any words, T T gets Ss to look for words
topic WH
writes some words on the board or shows some on the electronic board and encourages Ss related to the events.
to think of other related words and look them up in their dictionaries. Be ready to make or find
10 min Pre-task Check Ss
flashcards or pictures in case
comprehension The group with the longest list is the winner. GW
there is no electronic board or
of words related
video beam. Ask your support T
to the events T clarifies the meaning of the words by using pictures (electronic board or video beam). If T SS
to find this material in advance.
there is no electronic board or video beam, T uses flashcards or pictures. WH
T provides language models while clarifying meaning of words, e.g. carnival floats have
Some related words:

Carnival, fair, festival, parade, concert, contest, pageant, dance, music, live music,
acrobatics, show, costume, mask, float, papier-mch, play, food, party, puppets,
performance, etc.
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T assigns groups an event randomly (raffle, balls or strips of paper in a bag). Give Ss one handout per group
Gather
to make sure they will work as
information Each group uses the Internet (computer, tablets, mobile phones) to find information related a team.
about the event to the event assigned. T SS
In case there are no devices
WH
to look for information, ask
Develop reading Ss look for information under these headings: Purpose- activities costumes floats music
dances (see hand out) your support T to help you
listening GW
find appropriate texts about
for specific
If there are no devices to look for information, T gives Ls reading texts with information different carnivals and festivals
information
about the events. in Colombia. At least 8.
T shows Ss a brochure (a real one or a picture on the electronic board or video beam) and
asks Ss what brochures are for and what kind of information they have.
Ss then produce their own brochures using the information they have and the headings
20 min Task given. T has to prepare some brochure templates with key words and sentences starters so
that Ss do not spend so much time producing them.
Encourage team
work If there are early finishers, T invites them to practice the presentation.
T SS Prepare the brochure templates
Improve skills Useful language: WH so that Ss complete them with
at selecting This carnival/festival celebrates/commemorates specific information.
relevant This event/festival/carnival is in
information It is celebrated every year in
The main activities are
People wear Performers wear
Floats have/ are decorated with/ show
People sing and dance different kinds of music like./ People play and dance vallenato
everywhere
There are folk dances such as/ Bambuco is the main folk dance
Once Ss have finished their brochures they place them at the front of the class.
In the same pairs, Ss are given a task. They have a short holiday and can choose to go to a GW
Socialize festival for the weekend. They must decide what types of festivals they like and what they
18 min Report SS-SS
brochures dont like and what it is about festivals they like and dislike.
After they have discussed this in pairs, Ss browse through the different brochures to find a
festival that they would like to go to.
GW
SS-SS
Provide
12 min Wrap up T leads open class feedback: which festival did Ss feel best suited them and why? WH
feedback
SS-SS
WH
T-SS
Resources Electronic board or video beam, board, markers, computers/tablets, pictures of events, handouts, pens, pencils and colours, brochure templates.
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WEEK: 9 AIMS: By the end of the session, Ss will have talked about indigenous tribes.
MODULE: 1
UNIT: 5
SESSION: 2
TOPIC: Indigenous Culture Festivals

T shows Ss a picture of the Barranquilla carnival and asks Ss what the unit is about.
T asks Ss why there are carnivals, festivals and other celebrations in different towns, cities and
Activate countries and what other festivals they know of. WH
10 min Warm up previous T-SS
knowledge T uses Ss ideas to tell them that these events are an expression of culture. SS-T
T tells Ss they will work cooperatively to learn about some traditional carnivals & festivals
around Colombia.
Activate prior
knowledge
Introduce ANAGRAMS
vocabulary T writes groups of letters. Each group of letters makes up a word.
T invites Ss to figure out the words that can be formed with the letters.
T asks Ss to raise their hands if they know what the word is.
T asks a S to come to the board and write the words every time they figure one out. The words are very similar in
10 min Warm up - RIBETS = TRIBES WH
Spanish. Ss may already know
- GENNIODIUS = INDIGENOUS SS-T
them. However, check meaning.
- SOTANIROTI = TRADITIONS T-SS
- LECTURU = CULTURE
- TARULI= RITUAL
T clarifies the meaning of the words and drills pronunciation chorally (twice each word).
Raise awareness
of different
festivals
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TRIVIA GAME
Ss work in groups of 3 or 4.
Groups take turns to say a number. T reads the question according to the number chosen by
the group. For example, if the group says number 7, T reads question 7.
Each right answer gets a point.
The group with more points is the winner.

Examples of questions:
1.One of the following tribes isnt Colombian:

a. Kogi b. Wayu c. Anamb
Anamb is Brazilian.
2. Where do Guambianos live?

a. Cundinamarca b. Cauca c. Putumayo
Questions have to be equally
Test what Ss 3. Where do Kogis live? distributed according to the
know about a. Boyac b. Santander c. Guajira/ Sierra Nevada de Santa Marta. number of groups. For example,
Colombian if there are five groups, make
10 min Test T SS
indigenous 4.Where do Muiscas live? each group two questions.
GW4
tribes to set the a. Cundinamarca b. Nario c. Amazonas Prepare more questions for the
context trivia in case the ones given
5. How many indigenous tribes are there in Colombia? arent enough.
a. about 87 b. about 78 c. about 98
6. Do all indigenous tribes speak their own language?

a. Yes. b. No. Some speak Spanish now.
7. Where do Wayus live?

a. La Guajira b. Venezuela c. La Guajira & Venezuela
8. Where do Ticunas live?

a. Amazonas b. Guaviare c. Valle del Cauca
9. What languages do Wayus speak?

a. Wayuunaki b.Spanish c. Wayuunaki & Spanish
10. How many Wayus are there nowadays?

a. Less than 100.00 b. Less than 200.000 c. Less than 300.000
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(10 mins)
Groups are kept.
T shows 12 pictures (videobeam, electronic board, printed) of different aspects of Wayus.
T asks Ss to classify the pictures under the following headings: dwellings organization T SS
Build on prior
dress education - economic activities - traditions & rituals - WH Be prepared to clarify
knowledge
GW4 information about them.
T elicits the meaning of dwellings (a house or place to live in).
T asks Ss to use the numbers of the pictures to classify them.
T gives groups turns to say where pictures go.

(20 mins)
T gets Ls into six groups. The same groups in the previous activities can be kept.
30 min Teach T randomly assigns each group an indigenous tribe:

Look for and prepare some
Tikuna, Embera, Uitotos, Wayu, Muiscas, and Arhuacos texts about the tribes
Expand their (a tradition, a ritual or a
knowledge T tells Ls they will make a documentary so each group has to make a short presentation by celebration) in case it is not
on different using information in the video or the reading text provided by the T. possible to use the videos to
cultures get the info.
Each group has to prepare a short presentation about a tradition, a ritual or a celebration of GW5 If videos cannot be used as
Prepare for the the tribe assigned. background, just write on
socialisation the board or make a poster:
(documentary) Each group has to get at least 5 main complete ideas about the tradition, ritual or celebration Colombian indigenous tribes
chosen. traditions & celebrations.
Some videos are long. Tell Ss to
All members in each group participate to check ideas content and form.
focus on one aspect.
All members in the group have to be prepared to socialise one idea.
T makes sure all Ss in each group are ready to participate in the documentary.
T plays each groups video as background while Ss present or describe the tradition, ritual or
celebration.
Socialize WH
T introduces the activity. T says, This is a documentary about different indigenous tribes
25 min Test ideas as a GW
traditions, rituals or celebrations.
documentary SS-SS
The support T should record the documentary so that Ss can watch themselves and notice
their language. The documentary can also be used in a subsequent lesson.
Provide T - SS
5 mins Wrap up T leads feedback highlighting interesting or positive points in the documentary.
feedback WH
Resources Video beam, computers/tablets, pictures of Wayus, camera, videos, reading texts (in case there is no way to show the videos).
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WEEK: 10 AIMS: By the end of the session, Ss will have recognised the importance of preserving cultural heritage and will have
MODULE: 1 presented some Colombian cultural events.
UNIT: 5
SESSION: 3
TOPIC: September: Cultural Heritage Month

T tells Ss they will see 14 pictures related to seven important events or realities considered
Colombian cultural heritage.
T elicits some of them and shows them the list. It must be put where Ss can see it at any time.
- Carnaval de Blancos y Negros (Black & White Carnival)
- Conocimiento Tradicional de los Nukak-Mak (Traditional Knowledge of Nukak-Mak) Dont forget the
- Concurso Nacional de Bandas de Paipa (Paipa National Band Competition/Contest) pictures. You will
- Institucin del Palabrero Wayuu (Institution of Palabrero Wayu) find them at the end
- Carnaval de Ro Sucio (Rio Sucio Carnival) of the lesson plan.
- Carnaval de Barranquilla (Barranquilla Carnival) If you have a smart
Activate previous - Espacio Cultural de San Basilio de Palenque (San Basilio del Palenques culture) board or video beam
knowledge T SS
10 min Lead-in in your room, you
Recall key events T shows the pictures one by one and Ss say which event/ reality they are related to. WH
can make a power
for the session
point presentation
T explains that September is special because it has been chosen as the month to celebrate
with them.
cultural heritage in Colombia and its regions.
Otherwise, you may
consider making
T invites Ss to visit
flashcards.
http://www.colombiaaprende.edu.co/html/home/1592/article-201760.html and learn about
the different school projects proposed to sensitise people to the importance of knowing about
different cultural festivals / celebrations and how to preserve them.
T tells them the tasks for this lesson are related to one of those projects: get people to know
about national events/realities.
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If possible, book
the computer lab
in advance. If you
know it is difficult
T gets Ss into 6 groups. to use computers,
tell Ss in advance
T tells groups to choose an important Colombian event / festival. Ss can choose the ones in about the activity
Raise
the lead-in. so they can choose
consciousness on
their events/realities
15 min Pre-task why those events/ GW
Groups use computers to find information about them on the web: Where is it? What does it and find information
realities are cultural
celebrate? What does it represent? What important activities does it include? What special about them. A
heritage.
clothes do people wear? good alternative is
to prepare some
If there are no computers, T gives groups reading texts about different events/realities. reading texts about
different Colombian
cultural events/
realities and give
them to each group.
Groups prepare PowerPoint presentations in order to present their festivals. There should be
Prepare PowerPoint no more than 4 slides in total. They can use free web resources to illustrate their slides.
presentation
Ss use short phrases or single words only on the slides.
30 min Task GW
Encourage team If there are no computers, Ss create posters to illustrate the different celebrations.
work
All group members must participate.
Socialise Ss work. If you are running
Sensitise Ss out of time, pair up
to the cultural groups and get each
20 min Report Each group presents their work to the whole class. T assigns turns. WH SS-SS
value of some pair to make their
events/realities in presentation to each
Colombia. other.
T - SS
5 min Wrap up Provide feedback T leads feedback highlighting interesting or positive points in the short presentations.
WH
Resources Electronic board or video beam, computers/tablets, pictures, camera / butcher paper
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WEEK: 10 AIMS: By the end of the session, Ss will have recognised the importance of preserving cultural heritage and will have talked
MODULE: 1 about some Colombian cultural events.
UNIT: 5
SESSION: 4

GUESSING GAME
T divides the class into 3 groups.
T asks the 3 groups to queue in front of the board.
T asks one S from each group to stand back to the board so they can look at their classmates.
This S is the guesser.
T shows Ss in the queues the name of a Colombian cultural event/reality written on a piece of
paper. Encourage Ss to
say key information
WH
Ss in each group have to give clues to their classmate, the guesser, so s/he can guess the about the events/
Activate previous GW
10 min Warm up event/. Ss cannot say the name of the event/reality since it is the guesser who has to say it. realities. For
knowledge SS- SS
example: the place,
The group that first guesses the name of the event/reality gets a point. what they celebrate,
main activities
Ss take turns to be the guesser.
T shows groups six events/realities.
The winner is the group with the highest score.
If the three groups are tied, just show them one more event/.
Note: Use the same events suggested in session 3.
T divides Ss into 6 groups (one for each Colombian natural region).
Each group is randomly assigned a natural region (Andean, Caribbean coastal, Pacific coastal,
Gather and recall Orinoquia, Amazon, Insular). If there are five
10 min Pre-task basic information GW groups, skip the
about Colombia Groups have to brainstorm ideas about representative events/realities in their region. insular region.
Groups have to choose one event/reality (festivals, carnivals, indigenous tribes, etc.) in the
region and think of ways to represent it.
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Groups make a handcraft, a poster, a slogan, a dance, a symbol; draw a character, or any other
thing to represent the event/reality chosen.
Ss prepare an oral short description of the event/reality and its representation.
Useful language
Promote team work The xxx is held in / is in Bogot
30 min Task GW
and creativity Its in November / is from January 12 to 16
It celebrates
People dance, sing, and participate in competitions
There are shows, street performances, competitions,
This drawing represents the of the carnival.
This slogan shows the typical music of the celebration.
This character represents/ is famous for
T gets the 6 groups into pairs of groups so there is one group A and one group B in each pair.
Increase knowledge
25 min Report about Colombian GW SS-SS
T asks groups A to presents their work (description of the event/reality and its representation).
cultural heritage
Then, groups B present to groups A. Ss present what they created.
WH
5 min Wrap up Give feedback T gives feedback on the presentations and the work done. T-SS
Resources Butcher paper, markers, paints, pencils, coloured pencils, glue.
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MODULE 2 My countrys exquisite flavours
1
s
s
untry
avour
My co
site fl
UNIT
exqui
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WEEK: 11 AIMS: By the end of the session, Ss will have revised food vocabulary by saying what they like and dislike and will be able to
MODULE: 2 role-play a scene in a restaurant explaining the different ingredients in typical Colombian dishes.
UNIT: 1
SESSION: 1
TOPIC: My countrys regions typical food

Bingo
Ss are given Handout 1, which has a grid with some food and faces to indicate likes and dislikes,
e.g. I like ajiaco. / I dont like vegetables. Ss have to mingle and ask questions according to the
To build The winner can
information in each square of the grid: e.g. Do you like coffee? / do you like empanadas?
interest and Mingle also be the
15 min Warm up
revise food S-S first person
If the answer coincides with what is shown in the square, e.g. I like ajiaco / I dont like vegetables,
vocabulary to complete
the S writes the name of the one who answered. The winner is the first person that finds 5
a vertical or
answers that coincide with the squares; in other words the person who first gets 5 names has
horizontal line
to shout BINGO!
After finishing the game, T leads the Ss into the topic by means of a quick round up of their
responses: Who likes empanadas? Who doesnt like hot dogs? While they answer, T writes some
T-S
of those dishes down on the board and asks Ss if they know where those dishes come from.
- Pizza: I think its from Italy.
- Ajiaco: Its a typical dish from Colombia
- The class is split into groups of three people.

Lead Ss into
15 min Pre- task T gives each group Handout 2 and asks them to do the first item, which is to write the name of
the topic
the dish shown in the picture. The answers are: 1. ajaco 2. tamal 3. lechona 4. bandeja paisa 5.
sancocho.

Once they have done the first exercise, the whole group shares their answers and they say where
that food is typically from. (All of them are from Colombia. Number 1 is from Cundinamarca-
S-S
Bogot. Number 2 is more typically from Tolima and Huila. Number 3 is also from Tolima. Number
4 from Antioquia and Number 5 is made everywhere in Colombia.)
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The cooperating T can ask Ss to tell him/her more about that food, for example if they like it,
which one they like the most, etc
In the same groups, Ss are asked to do exercise Number 2 which is to match with a line the words
To pre- with the pictures, in order to pre teach some useful vocabulary they will need for exercises 3
20 min While task teach some and 4. S-S
vocabulary
Later, Ss have to do exercise number 3, in which they have to read the description of three of
those dishes and find out which dish is being described.
T monitors Ss work in order to check understanding.

Once Ss have finished, Exercise 3, all the groups compare their answers
To provide Finally, in the same groups Ss are asked to do the role-play in Number 4. In this role-play they
Controlled personalised are given most of the dialogue, but some parts they have to complete with some of the dishes
practice controlled given previously.
40 min S-S
practice
Post task of target In order to boost participation in the role-plays and with a good attitude, T can give the groups
language an incentive, e.g. a positive point, a piece of candy, etc.
Ss will vote for the best performance (They are not allowed to vote for their own group).
Resources Handouts, electronic board, markers.
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WEEK: 11 AIMS: By the end of the session, Ss will be able to describe their favourite food recipe using the imperative.
MODULE: 2
UNIT: 1
SESSION: 2
TOPIC: My favourite recipes

Game: Theres a ship coming from Habana, loaded with
Alternative rule: If
Ss are asked to make a circle. T needs a small ball or any other thing he/she can throw easily. the S fails to say
Activate prior T starts saying, There is a vessel coming from Habana, loaded withcapers, and throws the ball the combination
10 min Warm up Knowledge / to any S in the circle. The S who receives the ball has to say the same: There is a ship coming S-S correctly, they sit
revise vocab from Habana, loaded with capers and _______. Here, the S must say another word, but it has to down. The one
be a word related to food, ideally from the vocabulary studied during the previous class: pork, left standing is the
plantain, corn etc. Once the second person says it properly, he/she throws it to a third person winner.
and so forth. If a S says it incorrectly, he/she has to repeat it until he/she says it correctly.
T shows a picture of a food dish (scrambled eggs with onions and tomatoes) and asks Ss what
ingredients are in the dish, e.g. onions, tomatoes, eggs, bread.

T writes the vocabulary on the board, under the picture. Ss may add other ingredients they like,
T-S
Lead the Ss for example cheese, bacon, sausages etc., T asks: What other ingredients would you like to add?
15 min Pre- task
into the topic
T pre-teaches some vocabulary used in recipes, checks understanding and pronunciation and
provides them with some examples:
- Stir in, beat, whisk, chop, dice, blend, broil, toast, peel, heat, pour, cook, fry
- Pan, bowl, pot
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- For this activity Ss use the imperative or passive voice:

- Stir all the ingredients together with a spoon.
- All the ingredients are stirred with a spoon.
- Chop the onions and add them to the pan.
- The onions are chopped and added to the pan.
Provide
Language In groups of three, Ss are asked to write the recipe for the scrambled eggs with onions and
20 min controlled S-S
development tomatoes, using the imperative or the simple passive and some connectors expressing
practice
sequencing and order (first, second, finally, etc.)
T monitors closely and helps with accuracy.
Once the groups finish their recipe, T checks the activity as a whole class and asks 2/3 groups
to read their examples Ss listen and check if theirs is the same or different. While one S reads
out the recipe the other Ss can act out the actions.
Ss work in pairs (with someone different to whom they have already worked with). Ss choose a
recipe they like. Instead of writing the recipe, they draw the recipe steps on bond or recycled
Personalize paper. They are asked to be ready to present it to their classmates. T monitors and provides
the topic input where necessary.
35 min Consolidation Develop their Once they finish their illustrations, they present their recipes to the class. (For large classes S-S
communica- divide the class into smaller groups and Ss present within their groups.)
tion skills
Finally, Ss stick their recipes on the walls for everyone to decide which recipe should win the
prize for Best Dish 2014! Ss walk around, evaluate all the recipes and vote on the one they like
best.
Resources Video beam or electronic board, bond or recycled paper, markers
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WEEK: 11 AIMS: By the end of the session, Ss will have studied a range of food related jobs as options for their future working lives.
MODULE: 2
UNIT: 1
SESSION: 3
TOPIC: Food services occupations

GAME: Cut up race
T splits the class into groups of three or four (no more than 4 people in one group). T writes
3 or 4 columns on the board with team names at the top (No. of columns depends on No. of
assigned groups). T places a desk in the middle of the room near the board and puts 5 numbered
envelopes of cut-up sentences. Each sentence is one step of the recipe for Hot Chocolate.
Ss are asked to nominate a runner for their team. Once nominated, the T sets up the activity
by saying that the runner has to run to the desk and pick up ONE envelope and run back to
To activate their team. Together they empty the contents of the envelope and make a grammatically correct
prior sentence. They can use a dictionary if needed. When they think they have the correctly formed
15 min Warm up knowledge sentence on their desk they shout T. S-S
and generate
interest T checks and says either Yes or No depending on whether they were correct, or not. If no, they
have to try again. If yes, they write the sentence down on a paper and the runner runs back to
the desk with all the contents in the envelope, leaves it on the desk, and writes the number on
the board in their column (found on the envelope).
The winners are those who first write all numbers on the board, (1-5) under their group name.
Once all the groups have finished, they then put the sentences in the correct order to make the
recipe for hot chocolate.
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Ss are lead into the topic by means of some questions related to the recipe: Do you like hot
chocolate? Have you ever prepared hot chocolate? Is this recipe different from the way you (or
The stations
your family) prepare it? Who is the best cook in your family?
should be
eye-catching,
T sets up the Learning stations activity, telling them that there are 5 different stations
hopefully with
throughout the classroom. In pairs, they have to go to each station where they will find
T-S pictures that
information about some careers related to food or food services occupations. Once Ss have
illustrate each job
read and understood the information at each station, they write on a paper what they like and
do not like about each occupation, using the simple present and modal verb would/ wouldnt,
Lead Ss into
e.g.
the topic
Controlled
Station No 1: Baker
30 min Pre- task practice of
I like / love I dont like
I like / love If the link of the
I love biscuits and cakes, so I would I would not like to be
and would / video does not
like to know how to cook them in front of an oven all the time
wouldnt work, you can find

it in the following
Before Ss share their answers, T shows the following funny video regarding the pronunciation
link:
of I would like
S-S https://www.
https://www.youtube.com/watch?v=lLuc6rtWkrM
youtube.com/
watch?v=U1P_
After, T models and drills the pronunciation of would and wouldnt in full sentences and
Nfj_ozo
including contractions (Id like to buy a hamburger).
T elicits some of the Ss responses regarding what they like and dont like of each job.
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T writes the following questions on the board
Which food related job would you like to have? Which wouldnt you? Are there any different
food related jobs you would like to have?
Ss are given five minutes to prepare their answers since they are not allowed to only answer yes
or not but to give enough reasons.
Ss are asked to make two circles in such a way that one circle is inside the other and therefore
one S is in front of the other. Ss in the inner circle will ask the ones in the outer circle the S-S
questions on the board
For Ss to
discuss Once they finish answering, Ss switch roles so that both of them ask and answer the questions.
35 min Task what jobs
they would / Then, Ss on the outer circle move one place to the right and do the same with a new person.
wouldnt like
T monitors Ss work and helps them with accuracy T-S
Finally, Ss go back to their places for open class feedback. T asks Ss to tell the class what their
classmates responses were.
Suggested language:
Carlos would like to be a nutritionist because he likes to take care of his weight.
I wouldnt like food science technician because I sounds very difficult, like too much chemistry
and physics.
Mary would like to be a baker because she loves chocolate cake.
Resources Handouts, electronic board or dvd, blank papers.
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WEEK: 12 AIMS: By the end of the session, Ss will have researched about typical Colombian food and presented their findings at a food
MODULE: 2 fair for Ss and school staff.
UNIT: 1
SESSION: 4

Instead of
showing the
T starts showing the Ss a map of Colombias departments.
Colombian map,
T can play some
T asks some questions to introduce the topic:
music from
- What is this?
the different
- What do the different colours represent?
Colombian
- Can you think of some of the features of each region? In terms of people, places food, etc.
regions and ask
them to identify
T asks Ss s to make the following chart in their notebooks:
where each
Generate interest
People Places Events track(or song) is
and establish
15 min Warm up / S-S from
context through a
video
T can ask
prediction
Ss watch the following video about Colombia and fill in the chart according to the images
questions first
they see and what they hear :
and Ss watch
http://www.youtube.com/watch?v=Hn4hMEOpF8o
the video to
see if they were
Ss then check their answers in pairs.
correct.(maybe
award points
T checks answers as a whole class
for correct
predictions)
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T explains that Ss will conduct research into typical Colombian food by region (names of
traditional dishes and food, recipes and cooking procedures etc.). Once they finish their
research, they will be asked to organize a stand using weather posters, modelling clay, recycled
material or any other resources they prefer. The best stands will get a prize.
Ss are allowed to use the Internet, their mobiles phones or any other source of information.
They can find more information through the following links:
To recycle and
consolidate all the
25 min Research https://sites.google.com/site/typicalcolombianfood/bogota-and-andean-region S-S
topics / language
http://foodcolombian.wordpress.com/2012/02/20/orinoco-of-colombia-colombia-typical-
studied
food/
http://foodcolombian.wordpress.com/2012/02/20/amazon-region-amazon-colombia-typical-
food/
http://www.uncovercolombia.com/index.php/en/colombia/the-pacific-region
T divides Ss into groups according to Colombian regions and given a time limit to conduct their
research.
If there is the possibility, T might look for a place in which Ss can exhibit their stands to the
25 min Presenta-tion academic community; otherwise it can be done in their classroom, inviting other Ss and Ts to
come and see it.
Resources Electronic board, notebooks, bond paper, recycled material, modelling clay, etc.
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MODULE 2 Making time for leisure activities
2
or
vities
f
g time
e acti
Makin
UNIT
leisur
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WEEK: 13 AIMS: By the end of the session, Ss will be able to describe their daily routines using adverbs of frequency
MODULE: 2
UNIT: 2
SESSION: 1
TOPIC: : My daily routine

Before class, T should find and select a video of a character that is familiar for Ss following a
daily routine.
T starts the class by showing Ss a picture of the character and asking them, are you able to
recognize this character? T elicits his name.
Use previous T may use
learning and YouTube to
15 min Warm up T shows the Ss a short video. S-S
generate Ss' find the most
interest appropriate video.
Ss are asked to describe some of the actions that the character is carrying out. T will write
these actions on the board as a list, e.g. He brushes his teeth.
In case the T does not have access to a video, he/she can show some pictures to lead the Ss
into the topic.
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T will pass out a handout (T him/herself must design it), which contains some exercises about
the characters Daily Routine. (Appendix 1 is a model of this handout, T just needs to paste
some pictures in the big squares)
In pairs, Ss must identify the actions Mr. Bean did or did not carry out in the video. For this, Ss
must remember the sequence of actions shown in the video.
To introduce
the topic At this point, T will have the chance to ask some questions in order to introduce the new
vocabulary.
S-S
Input According to the video: Explain each
- Is (the characters) routine like yours? Explain why. section of the
Awareness - What time do you wake up? handout.
raising of - Do you always brush your teeth? The worksheet
Task adverbs of - Do you usually go to the dentist? can be adapted
40 min
Input frequency - Answers: I wake up at 7 oclock to get Ss to order
T-S
- I always brush my teeth the activities in
- Does (the character) do something that you never do in your daily routine? which he does
them thus using
While Ss are answering, T writes the adverbs of frequency on the board (always, never, rarely, sequencers: first,
usually and sometimes) and clarifies their meaning by using a scale, focusing also on the second...
controlled structure.
S-S
practice
Based on the new vocabulary Ss in the same pairs, write 5 sentences from the pictures (Mr
Beans daily routine), using the five adverbs of frequency provided, e.g The character usually
wakes up at 6:30 a.m. He never gets up immediately.
T asks for example sentences from Ss, and provides feedback on accuracy.
Ss are given a piece of recycled paper or even a legal-sized paper, in which they have to
write and illustrate 5 sentences of their daily routine. Ss do not put their names on the
Ss will be
papers.
assessed by

the time they
Production of Ss have 10 minutes to write and draw themselves doing their daily routines. Then they give
S-S describe their
Post task language the papers to the T who numbers them (e.g. 1-16) and sticks them on the walls at random. T
classmates daily
35 min Personalized then asks Ss to write 1-16 in their notebooks in a list form.
routines. They
Wrap up assessment
T-S will be reminded
and feedback Ss then walk around the class and guess which paper belongs to which S. They write the
of the use of key
name of the S next to the corresponding number in their notebooks.
vocabulary and

adverbs.
Ss sit down and T checks (open class) to see if they guessed correctly.
Resources Handouts, dvd or electronic board, bond paper, recycled paper
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WEEK: 13 AIMS: By the end of the session, Ss will have extended the vocabulary for hobbies / leisure time activities and interviewed
MODULE: 2 and decided on who their best roommate would be based on their hobbies
UNIT: 2
SESSION: 2
TOPIC: Leisure activities and hobbies

PICTIONARY GAME
T divides class into two teams (Team A and B) to play Pictionary.

T divides the board into two halves and writes Team A and Team B above each half.

One player from each team stands in front of the board and takes a marker each. Check on YouTube
to see the diverse
T shows a card to the two players with a leisure activity word written on it (e.g. swimming) and ways to play
15 min Warm up Revise leisure T-S
after a countdown (3-2-1) the players rush to the board and draw the word they read on the Pictionary. Choose
activity
card. The first team to shout out the correct answer wins one point. the one that fits
vocabulary
your needs.
The words are swimming, painting, drawing, playing video games (T should choose a few more
difficult ones).

The game finishes when all cards have been used and points are counted (or when a team
reaches a number of points first).
Flashcards can
be made with the
Pre-teach
T will show some images (flashcards) about hobbies, healthy routines and sports. aid of internet or
some
drawings. Try to
vocabulary
T drills vocabulary and Ss repeat (as a group and individually). T can also highlight and drill choose hobbies
15 min Pre-task S-S
difficult vocabulary from Pictionary game if necessary. and routines that
Strengthen
T shows the same images at random to test Ss memory and pronunciation. are not quite
pronuncia-tion
common to Ss and
patterns
create diversity in
their minds
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Individually, Ss will be asked to draw an important or famous person on a blank paper, picking
one that has many hobbies. They will have some time to do so (if they dont know the famous
persons hobbies they can make them up).
Every S must write 3-5 hobbies this person has. To do so, he or she will write them on the
back of paper (one side has the drawing and the other side the sentences) T provides some
Provide
examples, asking them to use the linking words: because, due to, since. E.g. This person likes
35 min Task controlled S-S
swimming a lot because he needs to be in shape; this person loves painting since she is an artist.
practice
After Ss have drawn their famous person and written their sentences, T divides class into
groups of 4. The first S puts their paper flat on the table showing the sentences. Group
members read the sentences aloud and try and guess who the famous person is. If they cannot
guess by reading about their hobbies, they can then look at the drawing. This continues until
all the characters of the drawings are guessed correctly.
It is easy to assess
Ss will be part of a speaking activity in which they have to ask and answer questions about Ss` performance
hobbies and leisure activities to choose an ideal roommate for University. in these types
of activities due
Ss sit in 2 rows, face to face, and ask and answer the questions in exercise 2 in the handout to the fact they
Assessment (and any others they can think of), for 3 minutes. Then, they move one place to the left and are fun and make
S-S
Free and feedback talk to another classmate. After having talked to everyone, they write the name of their chosen them speak. T can
20 min speaking roommate and put it face down on their desk. Then the T asks some of them to read aloud the walk in circles
activity Develop person they chose and explain why. If time allows, T can then go through good and bad spoken while listening
T-S
speaking skills examples on the board highlighting errors and praising good examples. to their pupils.
T gathers good
Finally, the whole class will reflect on the importance of making a good use of our leisure time, and bad speaking
and how to make it productive, e.g. It is important to use our free time in a good way because examples for
we are busy and we do not have time to be with bad company. feedback at the
end.
Resources Handouts, blank paper or recycled paper, colors, markers
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WEEK: 14 AIMS: By the end of the session, Ss will have delivered presentations about a selection of hobbies with the aim of
MODULE: 2 enlightening classmates as to their benefits.
UNIT: 2
SESSION: 3
TOPIC: Boys vs. girls hobbies

Ss continue working on hobbies and routines. They sculpt their favourite toy when they were
little, using modelling clay in different colours.
Activate prior When they finish their toys, Ss present them to the T and the rest of the Ss, explaining how they
20 min Warm up S-S
knowledge played with that toy (describing their routines).
T writes the differences in boys and girls activities on the board in 2 columns, according to the
toy they created and what they said.
Ss get in groups of three or in pairs (It depends on the number of people in the class) and work
on the handout.
Ss start solving Exercise Number 1 from the handout. They compare their answers in pairs
T checks the answers. If there is no

way that Ss have
T divides Ss into groups of 3. Each group will be given one hobby from the list (in Ex. 1) in order internet access
for them to find out information about it. Ss can use their cell phones and get access to internet in the school,
Research on the
30 min Task or maybe work in the English Lab, if there is one in the school. S-S bringing this
topic
information can
Ss prepare a short presentation (from 3 to 5 minutes) about their hobby, using memo cards in be assigned as a
order to support them. . They can use drawings / presentation slides. class preparation
assignment.
During the task, Ss can ask the T more about the topics or even they can ask for pronunciation
correction.
The three members of the group should work together and each should present a part of their
presentations.
To boost Ss
Production communication When Ss have finished preparing, groups take turns tp present to the class. S-S
and interaction
40 min skills T prepares a short questionnaire which Ss fill in while watching the presentations. Which of these
hobbies / sports / interests appeal to you most? Which are the easiest? Why? Which are the most
To reflect on difficult? Why? T-S
Wrap up the topic
Resources Card board, markers, colours, handouts, modelling clay
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WEEK: 14 AIMS: By the end of the session, Ss will have created a mural promoting the practice of some leisure activities in and out of
MODULE: 2 the school.
UNIT: 2
SESSION: 4
This is a very
exciting game
GAME
because Ss have
Ss are asked to make a circle with their seats so that everybody will be sat down but the T. The
to quickly move
T should be standing inside the circle, he/she starts saying a sentence about leisure activities,
from one place
hobbies or routines, e.g. I usually play basketball on the weekends. Once the T pronounces his/
to the another to
her sentence, those Ss who do the same (who also play basketball on the weekends) have to
not lose a seat.
stand up and change their place (seats). While they change, the T quickly rushes to one of
Activate and review Ss know each
10 min Warm up those seats and sits down there. At this point, there will be another person without a seat who S-S
prior knowledge other, so they
has to do the same: come up with a sentence about the topic (leisure activities, hobbies or
usually help by
routines) and again those who coincide and do the same stand up and change their seats, and
encouraging
so forth, up to the point that most of them have participated. The clue here is to think about
their classmates
something most of their classmates also do/like etc., e.g. I like to listen to music, in my leisure
to stand up,
time I go swimming, I often go to the gym, etc.
e.g. Lucy you
play basketball
standing up!
T will introduce the activity by eliciting some ideas about what they have studied during Unit 2,
focusing on the importance of using their leisure time wisely and how they can do it.
Ss can choose
their own title if
T tells Ss that they will now share that information with the other pupils of the school through a
necessary but
wallpaper mural. It might include then the importance of taking advantage of their leisure time
something like
15 min Lead in Set up activity to do something that contributes to their personal and physical growth, and to inform them on S-S
Choose your
the different alternatives to do so.
hobbies wisely!
Thus keeping
In groups of 4, Ss are provided with large pieces of recycled paper, bond paper or cardboard,
with the theme.
scissors, magazines, images, glue, coloured pencils, tape, paint, eraser, pencils and everything
needed for the activity. They can use recycled material as well.
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Ss will plan to make the wall paper mural (15 min), as a group they will decide on:
- Size
- Contents (images, text, etc.,)
- Layout
Cooperative
- Each group members role
work must be
Share the new
seen throughout
knowledge with Ss will have 30 minutes to make their mural. Everyone should participate in the process and
45 min Task S-S all this activity.
the academic T should encourage them to speak English as they do so. They can practice some classroom
Constant revision
community expressions as:
must be part of
- Can I have the glue/marker?
this final product.
- Can I borrow the coloured pencils?
- What do you think if we ?
- How about?
After all, Ss will decorate a specific wall of the school (if possible) or outside the classroom
Consolida-tion and with their wallpaper murals. E.g:
10 min Post-Task S-T
assessment
Beauty and content will be assessed and the best mural will be awarded with candy.
Resources Recycled paper, bond paper or cardboard, scissors, magazines, images, glue, coloured pencils, tape, paint, eraser, pencils
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MODULE 2 Health and exercise in my life
3
project
and
y
oject
m
ise in
Health
life pr
exerc
UNIT
ALCALDA MAYOR
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WEEK: 15 AIMS: By the end of the session, Ss will have learnt about the benefits of selected sports, and discussed sports in small
MODULE: 2 groups. They will also have created and given some instructions for aerobic routines in the imperative
UNIT: 3
SESSION: 1
TOPIC: Would you like to work out?

CUPID SHUFFLE-Dance
T asks the Ss to line up, the classroom should be arranged so that there is enough space to
move
T plays the following video:

http://www.youtube.com/watch?v=WCWUircaK1k&list=RDWCWUircaK1k#t=73
It is possible
It is the cupid shuffle, an easy dance that is fun for Ss. The only thing they have to do is follow
to find many
the instructions of the video. T-S
videos of the
cupid shuffle on
T will give the instructions for the dance while modelling it, so that Ss will understand the
internet. T might
vocabulary better (steps, kicks, heel, to the right, to the left, etc.)
To boost use any other
15 min Warm up interest in the dance which has
During the introduction of the song they move in any way they want, then to do the cupid
topic a choreography
shuffle: 1. You do four steps together to the right 2. Four steps together to the left, Step 3, Four
or can be used
kicks (make sure you move the body forward on the right heel, left, right, left). Step 4, On your
for aerobics or
right foot, get down and twist for 4 counts while turning to the left, count to 4 and do the same S-S
might adapt the
again, against the left wall (four steps to the right).
cupid shuffle to an
easier way
Once they have the choreography ready (including the vocabulary), they can practice as many
times as they want, it depends on how involved and participative they are
There is an explanation of the choreography in the following links:

http://www.youtube.com/watch?v=5_srg-18Fz0
http://www.youtube.com/watch?v=AXMZjaHzStA
http://www.videojug.com/film/how-to-cupid-shuffle
T introduces the topic by brainstorming the benefits of the activity they have done previously,
e.g. dance/aerobics, it is fun, you exercise, you share, etc. T can lead them
to say the ones
Lead Ss into the
5 min Lead in Then with the guide of the T they brainstorm some other benefits of exercise (or working out) they have not
topic
and write them on the board. T helps them with vocabulary: mentioned by
Reduce stress, lose weight, prevent health diseases, improves mood, boots energy, acting them out.
promotes better sleep, can be fun.
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Ss are divided into groups of three. Each group is given a handout, which contains some
exercises they can try out. First, they have to read the descriptions and match them to the
name of the exercises. There is a glossary at the bottom of the page in which they can find
some useful vocabulary.
Enhance T monitors to clarify meaning and comprehension.

Ss reading
20 min Presentation
comprehen-sion The whole class shares their answers, the correct ones are:
skills 1-D 2-C 3-A 4-E 5-B
In the same groups, T gets Ss to do exercise 2 of the worksheet (write 3 benefits each exercise
has according to the reading).
Once they finish, T checks answers.
Ss are asked to do the speaking activity, Exercise 3, which is to discuss some questions
regarding the importance of working out:
Suggested Lexical items
Enhance Ss
15 min Practice Yes I always workout /No, I never work out
speaking skills
I think it is very important for our health
I exercise during my dance classes
We can do capoeira
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The class is divided into groups of four people, and they are asked to create a basic aerobic
routine to be done with their classmates.
For that, T displays the following vocabulary on the electronic board, or he/she writes it down
on the board:
One step side to side Jump
Bend down Feet together
Get up Tip forward, tip sideways
Raise your hand Bend your knee(s) forward
Turn around Stretch
March Do a salsa step
Forwards Warm up
Backwards
Provide
T can look for
controlled T elicits the meaning of the vocabulary above and checks understanding.
more useful
practice
25 min Production vocabulary for
through playful T has the groups invent a short dance aerobic routine (instructions in imperative) which they
giving instructions
and motivating then share with their classmates, who have to do it under their classmates instructions. T
for aerobics
activities monitors for accuracy.
For the music, T can provide them with some nice songs/tracks or Ss can use the ones they
have on their mobiles or even they can look for the music on internet.
Suggested lexical items:

First lets do some stretching exercises slowly
Put your arms forward
Raise your arms up and then down
Now march slowly to warm up
Now two steps to the right
Two steps to the left, etc.
Finally Ss comment on the activity, how they like it, how they feel etc.
Resources Handouts, electronic board, music, speakers
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WEEK: 15 AIMS: By the end of the session, Ss will have reflected on the benefits of being sportsmen/women
MODULE: 2
UNIT: 3
SESSION: 2
TOPIC: Inspirational Athletes
BRAINSTORM RACE
For this game, flip charts are ideal because you can turn them so the groups cant see each
others work. If there are no flip charts, the board will work just fine or large sheets of paper
as well and a marker for each S.
T divides the group into teams of four. T explains that Ss will be given a topic. They will have
2 minutes (or however long works best for the group) to brainstorm and list as many words
as they can come up with. BUT they cannot speak. Each S must write his/her words on the
board or paper T has provided. The team with the most ideas after the prescribed time wins T can include
Activate previous
15 min Warm up that round. S-S some other topic
knowledge
studied recently
T asks the winning team to present their words. Ask remaining teams to add any words the
winning team missed and to correct any mistakes the winning team may have made. Proceed
with the next challenge. Keep a running score on the front board.
The topics for each round are:

Working out
Leisure time
Colombian food
Ss are asked to work in pairs.
T introduces the topic, by means of Handout 1, in which Sts have to unscramble the words
(athletes).
S-S
To lead Ss into the T checks the handout answers
topic
Then Ss are asked to do Exercise 2, to remember the use of do, go and play. T can use the
20 min Pre-task
To review some following chart to clarify concepts, before Ss do Exercise 2.
verbs to talk about
Play Go Do T-S
sports
Team sports/ uses
Kind of sports Individual activities
balls
ING activities Martial arts type
Example I play basketball I go surfing I do karate
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T splits the class into new groups of four. Each group is asked to choose a famous or inspirational
athlete (It might be Colombian or a foreigner), and write up a short role-play of a TV show where
that character is interviewed. One person has to represent the sportsman or woman; there will Instead of only
also be two interviewers and the manager of the sportsperson. providing the
questions for
T gives Ss the questions to be asked during the interview and they are free to come up with the the role-play, the
To develop Ss answers to the questions (both the player and the manager can answer): cooperating T
25 min Task communication - Where are you from? S-S might write up an
skills - Why did you choose sports for a living? (sportsman/woman) example of the
- What benefits have you received from your profession? role-play (Qs and
- Is there anything you dont like about being a famous player/sportsperson? As) with a famous
- Would you like to change anything about your life? athlete from his/
- What comes next? her country.
T gives Ss 20 minutes to prepare their role-play while monitoring for accuracy.

Each group presents their role-plays to the whole class
While Ss answer
T could help
Finally there is a short discussion regarding the role-plays, focusing on the benefits manifested S-S
them to say it
by each one of the sports players and their opinion about doing sports for a living. E.g.
using present
- What were the benefits each player mentioned?
20 min Wrap up Reflection perfect, e.g.
- That he now has enough money to live
He has earned
- That he is famous T-S
enough money
- That he has good health S-T
He has become
- Would you like to be a professional athlete (sportsperson)?
famous etc.
- Yes, I would because...
Resources Handouts, electronic board, music, speakers
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WEEK: 16 AIMS: By the end of the session, Ss will be able to list the features of some specific careers in sports which they might
MODULE: 2 consider for their life project.
UNIT: 3
SESSION: 3
TOPIC: Careers in sports
GAME: DEFINITION LISTS
T tells Ss that the topic for the game will be workout routines and athletes.
T divides the group into teams of four. Each team is given five strips of paper and a small
plastic bag or an envelope. They have to write on the strips five different words related to the
topic (from previous lessons), which will be used by another team.
To activate prior
T revises structures for definitions: It is a thing that, you use for, it is the opposite of, it has to
20 min Warmer knowledge / set S-S
do with, it is a verb, etc.
context
Later, T takes the envelopes and redistributes them so that groups have a different one.
Each S on the team has to take a strip of paper and define it. Their partners must guess the
words they are defining (no more than 3 minutes for defining).
The winner is the person who guesses the most number of words.
T introduces the topic by telling the Ss that, following with the theme of sports, they are going
to look at some different careers in sports which could be an option for their life project.
T asks Ss to work in pairs and match the pictures with the job titles. It can be done on the T-S
electronic board or with a hand-out.
Boost interest in the
topic T elicits some ideas regarding the functions of each job. E.g.
15 min Pre-Reading - The coach trains people
- The sports broadcaster narrates the matches
Reading for gist
T divides the class into six groups. Each group is given a strip of paper with a short description S-S
of one of the six careers in sports. See handout.
Ss are first asked to read their assigned job without using dictionaries and discuss what they
understand from it with the other participants in their teams (using inference from the context).
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Secondly, Ss are asked to underline the unknown words and look them up in the dictionary.
If there is the
Groups then summarize their jobs descriptions using the diagram on the handout. In the possibility, and
Reading for detail
diagrams, they have to write the four main features or functions of each job but without they have access
mentioning it, so that their classmates can guess the career that is described. They can use to internet, Ss
Enhancing their
30 min While-Reading bond paper or a large piece of recycled paper to do their diagrams S-S might look for
summarizing and
more information
paraphrasing skills
T monitors to clarify concepts and check understanding. about their
corresponding
They are also asked to choose 3 new words which they consider to be worthy of being learnt, careers
and they write them at the bottom in the glossary.
When Ss finish their diagrams, they are asked to present them orally to the whole class, including
the new words. Each group provides a guess as to what job they think is being described. T
writes each groups guesses on the board next to the number of the presentation. When all
presentations have finished, T checks with the whole class if the groups guessed correctly.
S-S
The cooperating T might refer here to the most popular careers in sports in his/her country
To develop Finally, Ss in the same groups are asked to make an art and craft representing the career in
their speaking sports they liked the most (no matter if it is not the same they presented)
25 min Wrap up
skills through
T-S
presentations When ready, they put their art and crafts on a table at the front and the T makes a roundup of
the reasons for their choice.
S-T
We choose it because we think it is very interesting and we can help people.
We choose it because most of us love football and we would like to be close to the famous
players.
Resources Handouts, electronic board, bond paper, recycled paper, modelling clay, glue, scissors,
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WEEK: 16 AIMS: By the end of the session, Ss will have participated in an activity that combines fun with general language review.
MODULE: 2
UNIT: 3
SESSION: 4
T starts giving instructions and ground rules for the rally:
Sports Rally: It is a competition that requires Ss to visit different bases (locations). They may
Focus on the
walk or run from base to base. At each base, Ss answer different kinds of questions, read
importance
some printed material or perform some activities, such as sing a popular folk tune, or score
of working
some baskets. See Handout 1.
cooperatively
and although it
Set up and give The Ss who do all the activities first win. The rally combines knowledge, speed, wit and skills.
is a competition
10 min Warmer instructions for the
they do not
activity It can be an indoor activity or it might have both indoor and outdoor activities if the location
have to become
of the school guarantees Ss safety.
emotional but
relaxed, be
For this activity, T needs the help of two or three judges who will be located at the stations to
patient and enjoy
verify that Ss perform the actions correctly. In this case, T might choose three Ss at random or
it.
three volunteers who will play the role of judges.
T splits the class into groups of four. Ss can take dictionaries with them.
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In the handout, they will find clues that guide them to the bases and also they will find the
instructions for the activities to perform.
Base 1. For base 1, T must draw a rainbow and place it anywhere close to their classroom, for
example in a corner of the hall.
T places the cross country skier on a large piece of paper.
T can modify
the places
Base 2. For Base 2, there must be a judge who will have at least two or three footballs to give to
where the bases
the team. It is given on the first come.
are located,
The judge must verify that at least 2 members of the team can make three keepy up-
according to
pies in a row.
the facilities the
school has
Base 3. For base two there must be a judge who should have at least 2 basketballs and verify
Encourage Ss
70 min Task that each member of the team scores a basket. T-SS
cooperative work

T must arrange
Base 4. For base 4, T should place the following reading on a large piece of paper. So that many
everything
people can read it at the same time: They then answer the questions on their worksheet.
previously and
Running a Marathon
should inform
the school
A marathon is a race that is 42.2 kilometres long. Many cities host marathons. You can run
authorities and
marathons in Toronto, Ottawa, Boston, New York City, and many other places around the world.
ask them for
Many marathons include shorter races of 5 km, 10 km, or 20 km. To be allowed to run some
permission
of the famous marathons like Boston or New York, you have to prove that you can run it fast
enough. Some marathons can also be run in a wheelchair. The fastest male marathon runners
can run the course in just over two hours while the fastest women finish in about two and a
half hours.
Taken from: http://www.readingesl.ca/stories/index_sports.html
Base 5. Activity five does not need a fixed base since Ss have to go around the school and
For base 6, T
interview three people
Revise previously might use any
Task Base 6. This base is the Ss classroom. T has a tape recorder or a computer ready for them to
taught vocabulary other video to be
play and dance the cupid shuffle (a dance they have already learnt in a previous class).
danced by the Ss
http://www.youtube.com/watch?v=h24_zoqu4_Q
The prizes might
Finally, once everybody has finished, Ss go back to the classroom and the winners are given
be a candy or a
a nice prize.
good mark for
10 min Wrap up Asses the activity
the English class
Ss are asked to comment on the activity, telling whether they like it or not and what they
(if the English T
would change for future opportunities.
agrees)
Resources Handouts, footballs, basketballs, large pieces of paper, tape recorder or electronic board, cupid shuffle song
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MODULE 2 Sleep, rest and stress release
4
and
y
oject
m
ise in
Health
life pr
exerc
UNIT
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WEEK: 17 AIMS: By the end of the session, Ss will have reflected on the importance of a good sleep and produced a set of tips to
MODULE: 2 promote healthy sleeping habits for their emotional and physical health.
UNIT: 4
SESSION: 1
TOPIC: The importance of a good nights sleep

T starts the class by asking Ss to relax, put everything they have on their table or desks away,
close their eyes and lie on their table. Meanwhile, T plays soft and relaxing music. T asks Ss
to pretend they are sleeping and to empty their minds of any other idea but the fact they are
T-S
Promote relaxing their muscles and sleeping. T lets them relax for 5 minutes.
interest in the
topic Once they finish, T leads Ss into the topic by means of some questions: This warm up is
- Did you like the activity? also very good
10 min Warm up
- How did you feel? when Ss seem to
- Did you like the feeling of being almost asleep? feel tired
Lead into the - Do you like to sleep?
topic - Do you consider it to be beneficial for your life?
T-S
- Which benefits might it bring?
T brainstorms some of the benefits of sleeping.

Ss are asked to work in pairs. T gives each couple a handout 2.4.1
Before reading the text, T elicits the meaning of the underlined sentences, clarifying when
Skim the
necessary.
15 min Pre-reading reading for a S-S
general idea
Ss are asked to skim the text for getting a general idea of it, once they skim it, they talk to
their peers about what they understood from it. T can propose a model or example of how
this conversation should go.
Ss are later asked to scan the reading and answer the comprehension questions with their
peers orally
Scan the Suggested lexical items: (using modals for suggestions)

reading for - It means
20 min While-reading detailed - Teens should S-S
information - We might
- We have to
- People must
T makes a roundup of Ss answers.
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Ss are asked to research some tips to sleep well, through internet and according to what
they know or have heard.
Later, they are asked to create arts and crafts with their peers, illustrating those tips
In case there is not internet access, T can give them the following information on a piece of
paper to complement their suggested tips:
Have a regular bed time. Try to go to bed at the same time every night, if possible 8 or 9
hours before you have to wake up.
Expand the Do plenty of exercise. Dont do exercise just before bedtime, but regular exercise earlier
information in the day can help your body sleep at night.
20 min Post-reading about the topic S-S
Ss have already Dont drink caffeine (colas, tea or coffee) in the afternoons and evenings. Drink water,
gotten fruit juices or herbal teas.
Have a milky drink just before bedtime.
Relax before you go to bed. When you have finished studying, read a book, listen to
music, watch TV or have a bath to help you relax. Turn off lights, your computer, mobile
and any other electrical devices in your room.
When you wake up, open the curtains to get lots of natural light in your room. This will
help you feel more awake in the morning
http://learnenglishteens.britishcouncil.org/exams/exam-study-tips/sleep
T has each couple mingle with other couples sharing their arts and crafts and presenting it
orally.

T monitors for accuracy and participation
- This figure represents...
Boost Ss
15 min Report - It means...
speaking skills
- For sleeping well we might etc
After having shared with all or most of the couples, Ss exhibit their arts and crafts on the
wall or the bulletin board
Finally Ss will vote for the best art and crafts, taking into account both content and form
(appearance)
Resources Handouts, material for the arts and crafts such as modelling clay, tape, recycled material, coloured pencils, coloured paper, markers, etc.
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80
WEEK: 17 AIMS: By the end of the session, Ss will have researched and reflected on the importance of relaxation to improve their
MODULE: 2 quality of life
UNIT: 4
SESSION: 2
TOPIC: Why do we feel tired all the time?

GAME: WORD SEARCH- PUZZLE
In pairs or groups of three, Ss are asked to solve a puzzle, which contains some words related
Review the to sleeping. See Handout 1, Exercise 1. (The sheet can be cut down so that they do not see
10 min Warm up vocabulary exercise number 2) S-S
studied
The two groups that first finish will get a good point or any other prize.
T elicits the meaning of the words.

T leads Ss into the topic by means of some questions regarding the meaning of the last word
Another way
fatigue
to introduce
the topic is by
- Which are the symptoms when you have fatigue?
Lead in/Pre- Introduce the showing the Ss
5 min - You look tired; your eyes are red etc. T-S
listening topic some flash cards
- When do you feel tired?
with people who
- When I
look tired and to
- Have you felt tired with no reason? etc.
comment on them
- What is the difference between to be tired and fatigue?
T tells Ss they are going to watch a video which contains a short talk regarding the reasons
why people feel tired all the time.
T-S
First, Ss must see it for getting a general idea of the lecture.
http://www.youtube.com/watch?v=tM7Rfq1F3eA Tell Ss they do
not have to
Scan the
If the video is not available, there are some other videos on YouTube regarding the topic worry about
reading for
While- which could be used instead, such as: understanding
10 min detailed
listening http://www.youtube.com/watch?v=iPje8N5MMrE every single word
information
http://www.youtube.com/watch?v=XcWyruaoXkc and detail, but
http://www.youtube.com/watch?v=iKuKg-IJQPI getting a general
idea of the video
S-S
T asks Ss to talk to their peers and share what they understood from It says that It refers to.
The man presents etc.
T asks some peers share what they understood with the whole class
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T now pre-teaches the meaning of the following words, which are useful for understanding
the video: T-S
worn out, enough, remain, healthy, somewhat, walks, workday, iron deficiency, pregnancy,
disease, absorb.
15 min Skills work Listen for detail
Ss are asked to watch the video again and take notes of the reasons for tiredness. Then, in
pairs they have to make a list of those reasons (Exercise 2 in the handout).
S-S
Once they finish, groups share their answers.
T divides the class into groups of 4. Each group is given Handout 2, in which they have
35 min to research on different ways to relax. In case they do not have internet access, they can
interview different people from the school (Ss, Ts, administrative staff, etc). Each different
Post-
way of relaxation is a chapter for a best-selling lifestyle book called The ultimate guide to T might make a
Listening /
relaxation competition for
Production
Research and the best frieze
express their Once Ss have the four different ways of relaxation (one for each chapter of the book), they will S-S and give them a
findings orally make a frieze about the book. Each part of the frieze is a chapter of the book. motivating prize,
it could be a
When the friezes are ready, each group presents it to their classmates certificate.
Wrap up
5 min Finally, there is a short discussion regarding the importance of relaxation for our lives, e.g. I
think it is important for...We might/can/should...
Resources Handouts, electronic board or video beam, computer, coloured pencils, markers and cardboard
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WEEK: 18 AIMS: By the end of the session, Ss will have conducted research to find out peoples attitudes on how to beat stress and
MODULE: 2 presented their findings to the class.
UNIT: 4
SESSION: 3
TOPIC: Fighting stress

GAME HOT POTATO
For this game T should take the friezes Ss did in the previous class. Through this game
Ss can review
T asks Ss to make a circle, and then he or she gives Ss a small ball such as a beanbag, or a some things
Review the tennis ball. from last class.
10 min Warm up vocabulary S-S It also shows
studied Ss are asked to toss the ball to each other while T plays some music. (T must be located in a whether they paid
way Ss cannot see what he has in his hands). Once the music stops, T will read a sentence (or attention to the
a short part) from any of the friezes, and the player who is holding the ball has to guess whose presentations or
that frieze is (any of its authors). If the answer is right, he/she continues playing, otherwise he not.
or she is out of the game. They continue playing for five minutes more. The winners are the
remained people.
T introduces the topic by showing a couple of images of people feeling very stressed out.
Then T asks Ss some questions that get them to say people in the pictures are stressed, e.g.
What is happening to these people? How do they feel?
T then writes on the board the word STRESS and elicits some definitions for the word.
The definition
Example: What is stress? Have you felt stressed? It is when you feel When you dont want to
might be
Introduce the displayed on the
10 min Presentation T gives them the following definition and clarifies meaning of unknown words: T-S
topic electronic board
Stress is what you feel when you are worried or uncomfortable about something. This
or given in strips
worry in your mind can make your body feel bad. You may feel angry, frustrated, scared,
of papers.
or afraid - which can give you a stomach ache or a headache. When youre stressed you
may not feel like sleeping or eating, or you might sleep or eat too much. You also may feel
cranky or have trouble paying attention at school and remembering things at home.
Taken from:
http://kidshealth.org/kid/feeling/emotion/stress.html#
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T splits the class into groups of three
T-S
Ss are asked to walk around the school and survey five people (Ts, Ss, administrative staff etc.)
about the sources that make them feel stressed. The questions to be asked are:
For the survey
- What makes you stressed?
people can
- How do you beat stress?
Boost their answer in Spanish
40 min Practice
research skills so that not to
Ss will have 20 minutes to finish their interviews. Once they finish, T calls them back to the
constraint their
classroom and ask them to summarize their results through a collage made of magazine and
full answers
newspaper cutouts (in their groups).
S-S
For the collage, Ss must be previously asked to bring old magazines and newspapers from
home.
Groups are asked to share and explain their collages with the other groups and spot the
T-S
differences or new information:
- What do you have?
- We do not have that?
Enhance Ss
20 min Production - We also have that cause
oral skills
Finally each group is asked to write on the board one source of stress and one way to beat it.
S-S
Collages are stuck on the walls
Resources Electronic board or video beam, coloured pencils, markers, cardboard or large pieces of recycled paper, magazines, newspapers
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84
WEEK: 18 AIMS: By the end of the session, Ss will have reviewed and consolidated the topics studied through creating and performing a
MODULE: 2 chant
UNIT: 4
SESSION: 4
TOPIC: Consolidation and Assessment

SONG- What a wonderful world
Another song
Review the T has Ss close their eyes, relax and black their minds. Later he or she asks them listen to the with a positive
10 min Warm up vocabulary song and try to understand the main message of the song: T-S message is
studied http://www.youtube.com/watch?v=76x2pVGsaME Imagine-John
Lennon.
Ss listen to the song twice.
T introduces the topic by asking some questions regarding the song: Since the song
What could you understand from the song? Here Ss might refer at least to the most important is not a listening
line of the song. exercise per se
but a warmer,
Introduce the
5 min Lead in When a person says What a wonderful world, does she or he have a positive or negative T-S Ss will not work
activity
view of the world? on the new
Can you tell whether he is a positive or negative person? vocabulary or any
Do you think he is stressed? other listening
What kind of music do you listen to when you are stressed or tired? strategy.
The class is divided into groups of 4. T asks Ss to consolidate what they have learnt in this unit
through a positive song or chant. They might even use a known song or chant and adapt it to
the new topic
Currently, many
To demonstrate
T might provide them with some examples of chants in case they do not know them: young Ss love rap
knowledge
40 min Consolidation http://www.songsforteaching.com/chantsraps.htm S-S music, therefore
gathered during
http://dreaminenglish.wordpress.com/2008/05/09/teaching-children-english-with-chants/ they might come
the unit
up with a rap song
Ss have 40 minutes to create their song or chat, they are allowed to use the internet.
T monitors for accuracy.

Once all the groups are ready, they are asked to sing it to their classmates.
To assess the Ss will vote for the best song (taking into account content and performance) but they cannot
25 min Assessment S-S
activity vote for their own one. They have to support their choice.
The song with most of the votes will receive a good prize.
Resources Electronic board or video beam, computer, sheets of paper
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MODULE 2 A choice of lifestyle
5
ice of
le
lifesty
A cho
UNIT
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WEEK: 19 AIMS: By the end of the session, Ss will have reflected over young people lifestyles
MODULE: 2
UNIT: 5
SESSION: 1
TOPIC: What is your lifestyle like?

T starts the class by showing the image of a couch potato and presenting the expression.
T asks the Ss for the meaning of the expression and makes them infer it by observing the
picture:
- A lazy person whose recreation consists mainly of watching television and videos. T-S
T asks some questions:

- How can we describe a lazy person?
- Can you think of a person who can be called a couch potato?
Pre-teach
15 min Warm up - Are you a couch potato?
vocabulary
T anticipates the meaning of the words fit, unfit, sedentary and disease.
T asks Ss to go around the room and survey three people, using the questions in Handout
1. S-S
T does a quick round up of their responses around the class, e.g. who watches the most
TV? Who walks the most?
Ss are divided in groups of 3 and they are asked to discuss the following questions:
Can you calculate the number of hours you spend on the activities per day or per week?
(The ones mentioned on the survey). E.g. I spend 2 hours a day cycling to school and one GW3
Look more hour a day watching TV. Which of the activities in the questionnaire might be good for
closely at which your heart? Which activities can be called sedentary? Give other examples of sedentary
20 min Pre-task 1
activities are activities.
healthy
T goes around to monitor and listen to the Ss responses S-S
T gets the groups to share their answers with the whole group
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In the same groups, Ss are asked to read the first extract of Handout 2 (about British young
people) and identify one or two main ideas of the paragraph.
T asks one person of each group to socialize their ideas.
T asks some questions to relate the British situation to the situation in Colombia:
- How does your lifestyle compare to British teenagers?
- Are they more active than you?
- Were your parents or grandparents allowed more freedom outside?
Reinforce
- Do you think Colombians have a healthy lifestyle? Do you think we eat healthily?
reading and
25 min Reading task T-S
summarizing
T has groups read the second extract of the handout (about Colombians lifestyles).
skills
Again Ss are asked to identify one or two main ideas from the extract and once they finish,
they share with their classmates with the Ts guidance.
T arranges the classroom desks in a wide horseshoe and providing the environment for
reflection and discussion about lifestyles of Colombians.
- What do you think about the report? Do you agree? What is your situation? What do we
need to change?.
- I think..., I reckon..., I agree...
The class is divided into 4 groups.
T gets the Ss to illustrate both extracts through art and crafts made of recycled material
(comparing British and Colombian young people lifestyles).
The cooperating
T can make
Strengthen the Each group socializes their art and crafts.
20 min Task S-S reference here
new knowledge
to his/her own
T provides feedback.
culture.
In England young peoplewhereas in Colombia
In contrast, similar to, likewise
Resources Handouts, electronic board, recycled material, markers, etc
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WEEK: 19 AIMS: By the end of the session, Ss will be able to talk about healthy and unhealthy lifestyles
MODULE: 2
UNIT: 5
SESSION: 2
TOPIC: Healthy and unhealthy lifestyles

GAME: GUESS WHO?
T asks Ss to work in pairs. T gives each pair two handouts with the game. It is a grid with
some food and some characters.
Each S has his/her own grid. Ss match the characters with the food, e.g. the girl with the
hamburger, marking the square that joins both, etc.
Ice cream hamburger

Ss x
Girl x
Activate prior
15 min Warm up This has to be done secretly. Ss cannot see each others paper. S-S
knowledge
The idea is to guess their peers choices by asking one question per turn, e.g. does the girl
like hamburgers?
If the persons guess is wrong, it means, if the answer is no, it is his/her opponents turn,
but if it is right, he/she can continue asking until failing. The winner is the person who
finishes first (guessing all peoples likes correctly).
T provides examples before starting the game and pre-teaches useful vocabulary: chard,
strawberries.
During the game T monitors accuracy in the questions.

T leads the Ss into the topic by asking the following questions about the game: Continuing
Introduce the with the topic of our previous session on healthy lifestyles, which food on the list is healthy
topic that will and which one is not? Why?
Leading into
5 min be discussed T-S
the topic
during the Ss are asked to work in pairs
session.
T passes out the handout.
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T gets Ss to do the first exercise which has a list of useful vocabulary for the following task.
Anticipate
10 min Pre-task unknown Ss have to match the vocabulary with their meanings. S-S
vocabulary
T checks understanding and clarifies concepts.
COMPETITION
The class is divided into two teams. Each group is given the second page of the handout.
One group is assigned healthy lifestyles and the other one, unhealthy lifestyles, for that
reason, it is recommended to cut the reading off, so that they cannot see the information In the case there
of the other group. are many Ss (more
GW then 20), instead
Ss are asked to represent their part by choosing one of the following options: a role-play of dividing the
45 min Task Production or a rap song, but whichever they choose, it has to include all the aspects included in the class into 2 teams,
reading and they have to act out each habit. For example, one person with dirty shoes and it might be into 4
clothes parades in a catwalk, while a narrator explains: not to wear clean clothes is another S-S so that two groups
unhealthy habit will have the same
part
Ss deliver their representations to the whole group and T complements the information:
Suggested language:
First conditional: If you eat vegetables you will have a very good health
T gets the Ss into a circle and asks some thought-provoking questions to spark discussion
and pair feedback. E.g.
Reinforce their
15 min Wrap up - How do you see yourself regarding those lifestyles? S-S
reflective skills
- Do you think young people in Colombia have healthy lifestyles?
- How can people stop with their unhealthy lifestyles?
- How important is relaxing/ exercising/ eating healthy etc.?
Resources Handouts, game, cardboard, markers
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WEEK: 20 AIMS: By the end of the session, Ss will have studied and reflected on the causes and consequences of eating disorders.
MODULE: 2
UNIT: 5
SESSION: 3
TOPIC: Eating disorders: Anorexia and Bulimia

VIDEO
T starts with a video with no spoken dialogue. The video contains some images about some
girls fighting bulimia and anorexia:
http://www.youtube.com/watch?v=vcwvlrAPBFY
T-S
Ss are asked to watch the video twice and take notes of what they see. It might be single
There are many
To generate words or complete sentences.
interesting videos
10 min Warm up interest in the
about the topic on
topic T brainstorms some words from the video.
the web
S-T
In pairs, Ss are asked to talk about the video, what they understood.
T elicits some ideas regarding the video. E.g.

- It is about...
- There is a girl who...
- It shows
T anticipates the meaning of the words:
Pre-teach some Starvation, cardiac arrest, loneliness, laxatives, binge-eating, purging, fasting, diuretics
10 min Lead in
vocabulary
The class is divided in groups of 3. T hands out the same part of the reading text to
To boost Ss each group (e.g. 3x part A to one group, 3x part B to another group...) Ss have some S-S
reading and comprehension questions to answer together in their groups (T needs to create these
paraphrasing questions). After reading, Ss mix groups so there is an A, B, C in each group. They
10 min Pre-task
skills will paraphrase their part of the reading to their partners, so that all of them get the
information.
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In the same groups, Ss are asked to research on internet about ways to fight anorexia and
The cooperating
create a leaflet informing the Ss of the school about Eating disorders.
T might make
Create a leaflet reference to
Ss negotiate roles, who will be drawing and who will be writing. They must write the
30 min Task to prevent the situation of
sentences they will include in their leaflet together. S-S
eating disorders his/her country
regarding this
In case there is no internet access, T might give Ss the following information on a sheet of
problem
paper. T should research and prepare this information.
Once they have their leaflets ready, Ss are asked to make a circle and present their leaflets
to their classmates.
- In our leaflet we included.
- It has
Develop Ss oral - If a girl doesnt eat, she will Some schools
skills do not have
Share important T wraps up the topic by asking Ss their perceptions about the topic: photocopier
20 min Production information with - I think/reckon/believe that S-S machines or have
other Ss in the - First conditional: If we dont eat, we will the zero- paper
school - Therefore, on that account, for that reason, etc. policy
Finally if it is possible, each group will make ten copies of their leaflet to be distributed to
some other Ss in the school. Otherwise, they can choose the best leaflet and reproduce it
on a large cardboard to be exhibited on a bulletin board.
Resources Electronic board or video beam or TV set for the video, handouts, cardboard, markers, sheets of paper, coloured pencils
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WEEK: 20 AIMS: By the end of the session, Ss will have designed a pin for their eating disorder campaigns.
MODULE: 2
UNIT: 5
SESSION: 4

SONG- Beautiful (Christina Aguilera)
Boost interest T plays the song beautiful once and asks Ss to try to understand as much as they can.
15 min Warm up T-S
on the topic http://www.youtube.com/watch?v=dfKnga-a-7Q

T elicits some ideas regarding the song (what they could understand).
T writes the chorus on the board:
- I am beautiful no matter what they say.
- Words cant bring me down.
- I am beautiful in every single way.
- Yes, words cant bring me down... Oh no.
- So dont you bring me down today
T elicits the meaning of the words and later of the strophe; for example:
T should focus on
Introduce the - What does bring me down mean?
the fact that many
activity - What is the message of the strophe?
Lead in people fall in that
- What do you think?
illness because
- How can you relate the song with the topic of eating disorders?
they do not like
20 min T-S the way they are,
T anticipates the meaning of the following words: breathe, ashamed, delirious, doom,
and they believe
To boost their emptiness
Pre-task what other mean
listening and
people have told
reading skills Ss are given the lyrics of the song and are asked to listen to the song again but following the
them
lyrics. See handout.
T asks Ss to work in pairs and try to understand verses 1, 2, 3 which are marked in the
handout.
T monitors and clarifies concepts.
Finally, T asks some couples to share their interpretation of the verses. T complement when
necessary.
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T shows Ss the eating disorders symbol:
The class is divided into groups of 4 and they are told they are going to organize a campaign
in the school in order to fight eating disorders. The first thing they will do is to create a
badge (emblem/pins) which has the symbol above and a motto they have to invent (inspiring
sentence), e.g.
- Nobody is perfect. Currently, many
- No one heals without a struggle. young Ss love rap
To personalise
30 min Consolidation - Everybody is beautiful. etc. S-S music, therefore
knowledge
they might come
For that badge or insignia they might need craft foam sheets (foamy), or coloured paper, up with a rap song
ribbons, silicone and some safety pins. It has to be very little to be able to pin it on peoples
shirts/ blouses.
Each group designs a badge or pin with its motto. Once they finish they show it to their T. If
the T approves, they will make as many as they can, depending on the amount of material
they have.
T has to have the

Once the groups finish their pin, they present it to the whole class and explain it.
To share with administrative
20 min Presentation the academic S-S staffs permission
Finally they walk around the school pinning their creations to other Ss of the school.
community before starting
the campaign.
Resources Handouts, electronic board or TV, computer, craft foam sheets (foamy), coloured paper, ribbons, silicone, safety pins
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4
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MODULE 3 Developing my cultural identity
1
my
ntity
oping
al ide
Devel
cultur
UNIT
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WEEK: 21 AIMS: By the end of the session, Ss will be able to talk about their personality traits and relate them to their life projects.
MODULE: 3
UNIT: 1
SESSION: 1
TOPIC: Planning my life project

GUESSING GAME
Ss get in two groups.
T shows pictures of two representative soccer players in Colombia, e.g. James Rodriguez and
Juan Guillermo Cuadrado.
T tells the whole class to brainstorm personality/character traits that describe both soccer
players. T tells them to speak quietly so that neither group can listen to the other one.
T tells Ss that they will have to guess some words that describe James and Cuadrado. Both
groups will be guessing players at the same time.
To guess the words, T draws a number of dashes equivalent to the number of letters in the
word. T will start filling the blanks with the letters randomly.
Activate prior WH
15 min Lead-in
knowledge GW
The group that first guesses the word, before T completes it, gets a point. If the T finishes the
word before either group guesses it, there is no point.
T writes each word guessed on the right corner of the board for later use.
The winner is the group that scores higher.
Suggested personal/character traits:

Choose the words you need to make up 10 minutes.
Active, adaptable, adventurous, ambitious, bright, skilful, cooperative, creative,
enthusiastic, kind, hard-working, honest, open-minded, passionate, responsible.
T clarifies form, meaning and use of the words presented through the game. T uses drawings
or pictures and sentences about James Rodrguez and Cuadrado. o For example:
Theyre skillful. JR is flexible.
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T gets Ss to work in pairs.

T tells Ss Ss to ask their partners about their character traits and their dreams or future plans.
Ss take turns.

T elicits examples of questions they can use to get the information and give some sentence
starters. T writes them on the board or shows them on the electronic board.
Suggested language:
What are you like?
What personality/character traits best describe you?
Whatre your distinctive personality traits?
How do/would you describe yourself?
Im positive, hard-working, well-informed about, passionate aboutAlso, ImBesides,
Personalise the
Im, In addition, Im
topic
Id say Im someone who is hard-working, positive
Im definitely honest and kind to others
Get Ss to be Be ready to
Whatre your plans for the future?
10 min Pre-task aware of their PW provide any other
How do you picture yourself in 5/10/20/30 years?
character traits words needed.
What do you dream of?
What/who do you want to be/become?
Develop
What/who would like to be/become?
speaking skills
I want to
Id like to
Im going to
Ill travel around the world in 10 years.
When Im 25, Im going to/Ill
Some personality/character treats:

Active, flexible/adaptable, adventurous, enterprising, ambitious, assertive, bright, genius,
intelligent, careful, neat, chic, skilful, cooperative, helpful, courageous, creative, curious,
enthusiastic, well-informed, kind, hard-working, honest, open-minded, passionate, sensible,
responsible, outgoing, thoughtful, persevering, determined.
T talks about his/her personality traits to model language and to get Ss to know him/her
better.
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Help Ss reflect
T gets Ss to work individually.
on their future
T tells Ss to reflect on which of their personality traits best help them make their dreams
Encourage
Task come true or carry out their plans.
35 min creativity Ind.
preparation
T invites Ss to make their own vision board based on their conclusions on their previous step.
Develop critical
thinking skills
T invites Ss to be creative.
Make just 1 or
2 questions;
otherwise there
T gets Ss to present their vision boards to the class.
will not be enough
WH
Task Socialise vision time for every
20 min T asks Ss one or two questions after each presentation to check comprehension and focus S-S
presentation boards Ss to make the
incidentally on the third person.
presentation. If
For example: What does Mariana want to be? What are her distinctive personality traits?
there are a few Ss,
more questions
can be made.
T leads feedback highlighting interesting or positive points in the short presentations.

While giving feedback on content, T provides corrected versions of mistaken sentences. For
example: We learnt that Pablo wants to be a pilot. How interesting! Mariana, youre intelligent, Flexistage: only
Provide
10 min Wrap up hard-working and determined. Mara would like to travel around the world. WH if there is time
feedback
available.
Also, T can make questions about Ss plans and dreams to focus on language indirectly: What
does Pablo want to be? Whats he like?
Resources Cartridge or butcher paper, cutouts, pictures, paints, pens, pencils and coloured pencils
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WEEK: 21 AIMS: By the end of the session, Ss will be able to invent and sing a culture slogan.
MODULE: 3
UNIT: 1
SESSION: 2
TOPIC: Embracing and valuing diversity

T shows pictures of different cultural groups around the world.
Activate prior
knowledge
T elicits ideas about what a cultural group is. T writes key words of Ss contributions on the
board.
20 min Lead-in Be aware of WH
different cultural T-SS
T uses Ss ideas to tell them what a cultural group is.
groups SS-T
A group of people that shares values, beliefs, traditions, behaviours, and symbols.
T gets Ss in groups of 4.
T tells all group members to take turns to describe or talk about any cultural group they know
and are interested in.
T takes advantage of activity setting to model language by describing or talking about any
cultural group in their own country. T shows Ss a picture of the cultural group introduced.
Personalise the T tells Ss to start the activity.

topic GW4
15 min Pre-task Suggested language: T-SS
Share knowledge San Basilio del Palenque is an Afro-Colombian culture. SS-SS
and experiences They live in Bolvar.
They speak a special language (creole).
They have
They like
They consideras
They believe in
They celebrate
They are
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T tells groups to choose a cultural group of their preference.
T tells groups to look for information about the cultural group and select the information that
best describes the group.
T tells groups they have to invent a 15/20-word slogan showing distinctive features of the
cultural group chosen. Groups have to discuss the information they will include in the slogan.
Encourage Groups have to practice singing the slogan.
creativity
Suggested language: GW4
35 min Task I think we should include SS-SS
Develop discussion Why dont we mention that
skills. A distinctive feature is that
Its important to say that
Well, I dont think so
Im not sure about that
I agree with you but, I think thatis more important
Lets include
So, were saying thatarent we?
Well, these are the ideas were using...
T tells groups they will take turns to sing the slogan.

Socialise slogans
Report and WH
20 min T gets Ss to give feedback on content. Then, T gives feedback on content.
wrap up Expand knowledge SS-SS T-SS
of cultural groups
T elicits ideas about why embracing and valuing diversity is important.
Resources Computers, internet, sheets of paper, pencils.
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WEEK: 22 AIMS: By the end of the session, Ss will be able to create and describe a cultural symbol.
MODULE: 3
UNIT: 1
SESSION: 3
TOPIC: Developing my cultural identity

T shows a map of America and asks Ss how America is divided according to its geography.
Activate prior North America, Central America, South America.
WH
knowledge T should prepare
T-SS
T tells Ss s/he will show them flags of different Latin-American countries and they have to say those flashcards
10 min Lead-in
Review Latin the name of the country. or pictures in a
PW
America countries PPT.
SS-T
Ss work in pairs. Ss get a point for every flag they identify. The winner is the couple with the
highest score.
T gets Ss to work in pairs. Ss can stay in the same pairs as in the previous activity.
T gives Ss a hand out. Ss have to write qualities or personality traits associated with people
Recycle expressions
from Latin-American countries.
to describe qualities
& personality traits PW
15 min Pre-task T gets Ss to read their answers aloud so that Ss can compare their answers. For example:
SS-SS
- To Pair 1: What are Colombian people like?
Associate cultural
- To Pair 2: What other qualities do Colombian people have?
groups to qualities
- To Pair 3: How do you describe Peruvian people?
- To pair 4: What other personality traits do you associate to them?
T assigns a country to each pair randomly.
T tells the whole class they have to do some research about what people from the country
Encourage
assigned are like.
creativity GW4
40 min Task SS-SS
T tells the whole class that every pair has to create a symbol showing the qualities or distinctive
Developing
features of people from the country assigned.
discussion skills
T tells them to be prepared to present the symbol. Both members of each pair have to
participate in the presentation.
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T gets pairs to present and describe their symbols.

Socialise slogans
T writes/shows some sentence starters on the board/electronic board to help Ss. WH
15 min Report This xxx represents. These xxx represent SS-SS
Expand knowledge
Also, xxx colour symbolises xxx and xxx colours symbolise
on cultural groups
This xxx shows that These xxx show that
This xxx means that These xxx mean that
T gets Ls to give feedback on content. Then, T gives feedback on content.

WH
10 min Wrap up Provide feedback
SS-SS T-SS
T clarifies some mistaken forms by describing his hometown or country coat of arms.
Resources Pictures of flags, handouts, Cartridge/butcher paper, paint, coloured pencils, crayons, pencils.
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WEEK: 22 AIMS: By the end of the session, Ss will choose countries they would like to visit / live / study in and justify their choices
MODULE: 3
UNIT: 1
SESSION: 4

T asks Ss to get into pairs.
T shows pictures of famous places and Ss have to guess what the country is. Pairs get a point
Activate prior
for each country they guess.
knowledge WH
10 min Lead-in PW
T can ask for the capital for an extra point.
Review vocabulary SS-T
about countries
T shows famous places of his/her home country.
The pair with the highest score is the winner.

T asks Ss to work in pairs. Ss can stay in the same pairs as in the previous activity.
T tells Ss to interview their partners about the country they want to live or visit in the future,
its characteristics in terms of people and opportunities to carry out their life project.
Suggested questions:
What country do you want/ would you like to live or visit in the future?
Get Ss to reflect and
What do you like about people in that country?
share information PW
15 min Pre-task 1 What things in that country can/would help you carry out your life project?
about their life SS-SS
Id like to live or visitbecauseAlso Besides,
projects
I think xxx is a great country to livebecauseAlso,
In xxx people areandAlso, theyIn addition
I like xxx people because they
In xxx there are a lot of job opportunities, interesting places to know, top universities
The university I want to go is in xxx. Also,
I want to be an actor and xxx is famous for having the best academies
Help Ss to be aware
T gives Ss 15 minutes to get more information about the country or check the one they already
15 min Pre-task 2 of good reasons to Ind.
have and prepare for the round table discussion.
make choices
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T gets Ss to set the classroom in a circle.
T tells Ss that everybody has to support their choice about the country they want to live or WH
Developing visit in the future, its characteristics in terms of people and opportunities to carry out their SS-SS
30 min Task
discussion skills life project. T-SS
SS-T
T also encourages Ss to give their opinion on their classmates choices and reasons, e.g.
Laura; do you think Paraguay is the best place for Sandra if she wants to live by the sea?
T gives feedback on content and takes advantage of it to focus on some forms.
WH
T-SS
T can tell Ss what country s/he wants to go after leaving Colombia.
Resources Computers with internet
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MODULE 3 Arts and crafts around my
2
country
ts
d my
ry
f
nd cra
count
aroun
Arts a
UNIT
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WEEK: 23 AIMS: By the end of the lesson, Ss will be able to describe their favourite work of art or craft.
MODULE: 3
UNIT: 2
SESSION: 1
TOPIC: Artistic preferences

T shows Ss different picture cards with works of art and gets them to match them to their
names. Works of art names can be written on the board or on butcher paper and placed where
Ss can see both the names and the pictures. T numbers the names to make the matching
easier.
Sensitise Ss to WH T should prepare
10 min Warm up different works T shows one picture at a time, gets Ss to match it to its name. T crosses out the matching T-SS the picture cards
of art name. Then, T shows another picture and so on. SS-T in advance/
T asks some questions such as:

- Whats it about? What can you see? What is it made of? Do you like it? What do you like
about it?
T gets Ss in pairs to talk about their favourite work of art or craft.
T explains that craft or handicraft is work skilfully done with the hands in a traditional way. T
shows them some pictures to clarify.
T models some questions and answers Ss can use.
Useful language:
PW
Personalise the Whats your favourite work of art or craft? Its a painting, a vase, a scarf, a plate, a collar, a
10 min Pre-task SS-SS
topic loom bracelet, a thread bag, a wooly hat
Whats it like? Its small/big, smooth/roughit has a square shape, it has
Whats it made of? Wool, bands, thread, canvass, wood, clay, metal,
Is it colourful/monochromatic? Its
What colour is it?
Why do you like? I like it because I can/ it
Can you wear it?
Is it just decorative?
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Expand T tells Ss to prepare a short presentation about their favourite work of art or craft. Ss can use
knowledge computers to look for information about it.
15 min Pre-task 2 Ind
on art and
language T provides Ss with useful language.
T gets Ss to make a semi-circle.
Socialise T models language by briefly presenting his/her favourite work of art or craft.
preferred works WH
35 min Task of art or craft Ss take turns to give their presentations. S-SS
Practice
speaking skills Useful language:
Colours, shapes, materials, sizes
Linking words for addition: and, also, besides, in addition
T chooses any of the pictures of crafts and elicits its description to give feedback on form
WH
Provide
10 min Wrap up T-SS
feedback T gets Ss to give feedback on content and asks them how they felt about sharing their
SS-T
artistic preferences.
Resources Pictures, computer with internet
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WEEK: 23 AIMS: By the end of the session, Ss will be able to present their own artistic work.
MODULE: 3
UNIT: 2
SESSION: 2
TOPIC: Finding & showing the artist in me
T gives Ss a squared sheet of paper.

The video is available at
Encourage
WH
10 min Warm up Ss to follow T plays a video about how to make an origami penguin.
Ind http://www.youtube.
instructions
com/
T invites Ss to follow the instructions in the video and make the penguin.
watch?v=fBDq3zpwRNs
T gets Ss in pairs.
T shows different pictures (4) of crafts and Ss take turns to ask their partners opinion about
Develop
the craft. Each S asks and answers about 2 pictures.
interest in arts Look for a picture of a
& crafts craft you like a lot.
T models language by expressing his view on a craft s/he likes. PW
10 min Pre-task Give positive comments
SS-SS
Get Ss to on the craft chosen. Use
Useful language:
be aware of simple language.
Whats that? Its a It looks like a
language use
Do you like it? Yes, indeed/ really much/ not so much/a little bit /not at all
Why do/dont you like it? Its beautiful, nice, colourful, weird, plain, boring I like its colour,
size, shape, decoration
T tells Ss theyll have the opportunity to express themselves through art.
Promote
creativity
T tells Ss they can make their own artistic work (painting, origami, sketching, collage, dcollage,
35 min Task IW
cardmaking, iris folding, etc.).
Personalize the
topic
T tells Ss they have to present their work to the class.
Socialise the
artistic works
WH
20 min Socialization T invites Ss to present their artistic works. If there are no volunteers, T selects them randomly.
S-SS
Developing
speaking skills
WH
Provide
5 min Wrap up T asks Ss how they felt about expressing through art. T-SS
feedback
SS-T
Resources 4 pictures of crafts/ cartridge or butcher paper, iris paper, origami paper, cutouts, pictures, paints, brushes, pens, pencils, and coloured pencils
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WEEK: 24 AIMS: By the end of the session, Ss will be able to create and present their own artistic work done by following their favourite
MODULE: 3 artists or movement.
UNIT: 2
SESSION: 3
TOPIC: My favourite artwork

T shows Ss ten different pictures about five visual arts movements T should have chosen in
advance. There are two pictures belonging to each.
T shows five pictures and elicits characteristics such as use of colours, shapes, landscapes,
gestures, body language, etc.
Sensitise Ss to WH
10 min Lead-in different visual art T-SS
T tells Ss the movement the five first pictures belong to.
movements SS-T
T shows the other five pictures and tells Ss to match them to each movement by noticing
similar features to the first five pictures. T elicits as many characteristics as possible.
T check answers after the five pictures have been matched to a movement.
As usual, if there
T tells Ss they will look for information about their favourite visual artist or movement. is not possibility
Expand knowledge
for Ss to look up
on their favourite
15 min Pre-task 1 T shows Ss the handout they will use while looking for information. T explains that they have Ind information in
visual artist/
to make notes about what they know about it, what they want to know and about what they the room, they
movement
have learnt after seeking information (K-W-L). See handout. can bring it from
home.
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T asks Ss to get into groups of three.
T tells Ss to talk about their favourite visual artists or movements. Ss use their background
knowledge and the information just learnt.
Useful language
Whos your favourite artist (out of the artists presented)? Whats your favourite visual art
movement (out of the movements presented)?
Foster tolerance
Why do like him/her/it? Whats special about him/her/it?
Get Ss to ask
10 min Pre-task 2 for and give GW3
My favourite artist is
information
I am interested in/ I like cubism, expressionism
His/her paintings/ works of art are
I find his/her works of art
I think cubism is
interesting, intriguing, strange, unusual, abstract, conceptual, figurative, ancient, classical,
medieval, modern, modernist, idealistic, realistic, geometric, distorted, symmetrical,
asymmetrical, natural, artificial, cold, warm, light, dark
Promote creativity
30 min Task T tells Ss to create their own artistic work by combining their favourite visual arts movements. GW3
Encourage team
work
T invites groups to present their artistic creations by describing the characteristics of the
artists or movements they followed.
WH
15 min Wrap up Socialise work Useful language
SS-SS
Our artistic work is based on/ was inspired by/ follows/ shows
We followedbecause s/he /it
We used, painted, put
Resources Power point presentation, handouts, cartridge or butcher paper, cutouts, pictures, paints, pens, pencils and colours.
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WEEK: 24 AIMS: By the end of the session, Ss will be able to make their own craft from recycling and present it to the class.
MODULE: 3
UNIT: 2
SESSION: 4

20 QUESTIONS
T tells Ss they have to guess some words related to crafts.
T tells Ss they can make yes/no questions to guess the word.
T models some questions.

If Ss find the
T puts the question prompts on the board or gives Ss a worksheet with a table so that SS can
words difficult
tick, cross out or write relevant information
Get Ss interested to guess, give
WH
10 min Lead-in in discovering them clues, for
Suggested words: SS-SS
information example the
Origami, collage, sculpture, artist, recycling, fabric doll
first and the last
Examples of questions Ss can make:
letters.
Do you use paint?
Can you wear it?
Do you use paper?
Is it colourful?
Is it soft or hard?
Do you use only your hands?
Do you use any tools?
Get Ss to
T shows Ss some pictures of different crafts.
Get Ss to generate remember
WH
ideas about crafts and use the
10 min Pre-task T gets Ss to describe some crafts and give their opinion on them. T-SS
to decorate the expressions
SS-T
class studied in the
T gets Ss to notice the use of recycling to make the crafts.
previous lessons.
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T gets Ss in groups of three or four.
T tells Ss they can make their own craft by using recycled materials or products. What Ss
35 min Task Promote team work should do is transform an everyday object into a piece of art. GW3/4
T tells Ss all the members in each group have to participate in both the creation and the
presentation of the craft.
T describes a craft in a picture or a craft made on their own to provide language model.
T gives groups turns to present their craft.

WH
20 min Report Socialise Ss work Useful language: T-SS
This is a xxx (vase, case, bracelet). SS-SS
Its small, light and colourful
It has paper, wood and paint
Its made of recycled products or materials
WH
5min Wrap up Provide feedback T gets Ss to give feedback on their own work and how they felt about making crafts.
SS-T
Resources recycling paper, cutouts, pictures, paints, pens, brushes, glue, pencils, coloured pencils, recycling
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MODULE 3 Notes, rhythms and steps
3
ms
teps
, rhyth
and s
Notes
UNIT
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WEEK: 25 AIMS: By the end of the session, Ss will be able to perform a typical dance or play an instrument and present it.
MODULE: 3
UNIT: 3
SESSION: 1
TOPIC: Folk music and dances

T shows Ss a video about some Colombian typical dances and instruments.
Activate
T should prepare
background T elicits information about it such as dance clothes, music, instruments, and movements.
the videos or
knowledge
WH ask the support
15 min Warm up T makes notes under categories on the board
SS-T T about possible
Invite Ss to
topics to assign
appreciate their If it is not possible to show videos, T gets Ss into groups and tells them to think about a
Ss.
folk typical Colombian dance and brainstorm as many ideas related to it such as clothes, region,
slow/fast dance, among others.
T briefly presents a typical dance or instrument from his/her home country.
T takes advantage of this presentation to teach some core vocabulary:

Traditional/ritual/folk dance, slow/fast dance, percussion/woodwind/brass/stringed
instruments, loose/tight clothes, long/short skirts/pants, topless, blouses, shirts, hats,
Show Ss a short
headscarf.
Share WH video or pictures
10 min Pre-task knowledge & T-SS about a typical
T uses pictures or images in the video to clarify meaning.
experiences SS-T dance from your
country.
T models language by using sentences like:
This is a XXX traditional dance. It is fast. Dancers make quick repetitive movements. Its
accompanying music is played with percussion instruments. Women wear long skirts, tight
tops and headscarves. Men wear long pants and loos shirts.
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T tells Ss they can perform a typical dance or make and pretend to play an instrument.
If Ss do not come up with any idea, T suggests famous typical dances or instruments: Mapal,
Bambuco, Guabina, Joropo, guitar, harp, flute, tiple, guacharaca, caja.
T gets Ss to group according to what they will do: perform a typical dance or play an
instrument. Ss can play a melody or a song individually or in groups.
T gets Ss to prepare whether the dance or the melody/song.
T tells Ss they have to present the dance, the melody/song, or the instrument briefly.
T monitors Ss and provides language they need. Tell Ss in advance

about the
Promote team The language is provided on a worksheet or the board. activities in this
work lesson so that
20 min Task GW
Develop motor For example: they can bring
skills This is a typical dance in xxx. Dancers/people wear XXX. They make rapid/slow movements their music,
The melody is soft, sweet, slow, strong instruments or
This is a popular, sad, traditional, dance, patriotic, protest, religious, love, folk, slow song clothes.
Its about XXX.
The flute is a woodwind instrument. Its very common in Andean music
Mapal is a fast dance. Dancers wear light clothes. They shake their bodies and they make
rapid movements. They jump, run and wriggle.
Make rapid, quick, fluid, graceful, smooth, sudden, tense, free, constant, repetitive,
backward, downward, forward, lateral movements
Mapal dance uses percussion music.
Guitar, keyboard, organ, piano, vocal, woodwind music
Salsa uses brass instruments.
Percussion, woodwin, brass, string/stringed instruments
The caja is a type of drum. It is like a tambora.
The simbifono is a great invention. It combines two or four string instruments.
Socialise Ss Each group presents the dance/melody/song/instrument and immediately perform it or play WH
25 min Report
work it. SS-SS
Provide T provides feedback on content and attitude. Also, he encourages Ss to be more sensitive to WH If there is time,
10 min Wrap up
feedback cultural heritage and diversity. SS-T provide feedback.
Resources Videos, music, instruments, dance clothes (if possible).
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WEEK: 25 AIMS: By the end of the session, Ss will be able to perform a folk dance and briefly present it to the class.
MODULE: 3
UNIT: 3
SESSION: 2
TOPIC: Folk music and dances

T shows Ss five videos of folk dances from different countries.
T writes on the board (or on pieces of paper) the name of nine countries, six of which are
related to the videos.
T asks Ss to match the folk dances to the countries. T tells Ss there are three names of
countries left out.
If you want,
Countries: WH replace one folk
Create interest
15 min Warm up France, Germany, Chile, Italy, Mexico, Canada, Australia, Argentina, Russia, Poland SS-T dance for one
in the topic
from your home
Key: country.
Dance 1: Italy
Dance 2: Russia
Dance 3: Argentina
Dance 4: Germany
Dance 5: Canada
Dance 6: Mexico
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T divides Ss into 6 groups.
T randomly assigns a folk dance from the lead-in. There are six dances.
T tells groups they have to watch the video of the dance and select one minute of the
choreography to perform it. However, Ss do not have to perform the dance with all their
bodies; theyll have to dress up their middle and index fingers to perform the dance as if they
were puppets.
T tells group there will be a competition the winner will be group that best follows the
choreography in the video.
Get Ss to pay WH
This language is
10 min Pre-task attention to T-SS
T tells groups they have to present the folk dance by using 5 sentences. recycled from the
details SS-T
previous lessons.
T models some language and writes it on the board so that Ss can look at it when preparing
the sentences.
Useful language:
This is a Russian/Mexican folk dance.
It is a slow/fast dance.
Dancers wear
Dancers make rapid, quick, fluid, graceful, smooth, sudden, tense, free, constant, repetitive,
backward, downward, forward, lateral movements.
Dancers shake their bodies and they make rapid movements. They jump, run and wriggle.
T tells groups they have 20 minutes to practice the one-minute choreography and prepare
Promote team the dance and typical clothes description.
work
25 min Task Develop motor T tells groups all members have to dance. GW
skills
T tells Ss that he/she will choose a member from each group to present the dance so that all
members have to prepare the sentences.
T gives groups turns to perform the dance.
Each group presents the folk dance and immediately performs it.
Socialise Ss WH
25 min Report
work T plays the video so that the group can hear the music and dance, and the classmates can SS-SS
compare the original choreography with the groups.
T and Ss choose the best choreography.

Provide WH
10 min Wrap up T gets Ss to give feedback on their own work and how they felt about the activity.
feedback SS-T
Resources Videos (6 folk dances), videobeam, 6 computers to watch the videos,
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WEEK: 26 AIMS: By the end of the session, Ss will be able to present one of their favourite songs and sing part of it in groups.
MODULE: 3
UNIT: 3
SESSION: 3
TOPIC: Favourite songs

T writes on the board six music genres.
T plays six extracts of songs.
After each extract, T tells Ss to say which kind of music it is. T tells Ss there is one extra
type on the board.
Words on the board: Make sure you have a CD

Create interest - Techno, hip-hop, bachata, reggae, rock, reggaeton, country WH player for the session.
5 min Lead-in
in the topic - Key: SS-T Play no more than ten
- Hip-hop seconds of each song.
- Reggae
- Reggaeton
- Rock
- Bachata
- Techno
T asks Ss which one is their favourite music genre / type of music.
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T splits Ss in six groups.
T asks Ss to get their songs and tell their partners why they like it. T tells Ss to take turns.
T tells Ss each group has to choose a song that they have to present and sing or dance
(1 minute of the song).
Tell ss in advance (the
T tells Ss they have to use as many sentences as there are Ss in the group so everybody class before) to choose
can say something about the song. their favourite song in
English, get the lyrics,
T models language by presenting his/her favourite song. get the file (CD or USB),
and look for facts about
Get Ss T writes some useful language on the board as reference. the song.
share their
T asks Ss if there are any questions about the meaning of the words. GW
15 min Pre-task preferences
SS-SS
Useful language
Expand The name of the song is
vocabulary It is performed by Most of the words are
It was written by clear and some others
It is a beautiful / good / great / catchy / memorable / famous / popular / hit song. are common words.
It is a blues / country / dance / folk / pop / rap / techno / reggae song. However, the words
It is a patriotic / protest / religious / love / childrens / Christmas song. catchy and steady can
It has a fast / slow / regular / steady / strong / African / Latinrhythm. be completely new.
It talks about
We like the song because it
Its video shows
T gives the Ss a worksheet so that they can finish the sentence prompts about their song/
music to add structure to the task and help the Ss finish faster.
Develop team T tells groups to prepare a short presentation about the song.
work skills
35 min Task T tells Ss they will have three minutes to present the song. GW
Develop critical SS-SS
thinking skills T monitors groups to check their work and provide information Ss need.
If you have already run
T assigns turns to present the song. out of time, get groups
Socialise WH
20 min Report to work in two big groups
groups work SS-SS
T tells groups they have to be ready for the presentation so time will do for all presentations. so the presentations can
be made simultaneously.
T asks Ss about what they learned with the activity. WH
Provide
5 min Wrap up T-SS
feedback
T thanks Ss for their hard work and encourage them to keep on doing so. SS-T
Resources Songs, CD player
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WEEK: 26 AIMS: By the end of the session, Ss will be able to write and perform a rap about the importance of folk music
MODULE: 3
UNIT: 3
SESSION: 4
TOPIC: Consolidation & Assessment Session
T plays three extracts from rap songs. T does not say they are rap songs.
Create interest WH Make sure you have a cd
5 min Warm up
in the topic SS-T player.
T elicits what music genre the songs belong to (rap).
T elicits characteristics of this music genre.
T writes Ss ideas on the board.
T uses Ss ideas to present some facts about rap music.
T writes the ideas about rap on separate pieces of paper and gets some Ss to read them.
Clarify the meaning
of: chanted (repeated
T has Ss work in pairs to discuss their opinion about this music genre recycling language
Activate T-SS or sung continuously),
they have already studied.
15 min Pre-task previous SS-T delivery (the way it is
knowledge S-S spoken in public), slangy
Useful language
(using very informal
Rap is spoken or chanted rhyming lyrics.
language).
It includes content, flow and delivery.
It is rapid and slangy.
It is the most important ingredient of hip-hop.
It can be delivered over a beat or without accompaniment.
It has African roots.
Its lyrics talk about feelings, experiences and everyday life.
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T divides Ss into six groups.
T tells Ss each group will write a rap lyric and sing it.
T tells Ss the rap will have at least five lines related to the importance of valuing modern
and folk dances and music.
T tells Ss to write down their ideas and the final version of their raps so they can read
when performing it.
T raps some lines to model language. Rap these lines the best
Encourage
you can to encourage
creativity T writes the rap on the board so Ss can use it as reference. GW Ss to write and sing their
30 min Task
SS-SS own raps.
Develop team Useful idea: If you want, make up your
work skills Music and dance express what a culture wants, own rap.
Dont refuse it without tasting it
Just value and respect it
Probably you dont like it
But it doesnt mean its valueless. (Olga Uribe)
T tells groups they have to present the rap briefly (one or two sentences will do). For
example:
This rap is about our folk dances and the need to preserve them.
T monitors to help Ss with language and check their work.

Get Ss to value
diversity in
music and T asks for volunteers to present and sing their raps. If there are no volunteers, T assigns WH
25 min Report
dance turns. SS-SS
Socialise Ls
work
T gives feedback on content referring to some of the lines in the raps. WH
5 min Wrap up Feedback T-SS
T asks Ss about their feelings towards the activity. SS-T
Resources Songs, CD player
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MODULE 3 Myths and legends from my
4
country
nd
m my
ry
a
count
Myths
ds fro
UNIT
legen
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WEEK: 27 AIMS: By the end of the session, Ss will be able to give information about famous Colombian historic buildings and
MODULE: 3 archaeological sites.
UNIT: 4
SESSION: 1
TOPIC: Famous historical places in Colombia

T divides the class into 4 groups.
T gives each group one envelope containing 15 words.
T tells groups they have to make two different sentences, one with 8 words and another
10 min Warm up Set the context with 7, by using the words in the envelope. The group that finishes first is the winner. SS-T
- Key
- All places in the world tell a history.
- Places are interesting because of their history.
T asks Ss about places they know and their history.

T shows Ss a picture of Las Lajas sanctuary.
T asks Ss if they have been there. If they havent, T asks Ss what they like about it based
on the picture.
T gives some Ss cards with the following information:

a basilical church
a miracle
Ipiales, Nario, Colombia
Inside the canyon of Guitara River
Clarify the meaning
Activate Virgin Mary
of: chanted (repeated
schemata deaf-mute girl
T-SS or sung continuously),
1916-1949
10 min Pre-task SS-T delivery (the way it
Expand 1754
S-S is spoken in public),
knowledge on to pray for a miracle
slangy (using very
famous places to admire architecture and nature
informal language).
Ss draw their maps on sheets of paper (1 per group)
T elicits information about it and draws a mind map on the board to organise Ls ideas and
the information on the cards by using the following categories: where, who, why, when,
and what.
T asks some Ss to come to the board and arrange the cards.
T invites other Ss to comment on the map
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T provides final feedback.
Where
What Las Lajas Who
When Why
Suggested questions:
What:
What is it? a basilica church
What inspired its construction? a miracle
Where:
Where is it? Ipiales, Nario, Colombia
Where in Nario is it? Inside the canyon of Guitara River
Who:
Who made the miracle? Virgin Mary
Who needed the miracle? A deaf-mute girl
When:
When was it built? 1916-1949
When was the miracle? 1754
Why:
Why should we visit it? to pray for a miracle
to admire architecture and nature
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T divides Ss into five groups.
T assigns each group a famous place.
Since T already knows the places s/he wants to work with, s/he can provide Ss with specific
websites that they can use to find and collect information from to save time and avoid
confusion related to Internet search
Groups have to find information about it. Ss use computers or other electronic devices to
find the information. You can assign the
places before so Ss
If there are no computers or electronic devices, T gives groups a text about the place can find information
assigned. about it and bring
pictures.
T tells Ss to organise the information according to Wh- questions: what, where, who, when,
Promote team and why.
work
30 min Task Encourage T tells Ss they can have one or two questions and answers per wh- word (as in the example GW
creativity suggested).
Suggested places:
Castillo de San Felipe de Barajas (Cartagena, Bolvar)
San Felipe de Barajas Castle
Parque arqueolgico de San Agustn (San Agustn, Huila) San AgustinArcheological Park
Ciudad Perdida (Sierra Nevada de Santa Marta, Guajira, Magdalena y Csar).
Ciudad Perdida means
Parque arqueolgico Tierradentro (Cauca)
Lost City. Its name isnt
TierradentroArcheological Park
translated.
Catedral de Sal (Zipaquir, Cundinamarca)
Salt Cathedral of Zipaquir
T tells Ss to draw a mind map by using the information (words or short phrases), pictures
or drawings answering the questions.
T tells Ss all members in the group have to present a piece of information.

T assigns turns to present the mind maps.
WH
Socialise Ss
25 min Report SS-SS
work T explain that the presentation is not mere showing the map but also explaining it to the
class, thus providing an opportunity for oral production.
WH
T gives feedback on content and asks Ss which place of the ones presented they want to
5 min Wrap up Feedback T-SS
know.
SS-T
Resources Computers, internet, butcher paper, markers, pictures, glue, cut-outs.
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WEEK: 27 AIMS: By the end of the session, Ss will be able to represent an indigenous myth or legend by a mask.
MODULE: 3
UNIT: 4
SESSION: 2
TOPIC: Indigenous myths and legends

T writes the following letters on the board:
DHEYGELMNT
WH
T tells Ss they can make two different words with the letters on the board.
10 min Warm up Set the context SS-T
T-SS
T tells Ss to listen carefully to the clues she/he is giving since the two words are related to
them.
- Clue 1:
Its a traditional story about the magical origin of people or things = MYTH
- Clue 2:
Its a fictional story about famous people, things or events = LEGEND.
T shows Ss three pictures related to one myth and two legends.
T asks Ss what myths or legends the pictures can be related to. T checks Ss answers.
T shows Ss nine sentences related to the myth and the legends on the board. You can use a
video beam or
Sentences: electronic board
a. Some Spanish explorers came to America. if available. If
b. Bachue came out from a lake. you cant, print
Activate schemata WH
c. The god of gods punished him. the pictures
T-SS
10 min Pre-task d. Piracucu was a brave warrior of an Amazonian tribe. and write the
Present useful SS-T
e. They found Lake Guatavita. sentences on
vocabulary
f. This goddess married her son. the board. To
g. They heard about a place where a tribe of natives that had a lot of gold. save time, you
h. They visited a neighbouring tribe. can write them
i. The couple populated the land. separately on
strips of paper.
T tells Ss to match the sentences to the myth and the legends. T clarifies there are three
pictures for each.
T checksSLs answers.
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Key:
Bachue
The couple populated the land.
This goddess married her son.
Bachue came out from a lake.
The legend of El Dorado

They found Lake Guatavita.
Some Spanish explorers came to America.
They heard about a place where a tribe of natives that had a lot of gold.
The legend of the Piracuc

The god of gods punished him. GW If there are a few
They visited a neighbouring tribe. Ss, you can also
Piracucu was a brave warrior of an Amazonian tribe. do the activity
with three
T tells Ss to order the sentences in the way they think events happened in the myth and the groups, which
legends. T does not check this part yet. would facilitate
WH socialisation.
T puts the myth and the two legends on the wall. Make sure to use
a big font so all
T divides Ss into six groups A, B, C, D, E and F.
Ss can read the
story.
T sends groups A & B to read the myth of Bachue, groups C & D to read the legend of El
Dorado, and groups E & F to read the legend of the Piracuc. As there are
T monitors to help Ss understand. many Ss reading
the same story,
T asks Ss to check the order of the sentences. T asks groups A & B about Bachue myth, groups they can help
C & D about El Dorado legend, and groups E & F about Piracuc legend. each other to
understand. T
Key: should monitor
Bachue to help as well.
Bachue came out from a lake. GW
This goddess married her son.
The couple populated the land.

Some Spanish explorers came to America.
They heard about a place where a tribe of natives that had a lot of gold.
They found Lake Guatavita.
The legend of the Piracuc

Piracucu was a brave warrior of an Amazonian tribe.
They visited a neighbouring tribe.
The god of gods punished him.
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T asks groups to present their masks to their classmates. Groups A, C and E go to the back
of the classroom and take turns to present their mask. Groups B, D and F stay at the front
and take turns to present their masks. GW
15 min Report Socialise Ss work SS-SS
As two groups were given the same story, there will be two different masks about each
of them. T has to monitor both groups to provide feedback on content mainly about the
differences in the masks.
T gives feedback on content and points out some similarities or differences between the WH
masks. T-SS
Resources Video beam (if available), handouts with the stories, strips of paper (if there is no videobeam), paper, paper plates, colours, markers, paints, glue.
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WEEK: 28 AIMS: By the end of the session, Ss will be able to tell a new version of an urban legend
MODULE: 3
UNIT: 4
SESSION: 3
TOPIC: An urban legend

T shows Ss the following pictures: donkey, Monserrate, a bubble with some words, and
surprised people.
T elicits the name of the objects in the picture and clarifies their meaning.
T tells Ss the pictures are related to urban legends.
T elicits ideas about how the four pictures are connected. You can use a video
beam or OHP to show the
If Ss do not come up with ideas, T can make questions to guide them. WH
Create interest pictures. Make sure there
10 min Warm up SS-SS
in the topic will be one available. If
Suggested questions
Where does the donkey live? theres no video beam or
Why are people surprised? OHP, print the pictures.
Whats special about the donkey?
Can the donkey say hola?
Urband legend:
There is a talking donkey that lives at the bottom of Monserrate hill. People say they
havent seen it, but that they have heard it.
T asks Ss if they have heard about the talking donkey urban legend.
T asks Ts, Are urban legends true stories? No.
Why do people like telling and listening to them? To have fun, to spark curiosity, to
scare people
T shows Ss three pictures: La Llorona, La Patasola, Los Tneles de Bogot.

Activate T asks Ss what they have heard about these urban legends.
schemata
WH
Clarify the Suggested questions to elicit information from Ss.
10 min Pre-task T-SS
meaning of Whats he/she/it like?
What does he/she/it do? SS-T
legend
Where does it happen?
Do they hurt people? Why?
Where are the tunnels?
How long are there?
T clarifies that legends have different versions according to different towns, cities and
countries.
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T gets Ss into six groups.
T gives groups A & B a handout with the urban legend La Llorona, groups C & D, the
urban legend La Patasola, and groups E & F, the urban legend Los Tneles de Bogot.
T asks Ss to read the text and try to understand it on their own. Anyway, T monitors Ss
work to provide help.
Promote team T asks Ss to change six things (events, places, actions) in the story but not the main If there are a few Ss, you
work character. The changes have to do with Ss interests, experiences and creativity. can also do the activity
35 min Task GW3/4
Encourage with three groups to
creativity T tells Ss they can write above the lines in the text so that they do not have to re-write facilitate socialisation.
it all.
T tells Ss to choose two members of the group to act out the legend while the other
members read it.
T tells Ss to divide the text equally so all members have a part to read.
T tells Ss to practice reading aloud with emotion.

T tells groups they will present their legends to their classmates: groups A, C and E go
to the back of the classroom and take turns to present their legends. Groups B, D and F
WH
Socialise Ss stay at the front and take turns to present their legends.
20 min Report T-SS
work
SS-SS
T has to monitor both groups to provide feedback on content mainly about the different
versions of each urban legend.
T gives feedback on content and point out some similarities or differences between the WH
5 min Wrap up Feedback
urban legends. SS-T
Resources Pictures, reading texts
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WEEK: 28 AIMS: By the end of the session, Ss will be able to create their own legend and tell the story to their classmates
MODULE: 3
UNIT: 4
SESSION: 4

T asks Ss what legends they have heard about nuns. To clarify the meaning of nun, T shows
a picture.
T gets Ss to build on their ideas by making questions, e.g.

- S says: Its a nun in a church
WH
10 min Lead-in Set the context - T: What does she do? Does she scare people? Does she scream or cry? Why is she in
T-SS Clarify the meaning of
there? Have people seen it?
hitchhike and nun.
After listening to two or three Ss ideas, T says he/she has just heard a legend about a nun
that hitchhikes along the roads outside Bogot. He/she says the legend is called The Nun
on the Road.
T gets Ss in pairs.
T shows four pictures and tells them to speculate about the legend. Pictures are not
Provide input shown in a specific order.
Develop WH T should prepare the
10 min Pre-task T gives Ss a handout to order the events in the legend.
reading for gist SS-T pictures in advance
T guides Ss through correction by asking the order of the events one by one.
As Ss say the order of the events, T orders the pictures on the board to help clarify
meaning.
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T divides Ss into 5 groups of 6.
T tells groups to create their own urban legend or adapt an existing one.
T tells them to create the legend in six main events and to include information about
the main character, what he/she does, when and where the events happen, and people
involved.
T gives Ss a worksheet that will help them complete the task more quickly and give If there are few Ss, you
structure to their work and preparation. can also do the activity
with two, three or four
T monitors to provide help with language. groups.
Promote team Suggested language

work People say thatIts said that
45 min Task H/she/it has GW
Encourage
creativity H/she/it looks like
H/she can/cant
H/She/it always appears
First, then, after that, next, finally Tell Ss they can use the
As soon as reading as a model. Also,
When gets them to use the
language used in the
T tells Ss all members in the group have to narrate an event. (This is why six events are previous lessons.
needed.)
T tells groups to draw the main character to show it when telling their classmates the
legend.
T tells groups they will have just 5 minutes to tell their classmates the legend.
WH
Socialise Ss
20 min Report T assigns groups turns to tell the legend. T-SS
work
SS-SS
T gives feedback on content and asks Ss what they learnt through the activities in the WH
5 min Wrap up Feedback
lessons of this unit. SS-T
Resources Pictures, handouts, paper, pencils, coloured pencils, markers.
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MODULE 3 How my country celebrates
5
ntry
rates
y cou
celeb
How m
UNIT
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WEEK: 29 AIMS: By the end of the session, S will be able to represent important events related to Colombian Independence Day
MODULE: 3 through a role play.
UNIT: 5
SESSION: 1
TOPIC: How Colombia celebrates

Independence Day

T shows Ss some pictures of the parades held on the Independence Day in Colombia and asks them
what celebration it is. In the pevious
class, invite Ss to
T tells Ss they will have a trivia game about that important history event. read about the
Independence Day.
How long did the Spanish govern Colombian territory? Over three centuries (XVI earlier XIX) You can suggest:
When and where was the first assembly that disobeyed the Spanish regime formed? May 1810 http://www.
Cartagena WH colombiaaprende.
When and where was Cabildo Abierto declared? July 20th 1810 Sant F de Bogot T-SS edu.
10 min Lead-in Set the context
Who was one of the men who declared Cabildo Abierto? Camilo Torres, Antonio Nario, Jos SS-T co/html/
Acevedo Gmez, Jorge Tadeo Lozano, Jos Mara Carbonel, Francisco Morales, Francisco Jos home/1592/
de Caldas. article-83837.html
When was the Declaration of Independence signed? July 20th 1810
When was independence finally achieved? August 7th, 1819
How was independence finally achieved? By winning the Battle of Boyac. Read the
comments in the
T asks Ss to raise their hand if they know the answer. T invites the whole group to say whether they presentation.
agree or do not with other Ss answer.
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T writes on the board three places related to Independence Day: Astronomical Observatory
Llorentes shop - Town Square
T elicits how these places are related to Independence Day.
Key
Astronomical observatory: place where important Criollos (Americanos) met to plan the
independence from Spain.
WH
SS-T
Llorentes shop: place where two Criollos started a fight that encouraged people to demand their
independence.
Town square: place where Criollos, mestizos, indigenous, slaves (Americanos) and other people
governed by Spanish met to demand their independence from Spain.
T divides Ss into 8 groups and gives each group a strip of paper containing an event to organise
chronologically on the board. T puts the first one and invites Ss to put the other events.
10 min Pre-task Provide input
Examples:
The Americanos were tired of the Spanish government because it was unfair and exploited them.
Some important and well-educated Americanos started meeting to find a way to get free from
Spain.
After some attempts in other regions, the Americanos who lived in Santa F de Bogot decided
to take action.
It was Sunday, the towns traditional market day, and the square was full of people.
GW
They planned to go to the Spanish Llorentes shop to ask for a vase to decorate a table for a
T-SS
welcome feast.
SS-T
The Americanos, Mr. Santamara and the brothers Morales asked Mr. Llorente for the vase.
Llorente told them politely that the vase was in bad condition so he couldnt lend it to them.
As the Americanos had to start a fight anyway, they started to shout that the Spanish Llorente
was insulting them and a fight started in Llorentes shop.
The Americanos in the square heard the fight and immediately joined it. They supported the
fellows, joined the fight and started to demand their independence.
T asks Ss if they agree with the order before checking.
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T gets Ss into three groups.
T tells them to prepare a role-play of the events in the three places: the Astronomical Observatory,
Llorentes shop and the square.
T tells them to use the language they already know. For example:
Astronomical observatory:
Its enough.
Were tired of being governed by the Spanish. They have exploited us.
We have to do something to be free from them.
I agree. We need to achieve our independence.
I agree with you all, but what can we do?
Lets plan something
Llorentes shop:
Good morning Mr. Llorente, we are here because we need a favour from you.
Good morning Mr. Santamara and Mr. Morales, what do you need?
Can you lend us a vase?
Its for a welcome feast
Square:
Promote team GW
Hey, look over there. Are they fighting?
47 min Task work Develop SS-SS
I dont know. Lets come closer.
speaking skills
Theres a fight. I heard Mr. Llorente insulting some Americanos.
Thats enough. Those Spanish are very bad.
Lets help them. Run and tell other people in the square.
Lets join the fight.
T tells them all members of the group have to participate and gives them ideas for the characters.
Example:
Astronomical observatory:
Camilo Torres, Antonio Nario, Jos Acevedo Gmez, Jorge Tadeo Lozano, Jos Mara Carbonel,
Francisco Morales.
Llorentes shop:
Mr. Santanmara, the Morales brothers (two), some others Americanos that heard the fight and
joined it.
Square:
This group can be the biggest.
Americanos who are selling and buying products. Also some Spanish who feel scared and run
away.
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W
18 min Report Socialise Ls work T assigns groups turns to perform the role plays. SS-SS
WH
Provide T gives feedback on content and asks Ss what they learnt through the activities in the lessons of this
5 mins Wrap up SS-T
feedback unit.
Resources Powerpoint presentation, videobeam/electronic board, strips of paper with events written on them
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WEEK: 29 AIMS: By the end of the session, Ss will be able to wish their family or friends a Merry Christmas & a Happy New Years Eve
MODULE: 3 through a card.
UNIT: 5
SESSION: 2
TOPIC: How my country celebrates Christmas

and New Years Eve

T plays a little part of the Christmas carol Jingle bells and Mi Burrito Sabanero and asks Ss when
those songs are popular.
As Ss answer, T writes on the board the two special occasions: Christmas and New Years Eve.
T elicits different ideas related to the celebrations and writes some of them around the special
occasions (mind map).
T could also structure this activity by exemplifying the mind map and its categories on the board,
especially for those Ss who have never seen a mind map and have no idea what it is and what it is for.
Some ideas: WH
10 min Warm up Set the context Christmas tree T-SS
Christmas carol SS-T
Christmas card
Christmas decoration
Presents
Saint Claus, Pap Noel
Christmas dinner, tamales, buuelos, turkey, pork, desserts, natilla, grapes
Aguinaldos
Tambourine, maracas, rattles
Nativity scene, pesebre
Fireworks
Christmas concerts
T puts Ss in pairs and tells them to brainstorm ideas about messages sent on these special occasions.
T shows Ss some Christmas and New Years Eve cards and asks them to identify words and expressions
10 min Pre-task Provide input they already brainstormed. S-S
T asks some Ss to read some cards and asks the group who they could send the cards to (some
cards are appropriate for friends, families or colleagues).
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Ask for a digital
T puts Ss in pairs. tablet or a camera
in the school.
T asks Ss to make a Christmas card with a Christmas & New Years Eve message for their families or You can ask Ss to
friends. put their cards on
Promote team PW
20 min Task the board.
work Even though Ss are in pairs, each of them has to make his/her own Christmas card. S-S
The purpose of
T asks Ss to put their cards on the wall around the classroom. getting them to
work in pairs is to
T tells Ss they will choose the three most beautiful cards. help each other
and share ideas.
T invites Ss to walk around the classroom and look at the cards and read the messages.
The group will be split into two. First, one part will describe and explain the card to the other. Then,
20 min Report Socialise Ss work S-S
They will change roles.
T tells Ss to write the name of the S whose card s/he likes the most.
T and Ss count the votes.
Provide WH Give the winners
10 min Wrap up
feedback T-SS chocolate bars.
T announces the winners.
Resources Songs, cartridge paper, markers, coloured pencils
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WEEK: 30 AIMS: By the end of this session, Ss will be able to appreciate differences in how two different cultures celebrate a special
MODULE: 3 occasion.
UNIT: 5
SESSION: 3
TOPIC: How my country celebrates: Love and

Friendship vs. St. Valentines Day

T shows Ss 9 pictures, related to Love and Friendshio and Saint Valentines celebrations.
T focuses on pictures about Love & Friendship Day in Colombia first and elicits ideas about it.
Possible ideas Ss can come up with

Amigo secreto or amigo dulce secret friend
Regalos / detalles - Presents
Chocolates
Tarjetas - Cards Love & Friendship Day
Mensajes - Messages is Colombias version
Globos - Balloons of St Valentines Day.
Amistad - Friendship However, its not only
Amigos - Friends about lovers or couples,
Novio / amigo especial - Boyfriend
but also about friends
Novia / amiga especial- Girlfriend
Befo best friend (boy) and family. Theres a
Befa best friend (girl) popular activity called
Activate Secret Friend, which is
WH
10 min Lead-in schemata T asks Ss when this day is celebrated in Colombia done in groups.
SS-T
Set the context - The third Saturday in September. Please, ask local people
about it.
T focus on pictures about Sain Valentines day and asks Ss what they are related to. Some words are given
- St Valentines Day in Spanish so that you
can recognise them
T elicits ideas related to this celebration and asks Ss when it is celebrated. when Ss shout them.
T puts these idea categories on the board so that SS follow some structure when
brainstorming
Some ideas Ls can come up with

February 14th
Its about lovers, couples
Cupido
You need a couple (Valentine) or ask someone to be your Valentine
Chocolates, cards and flowers are popular presents
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Names of all people
involved in the activity
are put in bag or a
hat. Then, everybody
T makes notes on the board under the categories to highlight the features of each celebration picks a name. As the
day approaches when
Some ideas the secret friend is
St Valentines is about lovers and couples L&F Day is about lovers, friends and family WH revealed, people usually
The date when its celebrated T-SS give their secret friend
L&F Day do an activity called The secret friend. SS-TT little anonymous gifts
like candy, cookies or
T focuses on this activity and asks Ss what it is about. chocolates. On the
special day, people
Some ideas Ss can come up with give their secret friend
Names a present. Different
Little strips of papers activities can be done
Bag to say who the secret
20 min Pre-task Provide input Presents, gifts friend is. For example,
Chocolates you describe your
Candies secret friend and
Cards people guess.
Secret friends
Its probable that Ss
T gets Ss in pairs and tells them to brainstorm words or expressions they would use to describe
their classmates. know most of the
PW words. An unknown
T asks each couple to say one or two words. WH expression can be
S-S airhead. Tell them it
T shows Ss the list of adjectives (see handout) and clarifies the meaning of unknown words. means stupid. Also, the
words talkative and
T drills chorally pronunciation after clarifying meaning. cheerful may be new.
Clarify that emotional
can be both emocional
or sentimental in
Spanish.
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T gives Ss a strip of paper and tells them to write their names on it.
T puts the names in a bag and gets Ss to pick one without looking at the inside of the bag. T takes Prepare the strips of
the paper remaining in the bag. WH papers in advance.
Ask Ss the class before
T tells Ss not to show the name to anyone. to bring a sweet gift.
Develop It must be something
speaking skills T tells Ss to prepare a short oral description of their secret friend using the adjectives already inexpensive like a
40 min Task
Promote group practiced and other qualities they know. (Be careful about describing someone as an airhead. It is chocolate bar, some
cohesion not the same as stupid, and stupid has different connotations in Spanish than it does in English). Ind candy or any other
thing to eat.
T starts by describing his/her secret friend and gives him/her a sweet gift. Then, the Ts secret You will also be part
friend does the same until all Ss have described their secrets friends and given them a sweet gift. WH of the Secret Friend
activity.
T could also ask the class to listen carefully and guess who the secret friend is as this would give
the Ss a reason to listen to each other
Provide WH
10 min Wrap up T asks Ss what they liked the most about the lesson and what things they learnt.
feedback T-SS
Resources Pictures, Ls sweet gifts
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WEEK: 30 AIMS: By the end of the session, Ss will be able to talk about how New Years Eve is celebrated in Colombia and other
MODULE: 3 countries in the world.
UNIT: 5
SESSION: 4
These rituals are

T shows Ss 4 pictures that are related to New Years traditions and rituals in Colombia. also done in other
countries like
Explanation Venezuela and Spain
Image 1: Pack some clothes in a suitcase and go around the block where you live. Youll where they also eat
travel a lot. grapes.
Image 2: Yellow underwear will bring you good luck. There are many
Image 3: Eat 12 grapes, one for each bell chime of the mid-night count. Youll enjoy other traditions and
prosperity. WH rituals like putting
10 min Lead-in Set the context
Image 4: Put money in your pockets for prosperity and financial stability. SS-T beans in your bag,
putting ear wheat
T asks Ss what the pictures are related to. If Ss do not say anything, T explains that they are into bread, burning
about New Years Eve traditions and rituals in Colombia. incense, holding or
kissing someone of
T gets Ss to explain the ritual shown in each picture. the opposite sex,
wearing new clothes,
T asks Ss if they perform any New Years Eve ritual. among others. Your
support T can help
you with this.
T asks Ss if they know about any New Years Eve traditions and rituals performed in other Show Ss pictures of
countries. T tells them about how this occasion is celebrated in the culture s/he comes from. New Years Eve with
Practice skimming
your friends and
and scanning
T gets Ss into 6 groups. family.
15 min Pre-task Expand knowledge GW
on special
T gives each group a text about how a specific countrys New Years Eve rituals and traditions. Monitor groups to
occasions traditions
provide language
T asks Ss to read the text. support.
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Develop speaking T asks Ss to make a poster explaining some of the New Years Eve traditions and rituals done
in the country.
skills
30 min Task GW
Promote group
T asks Ss to present the poster and all members of the group have to participate in the
cohesion presentation.
T assigns turns to present the posters.
T tells Ss to pay attention to their classmates presentations in order to find differences and
similarities between other countries and some Colombias New Years Eve traditions and WH
20 min Report Socialise Ss work
rituals. SS-SS
T gives Ss a worksheet on which they make notes about the differences so they can report
easily and productively later
Provide feedback T elicits differences and similarities between other countries and some Colombias New WH
5 min Wrap up
on content Years Eve traditions and rituals. SS-T
Resources Pictures, texts
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MODULE 4 My online identity: related to my
1
life project
line
ated
oject
My on
ty: rel
life pr
identi
UNIT
to my
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WEEK: 31 AIMS: By the end of this session, Ss will be able to improve their writing by creating a social network profile for an English
MODULE: 4 only website.
UNIT: 1
SESSION: 1
TOPIC: Social network profiles

T gives Ss some scrambled words related to social networks.
These are the words Ss should unscramble:

- Facebook
- Profile
- Pictures
- Videos
Introduce basic - Chat
vocabulary - Wall
15 min Warm up S- S
about social - Messages
networks - Friends
- Event
- Invitation
Ss need to work in pairs to unscramble the words.
When Ss finish unscrambling the words, they need to guess the topic of the session T encourages
Ss to give extra-vocabulary about social networks.
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In preparation for this session, T should print the social network logos flashcards or prepare a
power point presentation, which would save paper.
Ss should be set in groups of 3 or 4.
Do the first round as an example to model the game. T will show Ss one of the logos and they
should write its name in a piece of paper and run to the teacher.
The first group to have a right answer and show it to the teacher will be the winner.
Check Ss Ask ICQs (Instructions Checking Questions) to make sure your Ss understand the directions.
Avoid yes/no questions during this stage. T-SS
previous
25 min Pre-task SS-SS
knowledge about Play the game with the rest of the logos!
the topics
There are some logos that Ss probably dont know about. Allow 1 minute for them to guess, if
nobody knows it, provide the social network name and purpose (this info can be included in a
PPT).
Once the logos game is over, model some sentences with the least popular networks, e.g. People
use LinkeIn to make work contacts, or many students use dropbox to keep their files safe.
Give groups 5 more minutes to write as many sentences as they can. Correct some of them as
a class.
- Suggested language: infinitive of purpose (words in bold in the examples).
The T mentions how popular these social networks are in his/her country and names other
popular social networks in his/her country.
Those images could
After this presentation, Ss work in small groups to discuss advantages and disadvantages of
Reflection on S-S be the layout of the
20 min Pre-task social networks and write down their findings.
social networks and T home page these social
networks display.
Then Ss compare what they have discussed and express what information is suitable to be
included in a social network They also decide on the information they will include in their task.
They should be encouraged to use: I should, I shouldnt, I must, I must not, I had better, etc.
The T establishes a social network for Ss to create an online community for the course. The TA
uses either an online community of the school or can use free websites that provide this service.
Ss will create a social network profile in English to be part of the online community. They take into
T-S
Creating our own account the conclusions from previous discussions (if Ss are not able to work with computers,
40 min Task and
social network they can work in their note books and come up with a draft of the content of the profile).
S-S
Once Ss have finished the first version, they work in pairs and they comment on their partners
profiles, T proposes a conversation model using the modal verbs. Ss take into account these
comments to edit final version of their profiles.
Resources Power point presentations and images with information about social networks. Worksheets for the warm up.
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WEEK: 31 AIMS: By the end of this session, Ss will practice and improve their reading and writing skills by using online information
MODULE: 4 about job offers
UNIT: 1
SESSION: 2
TOPIC: Looking for employment

Introduction to the Pair, group or individual work. Ss should write as many words associated with JOBS. Eg:
10 min Warm-up S-S
topic engineer/doctor
Ss work in pairs to brainstorm different ways to get information about getting a job, .e.g. looking
in the newspaper, using the Internet, recommendations from friends or relatives, contacting an
Introduce tools to
employment agency, looking to an announcement in the neighbourhood, going to a job fair etc.
explore academic
20 min Pre-task 1 S- S
and labour
After Ss have brainstormed the information, T helps with additional ideas. Then, Ss work in pairs
possibilities
to rank the information they have brainstormed to determine which ways are more useful to
look for a job and why.
The T presents the following questions for discussion:
- What do you want to do when you finish school?

- Would you prefer to study, work or both of them?
- What have you done so far to get information about it?
- What information are you still missing? What can you do in order to get that information?
Reflection on their
own interests Ss work in pairs or groups of 3 and they ask each other the questions. Finally, Ss share
S-S
20 min Pre-task 2 regarding job conclusions altogether.
T-S
and academic
opportunities The T presents some online tools available in his/her country to look for a job or academic
opportunities. Also, there will be a contrast with the Colombian tools:
elempleo.com, sne.sena.edu.co,
http://www.altillo.com/universidades/universidades_colombia.asp
Ss will check them and they will mention similarities and differences between the websites in
Colombia and other countries.
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The T shows some job announcements and some university programs in English. They will be
pasted and displayed around the classroom (there are two examples in the Appendix, but the T
can find more examples on the internet easily).
Ss read the announcements and they need to decide if they are interested in those offers or
not. They will have the models.
I am very interested in because
Creating our own I am somehow interested in because T-S and
30 min Task
social network I am not very interested in because S-S
I am not interested at all in because
Ss get in groups of 3 or 4, after they have finished looking at the offers. Ss find out what the
most popular university programs and job offers are.
The T gives feedback after the activity is finished. Ss can include the offers and programs they
like in their online communities and they will write the reasons for it.
Resources Samples of Job announcements and university programs. PowerPoint slides with information about online tools to look for a job or a university program.
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WEEK: 32 AIMS: By the end of the session, students will be better able to talk and write about IT skills they will need for employment.
MODULE: 4
UNIT: 1
SESSION: 3
TOPIC: IT skills and employment

In groups of 3 or 4, Ss act out the following vocabulary: watch videos, listen to music, do homework,
surf the internet, buy products, play videogames, talk to a friend, post pictures, do a presentation,
Introduce basic search for information, etc.
15 min Warm-up vocabulary about S-S
Ss take turns acting out and keep the score to see which S can guess the most.
computer skills
When Ss finish, the T mentions that all of these activities are done with a computer or elicits this
conclusion from Ss. Then, in pairs, Ss brainstorm more activities they can do with a computer.
Ss receive some pieces of paper with pictures of the following jobs: graphic designer, accountant,
engineer, journalist, secretary, computer programmer, call centre operator, T, architect, etc.
Around the classroom, there is a display of different computer skills: typing fast, using a slide
show presentation program (e.g. PowerPoint), using a spreadsheet application (e.g. Excel), using a
Matching jobs with S-S and
30 min Pre-task word processor program (Word), communicating with online tools (videoconferencing), using a file
computer skills TA S
hosting service (Dropbox), programming applications, using a graphics editor (Photoshop), ability
to create and participate in online blogs and forums, etc.
Ss match the computer skills with the corresponding jobs. Also, they need to justify why they need
those skills. The T will give feedback.
The T mentions his/her job and the computer skills he/she needs to use. He/she will ask Ss if his/
her job is also important in Colombia. Do you consider that my profession/job is important in
Colombia? Do you consider that the computer skills for my job are also necessary in your country?
Then, Ss reflect on their own computer skills. They work in pairs and they will receive a format
(Handout 1 ).
Ss ask each other using the model.

Creating our own A- Can you.? T-S and
40 min Task
social network B- Yes, I can do it without any problem/Yes I can do it but I still have to improve/No I cant do it S-S
at all. I need to learn about it.
Ss are encouraged to give extra information as they need to write details about their partners.
They can mention the frequency they do the activities, the moments in which they do them, specific
tasks they have done using those skills, etc.
At the end of the activity, Ss reflect on the IT skills they already have, the ones they still do not use
and the ones they would like to learn. They include this information in the online community.
Pieces of paper with vocabulary for the mimic activity, pieces of paper with professions (Appendix 1), vocabulary with computer skills and worksheets
Resources
for the final task (Handout 1)
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WEEK: 32 AIMS: By the end of the session, Ss will create their final version of an online profile.
MODULE: 4
UNIT: 1
SESSION: 4

The T draws a picture for Ss to guess it. The word is online community. The T cant draw letters
or numbers (Pictionary rules).
Review
After the demonstration of the activity, Ss work in groups. T tells Ss that the words for the S- S
15 min Warm up vocabulary
Pictionary game are a review of the vocabulary of the unit and the T lets Ss know about it. T-S
about the unit.
The following words should be used for the activity: pictures, chat, friends, messages, university,
professions, computer skills, profile, etc.
T will show Ss the social network flashcards again to check if they still remember the ones that
were new for them during the previous session.

Ss will work in pairs.
Check Ss
previous Ss must choose two: the one they consider the best and the worst one. They must use infinitives
20 min Pre-task 1 S-S
knowledge about to describe why the best social network is the best. E.g. Grownups can use LinkedIn to find a job.
the topics Then, Ss use the modals to give suggestions on how to improve the worst social network E.g.
Instagram should restrict the type of pictures that are uploaded.

Once they have a couple of sentences per network, Ss will work with another partner and share
their work.
Ss create a poster with their online profile for the network they chose as the best one in the last
exercise. Previously, they should have printed the main components of their profiles: picture,
contact information, hobbies and free time activities, favorite music, movies and sports, academic
and professional interests.
Online profile Once the posters are ready, Ss paste them around the classroom: (poster display). Ss are divided
25 min Task S-S
display into two roles: presenters and visitors.
Visitors go around the classroom in pairs commenting on the posters and asking questions. Ss
rank the posters for the most interesting/original. Then, Ss change roles and rank the posters.
Then, Ss interview each other about who has the same/similar hobbies and free time activities,
favorite music, movies, sports and academic and professional interests.
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Ss get in groups of 3 or 4. Ss socialize the answers to the previous questions: What are the
most interesting/original pictures? Why? Who has hobbies and free time activities, favorite music,
movies and sports and academic and professional interests?
Ss consolidate their conclusions. Then, the T shows his/her own online profile that should have
TA -S
Reflecting on our some information that it is not supposed to be in a professional/academic online profile like:
20 min Post-task and
online profiles address, very informal pictures, negative comments about other people, etc. Ss are encouraged
S-S
to discover the information that is not suitable to be included there. They work in pairs for this.
Finally, Ss should mention the possible benefits and uses of the online profile: What advantages
can I get by having an online profile in English? Where and when can I use my English online
profile? Should I still change something in my online profile? etc.
Pieces of paper with vocabulary for the Pictionary activity, material to create the posters (cardboard, markers, tape, scissors, etc.) and cooperating T
Resources
online profile.

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MODULE 4 Getting to know my countrys natural
2
diversity through the internet
y
l
the
atura
now m
et
intern
rough
rys n
g to k
ity th
count
Gettin
UNIT
divers
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WEEK: 33 AIMS: By the end of the session, students will be able to improve their speaking by presenting a poster of a website
MODULE: 4
UNIT: 2
SESSION: 1
TOPIC: Favourite websites

Ss work in groups of 3 or 4. Each group receives a pile of cards including vocabulary of popular websites:
Facebook, YouTube, Instagram, Wikipedia, Yahoo, Twitter, etc.
Introduce basic Each S will paste a piece of paper on his partners forehead the other Ss describe the websites (without
15 min Warm up vocabulary mentioning the name) so that the S with the card on the forehead will be able to discover it. Ss take turns S- S
about websites with the different cards.
Ss express their opinions about these websites. Ss are encouraged to give extra-vocabulary about
social networks. They can use: I prefer, I love, I like, and I dont care about because
The T mentions his/her favourite website from his/her own country and shows some information about
it in a presentation software or with pieces of paper. T asks Ss for similar websites in Colombia and other
Colombian websites.
The T mentions and shows some well-known Colombian media (el tiempo, plan B, Icetex, El espectador,
Analysis of Colombia.co, timoteo.com, etc). S-S
20 min Pre-task 1 Colombian T-S
websites Ss work in pairs to categorize these websites according to a chart (Handout 1). They also express their
interests about these websites.
T rearranges Ss into new groups and they compare the information about the Colombian websites. Ss
also mention which their favourite Colombian websites are and which they would like to know more
about.
Ss work in groups of 3 or 4.
Activate T will allow five minutes for Ss to make a list of aspects they can highlight regarding Colombia.
15 min Pre-task 2 background
knowledge Suggest Ss to think about tourism, food, people, products, etc.
Check which group could come up with more ideas and elicit some of the thoughts Ss came up with.
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Ss work in groups of 3 or 4. They need to come up with ideas about a new website with information
about Colombia.
They create the content of the website. They need to include different elements of the website and
justify the importance of it.
Creating our own
40 min Task Sts will create a poster of the website and they will be ready for a classroom display. S-S
social network
Ss will present their website design to their partners. They will use expressions like: my website is about
the content is it has information about the sections of the website are people can_________ in this
website, etc.
Ss show all of the websites and choose the most interesting and original ones.
Sets of cards for the warm up. Presentations or sheets of paper with information about Colombian websites. Worksheets to categorize the Colombian
Resources
websites (Handout 1).
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WEEK: 33 AIMS: By the end of the session, Ss will be better able to speak about geographical features of their country by creating a
MODULE: 4 digital presentation.
UNIT: 2
SESSION: 2
TOPIC: Colombias geography and

environment

The T shows some images about the environment of his/her country taken from the Internet (PowerPoint
slides or printed material).
Introduce basic
Ss determine if they can find a place or region in Colombia that is similar to the ones the T has
vocabulary
presented. E.g. ____________ is similar to ____________ in Colombia because____________ or,
about
15 min Warm up _____________ is not similar to a Colombian region/place because_________ S- S
geographical
features fauna Ss work in pairs to brainstorm more information about the Colombian environment using the categories:
and flora geographical places; animals; plants, flowers and fruit.
Ss compare the information in new groups of 3 or 4 and look for similarities.

Ss are reminded of expressions to describe geographical locations: on the west coast, in the north of,
in the south of, to the east of, etc.
T gives Ss a map of Colombia with some cities and geographical features on it. There are two versions,
A and B.
Describe
15 min Pre-task geographical S-S
Ss work in pairs back-to-back. They need to describe the location of the cities and geographical features
locations
without looking at each others maps. They need to use the location and expressions they reviewed
previously.
When they are finished, Ss can work with maps of the Ts country. It will be an opportunity to get to know
the geographical diversity of a different country.
Ss are divided into 4 groups. Each group has one of the following topics: fauna, Flora, main cities and
geographical features.
Each group creates a presentation showing the geographical features of Colombia. Ss research about
Create a digital
the Colombian environment on the Internet. If Ss do not have access to computers, they can work with
30 min Task presentation S-S
pictures, magazines and different material that will give them access to ideas about the presentation. T
about Colombia.
encourages Ss to use images and key words or sentences to show the Colombian environment.
When Ss finish the draft of the presentation, they present it to their partners. T encourages Ss to give
feedback and corrections so that they come up with a final version.
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For the feedback session, T assigns one group to the other and they should evaluate the use of language
and the way the presentation was planned and carried out.
Give feedback
Ss will be provided an assessment tool (handout) to develop this group assessment exercise.
20 min Wrap up on presentations
and language
They should complete the group members names, topic, colour the number of stars according to their
opinion about their partners performance and write at least one positive and negative comment per
aspect.
Maps of Colombia: 2 versions: (annex 1), maps of the cooperating Ts country: 2 versions, images of the Colombian environment and the Cooperating Ts
Resources
environment.
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WEEK: 34 AIMS: By the end of this session, students will be better able to talk about ecotourism using a forum for discussion.
MODULE: 4
UNIT: 2
SESSION: 3
TOPIC: Advice for tourists

The T tells everyone to create a circle for a game called Slap, Clap, Snap.
The entire group gets the rhythm of slapping their hands on their legs twice, clapping twice, and then
snapping twice. First, slowly and progressively a little faster.
When Ss get the hang of the slap, clap, snap sequence, the person on the right (or left) says one word
Introduce basic related to ecology (nature, animals, recycle, environment, plants, etc.) on the snaps, the next person
vocabulary says a different word.
10 min Warm up about tourism S- S
The game goes on until one person makes a mistake by not saying a new word or not being on time
in relation to with the snaps.
ecology
The topic changes to tourism and the game starts again.
The person who makes a mistake must go to the end of the numbers and everyone after that person
shifts down a number.
This game can go on as long as you like, HAVE FUN!

T asks Ss to take notes about the contents in the fragment they will listen to. T plays the first 25 seconds
Help Ss get
of the audio that can be found on:
ready for
10 min Pre-listening http://learnenglishteens.britishcouncil.org/node/2256 S-S
the listening

exercise
Once they are done, Ss can compare the phrases or keywords they got in pairs.
Ss listen to the whole audio about the Maasai and the lions, and take notes of as much information as
they can.
Listen for
15 min While-listening S-S
general ideas T can play the audio two or three times so that Ss can gather a good amount of information.
Then, Ss get in groups of three to compare their notes and reconstruct the content of the listening.
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Ss should continue working in the same groups.
They will use their reconstruction of the listening contents to come up with a drawing that represents
one or more of the main points in the listening.
Groups present and explain their drawings briefly.

Share groups S-S
15 min Post-listening understanding of T-SS
T provides feedback regarding accuracy and clarifies information if necessary.
the listening
Then, T asks the following questions to relate the listening to ecotourism:
- How do Maasais benefit from lions?
- How do lions benefit from Maasais?
- Does this change in the relationship between Maasais and lions benefit the environment? How?
Ss work in pairs.

Ss should create a program that resembles the one in the listening and come up with a set of suggestions
and recommendations they should follow in order to have sustainable tourism and ecotourism in
Colombia. They need to create 10 suggestions to ensure that the program works. They should use
modal verbs and imperatives.

Creating our own The T will show the following prompts to facilitate Ss ideas: tourists should______ tourists shouldnt______
35 min Task S-S
social network travel agencies should_________ travel agencies shouldnt___________ hotels and tourist complexes
need to___________ hotels and tourist complexes do not need to____________

T rearranges Ss in new groups of 4 to compare their ideas. Ss discover similarities in their ideas and
choose the best pieces of advice regarding ecotourism.

Ss create a forum to share their ideas and comment on other peoples ideas. The forum will be posted
on the online community.
Resources Information about tourist places and the concept of ecotourism (PowerPoint slides or printed material)
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WEEK: 34 AIMS: By the end of the session, students will be able to practise their speaking by presenting a video about their countrys
MODULE: 4 geographical features.
UNIT: 2
SESSION: 4

Ss are set to work in groups of four. Each group will get a balloon.
The first S should say a sentence regarding actions to be taken in order to increase and improve
Review the ecotourism in Colombia. Then, the S throws the balloon to one of his/her partners.
10 min Warm up content studied
through the unit The next S should say a new sentence and repeat the sentence his/ her partner said before. The third S
should do the same, repeating only the previous sentence.
If a S makes a mistake, s/he will be eliminated.

Ss work in pairs back to back. They complete a vocabulary review interactive crossword puzzle.
Both versions only have half of the words of the crossword. Version A has the answers to 1, 2, 3, 6, 7,
Help Ss get 10 and 11. Version B has the answers to 4, 5, 8, 9, 12, 13 and 14. (The T can prepare it easily by using
ready for Handout 1).
25 min Review S-S
the listening
exercise Ss need to describe the words to their partners so that the others discover the meaning. Ss can use the
model; tell me the description of word number ____ across/down
At the end of the crossword activity, T encourages Ss to mention more vocabulary from the unit.
Ss recycle the most interesting topics of the unit. T divides Ss into 3 groups. The topics are: geography
of our country, tourism in our country, flora and fauna of our country, and our country on the Internet.
Each group is in charge of creating a video about different features of Colombia. The emphasis of the
Analysis of S-S
videos is to show characteristics of Colombia and the way we can use technology to get to know our
40 min Task Colombian T-S
country in detail.
websites
Ss create the script in the session and rehearse before recording the videos.
Ss videotape each other using a camera or cell phone. The videos will be posted to the online community.
Resources Interactive crosswords for the warm up. Camera or cell phone to record the videos.
4
CYCLE:
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MODULE 4 A vow of silence
3
nce
of sile
A vow
UNIT
ALCALDA MAYOR
DE BOGOT D.C.
164
WEEK: 35 AIMS: By the end of the session, students will be able to practise their speaking skills using a role-play to talk about noise
MODULE: 4 pollution.
UNIT: 3
SESSION: 1
TOPIC: Everyday noise pollution

Introduce basic Ss work in pairs. They need to associate the following noises with different things (ideas, objects,
vocabulary feelings or actions): ocean noises, childhood noises, 21st century noises, interesting noises, unwanted T must prepare
10 min Warm up about elements noises, favourite noises and examples of noise-pollution. S- S the cards in
that produce advance
noise Ss switch partners and discuss what they talked about. The T gives feedback at the end.
T gives Ss some cards with pictures of elements that produce noise in a city.
Ss mingle and describe the image to their partners. Ss write down the objects they discover.
The winner will be the S who can guess the most elements. Ss add more elements that produce noise S-S
Reflection on
15 min Pre-task 1 in our environment. T-S
noise pollution
The T mentions the elements that produce sound pollution in his/her country. He/she can use videos,
slides or printed material. Ss will identify differences and similarities for both countries: In our country
we also have problems of noise with_________ or in our country we dont usually have problems of
noise with __________.
T has Ss work in groups of 3 or 4.
T asks them to brainstorm ideas on how sound pollution could affect people and the environment.
Reflect on
T provides Ss with a handout with a graphic organizer o organize the information they have brainstormed.
possible S-S
15 min Pre-task 2
consequences of S-SS
Then, one S in each group should be chosen to visit other groups and present the information the group
sound pollution
came up.
Once Ss have visited 2 or 3 groups, T will elicit some commonalities and differences among graphic
organizers.
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T divides Ss into groups of 4.
Ss role-play a story in which they represent possible problems of coexistence produced by noise. Not
only do they perform the role-plays but they also propose solutions to those situations.
Propose
solutions The structure of the role-play is as follows. 1. Ss present a problematic situation produced by noise. 2.
40 min Task to conflicts Ss show a negative reaction because of the noise, e.g. stress, irritation; hearing problems, increase of S-S
produced by accidents, etc. 3. Ss propose a possible solution to the problematic situation. They should use paired
noise conjunctions: not only but also; either or; neither nor, etc. e.g. when we listen to music in a public
bus we should either use earphones or wait until we are at home to respect other people.
Ss present the role-play to their classmates. They need to discuss if the solutions are feasible or if they
can propose other solutions.
Resources Cards with images of elements that produce noise.
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166
WEEK: 35 AIMS: By the end of the session, students will be able to practise their speaking skills using a role-play to talk about noise
MODULE: 4 pollution.
UNIT: 3
SESSION: 2
TOPIC: Innovations for solving noise pollution

Ss watch a video taken from YouTube (The video proposed might be changed. If there is no computer
available, the sounds can be recorded on a cell phone or a CD): https://www.youtube.com/watch?v=UG5M_
CzR1RI
Introduce basic
vocabulary Ss write down all the elements they hear: traffic sounds, telephone sounds, people talking, airplanes, animals,
15 min Warm up computer sounds, loud music, alarm clocks, etc. S- S
about reducing
noise
Ss work in pairs to decide what noises can be reduced. They use the model: We can reduce loud music by
turning down the volume. We can reduce traffic sounds by avoiding honking unnecessarily, etc.
Ss share their conclusions with the class.

Ss work in pairs to brainstorm different problems caused by noise pollution, in 3 categories: social problems
(e.g., arguments with family and neighbours; medical problems (e.g. stress, hearing loss, headaches, etc.) and
mental/psychological problems (e.g. lack of concentration, insomnia, etc).
Ss get into groups of 4 share ideas.

Reflection on
25 min Pre-task 1 Ss rank the problems from the least to most significant or problematic. Ss report their conclusions. S-S
noise pollution
Ss personalize the ideas and mention if they suffer or not these problems. They need to justify their ideas.
For instance, I sometimes have stress when I listen to traffic sounds I sometimes have insomnia when my
neighbours play loud music.
Ss share the conclusions with the class.

Ss work in pairs or groups of 3 to create different solutions that will help lessen the impact of noise pollution
and the problems it produces.
Propose Ss create a craft/model of a product and explain the way it works. For instance, a noise meter inside cars
solutions that will prevent high levels of noise produced by an old engine, loud music or unnecessary honking.
40 min Task to conflicts S-S
produced by Ss present their inventions to the class. They use the model: If you use this invention it will; we can reduce
noise
After the presentations, Ss choose the most original inventions and the best crafts/models.
Ss mention how possible/feasible the creation and implementation of the inventions is.
Resources Video or audio with noises in a city and material to create crafts.
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WEEK: 36 AIMS: By the end of the session, students will be able to practise their speaking and writing through discussion about noise
MODULE: 4 pollution in Bogota and posting a blog on the internet.
UNIT: 3
SESSION: 3
TOPIC: Noise pollution in my city

T has a map of Bogot and its localidades. The name of some localidades has been written and the
name of others has been erased.
Get familiar with Ss work in groups of 4. T asks them questions about the location of different localidades E.g. Whats
T must prepare
the contexts between Suba and Teusaquillo?
15 min Warm up S- S the map in
(places) of the
advance.
class Ss must discuss the answer and send an emissary to the Ts desk to answer the question. The first
group to answer the question will be awarded a point.
T will ask around 5 or 6 questions.

Ss work in pairs facing each other. One of them has a map of the school, and the other one a blank T must prepare
piece of paper. the school
Evaluate how map. There
15 min Pre-task 1 well Ss know The S with the school map describes it so that the other S can draw it. They use prepositions like on the must be on in
their school right, on the left, between, next to, across, etc. the emergency
bulletin boards
Ss check the accuracy of the description. or posters.
Ss work in pairs. They use the maps from the previous activity, some groups should determine the
noisiest places in the school and, some others in Bogot. They can use expressions like ___________
is extremely noisy, very noisy, kind of noisy/ not very noisy/quiet.

Reflection on
Ss state their reasons for considering some places noisier than others, e.g. ___________ is extremely
15 min Pre-task 2 noise in Bogot S-S
noisy because_______
and at school

Ss then create groups of 4 to check similarities in their ideas.

Ss discover and mention critical areas in Bogot and at school regarding noise pollution.
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The T presents information from his/her country about policies to regulate and control noise (vido,
pictures or printed material).
Ss get in groups of 3 to propose policies to regulate and decrease noise pollution in Bogot and at their
own school.
Propose policies
35 min Task and regulations T encourages Ss to use modal verbs for the regulations and policies they are proposing, e.g. should, S-S
to reduce noise have to, could, had better, must, etc.
Ss compare the regulations they propose in new groups. They need to decide the 5 best policies for
the school and Bogot.
Ss create a blog on the online community to share their sound pollution policies
Resources Maps of the school and Bogot and information about policies to regulate and control noise in the Cooperating Ts country.
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WEEK: 36 AIMS: By the end of the session, students will be able to improve both writing and speaking skills by creating a video with the
MODULE: 4 solutions of noise pollution in their country
UNIT: 3
SESSION: 4
TOPIC: Solving noise pollution in my

community

Ss work in pairs. They review vocabulary using a word search with the vocabulary of the unit.
Review of the Ss classify the vocabulary into 3 categories: general concepts, elements that produce noise and
15 min Warm up S- S
vocabulary unit consequences of noise pollution.
T encourages Ss to remember more vocabulary for each category.

T must prepare
Ss should work in pairs to remember the main concepts they learnt regarding noise pollution. the school
Remember
map. There
ideas that came
15 min Pre-task Then, they should make groups of 4 (two pairs) to contrast their ideas and see if they come up with must be on in
up during the
new ones. the emergency
sessions
bulletin boards
or posters.
Ss work in 3 groups to videotape a campaign to find solutions in terms of habits and behaviours to
lessen noise pollution in our community (if possible, the T shows a sample of a video campaign).
Videotape a
Ss design the script and record the video. They need to make sure everybody has an active role for the
campaign to
50 min Task video project. S-S
reduce sound
pollution.
Ss should use a camera or cell phone to record the videos.
Ss post the videos on the online community.

Resources Review word search worksheets for the warm up. Camera or cell phone to record the videos.
4
CYCLE:
DE BOGOT D.C.
MODULE 4 Using technology to preserve my
4
countrys environment
to
ntrys
t
nmen
ology
y cou
enviro
techn
rve m
UNIT
Using
prese
ALCALDA MAYOR
DE BOGOT D.C.
172
WEEK: 37 AIMS: By the end of the session, Ss will have proposed their ideas for Eco-Friendly projects in Colombia
MODULE: 4
UNIT: 4
SESSION: 1
TOPIC: Eco-friendly projects in my community

Ss work in pairs and receive some worksheets with some scrambled words: green, ecosystem,
conservation, recyclable, planet, biodegradable, sustainable, environment, life, solar energy and wind
power (Handout 1).
Introduce basic Ss work together to discover the words. S-S

30 min Warm up vocabulary T-S
about ecology When they finish, the T checks the answers and s/he asks Ss to infer the main topic of the session from
the words in the activity.
The T introduces the topic: eco-friendly including projects/products and activities implemented in his/
her country.
Ss receive a picture of eco-friendly products and eco-friendly activities. Each S receives a different
product.

Ss ask their partners (mingling activity) if they use the products by asking, Do you use__________ at
home/school? or if they do the activities by asking, Do you ___________?
Find out if they

are eco-friendly
30 min Pre-task T encourages to add extra information. They have three options to answer: Yes I do, I _________/ well, S- S
in their daily
sometimes, I_____________/ No I dont, I ____________.
lives.

Ss keep a track of the answers. They need to find out if their product/activity is common or not.

Ss report what activities/products are common and what habits they can change to be more eco-
friendly.
Ss get in groups of 4 to create a proposal about an eco-friendly project they can implement in Colombia
or their immediate contexts (a campaign to recycle, the implementation of eco-friendly products, the
prohibition of certain activities/products that are not eco-friendly, etc).
Propose an eco-
friendly project Ss design the proposal following steps: First, it is necessary to then we need to finally, we should
30 min Task S-S
to implement in
Colombia At the end of the proposal, Ss justify the implementation of the project: It is a good idea because it
would benefit the country
Ss present their ideas to their partners and post this information to the online community.
Resources Worksheets of scrambled words (Handout 1) and pictures of eco-friendly products and activities (Appendix 2).
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173
WEEK: 37 AIMS: By the end of the session, Ss will be able to describe the impact of megacities.
MODULE: 4
UNIT: 4
SESSION: 2
TOPIC: Sustainable urban environments

The T introduces the concept of megacities by showing a video or a short text (several examples can be found on
the Internet).
Then, Ss work in pairs. They receive a map of the world with some numbers on it (Handout 1). All of the cities are
Introduce S-S
megacities.
20 min Warm up the concept T-S
of megacities
The cities are Tokyo, Calcutta, Lagos, New York, Mexico City, London, Shanghai, Cairo, Sidney, Manila and Moscow.
The T shows the answers to get the winners of the activity. Also, T asks Ss to rank these cities from most to the
least populated.
The T will mention if there megacities in his/her country and some information about the impact of having (or not)
megacities there.
Remember
Ss continue working in pairs. They need to think of advantages and disadvantages of megacities by completing a
ideas that
worksheet (Handout 2).
15 min Pre-task came up S- S
during the
There are different categories in the worksheet, the impact of megacities for people, in Colombia and in the world.
sessions
Ss get into new groups and compare their ideas. The T will get the conclusions and focuses on the main problems
of megacities and their solutions.
Our city is very close to becoming a megacity. T asks Ss to brainstorm the most relevant problems our city has, e.g.
high contrast between poverty and richness, transportation, pollution, education, access to public services, waste
management, etc.
T divdes Ss into 4 different groups. Each group chooses a problem from our city (from the ideas they brainstormed
Propose before). Each group should have a different problem.
solutions
30 min Task S-S
to urban Each group is in charge of proposing an action plan to reduce the problem in our city and they design a model, a
problems craft or diagram to explain the solution
When Ss finish the proposal, they show their ideas to the class and explain the model, craft or diagram. They can
use expressions like its better, it would benefit, it would improve, etc.
Ss decide how feasible it would be to develop this project in our city.

Resources Maps of the world with megacities (Handout 1) and worksheets to discuss the impact of megacities (Handout 2).
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174
WEEK: 38 AIMS: By the end of the session, Ss will be able to analyse the main environmental challenges in our country.
MODULE: 4
UNIT: 4
SESSION: 3
TOPIC: Environmental problems in my

community

Ss receive a piece of paper with an environmental problem of our country, e.g. water pollution, smog in
the cities, deforestation, overexploitation of mining, exploitation of natural resources, animal extinction,
Introduce basic unregulated fishing, invasive species, etc.
15 min Warm up vocabulary S-S
Ss work in pairs. They need to take one of the cards and prepare a mime to represent the problem.
about ecology
The whole group tries to discover the environmental problem. They take turns and continue guessing
the vocabulary of the session.
T will show a video or printed material with some of the most relevant environmental problems in his/
her country.
Get to know a
15 min Pre-Task 1 context different Ss will take notes about the information in the video, if there is vocabulary Ss do not know, which is really S- S
from ours likely to happen, they can take some minutes to look up those words in the dictionary.
Then, Ss work in pairs to compare the notes they got.

The cooperating T will show a video or printed material with some of the most relevant environmental
problems in his/her country.
Ss work in pairs and mention if we also have these problems in Colombia. They will use the model: We
also have these problems because we dont have this problem because
Identify
20 min Pre-task 2 environmental Ss work in pairs and create a ranking of environmental problems in Colombia starting with the most S-S
problems significant, taking into account the problems shown before and the vocabulary of the warm up activity.
Ss need to identify the main consequences of the most relevant problems they ranked. How are these
problems affecting our lives?
T rearranges Ss into new groups and they share their conclusions.
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The T gets the conclusions of the most relevant environmental problems affecting our country.
Ss work in groups of 3 and complete a chart to identify causes and solutions to the environmental
Come up with problems they mentioned before (Handout 1).
solutions to
30 min Task environmental Ss share the conclusions to see if they proposed similar solutions and if they identified the main causes S-S
problems in of each problem.
Colombia.
Ss prepare a digital presentation summarizing the conclusions of the discussion. They upload the
presentation to the online community.
Resources Charts to identify causes and solutions to environmental problems (Handout 1)
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176
WEEK: 38 AIMS: By the end of the session, Ss will be able to share environmental problems and solutions in an interactive poster
MODULE: 4 format.
UNIT: 4
SESSION: 4

Stop game: Ss play the game Stop in pairs. There will be 3 categories: eco-friendly products; megacities
and urbanism; and environmental challenges (See Handout 1).
Review of the The T chooses one letter and Ss need to complete 1 word for each category that starts with the letter.
20 min Warm up S-S
unit vocabulary
The first S who can finish the 3 categories says stop and gets a point.
he activity starts again with a different letter.

Ss work in groups and use glogster to create an interactive poster with the most important ideas of the
unit. They resort to the previous conclusions and will be introduced to the online tool. If it is not possible
Get familiar with
to get internet connection, T can show an example of a glogster and they can use paper to make it.
20 min Pre-task the online tool
to use
If possible, Ss need to be taken to a computer lab to learn to use the tool, otherwise they need to
receive printed material to get familiar with the tool once they have access to a computer.
Create an T encourages Ss to include images, text, recorded audio (with their own voices), and videos. Also, they
interactive need to include an appealing design for the glogster.
poster (by using
1 hour Task glogster) to Ss present their interactive posters to their classmates. They use expressions like The main eco-friendly S-S
summarize the products we can use are/ the main advantages of the eco-friendly products are/ the challenges of the
main points of megacities are / the main environmental problems in Colombia are/ the causes of the environmental
the unit. problems are / the solutions we propose are etc.
Resources Stop handout for the warm up. Tutorial session or material to learn to use Glogster.
4
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MODULE 4 Connecting schools to save the
5
environment
ls to
ent
vironm
schoo
he en
cting
UNIT
Conne
save t
ALCALDA MAYOR
DE BOGOT D.C.
178
WEEK: 39 AIMS: By the end of the session, Ss create a description of their school for a cooperating school.
MODULE: 4
UNIT: 5
SESSION: 1
TOPIC: Identifying environmental problems in

my school
Ss receive cards with different technological tools and applications they can use to get in touch with their
friends (mobile phone, social networks, text messaging, regular phone, video chat, instant messaging,
email, forums, etc.). Each S receives a different element.
Survey class on
Ss ask their classmates (mingling activity) how often they use the technological tool/application to S-S
what the most
20 min Warm up keep in touch with people (friends, relatives, classmates, Ts, etc.) They will use the model: How often T-S
popular contact
do you use ____________ to keep in touch with people? Who do you communicate with when you
devices are
use______________?
Ss keep track of the answers. They finish and they get in groups to discover the most popular devices
and tools to get in touch with people.
T tells Ss they are going to work on a project in cooperation with another school.
T asks Ss about what they would say about their school so that the other school can know something
Introduce about them. They will present this information online.
30 min Pre-task themselves to S- S
other schools. T asks Ss to complete a chart with information about them, the course they are studying and their own
school.
This information will be sent to the other school in a forum that will be created with this purpose.
Ss create a list of questions to get to know the other school in detail about the same categories of the
previous activity.
Get to know the Additionally, Ss create some questions about possible problems the other school might have regarding
30 min Task S-S
other school the following categories: recycling, energy consumption, garbage, technology, etc.
The questions will be posted on the forum. Ss will also get some questions from the other school and
they need to get ready to answer them in the next session.
Resources Cards with different technological cards for the warm up and charts to introduce themselves to another school.
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179
WEEK: 39 AIMS: By the end of the session, Ss will be able to identify issues in their school.
MODULE: 4
UNIT: 5
SESSION: 2
TOPIC: Getting in contact with other schools

In case
Ss answer the questions the other school sent in the online cooperative project.
Answer the the other
questions school hasnt
The first questions they need to answer are about themselves, their courses and their schools.
from the answered the
S-S
other school questions
30 min Warm up Ss explore the different questions they have been sent. They need to get in groups in order to answer them. T-S
and choose yet, they
images to should
Finally, Ss choose some pictures from the school they can send so that Ss from the other school will have images.
show the answer
They can use mobile phones or cameras if possible. Otherwise, the pictures can be taken by the T and Ss can
school their own
choose the best ones.
questions
Ss now focus on the questions about the problems they have at school. The questions were about recycling,
energy consumption, garbage, technology, etc.
Answer the
questions Ss get into groups to answer the questions. They also need to identify the questions they cant answer since some
30 min Pre-task regarding research will be necessary. S- S
problems at
school. Ss create simple surveys or questionnaires in order to answer the questions they do not know how to answer.
Ss apply the surveys and questionnaires to the people they consider necessary (Ts, other Ss, etc.)
When Ss have finished the surveys and questionnaires, they need to apply them. They will look for Ts and Ss to get
the answers they need.
Collect the
answers and
Once Ss have collected all the answers, they will organize the information and they will create a mind map
organize
30 min Task classifying the main problems to be sent to the other school. S-S
information
in a mind
Ss need to be careful about the use of English. The T guides the activity.
map.
Finally, the information will be sent to the other school.
Resources Surveys and questionnaires will be created in the session.
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180
WEEK: 40 AIMS: By the end of the session, Ss will be able to provide possible solutions to common issues at school
MODULE: 4
UNIT: 5
SESSION: 3
TOPIC: Finding solutions to common issues

The T shows a video about different schools proposing projects to improve the conditions of the school
Get familiar with
and the environment. He/she also describes some projects they might have had in his/her own country
school projects S-S
20 min Warm up regarding school solutions to environmental issues and projects.
that cause a T-S
positive impact.
Ss express what ideas they can apply in a Colombian school in order to cause a positive impact.
Ss work in pairs and focus on the problems the other school sent in the online project. (If there is no
access to a computer, the T prints this information.)
Ss identify if the problems of the other school are similar to their own problems by using a chart (Handout
Rank the 1). They use expressions like Both schools have problems with our school has problems with the other
most relevant school has problems with
30 min Pre-task S- S
problems of both
schools. Ss organize this information in the first part of the chart. Then, they rank the problems from the most
important ones to the least important ones.
Ss get together in groups of 4 and compare if they organize the information in a similar way. They report
the conclusions.
Ss work in groups of 3-4. Each group is assigned a specific problem identified in the project.
Ss propose a project to find a solution to that problem.

Propose projects
Ss organize the project by using steps. they will use expressions like: first its necessary to_______
to cause a
30 min Task second, we should_______ then, its a good idea to _______ finally, we need to________________ S-S
positive impact
at their schools
Ss present the projects in class.
Finally, Ss organize the solutions proposed in the second part of the chart (Handout 1) and they post it
in the forum with the other school.
Resources Surveys and questionnaires will be created in the session.
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181
WEEK: 40 AIMS: By the end of the session, Ss create an action plan (video campaign) to address issues at their school.
MODULE: 4
UNIT: 5
SESSION: 4
Review Ss analyse the proposals from the other school and identify the ones they can put into practice in their own
of the schools.
30 min Warm up S- S
vocabulary
unit. Ss will create an action plan as a conclusion to the online forum.
Ss work in 2 groups to videotape a campaign in order to foster habits and behaviours to lessen noise and sound
pollution in our community. (If possible, the T can show a sample of a video campaign.)
Videotape
a campaign Ss design the script and videotape the video. They need to make sure everybody has an active role for the video
1 hour Task to reduce project. S- S
sound
pollution. Ss should use a camera or a cell phone to videotape the videos.
Ss post the videos in the online community.

Resources Review word search worksheets for the warm up. Camera or cell phone to record the videos.
4
CYCLE:
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worksheet
worksheet
Citizenship values CYCLE: 4 MODULE: 1 UNIT: 1 SESSION: 1
LOVE PARTICIPATION PATRIOTISM JUSTICE EQUALITY
FREEDOM PEACE TRUTH RESPECT FOR LIFE SOLIDARITY
Citizenship: the condition or status of a citizen with its rights and duties
A good citizen is one who properly fulfills his or her role as a citizen
Value: A principle, standard or quality considered worthwhile or desirable
http://www.thefreedictionary.com/value
wikipedia
Instructions:
1. WHAT ARE GOOD CITIZENSHIP VALUES?
2. CONCEPTS Immersion room
Handout
worksheet
Concerning fundamental principles CYCLE: 4 MODULE: 1 UNIT: 1 SESSION: 2
Colombian people have to promulgate for the following fundamental principles: Article 5
The state recognizes, without any discrimination whatsoever, the primacy
Article 1 of the rights of the individual and protects the family as the basic institution
Colombia is a legal social state organized in the form of a unitary republic, of society.
decentralized, with the autonomy of its territorial units. It is democratic and
participatory, based on respect of human dignity, on the work and solidarity of Article 6
the individuals who belong to it, and the predominance of the general interest. Each person is individually responsible before the authorities for
violations of the Constitution and the laws. Civil servants are responsible
Article 2 for the same reason, and likewise for omission or acting beyond their
The essential goals of the state are to serve the community, promote general powers in the exercise of their functions.
prosperity, and guarantee the effectiveness of the principles, rights, and
duties stipulated by the Constitution; to facilitate the participation of all in Article 7
the decisions that affect them and in the economic, political, administrative, The state recognizes and protects the ethnic and cultural diversity of the
and cultural life of the nation; and to defend national independence, maintain Colombian nation.
territorial integrity, and ensure peaceful coexistence.
Article 8
The authorities of the Republic are established in order to protect all persons It is the obligation of the state and of individuals to protect the cultural
residing in Colombia, their life, dignity, property, beliefs, and other rights and and natural assets of the nation.
freedoms, and in order to ensure the fulfillment of the social duties of the state
and individuals. Article 9
The external relations of the state are based on national sovereignty, on
Article 3 respect for the self-determination of people, and on the recognition of
Sovereignty (power) resides exclusively in the people from whom public power the principles of international law approved by Colombia. In the same
begins. The people exercise it in direct form or through their representatives manner, the foreign policy of Colombia will be oriented toward the
within the limits established by the Constitution. integration of Latin America and the Caribbean.
Article 4 Article 10
The Constitution is the supreme law. In all cases of incompatibility between Spanish is the official language of Colombia. The languages and dialects
the Constitution and the law or any other legislation or regulation, the of ethnic groups are also official in their territories. The education
constitutional provisions will apply. It is the duty of citizens and of foreigners provided in communities with their own linguistic traditions will be
in Colombia to accept the Constitution and the laws, and to respect and obey bilingual.
the authorities.
Instructions:
1.Taken and adapted from www.helplinelaw.com/law/colombia/constitution/
constitution01.php Immersion room
Handout
worksheet
The Minesweeper CYCLE: 4 MODULE: 1 UNIT: 2 SESSION: 3
1. Bomb
2. Devotion to ones own country and concern for its defense (patriotism)
3. Bomb
4. Agreement in attitude or purpose, as between members of a group, unity of

intereSs, sympathies, etc, as among members of the same class (solidarity)
5. The state of being at liberty (freedom)

1 2 3 4
6. Bomb
5 6 7 8
7. To worry about the protection of the natural world of land, sea, air, plants,
9 10 11 12
and animals (concern for the environment)
13 14 15 16
8. Freedom from wars, absence of fighting between nations (peace)
9. The state or condition of being equal (equality)
10. Bomb
11. Bomb
12. A deep, tender, passionate affection for another person (love)
13. A fact, proposition, principle, or statement proven to be valid (truth)
14. The quality of being fair; righteousness, fairness, or moral rightness (justice)
15. Bomb
16. Bomb
Instructions:
1. This is a guide for the T, students are not supposed to see it.
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Handout
worksheet
CYCLE: 4 MODULE: 1 UNIT: 1 SESSION: 4
Worried Disappointed Positive Propose
To take care of Religious beliefs Plant Respect others
Fulfill the law Work together Help others Recycling
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Handout
worksheet
1. To deny people their human rights is to challenge their very humanity.
___________________________________________________________________________________________________________________________
2. We will not enjoy security without development, we will not enjoy development without security, and we will not enjoy either without respect for human rights.
Answers: 1. Nelson Mandela, 2. UN Secretary-General Kofi Annan, 3. John F. Kennedy 4. Dalai Lama
___________________________________________________________________________________________________________________________
3. The rights of every man are diminished when the rights of one man are threatened.
___________________________________________________________________________________________________________________________
4. Peace can only last where human rights are respected, where the people are fed, and where individuals and nations are free.
___________________________________________________________________________________________________________________________
Nelson Mandela. Nobel Peace Prize 2001
Kofi Annan. Nobel Peace Prize 2001
John F. Kennedy. US president 1960
Dalai Lama Spiritual Leader
Taken from http://www.teachingenglish.org.uk/article/human-rights

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Handout
worksheet
Words CYCLE: 4 MODULE: 1 UNIT: 2 SESSION: 3
Where is the love Black Eyed Peas

Whats wrong with the___________, mama
Q Z Y R I R T B D People livin like they aint got no mamas
I think the whole world addicted to the drama Where is the love (Love)
B Q E T A R I E O I It just aint the same, always unchanged
Only attracted to things thatll bring you ___________
S G N U L L H R T S ___________, yeah, we try to stop terrorism New days are strange, is the world insane
But we still got _____________here livin If love and peace is so strong
M T V A N G E R P C
In the USA, the big CIA
O R N L E G D O R R Why are there pieces of love that dont belong
The Bloods and The Crips Nations droppin bombs
V A Y G C S R R E I and the KKK ____________ gasses fillin ________ of little
But if you only have love for your own ___________ ones
E U L M N J A I A M Then you only leave space to _______________ With ongoin sufferin as the youth die young
So ask yourself is the lovin really gone
R M Y A A T C S C I And to discriminate only generates hate So I could ask myself really what is goin wrong
And when you hate then youre bound to get ________ In this world that we livin in people keep on givin in
S A C D D R E T H N ____________ is what you demonstrate Makin wrong decisions,
And thats exactly how _________ works and operates only visions of them dividends
E G B N I U Y S E A Man, you gotta have love Not respectin each other, deny thy brother
just to set it straight A war is goin on but the reasons undercover
A D P E U H F E M T
Take control of your mind and meditate
S R X S G N A L I E Let your soul gravitate to the love, yall, yall The truth is kept secret, its swept under the rug
If you never know truth then you never know love
O O G S D J A N C R Chorus: People killin, people dyin Wheres the love, yall, come on (I dont know)
Children ____________ and you hear them cryin Wheres the truth, yall come on (I dont know)
E P W O R L D W A U Can you practice what you ____________ Wheres the love, yall
And would you turn the other cheek Chorus: People killin, people dyin
I C Z T O H V P L V Father, Father, Father help us
Send some ___________ from above
Cause people got me, got me questionin
anger, chemical, discriminate, drop, guidance, hurt, iratelungs madness, overseas terrorists, preach, race trauma, world
Instructions:
1. Find the words
2. Fill in the blankets with the words in the letter soup Immersion room
Handout
worksheet
L O P E O P L E L K N N G J D
R E P Y T O E R E T S K W H D
Q Y I Q P T D D A P O Y U J V
M U S I C Y H Y Q H I I J I L
C C P T O K M J N D H Q Q E P
B G H Z O A D M M W Q A S B F
Q K N O I T P E C N O C S I M
F N A B R U G T J R O B Y R W
D Z L Y F O O D J T H U F T C
L H A B I T S I R A Q S G U Z
K G X R E S P E C T C U L K O
I Z V H N J T S P W H T J A S
B P G U C D V C H Q U E C Q L
T O L E R A N C E R J G C D I
S B Q P S K N M E V P Q B W U
Urban, tribe, culture, stereotype, misconception, music, food, habits, tolerance, people, respect
Instructions:
1. Diversity Word Search
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Handout
worksheet
Idea Wheel CYCLE: 4 MODULE: 1 UNIT: 3 SESSION: 4
People Animals
an artist
my sister
School
Pond
Places
Things
Instructions:
1.Label each section. Then writer or draw ideas in each section.
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Handout
worksheet
Immersion room handout CYCLE: 4 MODULE: 1 UNIT: 4 SESSION: 1
QUESTIONS ME PARTNER 1 PARTNER 2 PARTNER 3
What do you like the most

about being a teenager?
What are the most difficult as-

pects about being a teenager?
What dreams do you have for

the future?
What are the main plans or

projects that you have for the
future?
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Handout
worksheet
Handout 1 CYCLE: 4 MODULE: 1 UNIT: 4 SESSION: 2
GOOD OPTION TO MAKE A NOT A GOOD OPTION TO

INTERESTING DANGEROUS BORING
LOT OF MONEY MAKE A LOT OF MONEY
Instructions:
1.Classify the jobs and professions according to the following categories. You can
include a job in more than one category. Immersion room
Handout
worksheet
Advantages Disadvantages
Public Universities Example: cheap semester Example: Difficult to get a place
Private Universities Example: many options to study Example: expensive semester
Technical school Example: it is a fast program Example: sometimes, it is not as prestigious as

University
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Handout
worksheet
Immersion room handout CYCLE: 4 MODULE: 1 UNIT: 4 SESSION: 3
My partners talents
My partners skills
My partners interests
My partners favourite subjects at school
Subjects that are not interesting to my partner
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worksheet
What does it celebrate
Activities Costumes Floats Music Dances
Instructions:
1. Write the information you find under the headings.
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Handout
worksheet
Handout 1, Bingo!, Bingo! CYCLE: 4 MODULE: 2 UNIT: 1 SESSION: 1
Hamburgers Tamales Pasta Bandeja Paisa
Name: _____________ Name: _____________ Name: _____________ Name: _____________
Coca Cola Lechona Empanadas Pizza
Sausages Arepas Vegetables Hotdogs
Name: _____________ Name: ____________ Name: _____________ Name: _____________
Tea Coffee Ajiaco Desserts
Fish And Chips Tacos Sancocho Wine
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Handout
worksheet
CAPERS SOUR CREAM PLANTAIN CORN BEANS RIND
3. Which dishes are being described?
A._____ It s a common dish although ingredients vary by region. It includes chicken, plantain, yuca, cilantro, corn, and potatoes. Sometimes, fish is used in the Car-
ibbean instead of chicken though pork and beef is often also used as well. ,.
B. _____A delicious soup, which includes chicken, two (preferably three) kinds of potatoes, corn, sour cream, capers, avocado and guasca. Guasca is a special herb
that is grown throughout the Americas and gives the soup its distinct flavour.
C. ______ A huge mixture of food, it consists of grilled steak, fried pork rind, chorizo sausages, on a bed of rice and red beans that is then topped with a fried egg
and a side of sliced avocado and sweet banana (chips). Some say it is the national dish of Colombia.
Instructions:
2. Match the words to the pictures. Immersion room
3. Which dishes are being described? Handout
worksheet
4. ROLEPLAY
Waiter: Welcome to la Bodeguita, where you can enjoy our delicious Colombian food. Here are your menus.
Customer 1: WellColombian food, that sounds nice. What do you recommend?
Waiter: Well our speciality is (choose one of the dishes in exercise number 3)____________________
Customer 2: Really, whats that?
Waiter: It has (explain what is in the dish from the information above) _____________________________________________________________________
__________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
Customer1: Ok, Id like that .
Customer2: Well, for me (choose a different dish from the list on exercise 1)________________________
Waiter; Ok great, would you like anything to drink?
Customer1: Yes Ill have a lemonade please

Waiter: And for you?
Customer 2: Just water, please

Waiter: Ok, Ill take your menus
Waiter: Heres your food, enjoy your meals.
Waiter: How was everything?

Customer 1 and Customer 2: It was delicious, thank you very much. Colombian food is the best!
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Handout
worksheet
HOT CHOCOLATE!
combine cocoa sugar and water in a small saucepan
heat it on a low heat
stir occasionally to prevent it from sticking to the pan
after one minute add milk and vanilla
mix it all together until ready
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Handout
worksheet
Handout 2 learning stations CYCLE: 4 MODULE: 2 UNIT: 1 SESSION: 3
1.BAKERS
A baker is someone who... makes, bakes and sells bread, rolls, biscuits or cookies, and/or crackers using an oven or other concentrated heat sources. The place
where a baker works is called a bakery.
2.CHEF
A chef is someone who...
directs and may participate in the preparation, seasoning, and cooking of salads, soups, fish, meat, vegetables, desserts, or other food. A chef may plan and
price menu items, order supplies, and keep records and manage accounts. A chef usually has a two- or four-year culinary degree. Responsibilities also include
a supervisory role.
3.FOOD SCIENCE TECHNICIAN

A food science technician performs standardized qualitative and quantitative tests to determine physical or chemical properties of food or beverage products.
Applies science and engineering to the manufacturing process of food development
4.NUTRITIONIST/ DIETICIAN:
A person who creates programs on nutrition; often works in wellness or weight loss clinics. Supervises meal preparation and oversees the serving of meals.
They prevent and treat illnesses by promoting healthy eating habits and recommending dietary modifications. Dieticians manage food service systems for
institutions such as hospitals and schools, promote sound eating habits through education and conduct research.
5.CATERING MANAGER
A Catering Manager can have several responsibilities, including scheduling and managing events, supervising, food preparation and service and clean-up. They
are responsible for generating new business and booking events. They must also manage and rectify customer complaints
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Handout
worksheet
1. Tick the activities the character did in the video.
2. Write five sentences using adverbs of frequency (based on exercise 1)

that describe the character`s daily routine. e.g. The character sometimes
rides his bike to work.
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worksheet
3. Write and illustrate five sentences of your daily routine

TIME ACTIVITY ILLUSTRATION
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Handout
worksheet
1. Say if the activity is usually practiced by boys, girls or both. Write B for boys, G for girls and B / G for both genders.
Specific sports: Physical and mental exercise: Interests:

Cheerleading ________ Yoga ________ Mechanics ________
Football ________ Gym ________ Nail art ________
Tennis ________ Meditation ________ Reading ________
Swimming ________ Cooking ________
TIME ACTIVITY ILLUSTRATION
Instructions:
2. Write and illustrate five sentences of your daily routine
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worksheet
Handout CYCLE: 4 MODULE: 2 UNIT: 3 SESSION: 1
Match the exercises with their description

Info taken from: http://www.health.harvard.edu/healthbeat/5-of-the-best-exercises-you-can-ever-do
1. AEROBICS
A. The buoyancy of the water supports your body and takes the strain off painful joints so you can move them more fluidly.
It is good for individuals with arthritis because its less weight bearing. Research finds that it can improve your mental
state and put you in a better mood. It can also help you burn calories and tone up
2. CYCLING B. It is simple yet powerful. It can help you stay trim, improve cholesterol levels, strengthen bones, keep blood pressure in
check, lift your mood and lower your risk for a number of diseases (diabetes and heart disease for example). A number of
studies have shown that it and other physical activities can improve memory and resist age-related memory loss. All you
need is a well-fitting and supportive pair of shoes.
3. SWIMMING C. It can substantially reduce your risk for coronary heart disease, according to a large study done by the British Medical
Association. The findings revealed that doing it for 32 kilometers a week reduced the potential to develop heart disease
by a 50 percent. It uses large muscle groups in the legs to elevate your heart rate, which helps to improve not only your
cardiovascular fitness but also burns calories, and has even been shown to improve mental health.
4. STRENGTH TRAINING D. It is a form of physical exercise that combines rhythmic exercise with stretching and strength training routines with the
goal of improving all elements of fitness (flexibility, muscular strength, and cardio-vascular fitness). It is usually performed
to music and may be practiced in a group setting led by an instructor. With the goal of preventing illness and promoting
physical fitness, practitioners perform various routines comprising a number of different dance-like exercises.
5. WALKING E. Lifting light weights wont bulk up your muscles, but it will keep them strong. If you dont use muscles, they will lose their
strength over. Muscle also helps burn calories. The more muscle you have, the more calories you burn, so its easier to
maintain your weight. It might also help preserve your ability to remember. Before starting a weight-training program, be
sure to learn the proper form. Start light with just one or two pounds increase that by a pound or two.
Glossary:
Strain: to injure (a muscle, etc.) by stretching too hard Fitness: health, in good shape Stretching: lengthen, extend, to take a walk,
Buoyancy: (floatability) the power to float or rise in a fluid Trim: in excellent physical condition especially after a period of inactivity
Bulk up: gain weight, put on muscle Rate: speed, degree of speed or progress
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Write 3 benefits each exercise has, according to the reading:
1. AEROBICS: ___________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
2. CYCLING: ____________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
3. SWIMMING: ___________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
4. STRENGTH TRAINING: ___________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
5. WALKING: ____________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
3. SPEAKING:
Discuss the following questions with your group:

1. Do you work out?
2. Do you consider working out important?
3. Can you think of some other ways to work out?
4. How often should people work out?

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ATHLETES CYCLE: 4 MODULE: 2 UNIT: 3 SESSION: 2
a. Legofr ________________ d. Ylcicst________________
b. Talflobore __________________ e. Enrnur ______________
c. Lageoi _______________
f. Heccatr _______________
1. I like to play bowling (correct/not correct)

2. Jim likes to play basketball (correct/not correct)
3. Mary likes to go skiing (correct/not correct)
4. We never play hiking (correct/not correct)
5. They usually do soccer (correct/not correct)
6. Sofa and Juliana play yoga (correct/not correct)
Instructions:
1.Unscramble the words
2. Using the rules, correct the following sentences if necessary with your partner Immersion room
Handout
Information taken from:
worksheet
Handout 1 http://www.prospects.ac.uk/sports_coach_job_description.htm
http://www.amssm.org/BrochureImages/WhatisaSportsMe-1.pdf
https://www.sokanu.com/careers/sports-broadcaster/
http://en.wikipedia.org/wiki/Sports_agent
http://www.wisegeek.org/what-does-a-sports-medicine-physician-do.htm#didyouknowout
A sports medicine physician is a trained medical professional who diagnoses and treats injuries resulting from sports-related activities. The most common types of injuries
treated by this type of doctor include sprains, strains, broken bones, knee injuries, and low back injuries. From exercising to fitness training and playing contact sports,
there are many ways to suffer an injury that may need treatment from this kind of doctor.
A physical therapist provides services that help people develop restore and maintain movement and functional ability. Sports physical therapy involves evaluation, pre-
vention, treatment and rehabilitation. A sports physical therapist may spend time teaching preventative techniques to athletes, families, coaches and even other physical
therapists. Sports physical therapists work with doctors to develop programs to help athletes manage pain and recuperate from injuries. They also play a role in assessing
when someone is ready to return to physical activity.
A broadcaster: People working in the broadcasting field help provide coverage of sporting events using a variety of different media outlets, such as radio, television, and
internet. The actual job of a sportscaster can vary quite a bit from one career group to the next. Some sportscasters will specialize in a particular sport, doing commentary,
others will specialize in research, production, and presentation of many different sporting events and competitions
Sports coaches help people participating in sports to work towards achieving their full potential. They may support professional sportspeople, sports teams, community
teams or school groups, working with them closely to improve performance. Sports coaches bring out ability by identifying needs and planning and implementing suitable
training programmes. Whatever the context, coaching involves developing the participants' physical and psychological fitness and providing the best possible practical
conditions in order to maximize their performance.
A sports agent procures and negotiates employment and endorsement contracts for an athlete. Agents are responsible for communications with team owners, managers,
coaches, and other individuals. Primarily, agents are used to negotiate contracts for their clients. Also, they are responsible for making recommendations in regard to the
athlete's options. In addition to finding income sources, agents often handle public relations matters for their clients.
A sports psychologist is a licensed mental health professional who helps athletes improve their performance and focus. He or she works with sports players to help them
identify their challenges, work through difficult times, and set goals. Psychologists employ many established therapy methods as well as specialized techniques tailored to
the unique attributes of athletics
Instructions:
1.Cut each strip and assign them to the groups
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Handout
worksheet
Glossary:
Immersion room
Handout
worksheet
Base 1 is located very close to your immersion room, just as the song says, somewhere under the rainbow...
BASE 1
According to the picture make a five- item list of the gear and equipment a cross country skier needs:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Go to base 2 which is located at the entrance of the place where Ss can have lunch (or a snack) together
BASE 2
Colombian People are very passionate about football, but can everybody actually play?
Keepy Uppy: to keep a ball in the air for as long as possible by bouncing it off any part of the body that is allowed in the rules of football, that is, any part except
the hands and arms. Typically, the ball is kept up using the feet and head.
You can pass to the next base once two members of your team can do three keepy uppies in a row
Now rush to the next base. You must look for a place where Ss can wash their hands
Base 3 is the place where Michael Jordan showed off his skills at this sport
BASE 3
Take a basketball and score 4 baskets (each participant of the team has to score one basket)
Now go to the next base which is a place full of wisdom but in which you should keep silent to avoid disturbing others
Instructions:
Handout
worksheet
BASE 4
Read the text that is displayed and answer the following questions and answer false or true
1. You can run a marathon in many cities around the world. F T
2. A marathon is a race that is 42.2 kilometres long. F T
3. The fastest women runners take three and a half hours to finish a marathon. F T
The next base does not have a fixed place
BASE 5
Go around the school and ask three different people to respond the following questions:

Name Do you usually work out? What is your favourite sport? What do you do on the weekends?

Finally base 6 is located in the same place where everything started. Where you always enjoy practicing and improving your English
BASE 6
Play the CD (or the track on the computer) and dance the cupid shuffle with your team.
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Handout
worksheet
What happens when you sleep?
When we sleep well, we wake up feeling refreshed and alert for our daily activities. Sleep affects how we look, feel and perform on a daily basis, and can have a major
impact on our quality of life.
To get the most out of our sleep, both quantity and quality are important. Teens need at least 8 hoursand on average 9 hoursa night of uninterrupted sleep
to leave their bodies and minds rejuvenated for the next day. If sleep is cut short, the body doesnt have time to complete all of the phases needed for muscle repair,
memory consolidation and release of hormones regulating growth and appetite. Then we wake up less prepared to concentrate, make decisions, or engage fully in
school and social activities.
Sleeping time follows a pattern of alternating REM (rapid eye movement) and NREM (non-rapid eye movement) sleep throughout a typical night in a cycle that repeats
itself about every 90 minutes.
NREM (75% of night): As we begin to fall asleep, we enter NREM sleep with the following features:
* Deepest and most restorative sleep * Blood pressure drops * Breathing becomes slower * Muscles are relaxed * Blood supply to muscles increases
* Tissue growth and repair occurs * Energy is restored * Hormones are released, such as: Growth hormone, essential for growth and development
REM (25% of night): First occurs about 90 minutes after falling asleep and recurs about every 90 minutes, getting longer later in the night:
* Provides energy to brain and body * Supports daytime performance * Brain is active and dreams occur * Body becomes immobile and relaxed, as mus-
cles are turned off
Sleep helps us thrive by contributing to a healthy immune system, and can also balance our appetites. Research in Scotland has evidenced that teenagers are suffer-
ing from sleep deprivation which causes problems with behavior, concentration and learning. A teenager needs to go to bed at about 10 PM; however, young people
watch TV till around midnight and then play computer games till late into the night.
Taken and adapted from: http://sleepfoundation.org/how-sleep-works/what-happens-when-you-sleep

http://learnenglishteens.britishcouncil.org/uk-now/read-uk/sleep
What does sleep deprivation mean?

How long do teens need to sleep?
What do REM and NREM mean?
List five benefits of sleeping according to the reading
Do you sleep enough? How long do you sleep?
Instructions:
1.Read carefully the following text
2. Answer the following questions individually Immersion room
Handout
worksheet
H O R M O N E B K H F E T E O
V C R A B J B L N C N R V G D
N B J W E Q H O O E T V V T U
F A T I G U E O I H V K U I S
D J N F N A Z D T R L R N S M
E D W I N L T D A A B B J S U
N J O M C I U B V N O R I U S
E E I F M T M V I C D E P E C
R V T L T Y O A R N Y A L R L
G F P I N R R G P Q X T R I E
Y J M X T B U K E L P H B J S
Z N C W M E R E D F V I L V V
Z N W A A W P L Z H U N Z W L
Y I N M U N E P Y O V G C F P
G B P U D Z E K A T I Q X B N
REM, BLOOD, BREATHING, MUSCLES, TISSUE, ENERGY, HORMONE,

APPETITE, BRAIN, BODY, QUALITY, INMUNE, DEPRIVATION, FATIGUE
Instructions:
1. Find the words
2. According to the video, list the reasons for tiredness Immersion room
Handout
worksheet
A GUIDE TO TOTAL RELAXATION
Getting enough time to rest and relax, forget about all your day by day tasks and worries is highly important for our health and wellbeing. Everybody needs time to
leave behind the daily routine and enjoy sometime doing something we enjoy, sharing time with our loved ones or simply, doing nothing. Once you feel relaxed, you will
notice your ability to perform your hundred percent will increase and your mind will be clear and at peace.
Imagine you are a prestigious writer in the field of improving peoples quality of life; you need to plan for a four chapter book, titled A Guide to Total Relaxation. Select
four activities that help you to relax and plan a short explanation about how it could make others feel better.
Chapter 1 Chapter 2
Chapter 3 Chapter 4
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worksheet
1. How often do you walk more than a kilometre?

Every day
Once a week
Once or twice a month
Very rarely
Never!
2. When was the last time you took any form of physical exercise? (swimming, running, dancing)
Yesterday
Last week
Last month
A long time ago
I cant remember
3. Tick any of the following activities if you do them regularly:

Cycling
Watching TV
Playing team games (football, rugby)
Watching team games
Playing computer games
Surfing the net
Walking in the countryside
Listening to music in your room
Playing outside/in the garden/in the street
Going to a gym
Texting your friends
Taken from: https://www.teachingenglish.org.uk/language-assistant/essential-uk/a-generation-couch-potatoes
Instructions:
1. Survey your classmates: How active are you?
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worksheet
Lots of teenagers have posters of their sports hero on their bedroom wall. But do they follow the healthy examples set by these athletes? British parents are worried that
young people are not as fit and healthy as in the past. Why is this? According to the British Heart Foundation, 13 to 15 year olds are spending too much time doing sedentary
activities such as watching TV or playing computer games. A special report describes a generation of couch potatoes, young people sitting around at home, growing up in
their bedrooms, travelling by car and in serious danger of heart disease as they get older. Is this their fault? Are young people lazy? Many parents dont allow their children to
play outside or walk to school by themselves. I ring my Dad on my mobile and he picks me up from the station. Its a 10 minute walk from home but he thinks it is dangerous,
says 14-year-old Carrie. Some teenagers blame their over protective parents for making them unfit. It is certainly becoming more difficult to encourage young people to
have an active life and protect their hearts. In recent years schools have spent less time on sports. My Mum did lots of hockey and netball at school but we didnt have time
for that this year because we had so many exams to prepare, says Ben 16.
Taken and adapted from: https://www.teachingenglish.org.uk/language-assistant/essential-uk/a-generation-couch-potatoes
Little do Colombians know about healthy eating. This was confirmed by the most recent National Survey of Nutritional Situation in Colombia ENSIN. An imbalance between
what is consumed and energy expenditure of each person is the cause of those extra kilos in the population.
The food is not what makes the obese patient but the excess of food. An Important thing is to have a varied and balanced diet. You can eat all the food groups but in
moderation, said Lina Marcela Lpez Gmez, head of department of clinical nutrition at Hospital Pablo Tobon Uribe.
The lack of physical activity and excessive time spent by young people watching television and playing video games comprise alarms in obesity.
According Ensin, 62 percent of children and adolescents watch TV or play video games from two to four hours daily. And only one in two Colombians achieve a minimum of
the exercise recommendations: 150 minutes of physical activity during leisure time.
According to WHO, World Health Organization, the existence of unhealthy food and inactivity increases with time the risks to health and contributes to cardiovascular
disease, cancer, diabetes and other problems.
Taken and adapted from http://www.elcolombiano.com/BancoConocimiento/C/comer_saludable_es_la_mejor_opcion/comer_saludable_es_la_mejor_opcion.asp
Instructions:
1.A generation of couch potatoes
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Handout
worksheet
Handout 1: guess who! CYCLE: 4 MODULE: 2 UNIT: 5 SESSION: 2
Hamburger Apple Strawberries Swiss Chard Brocolly
The teacher
Your friends
Your pet
Athletes
You
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worksheet
a. An oily substance found in certain animal tissue and plant seeds, and used in cooking and in the manufacture of soaps
1. Fat
and other products
2. Sugary b. A thing or quantity taken
3. Odours c. To determine the heaviness of (something)
4. Underwear d. To remove (floating matter) from the surface of a liquid, as with a spoon
5. . Weigh e. A persons emotional state at a particular time
6. Working out f. Lacking nothing; having all pieces;complete
7. Intake g. Containing sugar
8. Dairy h. A small tablet or capsule of medicine
9. Skim i. The property of a substance that gives it a characteristic scent or smell
10. Whole j. Clothing worn next to the skin under outer clothes
11. Pills k. A physical examination by a physician
12. Mood l. To take part in physical exercise, as in training
13. Check up m. of or relating to milk, cream, butter, cheese, etc.
Instructions:
1.Match the words with their definitions.
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worksheet
UNHEALTHY LIFESTYLES
HEALTHY LIFESTYLES
Improper diets: Avoid liquid diets, diet pills and other diet supplements
Choose food that contains minimal amounts of unhealthy fats and eat
unless you are under the supervision of a physician.
healthy fats in moderation: Unhealthy fats include both trans fats and
saturated fats. These fats will raise your cholesterol, and elevated cholesterol
Excess of Exercise: Working out too long, too often or with too much
often correlates with an increased risk for heart disease.
intensity can increase your risk for injury. Make sure to build in some rest
periods between your workouts.
Select foods that are low in both sugar and highly refined carbohydrates:
Minimize your consumption of sweets, soft drinks, sugary fruit juices and white
Excessive smoking and alcohol intake: Many health problems derive from
bread.
these habits.
Incorporate organic foods: Shop at a natural food store or buy food from your
Lack of sleep: Studies have shown that those who sleep less tend to weigh
local farmers market.
more.
Dirty feet. Make sure to scrub between your toes to prevent athletes foot and
Eat a variety of different whole foods instead of eating processed foods:
unpleasant odours.
Eat fruits and vegetables for their high vitamin and mineral content.
Not to wear clean clothes: Always change your underwear and socks once
Eat low-fat dairy products: Skim milk and reduced fat cheeses will reduce your
daily.
fat intake while ensuring that you receive enough calcium.
Work/ study stress: This might cause a major damage to your health, your
Get some exercise
mood, your productivity, your relationships, and your quality of life. Long-term
exposure to stress can lead to serious health problems.
Shower everyday
Taking good health for granted: A complete annual physical exam as a
Brush and floss your teeth daily: Regular flossing not only prevents gum
routine check up
disease but also prevents heart disease.
Adapted from: http://www.wikihow.com/Live-a-Healthy-Lifestyle
Instructions:
Handout
worksheet
Concerning fundamental principles CYCLE: 4 MODULE: 2 UNIT: 5 SESSION: 3
A. ANOREXIA AND BULIMIA

Eating disorders like bulimia and anorexia can have disastrous effects on a persons life. 1 in 10 cases of anorexia end in death from starvation, cardiac arrest or
suicide. Anorexia is a dangerous condition whereby people stop eating to lose weight quickly.
This could be because they arent happy with their bodies. The belief that they are too fat could stem from many things such as: bullying, loneliness, family problems
or the desire to be as thin as certain celebrities.
Teenagers are regularly subjected to images of famous actors, singers and dancers in the print and broadcast media who are frequently thin and idolized. In their
attempt to emulate their heroes teenagers think that they have to be thinner than they are, this can make them resort to an eating disorder.
-------------------------------------------------------------------------------------------------------------------------------------------------------------
B. WHAT IS THE DIFFERENCE BETWEEN ANOREXIA AND BULIMIA?
Those who suffer from Anorexia Nervosa restrict their caloric intake for long periods of time and deliberately starve themselves. Weight loss is achieved by avoiding
food, frenzied exercise, vomiting, laxatives and other means. An intense fear of becoming obese as well as a distorted body image is other characteristics.
Bulimia is associated with binge-eating and purging. Purging can be in the form of fasting, self-induced vomiting, excessive exercising or use of diuretics.
Anorexia and Bulimia are often present together.
-----------------------------------------------------------------------------------------------------------------------------------------------------
C. THE WARNING SIGNS
How can we tell if someone is anorexic? There are many signs that a person is anorexic. Some signs arent as obvious as others, for example:
People who suffer from anorexia make excuses not to eat at every meal and often wear loose clothing to hide their bodies, which they believe arent the right size.
Other signs are: not eating in front of people, wanting to be around food a lot to prove to themselves they can resist the temptation and losing lots of weight over a
short amount of time.
In the most extreme cases the anorexia could turn into bulimia where the person eats large amounts of food and then vomits to rid their bodies of the excess calories.
--------------------------------------------------------------------------------------------------------------------------------------------------------------
Taken and adapted from: http://www.eatingdisorderfoundation.org/EDFFAQ.htm

http://www.bbc.co.uk/birmingham/teens/2002/08/anorexia.shtml
Immersion room
Handout
worksheet
BEAUTIFUL CYCLE: 4 MODULE: 1 UNIT: 1 SESSION: 1
Beautiful
Dont look at me
Song by Christina
Aguilera
1. 3.
Every day is so wonderful No matter what we do
Then suddenly its hard to breathe. (no matter what we do)
Now and then I get insecure No matter what we say
From all the pain, Im so ashamed. (no matter what we say)
Were the song inside the tune
I am beautiful no matter what they say. Full of beautiful mistakes
Words cant bring me down.
I am beautiful in every single way. And everywhere we go
Yes, words cant bring me down... Oh no. (and everywhere we go)
So dont you bring me down today. The sun will always shine
(the sun will always, always shine)
2. And tomorrow we might wake on the other side
To all your friends youre delirious,
So consumed in all your doom. We are beautiful no matter what they say
Trying hard to fill the emptiness. Yes, words wont bring us down, no, no
The pieces gone, left the puzzle undone. We are beautiful in every single way
is that the way it is? Yes, words cant bring us down, oh, no
So dont you bring me down today
You are beautiful no matter what they say
Words cant bring you down....oh no Oh, yeah, dont you bring me down today, yeah, ooh
You are beautiful in every single way Dont you bring me down ooh... today
Yes, words cant bring you down, oh, no
So dont you bring me down today...
Worksheet
worksheet
Country Qualities Country Qualities
Argentina Honduras
Bolivia Mxico
Brazil Nicaragua
Colombia Paraguay
Costa Rica Per
Cuba Repblica Dominicana
Ecuador Uruguay
El Salvador Venezuela
Guatemala Puerto Rico
Hait
Instructions:
Handout
worksheet
K W L
What I know What I want to know What Ive learned
Instructions:
Handout
worksheet
HANDOUT 1 CYCLE: 4 MODULE: 3 UNIT: 4 SESSION: 1
A basilica church A miracle
deaf-mute girl Ipiales, Nario, Colombia
to pray for a miracle to admire architecture and nature
Inside the canyon of Guitara Riv-

Virgin Mary
er
to pray for a miracle 1754
Instructions:
Handout
worksheet
HANDOUT 2 CYCLE: 4 MODULE: 4 UNIT: 4 SESSION: 1
The Castillo San Felipe de Barajas is a fortress in the city ofCartagena, Colombia. It was
built by the Spanish during the colonial era. Its construction began in the year 1536, and Where
it was originally known as the Castillo de San Lzaro. It was expanded in 1657. Its name
was given in honour of Philip IV of Spain. Another expansion was made to the fortress
in 1763 by the Spanish Antonio de Arvalo. It was attacked by the French in 1697 and
was repaired by Jos de Herrera y Sotomayor in 1739. The castle is famous for its grand What Who
entrance and its complex maze of tunnels. It is the most formidable defensive complex of
Spanish military architecture. The castle is well preserved and open to visitors. In 1984,
UNESCO listed the castle, with the historic centre of the city of Cartagena, as a World Her-
itage Site. Since 1990, the castle has served as a location for social and cultural events Castillo de San Felipe
offered by the Colombian government.
Why
Adapted from: http://en.wikipedia.org/wiki/Castillo_San_Felipe_de_Barajas#cite_note-2
When
Where
What Who
The San Agustn Archaeological Park is in Huila, Colombia. It has 500 stone statues built by an
ancient and unknown creative Andean culture that flourished from the 1st to the 8th century.Gods
San Agustn and mythical animals are skilfully represented in styles ranging from abstract to realist. It is believed
Archaeological Park that the statutes were created as a part of the native peoples mythology and their beliefs in the
supernatural world and the power of the dead. San Agustin includes small man-made hills called
Why Las Mesitas. These hills have stone statues, tombs, artificial mounds and funerary complexes. Also,
there is the Fuente de Lavapatas. It is a religious monument carved in the stone bed of a stream.
Another part of the park is the Bosque de Las Estatuas where there are examples of stone statues
When
from the whole region.This forest includes 39 standing statues mixed in with the natural plants of
the area. It was listed by UNESCO as a World Heritage Site.
Taken and adapted from: http://traveltips.usatoday.com/three-historical-places-landmarks-colom-

bia-60369.html
Instructions:
1.Read the text. Then make questions using the words in the mind map and answer then.
Immersion room
Handout
worksheet
Where Ciudad Perdida, also known as Teyuna, is on the Buritaca River in the Sierra Nevada de Santa Marta
mountain range. Ciudad Perdida, which means lost city, is not easy to get to but visitors can enjoy
the beauty of exotic forests, waterfalls and hanging bridges on the way. It was built in A.D. 800 as a
city of the Tayrona Empire, but it was discovered in the 1970s when a group of local treasure loot-
Who ers found a series of stone steps rising up the mountainside and followed them to an abandoned
What
city which they named Green Hell or Wide Set. Members of local tribesthe Arhuaco, the Koguis
and the Wiwashave stated that they visited the site regularly before it was widely discovered, but
had kept quiet about it. They believe it was the heart of a network of villages inhabited by their fore-
San Agustn bears, the Tairona. Visitors who make the jungle trek to Ciudad Perdida can see about 200 terraces
Archaeological Park built for living spaces, streets, paths, aqueducts, a sewage system and other aspects of life in the
ancient city. It has been preserved and protected by Global Heritage Fund since 2009.
Taken and adapted from: http://en.wikipedia.org/wiki/Ciudad_Perdida and http://traveltips.usato-

day.com/three-historical-places-landmarks-colombia-60369.html
When Why
Where
Tierradentro Archaeological Parkis in a mountainous region in Inza, Cauca, Colombia.It is a popu-

lar archaeological site and includes stone statues and underground tombs that reach 29 feet deep.
Stairs carved from volcanic rock lead to the tombs. It is divided in many archeological places; Who
some of them are: Alto del Aguacate, Alto de San Andrs, Alto de Segovia, Alto del Duende and El What
Tabln. Alto de Segovia is a big area in the park, with 30 of the biggest and deepest tombs. There
are seventy tombs built into an artificially flattened hill in the Alto del Aguacate area of the park.
These tombs include sculpture and paintings on columns, walls and ceilings. Several other areas of Tierradentro
the park include tombs and the El Tablon area has 11 naked male and female statues. The details Archaeological Parkis
in the sculptures and pictoric patterns are similar to the San Agustn culture. The park generates
significant revenue to the local economy due to the high volume of tourists, both Colombian and Why
foreigners.It was listed by UNESCO as a World Heritage Site.
Taken and adapted from: http://en.wikipedia.org/wiki/Tierradentroand http://traveltips.usatoday. When

com/three-historical-places-landmarks-colombia-60369.html
Instructions:
Handout
worksheet
HANDOUT Where CYCLE: 4 MODULE: 4 UNIT: 4 SESSION: 1
What Who
Catedral de Sal de
Zipaquir
Why
When
The Catedral de Sal de Zipaquir is an underground Roman Catholic church built within the tunnels of a salt mine 200 meters underground in a rock salt near the
town of Zipaquir, in Cundinamarca, Colombia. It is a very popular tourist destination and place of pilgrimage. There is a church that receives about 3,000 visitors on
Sundays. In the 1930s, the underground church was built by minersas a place for their daily prayers asking for protection to the saints before starting to work. The
cathedral was inaugurated in 1954 and dedicated to Our Lady of Rosary, Patron saint of miners. It was compound of three naves and a monumental cross. Parts of the
galleries were actually carved by the ancient muiscas. However, as the church was carved inside an active mine, there were structural and safety problems so it was
closed in 1990. In 1991, the construction of a new Cathedral was undertaken, 200 feet under the older one. This new Cathedral was inaugurated in 1995. Its various
corridors and sanctuaries were achieved by making small but significant additions to the old caves. The temple at the bottom has three sections that represents the
birth, life, and death of Jesus. The icons, ornaments and architectural details are hand carved in the salt rock. Some marble sculptures are included. It is considered
one of the most notable achievements of Colombian architecture.
Taken and adapted from: http://en.wikipedia.org/wiki/Salt_Cathedral_of_Zipaquir
Immersion room
Handout
worksheet
The legend of Piracucu Bachue

Piracucu was a brave warrior of an Amazonian tribe. His In the area around Tunja there is a lake called Iguaqueand
father was a kind-hearted man named Pindar, the chief from its waters,Bachucame out. She was surrounded by
of the tribe. However, Piracucu had a dark heart. He was light and was accompanied by a three year old little boy.
very vain and proud of his power. One day, Pindar and Pi- She walked down the mountain to the plains and built a hut
racucu visited a neighbouring tribe. Unexpectedly, Pira- -- the first Chibcha dwelling -- in the area of what today is
cucu abused the tribes hospitality and killed some of its the town of Iguaque. When the child grew up, Bachu mar-
members without no reason. Tupa, the god of gods, had ried him and it was the first Chibcha wedding ceremony.
been watching Piracucu for a long time and disapproved
of his behaviour so he decided to punish him. While Pira- The couple was very prolific and Bachu was very fertile.
cucu was fishing near the bank river, Tupa told Polo, the With every pregnancy, she gave birth to four to six chil-
god of fire, to strike a lightning on the large area. He also dren. The couple traveled to different areas and in each,
told Lururaruacu, the goddess of storms, to make a violent they left children. This is how they were able to populate
storm break. Tupas fire was seen throughout the forest. the land. When the two were very old, they called all of
When thunder and lightning stroke the whole area and the their descendants together for a large meeting on the
storm broke, Piracucu started laughing evilly and swear- shores of the Lake Iguaque. There, Bachu told them to
ing at gods. Then, Tupa told Xandore, the demon who live in peace and harmony with each other. Once she had
hates men, to strike Piracucu with a lightning. He tried to finished giving them advice, she and her husband turned
run away but the lightning hit his heart. Tupa asked him into large snakes and swam out into the lake. Bachu and
to apologise but Piracucu refused. Natives who were fish- her husband became venerated as gods. The lake then
ing with Piracucu were in fear of their lives and ran to the became a place of worship.
forest. Piracucu was still alive and became a giant, scaly
fish and disappeared into the water. Although he never
came back, natives were afraid of swimming or fishing in Taken and adapted from: http://raisingcolombiankids.
the river. blogspot.com/2009/09/bachue-birth-of-chibcha-people.
Adapted from: http://ilexec618.wikispaces.com/ html
The+Amazon+region
Instructions:
1.Read the text carefully.
2. Make a mask representing the legend. Immersion room
Handout
worksheet

When Spanish explorers arrived in South America in the
early 16th century, they heard stories about a native tribes
that lived high in the Andes Mountains. In that tribe, when
a new chieftain rose to power, his rule began with a cer-
emony at Lake Guatavita. The legend says that during the
ceremony the new ruler was covered with gold dust, and
that gold and precious jewels were thrown into the lake to
appease a god that lived underwater.
The Spanish started calling this golden chief El Dorado,
the gilded one. The ceremony of the gilded man sup-
posedly ended in the late 15th century when El Dorado
and his subjects were conquered by another tribe. But
the Spanish and other Europeans had found so much gold
among the natives along the northern coast that they be-
lieved there had to be a place of great wealth somewhere
in the interior. The Spanish did not find El Dorado, but they
found Lake Guatavita and tried to drain it in 1545. They
lowered its level to find hundreds of pieces of gold along
the lakes edge. But the presumed fabulous treasure in the
deeper water was never found. They thought it was be-
yond their reach.
http://science.nationalgeographic.com/science/archaeol-
ogy/el-dorado/
Instructions:
1. Read the text carefully.
2. mMake a mask representing the legend. Immersion room
Handout
worksheet
La Llorona - The La Patasola - One

weeping woman foot
There was a beautiful woman called Maria who drowned The Patasola is a female monster from the jungle that
her children in order to be with the man that she loved. appears to male hunters or loggers in the middle of the
However, the man did not want to be with her so she killed wilderness. When they start thinking and talking about
herself by jumping into a river. As she killed her children their sexual desire for women, she appears in the form of
and herself, she could not go to Heaven and was con- a beautiful, seductive woman. She persuades a man from
demned as a damned soul to wander the Earth for all the group and invites him to go away from his companions,
eternity searching in vain for her drowned children and and took him deep into the jungle. There, the Patasola re-
yelling Ay, mis hijos. She wears a white long dress and has veals her true, hideous appearance, which is really scary.
her long hair over her face. She is trapped in between the She is a vampire-like one-legged creature with messy hair
living world and the spirit world. People say she kidnaps and bad breath. She attacks her victims to satisfy her lust
children that disobey their parents or men that stay out for blood and human flesh. Some old people say La Pat-
late at night drinking. Some believe that you must run if asola also appears in towns and cities and looks for men
you hear her wails and keep away from her so that she who dont respect women. She pretends to be a nice girl
cannot show you her face since those who can see it are and when a man tries to seduce her, she invites him to fol-
marked for death. low herand now you know what comes next.
Adapted from: http://en.wikipedia.org/wiki/La_Llorona Adapted from: http://en.wikipedia.org/wiki/Patasola
Instructions:
2. Change six things (events, places, actions) but not the main character. Immersion room
Handout
worksheet
Los tuneles bajo Bogota -

Tunnels beneath Bogota
The legend says that there is a network of tunnels beneath the city. There are many
versions of the routes that these subterranean passages follow. Some people believe
that there is a tunnel communicating the Casa de Nario, the presidential palace, with
the railway station La Sabana. Also, there is a tunnel that connects the institution Co-
legio Mayor de San Bartolom to El Palacio de Justicia (The Palace of Justice) and El
Congreso (The Congress). Also, there is tunnel that starts in the school mentioned and
ends under the statue of Simn Bolivar. These tunnels were built by the Jesuits. People
say that the tunnels served as a hiding place or escape route for public officials, presi-
dents and clergy. Rumours say that there are secret passages under the school and
that Ss used them to escape and stay out late.
http://www.semana.com/especiales/los-10-mas/asi-somos/10-leyendas-urbanas-co-
lombianas-mas-populares.html
http://portal.urosario.edu.co/pla_2004_2008/articulo.php?articulo=556
translated by Olga Uribe
Instructions:
2. Change six things (events, places, actions) but not the main character. Immersion room
Handout
worksheet
People say there is a nun who walks along the roads outside Bogot and hitchhikes.
____The nun who answers the door tells them that the nun they are asking for died long time ago and shows them her picture in an album.
____When they arrive, she goes out the car and asks them to wait for a present to return the favour.
____Men who have helped her say that she asks them to take her to a convent.
____She gets into the convent, but she never comes out.
____As she doesnt come back, men decide to knock at the convents door and ask for the nun.
____ Finally, men got confused and scared.
_____ _____ _____ _____ _____ _____

1 1 1 1 1 1
Instructions:
1.Read the events and order them according to the urban legend The Nun on the
Road. Write the letters above each number. Immersion room
Handout
worksheet
We all have classmates who are CYCLE: 4 MODULE: 3 UNIT: 5 SESSION: 3
Practical Fashionable Messy Talkative Emotional In love Artistic
Spiritual Serious Sleepy Funny Studious Cool Grumpy
Crazy Shy Good-looking Air head Simple Sporty Extrovert
Unique Hyperactive Interesting Cheerful Kind Helpful Proud
Immersion room
Handout
worksheet
In Spain, they eat grapes In Greece, people hang an onion on their doors
Spaniards eat a grape with each of the twelve chimes of the midnight count- Its believed that hanging an onion, or kremmida on your door on New
down while making a wish. The tradition dates back to 1895 when some Years Eve as a symbol of rebirth in the coming year. The following morning,
savvy vine farmers realized they had a surplus of grapes and started the parents traditionally tap their children on the head with the kremmida to
tradition to get more customers. wake them up before church.
Many then celebrate with a late-night family dinner before heading out to Greeks also commonly break a pomegranate on their doorstep before en-
Spanish nightclubs after midnight until 6 AM. tering their houses on New Years Day, another symbol of prosperity and
good luck.
Taken from: http://www.businessinsider.com/new-years-rituals-around-the-
world-2013-12?op=1
Taken from: http://www.businessinsider.com/new-years-rituals-around-the-
Glossary world-2013-12?op=1#ixzz3DWvDvB3H
Spaniards: Spanish people
Chimes: ringing sound of bells Glossary
Savvy: practical knowledge and ability Rebirth: a new period of growthtap
Surplus: more than is needed Tap: hit gently
Pomegranate: a round fruit with juicy seeds

Instructions:
1.Read the text below. What are some New Years Eve traditions and rituals?
Immersion room
Handout
worksheet
HANDOUT CYCLE: 4 MODULE: 3 UNIT: 4 SESSION: 2
Unscramble the Unscramble the

following words following words

kcabfooe kcabfooe
rlioepf rlioepf

rituceps rituceps

odesvi odesvi

thac thac

alwl alwl

gssemesa gssemesa

ifnesdr ifnesdr
nveet nveet

ioatnintvi ioatnintvi
Instructions:
1. Unscramble the following words
Immersion room
Handout
worksheet
JOB ANNOUNCEMENT SAMPLE: Security officer wanted.
Job Description :The Security Officer under the direction of the site or operations supervisor performs a variety of security, safety, customer services, public relations
duties, and related functions specific to the job account. The Security Officer provides first line response to emergencies and carries out the policies and procedures
of Property Management and observes and reports security issues and safety concerns as prescribed in post manuals.
**EssentialDuties** Accept the responsibilities and fulfils the obligations of a security officer by protecting life and property, preventing and reducing losses and crimes
against the employers business or other organizations and institutions, upholding the law and respecting the constitutional rights of all persons by observations
and reports. Maintain constant surveillance of assigned areas providing maximum visibility. Be familiar with the location and operation of fire alarms, firefighting, first
aid and other safety equipment. Complete all daily activity reports, incident reports, supplemental reports and other written documents pertinent to the day-to-day
activities of the employees assigned tasks and responsibilities in the manner required. Responsible for the care and control of radios, keys and other equipment
assigned as well as the proper processing and care of all found or otherwise impounded property. Promote good public relations through courteous, helpful, and
professional contact with tenants and guests to client property. Provide appropriate assistance as needed to clients, their employees, guests, and visitors in an
expedient and professional manner. Perform other duties as assigned
ACADEMIC OPPORTUNITY SAMPLE: UNIVERSITY PROGRAM: Accounting
Accounting is the language and basic tool for business and therefore opens doors to any number of career paths. Work your way up to becoming a CFO or CEO.
Pursue a career in corporate management or become a partner at a top accounting firm. Work overseas in a multinational corporation or start your own business.
Pair your passion for public service with a career as a financial manager for your favourite non-profit organization or government agency. With an accounting major,
the possibilities are endless.
Prepare for CPA licensure, the gold standard among accounting professionals in the financial world.
Enjoy small class sizes and personal attention from professors.
Study abroadhundreds of locations available
Pursue numerous internship opportunities through government, non-profit, and private corporations (including 20 Fortune 500 companies)
Become a member of the Hamline S Business Group
Access resources, speakers, and other opportunities through the School of Business
Careers and Graduate Work
In a world of complex financial transactions, accountants are on the cutting edge of recording and quantifying economic events. The career tracks available to Ss
who major in accounting are diverse. Whether a S chooses private industry, public accounting, government, or non-profit, the choices are abundant and available to
both men and women entering the field.
Immersion room
Handout
worksheet
You can do it but I still have to You cant do it at all. I need to learn
You can do it without any problems
COMPUTER SKILLS improve (Write details about your about it.
(Write details about your partner)
partner) (Write details about your partner)
Can you type fast?
Can you use a slide show

presentation program?
Can you use a spreadsheet

application?
Can you use a word processor

program?
Can you communicate with other

people using online tools?
Can you use a file hosting service?
Can you create and participate in

online blogs and forums?
Can you use a raster graphics

editor?
Can you program applications?
Immersion room
Handout
worksheet
WHAT I DONT LIKE ABOUT THE

NAME OF THE WEBSITE MAIN TOPICS OF THE WEBSITE WHAT I LIKE ABOUT THE WEBSITE
WEBSITE
Example: Information of my country, Example: Some news is boring, I

Example: News, information, sports,
Example: Eltiempo.com my favourite celebrities, results of dont agree with their opinions, some
politics, opinions, famous people, etc.
soccer games, etc. important information is omitted, etc
Immersion room
Handout
worksheet
Completing the map by describing
Immersion room
Handout
worksheet
Group names Visual aids Quality of information Clarity in speech Language use
Topic
Immersion room
Handout
worksheet
Student A Student B

Instructions:
1. Listen to your partners description to complete the crossword.
Immersion room
Handout
worksheet
Describing Wheel CYCLE: 4 MODULE: 4 UNIT: 3 SESSION: 1
Topic
Instructions:
1.Add describing words about your topic between the spokes.
Immersion room
Handout
worksheet
Scrambled Words Puzzle CYCLE: 4 MODULE: 4 UNIT: 4 SESSION: 1
Unscramble the following words and try to discover the main topic of the session by making a relationship among the words
geren
Answers: green, ecosystem, conservation, recyclable, planet, biodegradable,

mysesoetc
trennsaoicvo
sustainable, environment, life, solar energy and wind power

yclrcbeael
ltssnibaaue
onernnemitv
file
oelrrgy sean
oep nrwwid
Immersion room
Handout
worksheet
INDICATE WHAT THE NUMBERED MEGACITIES CITIES ARE:
Immersion room
Handout
worksheet
THE IMPACT OF MEGACITIES ADVANTAGES DISADVANTAGES
For the people
For Colombia
For the world
Immersion room
Handout
worksheet
Problems in our school Problems in the other school Common problems in both schools
Solutions for the problems in the other school Solutions for the problems in both schools
Solutions for the problems in our school
Immersion room
Handout
British Council, Colombia
Cra 9 # 76-49 | Piso 5 | Bogot D.C,
T +57 (1) 325 9090
www.britishcouncil.co
ALCALDA MAYOR
DE BOGOT D.C.

Cycle 4 - Curricular Guideline

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4

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

Declarative knowledge is understood here as knowledge resulting from

Learning to live together is a dimension in which students

Revisin de Estilo Todos los derechos reservados.

TOPIC: Citizen values

TIME STAGE AIM PROCEDURE INTER. COMMENTS

TOPIC: Respecting our legal system

TIME STAGE AIM PROCEDURE INTER. COMMENTS

TOPIC: Are we concerned for our family, our

TIME STAGE AIM PROCEDURE INTER. COMMENTS

Do one example to check if instructions were clear for Ss.

TIME STAGE AIM PROCEDURE INTER. COMMENTS

Suggested Lexical sets:

Resources Video, electronic board, blank sheets of paper.

TOPIC: Consolidation and assessment

TIME STAGE AIM PROCEDURE INTER. COMMENTS

Suggested Lexical sets: Simple present

TOPIC: Human Rights and Responsibilities

TIME STAGE AIM PROCEDURE INTER. COMMENTS

TOPIC: Human rights infringement

T asks some thought-provoking questions to introduce the topic:

TIME STAGE AIM PROCEDURE INTER. COMMENTS

TOPIC: Confronting unfairness

Game: letter soup

TIME STAGE AIM PROCEDURE INTER. COMMENTS

T monitors and helps them with difficult expressions.

TOPIC: Consolidation and assessment

T monitors Ss work and helps them articulate ideas.

40 min Each group delivers their poster presentations.

Resources Card board or recycle paper, markers

TOPIC: Cultural differences within my country

TOPIC: Urban tribes

TIME STAGE AIM PROCEDURE INTER. COMMENTS

T does a count to see which tribes are the most popular.

TOPIC: Our Colombian identity

T elicits how these stereotypes can be damaging

TOPIC: Consolidation and assessment

TIME STAGE AIM PROCEDURE INTER. COMMENTS

Ss report the most significant ideas about Colombian culture.

TOPIC: Teenage years

TIME STAGE AIM PROCEDURE INTER. COMMENTS

TOPIC: Looking ahead into the future

- Future expressions: will, going to, might, may.

TIME STAGE AIM PROCEDURE INTER. COMMENTS

Ss discuss the following questions, making predictions in groups:

- How much will you earn a day in a full-time job (8 hours)?

TOPIC: My life project: First steps

Ss are encouraged to include other important factors to have life success.

T asks for the conclusions and the class reflects on them.

Ss will share their conclusions with the class.

TOPIC: Consolidation and assessment

TIME STAGE AIM PROCEDURE INTER. COMMENTS

Different categories will be proposed:

Ss will report final conclusions.

TOPIC: Carnivals and festivals in my country

TIME STAGE AIM PROCEDURE INTER. COMMENTS

The group that guesses an event gets a point.

The winner is the group with most points.

T shows a picture about the event after it is guessed.

TIME STAGE AIM PROCEDURE INTER. COMMENTS

As Ss answer, T elicits words related to those events.

Some related words: