(All) Secondary - 3rdgrade (Lightest)

American
Teacher’s Guide
Designed for the
Ministry of Education in the
Dominican Republic
American
Teacher's Guide
This is the first iteration of the American English Teacher’s
Guide. This version will be tested during training sessions with
more than 600 Ministry of Education English teachers. Their
feedback will be collected and incorporated into this guide
before final publication.
The Instituto Cultural Dominico-Americano and Centro Espiral

Maná created this guide with funding provided by the
U.S. Embassy in Santo Domingo. This American English
Teacher’s Guide was designed in collaboration with the Ministry
of Education in the Dominican Republic to support the
implementation of the Ministry’s new student-centered English
curriculum.
Twenty percent of the activities in this guide came from the

U.S. Department of State’s American English resources
collection and can be found at:
https://americanenglish.state.gov/resources-0.
The following educators from the Instituto Cultural Dominico-

Americano and Centro Espiral Maná authored this guide:
Anabel Camacho
Karlans Camacho
Nicolás Cárdenas
Chad LaRoche
Roger Ramirez
Matthew Schaefer
Mary Scholl
Laura Zalazar
Graphic Designers: Nicolás Cárdenas and Nathalie Suazo
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SECONDary SchoOl
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Resource Packet
Secondary School
Grade: 3rd
Function #46: Asking for and offering explanations and reasons (Solicitar y ofrecer explicaciones y motivos)
Going to a Desert Island
Competencias Específicas Procedure Suggested Time: 40 minutes

• Producción oral, comprensión oral, Pre-activity (15 min.)
comprensión escrita, producción escrita, e 1. Teacher explains students will use their imagination for the
interculturalidad y convivencia following activity. Pairs of students are created and divided into
pairs A, B and C. Each pair will brainstorm 3 key or fundamental
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Indicadores de Logro objects they would take in an adventure for a week, without contact
with other people. Pairs “A” imagine their destination is a mountain
• CO: Responde de forma adecuada a preguntas in Jarabacoa; pairs “B” the sand dunes in Baní; pairs “C” a swamp in
e indicaciones, a partir de la escucha de Punta Cana (teacher can change the places and/or show pictures as
discursos breves y sencillos en los que se
solicitan y ofrecen explicaciones y motivos.
• PO: Solicita y ofrece explicaciones y motivos
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they make sense to the students).
Note: Students may draw their objects if they are not sure about the
word in English. At some point, teacher is encouraged to help
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utilizando frases y oraciones breves y sencillas.
students learn those new words.
• CE: Responde de forma adecuada a preguntas
e indicaciones, a partir de la lectura de textos 2. After some minutes, students with the same letters get together
breves y sencillos en los que se solicita y ofrece and briefly share their answers. They also need to explain why they
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explicaciones y motivos. want to take their 3 objects. Teacher can model this via “because”
• PE: Solicita y ofrece explicaciones y motivos or purpose “to” statements (examples below):
utilizando frases y oraciones escritas breves y
sencillas. * “We will take boots because it’s difficult to walk in a dune”.
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• IC: Respeta las opiniones y sugerencias de las * “We will take sunglasses to protect us from the sun”.
demás personas.
Activity (15 min.)
3. Students will do something similar to the previous exercise. In
Objectives
new groups of 3-4, they will receive the handout “Going to a desert
• Students will be able to use at least 4 phrases island” and decide which 4 objects they would like to take with
with “because” and purpose “to” in order to them, and why. Before students discuss, teacher can remind them
explain their choices for a hypothetical situation it is OK not to agree on absolutely everything -- but they do need to
in a group conversation. offer reasons for their preferences.
4. After some minutes, students mingle individually. When they find

Materials a student from a different group, they share their four objects and
reasons why. Together, they need to check how many coincidences
• “Going to a Desert Island” handout
they have. Students mingle as time allows, with at least 3 partners.
(1 copy per group of 3-4 students)
Extension (10 min.)
5. Finally, teacher can lead a whole-class vote and discover which
objects are most/least popular, as students call out reasons why.
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Going to a desert island!
Choose four (4) items to take with you to the desert island, and write why you selected these in
the lines below. Then, with a partner, share your answers and ask about their choices too.
Hiking boots Sunscreen Toilet paper Matches
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Mosquito Repellent First aid kit Knife Compass
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Tent Rope Mirror Slingshot
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Water purifier Hammock Flashlight Pot
State your reasons
Item #1: _____________________ | Reason: ______________________________________________
Item #2: _____________________ | Reason: ______________________________________________
Item #3: _____________________ | Reason: ______________________________________________
Item #4: _____________________ | Reason: ______________________________________________
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Resource Packet
Secondary School
Grade: 3rd
Function #46: Asking for and offering explanations and reasons (Solicitar y ofrecer explicaciones y motivos)
Would You Rather…?

comprensión escrita, producción escrita, e 1. Teacher writes on the board “Would you rather eat an apple or a
interculturalidad y convivencia mango?” Students think for a moment, in pairs, find a similar
question in order to understand what “Would you rather” means.
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Indicadores de Logro As volunteer students offer answers, teacher guides them towards
the similar question “Would you prefer to…?”
• CO: Responde de forma adecuada a preguntas
e indicaciones, a partir de la escucha de 2. When the meaning of the question is clear, students individually
solicitan y ofrecen explicaciones y motivos.
• PO: Solicita y ofrece explicaciones y motivos
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create 2-4 questions with the starting “Would you rather…”
followed by two options (verbs can include eat, drink, go to, play,
watch, etc.) When they are ready, they will mingle with 2-3 other
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utilizando frases y oraciones breves y sencillas. students in total. In each interaction, they will ask their questions
• CE: Responde de forma adecuada a preguntas and then ask “why?”, so their partner gives them a reason.
e indicaciones, a partir de la lectura de textos
breves y sencillos en los que se solicita y ofrece Activity (15 min.)
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explicaciones y motivos. 3. Teacher explains students will be mingling around the room and,
• PE: Solicita y ofrece explicaciones y motivos when a signal is done, they will quickly get in pairs and answer a
utilizando frases y oraciones escritas breves y “Would you rather…?” question he/she will ask. Students stand up,
sencillas. mingle and follow instructions.
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• IC: Respeta las opiniones y sugerencias de las Note: Music can be incorporated here as a way to encourage
demás personas. mingling and movement, as long as it fits your context.
Objectives 4. When the signal is given, teacher reads a question and/or posts
that question in a flashcard on the board. After language is clarified,
• Students will be able to use at least 4-5 phrases pairs have 45 seconds to discuss what they choose and explain why.
with “because” in order to explain their decision The process is repeated as time allows, with at least 5-7 questions.
between two choices in a mingle conversation
game. 5. Teacher might ask for some volunteer students to share their
preference and their reason why after each conversation.
Materials
Extension (10 min.)
• “Would you rather…?” handout 6. Students will now create 2-3 new questions, but with a bit more
(only 1 copy for the whole class if teacher complexity than in the pre-activity stage. They can choose from a
leads the game; 1 copy per group of 3-4 variety of topics: family, technology, superpowers, dreams, etc.
students if they lead it themselves) When ready, they will mingle with others, ask their questions and
always elicit the reasons why.
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Would you rather…
…live at a hot beach or on a cold mountain?
Would you rather…
…be super funny or very intelligent?
Would you rather…
…date someone you love or date someone who loves you?
Would you rather…
…be completely free or be completely safe?
Would you rather…
…have Wi-Fi all your life or coffee whenever you want?
Would you rather…
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…live 500 years in the past or travel 500 years into the future?
Would you rather…
Would you rather…

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…speak to animals or speak all languages in the world?
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…read people’s minds or predict future?
Would you rather…
…be a magician or a superhero?
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Would you rather…

… be Batman or Spiderman?
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Would you rather…

…become 5 years older or 2 years younger?
Would you rather…
…win the lottery now or live double your original time?
Would you rather…
… have superpowers to explore the space or the ocean?
Would you rather…
…eat only pizza for 1 year or eat no pizza for 1 year?
Would you rather…
…fly as a bird or run as a cheetah?
Would you rather…
…be poor and work at a job you love, or rich with a job you hate?
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Additional Resource #1
Ranking Lists
• In groups of 3, students receive the handout below. After clarifying the language in the
worksheet, they work individually to determine the order of the jobs according to the prompt
(how stressful, how well-paid, etc) on their notebooks.
• After some minutes, the trios come together and explain their ranking. As they discuss, they
will offer reasons for their choices (teacher may offer examples and modeling to guide students).
•.When they reach an agreement, students complete each list on the right side by ranking from 1
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(the most _______) to 10 (the least ______). If it is too hard to come to an agreement, students
can have 2 jobs on the same position.
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• Students complete both A and B lists, and in the third one (C), they have the chance to create
the criterion to answer and share it with a partner to discuss. Students get to meet with at least 3
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people to compare and share answers. Finally, they can share some ideas aloud.
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* Note: a fourth box (X) is included below, in case other topics aside from jobs are more relevant
or interesting for the students. For instance, they can talk about a list of cars, sports or foods.
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Ranking Lists - List A
Order the jobs from 1 to 10 according to My answers:
how stressful they are.
1. _______________________
A car mechanic
A farmer 2. _______________________
An architect 3. _______________________
A musician 4. _______________________
A doctor 5. _______________________
A teacher 6. _______________________
A chef 7. _______________________
A police officer 8. _______________________
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A carpenter 9. _______________________
10. ______________________
A gardener F
------------------------------------------------------------------------------
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Ranking Lists - List B
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how well-paid they are.
1. _______________________
A car mechanic
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A farmer 2. _______________________
An architect 3. _______________________
A musician 4. _______________________
A doctor 5. _______________________
A teacher 6. _______________________
A chef 7. _______________________
A police officer 8. _______________________
A carpenter 9. _______________________
A gardener 10. ______________________
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Ranking Lists - List C [Make your own criteria!]
_______________________ they are.
1. _______________________
A car mechanic
2. _______________________
A farmer
3. _______________________
An architect
4. _______________________
A musician
5. _______________________
A doctor
6. _______________________
A teacher
7. _______________________
A chef
8. _______________________
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A police officer
9. _______________________
A carpenter
A gardener
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10. ______________________
A
------------------------------------------------------------------------------
Ranking Lists - My original List! [Make your own]

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Order the _________ from 1 to 8 according to My answers:

how __________________________ they are.
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 ______________ 1. _______________________
 ______________ 2. _______________________
 ______________ 3. _______________________
 ______________ 4. _______________________
 ______________ 5. _______________________
 ______________ 6. _______________________
 ______________ 7. _______________________
 ______________ 8. _______________________
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School Improvement Plan
• Students imagine that their school has been awarded a prize of $50,000 dollars to spend in the
school facilities and equipment. Students will discuss with a partner what are some of the
improvements they believe are needed, giving reasons for their decisions.
• First, learners make pairs and receive the handout below to brainstorm ideas. After some
minutes, each pair meets with another pair and compare notes. Students take turns listening to
the proposals of one team, and then the other team.
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• After each pair has listened to the other, they will choose 1 or 2 ideas they liked and add them
to their own plan, explaining why. If time allows, students can offer modifications to the ideas of
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the other team -- and the pair receiving the ideas can incorporate the feedback or not, sharing
why they agree or disagree with them.
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• Students repeat the process as time allows, for about 15 minutes.
• Finally, students can have a moment to share the ideas that caught their attention the most
and why with the rest of the class.
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School Improvement Plan Notes
Name(s): _______________________________ & ______________________________
New facilities or Equipment Reasons

1. I.
II.
2. I.
II.
3. I.
II.
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4. I.
5.
II.
I.
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II.
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What other ideas did you like? Why?

______________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Resource Packet
Secondary School
Grade: 3rd
Function #47: Expressing opinions and suggestions (Expresar opiniones y sugerencias)
Problem/Solution Chart

• Producción oral, comprensión oral,
Pre-activity (10 min.)
comprensión escrita, producción escrita, e
1. Teacher writes on the board the word “problem”, and elicits ideas
interculturalidad y convivencia
and examples of what a problem is. An example is given: “My mom
is 70 years old, and is difficult for her to sleep at night”. In pairs,
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Indicadores de Logro students brainstorm suggestions and opinions. After some minutes,
elicit ideas. Encourage students to use this type of language:
e indicaciones, a partir de la escucha de Why doesn't he/she…?
expresan opiniones y sugerencias.
• PO: Expresa opiniones y sugerencias utilizando
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He/She could…
One solution is that he/she…
Maybe he/she should…
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frases y oraciones breves sencillas.
• CE: Responde de forma adecuada a preguntas Announce to students they will be giving their opinions and
e indicaciones, a partir de la lectura de textos suggestions for other problems in the next activity.
breves y sencillos en los que se expresan
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opiniones y sugerencias. Activity (15 min.)

• PE: Expresa opiniones y sugerencias utilizando 2. In pairs, students receive the handout labeled “Problem/ Solution
expresiones escritas breves y sencillas. chart". Go over the statements on the first column together, and
• IC: Respeta las opiniones y sugerencias de las clarify any questions. Students work in pairs to brainstorm at least
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demás personas. 2-3 solutions per problem, and write those in the middle column.
• IC: Expresa sus opiniones con asertividad.
3. After some time, they get together with another pair, and share
their suggestions. As a group, they need to decide on the #1 best
Objectives and most realistic solution to each problem. When they do, they
• Students will be able to offer at least 7 write it in the column to the right. If there’s time, students mingle
suggestions for a list of problems, and agree on and pair up with a person they haven’t worked with, and share
1-2 solutions for each one of them in a group some of the ideas they brainstormed with their groups.
conversation.
Extension (15 min.)
4. After students share answers as a while class, each person takes
Materials a piece of paper and writes up a short problem (made-up or from
real life). Then, they post their problem on the wall. Students walk
• “Problem/Solution Chart” handout
around and choose 2-3 problems, and propose solutions for it. They
can do this either by writing on their notebooks or sharing orally
with a new partner.
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Problem Suggestions #1 Solution
Your brother wants to

learn to dance,
but he's shy.
Your grandmother has a

ghost in her house.
Your friend wants to buy a

new car, but he/she doesn't
have enough money.
Your teacher's computer

isn't working well.
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It's very slow.
Your sister has almost

finished school, but she
doesn't know what kind
of job she wants.
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Your best friend always
arrives late to class.
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Your friend forgot his

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girlfriend's birthday
yesterday.
Your grandfather has a

terrible memory. He
keeps forgetting things.
Your friend works very

hard but his salary is not
so good.
Your sister won the lottery,

but she doesn't know what
to do with the money.
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Resource Packet
Secondary School
Grade: 3rd
Function #47: Expressing opinions and suggestions (Expresar opiniones y sugerencias)
Everyone’s a Critic!

comprensión escrita, producción escrita, e 1. Teacher writes the word “award” on the board, and shows a
interculturalidad y convivencia picture of a cup or other type of prize. Students call out awards they
know (you might have to give some national or international
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Indicadores de Logro examples, such as the Oscars for movies).
• CO: Responde de forma adecuada a preguntas 2. Students imagine the Dominican Republic is giving awards in
e indicaciones, a partir de la escucha de different categories. Select one category students will likely be
expresan opiniones y sugerencias.
• PO: Expresa opiniones y sugerencias utilizando
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familiar with, such as “best TV channel”, “best supermarket”, “best
typical food”, etc. In pairs, students brainstorm 3 possible nominees
and choose their favorite, explaining the why of their opinions.
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frases y oraciones breves sencillas. Share ideas as a whole group.
e indicaciones, a partir de la lectura de textos Activity (20 min.)
breves y sencillos en los que se expresan 3. In groups of 3-4, students receive a copy of the handout “And the
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opiniones y sugerencias. nominees are…” where they will find categories and nominees for
• PE: Expresa opiniones y sugerencias utilizando different awards. For each category, they will take turns offering
expresiones escritas breves y sencillas. who their favorite nominee is and why. Then, they raise hands to
• IC: Respeta las opiniones y sugerencias de las decide who their favorite is.
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demás personas.
Important Note: The categories offered in this handout are intended
• IC: Expresa sus opiniones con asertividad.
to be an example. Feel free to copy/paste this on a new Word
document, and change the information according to your group’s
Objectives
interests and familiarity with other topics.
• Students will be able to give their opinions and
decide on one nominee to win an award for at 4. When time is up or all groups have gone through the categories,
least 5 categories in a small-group conversation. they write on small pieces of paper their favorite nominee for each
category. At the end, the teacher counts all of the votes in front of
the classroom and announces the corresponding winners. Students
Materials pair up with a different person right before the announcements,
and discuss with their classmate what their opinion of the winner is.
• “And the nominees are…” handout
• Pictures of trophies for category winners Extension (10 min.)
(optional and not included)
5. The teacher and/or the students could come up with 1 or more
original (and fun) categories that haven’t been used so far. In pairs,
students discuss some options, give their opinions and write their
favorite nominee on a piece of paper. Finally, votes are counted.
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…
Best Female Singer Lady Gaga, Christina Aguilera, & Adele.
Best Actor in Comedy Raymond Pozo, Miguel Céspedes, & Boca de Piano.
• In my opinion...
• I think that...
Best Superhero Spiderman, Superman, & Black Panther. • I honestly feel that...
• I'm convinced that...
Best Superheroine Wonder Woman, Supergirl & Catwoman
Best Urban DR Singer El Mayol, Lapiz Consciente, & Vakeró

• I disagree with...
Harry Potter, Twilight, & Fast and Furious. • I don’t agree with…
Best Foreign Movie
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• I don’t think that…
Your choice: • I'm sorry, but...

Best ______________ ____________, _____________, & _____________
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A
…
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Best Female Singer Lady Gaga, Christina Aguilera, & Adele.

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Best Actor in Comedy Raymond Pozo, Miguel Céspedes, & Boca de Piano. • In my opinion...
• I think that...
Best Superhero Spiderman, Superman, & Black Panther. • I honestly feel that...
• I'm convinced that...
Best Superheroine Wonder Woman, Supergirl & Catwoman
Best Urban DR Singer El Mayol, Lapiz Consciente, & Vakeró

• I disagree with...
Harry Potter, Twilight, & Fast and Furious. • I don’t agree with…
Best Foreign Movie
• I don’t think that…
• I'm sorry, but...
Your choice:
Best _____________ ____________, _____________, & _____________
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1-minute Talking Cards
• Students are divided in pairs. One pair will play against another pair in this activity.
• Each group of four (2 pairs) is given a set of cards, which they shuffle and place face down in a
pile on the desk. Teams take turns to play with one student keeping the time. One student picks
up a card and talks for one minute about their opinion of the topic on the card.
• If the student can do this without stopping, they get 1 point for their pair. If the student stops
talking before their time is completed, a student from the other pair can challenge and continue
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for the rest of the minute.
• If the student from the challenging pair keeps talking for the remainder of the minute, they get
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1/2 point for their team. The game continues until all the cards have been used. The team with
the most points at the end of the game wins.
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School uniforms are People are typically Video games aren’t
good and necessary. selfish. good for you.
Face-to-face It’s important for

Art or Music should be
communication is students to study
obligatory in schools.
better than texting. History.
People are never Money is more Cigarettes should be
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satisfied. important than love. prohibited.
Going to university
should be a choice,
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Professional soccer
players are paid too
Giving money to charity
should be obligatory for
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not an obligation. much money. everyone.
Homework is Facebook and other

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Technology will
important for success in social media network
replace human beings.
school. are dangerous.
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“What’s your opinion?” corners
• Place each sign in a different corner of the classroom. Ask the students to stand up. Read one
of the statements to the class, for example 'Celebrities earn too much money'.
• Tell the students to go to the corner that best matches their opinion on the topic: strongly
agree, agree, disagree, and strongly disagree.
• The students in the same corner discuss why they chose that opinion and then report their
reasons back to the class.
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• After each corner has given reasons for their opinion, the students from the different corners
may politely refute or disagree another corner's opinion.
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• Afterwards, ask if any of the students want to switch to another corner.
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• Repeat the process with another statement until time is up or until all statements have been
called out.
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Strongly Agree
Agree
Disagree
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F
Strongly Disagree
A
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Sample Statements (Feel free to include your own!)

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1. Celebrities earn too much money.

2. Making mistakes in English is OK as long as people understand you.
3. It is impossible to have a happy family life and a successful career.
4. Military service should be obligatory.
5. Everyone who earns a salary should pay taxes.
6. People should be able to live in any country they choose.
7. Arriving late to meet friends is rude.
8. We shouldn't allow children to eat fast food.
9. The Internet is a good way to find a boyfriend or girlfriend.
10. Teachers give too much homework.
11. Women will never be equal to men in the workplace in Dominican Republic.
12. All parents should be required to attend parenting classes before having a child.
13. Robots will substitute humans in companies.
14. School uniforms will disappear in the near future.
15. Bahia de las Aguilas must continue to be a protected area.
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Resource Packet
Secondary School
Grade: 3rd
Function #48: Expressing warning and prohibition (Hacer prohibiciones y advertencias)
Prohibition Dice Game

comprensión escrita, producción escrita, e 1. Teacher draws on the board (in red, if possible) a “NO” sign (as
interculturalidad y convivencia shown below). Students brainstorm in pairs what they believe that
sign means, and 1-2 examples they have seen in real life. Volunteers
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Indicadores de Logro share answers with the group (if students are not sure, the teacher
can offer an example like the one below).
e indicaciones, a partir de la escucha de “NO” sign “No running”
discursos breves y sencillos en los que se hacen
prohibiciones y advertencias.
• PO: Expresa prohibiciones y advertencias
F sign
2. As students call out some answers, teacher writes on the board

the language used to express prohibition. Depending on what they
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utilizando frases y oraciones breves y sencillas.
• CE: Responde de forma adecuada a preguntas say, teacher offers input (with words such as “can’t”, “shouldn’t”
e indicaciones, a partir de la lectura de textos and “mustn’t”). Then, students make groups of 4 students and
breves y sencillos en los que se hacen receive the handout “Where is this?” They brainstorm what the
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prohibiciones y advertencias. signs mean and where they could see them. After some minutes,
• PE: Hace prohibiciones y advertencias utilizando students share answers with the whole group.
frases y oraciones escritas breves y sencillas.
Activity (15 min.)
• IC: Hace prohibiciones y advertencias con
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3. In the same groups of 4, students receive 1 of 4 different dice with

cortesía y asertividad.
prohibition signs (it’s useful to give groups or dice a number, so
• IC: Respeta las normas de conducta del aula.
teacher knows which group is using which dice). Students will take
turns rolling the dice. When it lands, they will earn 1 point for
Objectives
mentioning each of the following:
• Students will be able to use 2-3 verbs and a) the sign’s meaning using “can’t”, “shouldn’t”, “mustn’t”, etc.
phrases to express prohibition in order to identify b) a place where they can find this sign;
a variety of signs in a small-group dice game. c) the reason why that action is prohibited (a phrase with “because”)
4. After some minutes, students get a new dice they have not used
Materials before and play again.
• “Where is it?” handout Extension (10 min.)
(1 per group of 4 students) 5. For the last part of the activity, students make new pairs. Every
• “Prohibition Dice” handout pair roles a dice 2 times, in order to get 2 different signs (students
(or dice already cut out and glued together, might have to share their dice here). When all pairs know their signs,
1 per group of 4 students) they perform a short role-play where one of them is not respecting
the two signs, and the other one explains them.
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Where is it?
Where can you see these signs? If you don’t know, use your imagination!
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F
A
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Prohibition Dice!
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F
A
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Prohibition Dice!
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F
A
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Resource Packet
Secondary School
Grade: 3rd
Function #48: Expressing warning and prohibition (Hacer prohibiciones y advertencias)
Schools around the World

1. Teacher writes “classroom rules” or “classroom norms” on the
board. In pairs, students brainstorm 3-4 rules/norms they need to
follow in the classroom, and then share some answers as a group.
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Indicadores de Logro Teacher announces students will be reading a short text about
school rules in other parts of the world.
e indicaciones, a partir de la escucha de 2. Teacher writes the following words on the board (which students
• PO: Expresa prohibiciones y advertencias
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will need in order to understand the reading text):
Chewing gum – Detention – Polite – Swear
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utilizando frases y oraciones breves y sencillas. In pairs, students brainstorm what they believe each word means.
• CE: Responde de forma adecuada a preguntas Teacher offers relevant examples and explanations as necessary.
e indicaciones, a partir de la lectura de textos Finally, students receive the first page of the worksheet with the
breves y sencillos en los que se hacen title “Vocabulary before you read!” and complete it in pairs.
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• PE: Hace prohibiciones y advertencias utilizando Activity (15 min.)
frases y oraciones escritas breves y sencillas. 3. Students complete three different listening tasks (in the handout
• IC: Hace prohibiciones y advertencias con “School around the world”). For each exercise, students receive the
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cortesía y asertividad. instructions, questions and options before they read. Then, they
• IC: Respeta las normas de conducta del aula. read the text individually at the same time they complete the task.
Allow students to complete the task first individually and then have
Objectives them work with a partner to check and compare their answers.
Finally, students share answers with the whole class. The first task
• Students will be able to show comprehension
is a matching of names and images. The second task is completing a
of the reading text “Schools around the world”
chart. The third task is answering 3 detail questions.
by completing a chart and answering 2-3 detail
questions.
Extension (10 min.)
4. As wrap-up, students draw 3-5 signs that indicate things they can
Materials and cannot do at school -- or in other places, such as home, on the
street, etc. Then, they pair up and show each other their signs. The
• “Schools around the world” handouts other student guesses what it means, and where you can see it.
(1 reading text and 1 page of tasks per student)
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Part 1. What do you see in these pictures? Part 1. What do you see in these pictures?
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Part 2. Match these words with the pictures: Part 2. Match these words with the pictures:
chewing gum – detention – polite – swear chewing gum – detention – polite – swear
Part 3. Complete these sentences with one of the words.
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Part 3. Complete these sentences with one of the words.
1. My mom doesn’t like when I say bad words or _____________ at home!
2. I had a fight with Laura, so I will have ______________ in the afternoon.
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1. My mom doesn’t like when I say bad words or _____________ at home!
2. I had a fight with Laura, so I will have ______________ in the afternoon.
3. The flavor of _________________ I like the most is mint and strawberry. 3. The flavor of _________________ I like the most is mint and strawberry.
4. I am always _______________ to other people: I smile and say “thanks!” 4. I am always ________________ to other people: I smile and say “thanks!
Part 4. Stand up! Find another student and mimic one of the words. Part 4. Stand up! Find another student and mimic one of the words.
They will guess the word you are mimicking! They will guess the word you are mimicking
TASK 1 - Schools around the world
Read and write the name of the student that mentions each rule.
--------------------------------------------------------------------------------
Read again and complete this chart (it’s not necessary to write phrases, words are OK!)
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Students We must / We can / We should We mustn’t / We can’t / We shouldn’t
Michael F
A
Anna
R
D
Alex
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Read one more time and decide…
1. One rule in Michael’s school similar to your school: _______________________________________
2. One rule in Anna’s school similar to your school: _________________________________________
3. One rule in Alex’s school similar to your school: __________________________________________
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TASK 1 - Schools around the world [ANSWER KEY]
Read and write the name of the student that mentions each rule.
Anna Michael Jang-mi
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Read again and complete this chart with one or two ideas per box (it’ OK to write only words!)
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Students We must / We can / We should We mustn’t / We can’t / We shouldn’t
Michael
wear a uniform
do homework
F listen to music
run in the hallways
eat chewing gum
A
follow rules
smoke
be punctual after break
Anna take smartphones to school
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read a lot of books

do homework
fight
D
listen to teachers swear

Jang-mi be polite be late to school
listen to music in the playground sleep in class
listen to music in the classroom
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Read one more time and decide…
1. One rule in Michael’s school similar to your school: Answers may vary
2. One rule in Anna’s school similar to your school: Answers may vary
3. One rule in Jang-mi’s school similar to your school: Answers may vary
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Schools around the world! Schools around the world!
Hi! My Name is Michael, I’m fourteen
sixteen Hi! My Name is Michael, I’m fourteen
years old and I live in London. There are years old and I live in London. There are
many rules in my school! We mustn’t many rules in my school! We mustn’t
listen to music, we shouldn’t run in the listen to music, we shouldn’t run in the
hallways, we mustn’t eat chewing-gum in hallways, we mustn’t eat chewing-gum in
the school,... But we must wear a the school,... But we must wear a
uniform. I hate the school uniform! uniform. I hate the school uniform!
Another rule that I don’t like: we must do Another rule that I don’t like: we must do
our homework! If we break the school
rules, we have detention!
T our homework! If we break the school
rules, we have detention!
Hello! My Name is Anna, I’m sixteen
years old and I live in Houston, Texas.
F Hello! My Name is Anna, I’m sixteen

years old and I live in Houston, Texas.
We must follow a lot of rules in our We must follow a lot of rules in our
school. We mustn’t smoke in the school A school. We mustn’t smoke in the school
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and we shouldn’t take our smartphones and we shouldn’t take our smartphones
to school, but nobody follows that rule! to school, but nobody follows that rule!
We must be arrive
punctual
on time
after
at school.
break. IfIfwe
are late, the principal calls our parents
and we have detention! We should read
we R We must be punctual after break. If we

are late, the principal calls our parents
and we have detention! We should read
a lot of books and do our homework.
a lot of books and do our homework.
Hi! My Name is Jang-mi,
years old and
seventeen years
Alex, I’m I’m
I live
old in
andParis.
seventeen
I liveWein must
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Hi! My Name is Jang-mi, I’m
seventeen years old and I live in
listen toWe
Korea. ourmust
teachers
listenintoour
ourschool
teachers
and Korea. We must listen to our teachers
in
weour
mustschool and we
be polite. Wemust be polite.
mustn’t fight in in our school and we must be polite.
We mustn’tand
the school fight
weincan’t
the school
swear! and
We we We mustn’t fight in the school and we
can’t swear!
mustn’t Weincan’t
be late schoolbe and
late we
to school can’t swear! We can’t be late to school
and we must
shouldn’t notinsleep
sleep class!inWe
class! We
can’t and we must not sleep in class! We
can’t
listenlisten to music
to music in theinclassroom
the classroom
or in can’t listen to music in the classroom
or
theinhallways,
the hallways,
but we butcan
welisten
can listen
to to or in the hallways, but we can listen to
music in the playground. music in the playground.
Creating school rules
• Teacher starts the activity by eliciting from students some rules they need to follow at home or
in the classroom. As students contribute with ideas, teacher offers input in terms of language to
express rules and obligations (need to, must, can, should, etc) as appropriate for the group.
• Then, in groups of 3-4 people, students use the handout below to discuss and elaborate the
school’s rules in the different areas regarding safety or general norms to follow. They can use a
combination of rules that already exist and new rules they would like to implement. If students
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are having trouble, teacher can emphasize the notions of “safety” and “harmony”.
• After completing at least 2 rules for each area, students exchange the worksheet with another
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team and compare the answers. In each interaction, they will take 1-2 rules they liked from the
other group, and add it to their own list.
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• By the end of the lesson, as a whole group, students can reflect on the rules that caught their
attention most and which norms they would consider implementing in their own school.
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Creating school rules!
With your team, use this handout to write safety or general rules for your school.
Then, prepare to share some of your ideas with other people in the classroom, without reading!
Areas Rules
Playground
Classroom
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F
Cafeteria
A
R
Computer
D
Lab
Students
Your choice:
_______________________
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My house, my rules!
• Teacher writes on the board 3-4 rules with the permission/prohibition words missing, like
shown below. They also use one (or more) of these verbs to complete the ideas:
am allowed to  must  can’t  don’t have to  am not allowed to  can  have to
a) In the classroom, students ____________ scream.

b) I ____________ have ice cream before dinner.
c) My little brother ____________ play with his toys in the morning.
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• Students work in pairs for some minutes, and then call out some possibilities. Teacher offers
explanations, examples and clarification as needed.
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• Students make groups of four, receive the handout below and complete the tasks on it. First,
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they take turns creating sentences that are true for them by choosing one element from each of
the two columns.
• Then, learners discuss, decide and make a list of which of the statements are strict or not strict.
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They also determine what rules they have in common as a team.
• Finally, they take a moment to talk and make a list of 5-6 rules and/or norms that are important
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to have at home. Students can share their list with another team by the end of the activity and
compare answers by explaining their opinion.
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or not Strict? or not Strict?
Part 1 Part 1
In groups of four people, talk about what you have permission to In groups of four people, talk about what you have permission to
do at home -- and what you do not have permission to do! Choose do at home -- and what you do not have permission to do! Choose
a phrase from Column 1 and another one from Column 2 to say a a phrase from Column 1 and another one from Column 2 to say a
true idea about yourself to the group. true idea about yourself to the group.
1 2 T 1 2
Watch TV after 10 pm at night Watch TV after 10 pm at night
am allowed to am allowed to
Wash the dishes Wash the dishes
must
Go out alone at night
Sweep the floor
F must
Go out alone at night
Sweep the floor
can’t
Eat sweets and candies A can’t
Eat sweets and candies
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Clean windows Clean windows
Clean my bedroom Clean my bedroom
don’t have to
Go to bed before 9 pm
Play outside with friends
R don’t have to
Go to bed before 9 pm
Play outside with friends
am not allowed to am not allowed to
can
Draw or color
Take care of
baby brother or sister can
D Draw or color
Take care of
baby brother or sister
Go to the supermarket Go to the supermarket
Do school homework Do school homework
have to have to
Eat in my bedroom Eat in my bedroom
Part 2 Part 2
In your group, decide what rules are strict and what rules are not In your group, decide what rules are strict and what rules are not
very strict. What rules do you have in common as a group? very strict. What rules do you have in common as a group?
Resource Packet
Secondary School
Grade: 3rd
Function #49: Asking for and giving instructions (Solicitar y ofrecer indicaciones e instrucciones)
Direction Cards

1. Teacher elicits answers from the students: “how do you get to the
bathroom from here?” Students imagine there is a visitor, and
he/she needs directions to go to the closest bathroom in school. In
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pairs, students brainstorm (orally and/or in writing) the sequence of
instructions. After some time, students share.
e indicaciones, a partir de la escucha de
2. If time allows, students brainstorm instructions for 1-2 other
solicitan y ofrecen instrucciones.
• PO: Solicita y ofrece indicaciones e instrucciones
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places in school (you can propose some first, and then students can
choose one place as destination).
Note: If necessary, refresh vocabulary for directions and teach
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utilizando expresiones breves y sencillas.
• CE: Responde de forma adecuada a preguntas phrases like go upstairs, go downstairs, etc.
breves y sencillos en los que se solicitan y Activity (15 min.)
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ofrecen instrucciones. 3. Students draw and cut out a person or face in a small piece of
• PE: Solicita y ofrece indicaciones e instrucciones paper. Then, in groups of 4-5, they receive one copy of a map and a
utilizando frases y oraciones escritas breves y set of cut-out cards -- both from the handout “Direction Cards”.
sencillas. Students put the cards face-down in a pile, and take turns drawing
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• IC: Muestra empatía hacia las personas que one and explaining their group how to get from one place to
solicitan indicaciones o instrucciones. another (on the card). They can use their cut-out person as aid when
explaining the route to their group.
Objectives
4. Groups continue working with the map either until time is up, or
• Students will be able to use 3-4 phrases to give they have gone through all of the cards. Finally, students share with
directions to explain at least 3 routes on a map the rest of the group the routes that were easier and the ones that
in a group conversation. were more challenging (and give the directions for those).
Extension (15 min.)

Materials
5. In the same groups, students write on a loose piece of paper 4
• “Direction Cards” handout places around town -- imagining they need to do a lot of things this
afternoon. Then, papers are exchanged at group-level or class-level.
Students will write instructions for the whole route they would
follow to go to the 4 places, in the order they were written.
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Direction Cards
Go from: Dentist Go from: Chemist Go from: Doctors
To: Hardware To: Gym To: Bakery
Go from: Park Go from: Book Shop Go from: Police Station
To: Chinese Restaurant To: School To: Coffee shop
Go from: Dress Shop Go from: 6 Blue Avenue Go from: 2 Blue Avenue
To: Fire Station To: Chemist To: Dress Shop
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Go from: Ambulance Go from: School Go from: Service Station
To: Park To: Chinese Restaurant To: Book Shop
Go from: Pizza Shop

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Go from: Hardware Go from: Super Market
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To: Church To: Book Shop To: Bakery
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Go from: News Agents Go from: Men’s Wear Go from: Butchers
To: Police Station To: Dress Shop To: Coffee Shop

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Go from: Bus Stop Go from: Bus Stop Go from: Pizza Shop
To: School To: 3 Blue Avenue To: Service Station
Go from: Bakery Go from: Butchers Go from: Hairdresser
To: Church To: Men’s Wear To: Bank
Go from: Fire Station Go from: Posting letter Go from: Fire Station
To: 7 Blue Avenue To: Doctors To: Doctors
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Resource Packet
Secondary School
Grade: 3rd
Function #49: Asking for and giving instructions (Solicitar y ofrecer indicaciones e instrucciones)
“How To” Instructions

1. Teacher elicits answers to the question “What are some of your
abilities? What is something you can teach another person how to
do?” You can offer your own example, and say you could teach
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another person English (or anything else you know how to do). If
students are unsure, offer them options they may be familiar with-
• CO: Responde de forma adecuada a preguntas - such as cooking rice, using a washing machine, wake up early, etc.
solicitan y ofrecen instrucciones.
• PO: Solicita y ofrece indicaciones e instrucciones
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2. Students brainstorm 3-4 steps in pairs. Then, they share with the
rest of the group. Teach or review words to indicate sequence (first,
secondly, then, next, finally) and encourage students to use them.
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utilizando expresiones breves y sencillas.
• CE: Responde de forma adecuada a preguntas Activity (15 min.)
e indicaciones, a partir de la lectura de textos 3. In pairs or small groups, students receive all (or a number of) the
breves y sencillos en los que se solicitan y cards from the handout labeled “How To Instructions”. They take
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ofrecen instrucciones. turns drawing one of the cards, and get 1 point per answer they
• PE: Solicita y ofrece indicaciones e instrucciones offer to the question on it (max. 3 points). The answers need to be
utilizando frases y oraciones escritas breves y instructions starting with first, next, and finally. Students play until
sencillas. time is over or they go through all of the cards.
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• IC: Muestra empatía hacia las personas que

solicitan indicaciones o instrucciones. Note: If you include cards with blanks, announce to students they
might need to complete some of the cards they will get. In that case,
Objectives the person giving the sentences chooses how to complete it.
• Students will be able to give 3-4 steps of Extension (15 min.)

instructions for at least four situations in a card- 4. Students choose one of the topics they gave instructions for, or
based small-group conversation. another one they like. They prepare a brief “How To” brochure with
3-4 instructions on how to do something. Encourage them to
include drawings or make the design interesting, and to write full
Materials
sentences. If time allows, students share their brochures with other
• Cards in the “’How To’ Instructions” handout students around the classroom.
5. Alternatively, students can get an assignment for next class: they

will ask their families, friends and/or research on the Internet how
to do something new for them. Then, next class they share 4-5 steps
with instructions on how to do it.
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‘How to’ Instructions
Conversation cards
1. Do you know how 2. Do you know how 3. Do you know how

to get rich quickly? to save the planet to get better at
from contamination? English?
4. Do you know how 5. Do you know 6. Do you know

to save electricity at how to be a good how to take good
home? friend? photos?
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7. Do you know how 8. Do you know how 9. Do you know some
to prepare to clean the house secrets to sleep very
something sweet? super effectively? well at night?
10. Do you know how

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11. Do you know how to 12. Do you know how
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to cure a person who get to a supermarket to create an amazing
as a cold/flu? (any!) from the birthday card?
school?
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13. Do you know 14. Do you know 15. Do you know how
some strategies to how to eat to _____ on Facebook
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relax? healthy? or Instagram?
16. Do you know how 17. Do you know how to 18. Do you know
to __________ on a have a good relationship how to play
computer? with your mom? ____________?
19. Do you know 20. Do you know 21. Do you know

how to how to how to
__________? __________? __________?
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My Neighborhood
• Students draw a map of their neighborhood from when they were children, or the one where
they live in now. Offer the following guiding questions:
Where did/do you play?

Where was/is your house?
Who lived/lives around you?
Where did/do you buy food?
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What streets are/were close to your house?
• Students show the important places on their maps. Emphasize it's fine to show other houses,
but they need to include the special places.
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• After this, each student takes some time to sit with a partner and share information of their
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map. For a more structured activity, Student A asks questions about Student B’s map, and
viceversa. Some questions could be:
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Where was/is your house?

What was/is the name of this _______?
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Who lived/lives here?

How do you go from the ______ to the ______?
• You might want to show

students an example:
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Draw your Neighborhood
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Share the map with a friend and talk about what places were/are special to you.
A secret place in town
• Students receive one copy of the handout below.
• They mingle in the room, find a person and give directions to a secret place without mentioning
the name of the place. The other partner, needs to guess the place by showing it or saying it.
• Students change partners and repeat the process. The activity is done as many times as
possible depending on timing and engagement..
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F
A
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A secret place in town! A secret place in town!
* Get a partner * Get a partner
* Chosee one place in secret. Now, give your partner * Chosee one place in secret. Now, give your partner
directions to go from “YOU ARE HERE” to your secret place. directions to go from “YOU ARE HERE” to your secret place.
* Don’t tell your partner the place! After the instructions, he or * Don’t tell your partner the place! After the instructions, he or
she will say the name of the place. Is it the same? she will say the name of the place. Is it the same?
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Follow the instructions!
• Announce you have a challenge for students.
• Each person receives a copy of the handout below. Tell students they need to be in complete
silence, unless the exercise says the contrary. They just need to follow the instructions
• You can pre-teach/review and model some vocabulary before distributing the handout, such as:
cross - underline - draw - circle - longest - shortest
• Clarify this is not a competition, and that students will have a time limit to do the exercise
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(recommended time: 5 minutes).
• Finally, stop students wherever they are. In pairs, they share their handouts to check how similar or
different they are, and answer the following questions:
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- Was this exercise difficult or easy for you?
- What question was the most complicated?

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Can You Follow the Instructions?
1. Take your pen or pencil and begin when your teacher says, “START”.
2. Write your 2 last names in the left box above.
3. Draw a circle around the word “last” in sentence 2.
4. Draw two small triangles in the right hand box above.
5. Put an “X” inside each triangle.
6. Put a circle around each triangle.
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7. Write your first name in the middle box above.
8. Write, “Yes, I can” after the title of this page.
9. Put a circle around the word “follow” in the title.
10. Underline sentence 5.
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11. What is 5 x 16? Write your answer in the following box.
12. Underline the seventh word in sentence 4.
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13. Write your teachers name in this box.

14. Cross out the second word in the sentence that starts with the word “take”.
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15. Draw a tree in the box in the bottom right hand corner of this page.
17. Draw a picture of the sun in the same box, above the tree you just created.
18. Count all of the words in the first three sentences and put the total in the circle.
19. Put a circle around all the words “the” in the first ten sentences.
20. Circle the word “middle” on this page.
21. What number is not present on this list? ________.
22. Find the longest sentence and underline it. Find the shortest and circle it.
23. Now write your full name here _______________________.
24. In total silence, put your pencil on the table.
25. Finally, call your teacher and say “yes”.
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Resource Packet
Secondary School
Grade: 3rd
Function #50: Telling stories and sequencing events (Narrar historias y sequenciar eventos)
Before and After

comprensión escrita, producción escrita, e 1. Teacher draws on the board a circle, and in the middle of the
interculturalidad y convivencia circle an action all students can relate to -- such as “go to school” --
with an arrow facing right before and after the circle. In pairs,
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Indicadores de Logro students brainstorm 2 actions they do before and 2 actions they do
after the one in the circle. After some minutes, volunteer students
• CO: Responde de forma adecuada a preguntas call out some answers. Teacher writes some ideas on the board.
narraciones breves y sencillas.
• PO: Narra historias utilizando frases y oraciones
breves y sencillas.
F Go
to
school
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e indicaciones, a partir de la lectura de 2. After students contribute with ideas, pairs brainstorm what words
narraciones muy breves y sencillas. they could use to order these ideas like a sequence. Volunteer
• PE: Narra historias utilizando frases y students call out answers, as teacher guides students to words and
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oraciones escritas breves y sencillas. phrases such as “first”, “then”, “next”, “after that”, and “finally”. In
• IC: Muestra motivación para aprender inglés. different pairs, students practice narrating some of the ideas on the
board using the language for sequencing.
Objectives
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Activity (15 min.)

• Students will be able to use 3-4 words and 3. Individually, students brainstorm one action they do often. Each
phrases to signal sequence in order to guess and student receives a copy of the handout “Before and after”, and
narrate a chain of actions in a mingle pair writes one main activity and 3-4 actions they do before, and 3-4
conversation. actions they do after it. They take around 5 minutes to do this.
4. Students take their piece of paper and mingle. When they find a
Materials new classmate, they mention 3 actions: the main activity, 1 action
they do before and 1 action they do after (but don’t mention the
• “Before and After” handout order). The other student narrates the activites in the order he/she
thinks they happen. Answers are confirmed, and the student
guessing gets one point per correct answer. Students change
partners and repeat the process as time allows
Extension (10 min.)

5. As a wrap-up, students can write a paragraph explaining a short
sequence of events, this time about a brief story that happened to
them or somebody they know recently. Volunteers can share.
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 BEFORE and AFTER 
Choose an activity you usually do and write it in the center (for example, “go to school”, etc.).
Then, think about 3-4 things you do BEFORE and 3-4 things you do AFTER that activity.
BEFORE activity AFTER
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 BEFORE and AFTER  R
Choose an activity you usually do and write it in the center (for example, “go to school”, etc.).
Then, think about 3-4 things you do BEFORE and 3-4 things you do AFTER that activity.
BEFORE activity
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Resource Packet
Secondary School
Grade: 3rd
Function #50: Telling stories and sequencing events (Narrar historias y sequenciar eventos)
Use a Word! Boardgame

comprensión escrita, producción escrita, e 1. Teacher writes on the board and announces the topic of the
interculturalidad y convivencia activity: telling short stories. Teacher asks students “How do you
feel about telling stories, either by using your life experiences or your
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Indicadores de Logro imagination?” Regardless of the answers, the teacher encourages
students to give it a try. In pairs, students will brainstorm a short story
• CO: Responde de forma adecuada a preguntas that includes a specific word (unusual elements like “elephant” can
e indicaciones, a partir de la escucha de originate fun stories!). The purpose will be for others to determine
narraciones breves y sencillas.
• PO: Narra historias utilizando frases y oraciones
breves y sencillas.
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if the story is true or false.
2. Students find another partner and tell their story. The other
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• CE: Responde de forma adecuada a preguntas person will determine if the story is true or false. Then, volunteer
e indicaciones, a partir de la lectura de students share their stories with the class. Teacher guides the class
narraciones muy breves y sencillas. towards words to sequence actions, such as “first”, “then”, “next”,
• PE: Narra historias utilizando frases y “after that”, “finally”, “in the end”, etc.
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oraciones escritas breves y sencillas.

• IC: Muestra motivación para aprender inglés. Activity (15 min.)
3. Students make new groups of 3-4 students. Each team receives a
Objectives copy of the handout “Use a word! Boardgame” and a dice. Each
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student chooses a small object to represent him/her on the board.

• Students will be able to use at least 3-4 Then, they take turns rolling the dice and moving across the boxes.
expressions of time and sequencing in order to
narrate a short story in a small-group boardgame 4. When a students lands in a square, he/she creates a short story
activity. using the word on it. The word can be mentioned at any point
during the narration. Just like in the pre-activity phase, students are
encouraged to use expressions for sequencing. The rest of the
Materials group decides if the story is 100% true or has some elements from
• “Use a Word! Boardgame” handout imagination. The game continues for around 12 minutes (or as time
(one copy per group of 3-4 students) allows), even if students have not reached the goal.
* Handout taken/adapted from the American English Extension (15 min.)

website: https://americanenglish.state.gov/resources-0 5. As an extension, each group can write the content of the boxes
in a blank board (on the second page of handout). The class can
decide if those will indicate topics or exact words that need to be
used. Then, students play once again -- but this time they need to
create stories a bit faster. At the end, volunteers can share some of
their stories and/or how they felt in each of the two rounds.
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515
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516
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Stories from a “Menu”
• Teacher announces students will be using their creativity to narrate short stories using their
imagination. Students make new groups of 2-3. They use the handout below to choose 1
character, 1 place and 1 objects from there in order to create a story.
• After students choose, give them about 5 minutes to individually brainstorm 4-6 actions that
their story will have. If necessary, students take some notes and ask questions on new
vocabulary. Students are encouraged to use the English they know for this task.
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• This is a good moment to review and/or introduce language for sequencing (some examples
shown below). It is important to announce students they will have to use this in their stories.
Beginning
First
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Middle
Later
Ending
Finally
A
At the beginning Then Eventually
To begin with After that In the end
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• When time is up, each student should have a short story to tell. They will get together with their
group again, and take turns telling their story. Students can act out if they do not know or cannot
remember some specific words.
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• Students find another partner and do the same -- at least 3 times. They are free to change their
stories of keep them the same.
• If time allows, students try creating another story.
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Stor es from a Menu!
Below you will find a menu of characters, places and objects. Quickly! Choose one element from each section and
create a story using sequencing words (first, at the beginning - then, next, after that - finally, in the end).
 Menu of Characters
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 Menu of Places
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 Menu of Items/Objects
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Original Recipe on the Phone!
• As a whole class, students brainstorm food they know and that they usually eat. Teacher
allows for volunteers to call out ingredients and preparations. Teacher announced students will
be creating a very original recipe -- ideally, one that does not exist yet.
• The objective of the activity is to role-play a phone call to a friend, and explain to them in
around 5 steps how to prepare the ‘very original recipe’. In order to prepare their speech,
students receive a copy of the handout “Elements to prepare an original recipe!” (even though
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this is individual, groups of 4 students can share the same copy).
* Note: Two versions of this handout are offered -- one with and one without answers.
Depending on time and level of the students, the teacher might want to let them brainstorm first,
or give them the answers immediately.
F
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• After students choose their ingredients and have clarified language related to cooking and
sequencing (see example below), they individually receive a copy of the handout “Steps to
prepare an original recipe!” and briefly outline important words for the recipe.
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• Students get in pairs and role-play a phone conversation, where they give the steps of the
recipe to the other person. The student listening can take notes to make sure he understands.
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Finally, students confirm the recipe correctly. If time allows, students mingle and talk to a
number of other students
• In the end, volunteers can share who had the most original recipe.
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Name of your preparation: _______________________________________________
Step 2
Step 1
Step 4
Step 3
Step 5
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F
A
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Name of your preparation: _______________________________________________
Step 2 D
Step 1
Step 4
Step 3
Step 5
• This is some inspiration to prepare a crazy recipe! Choose minimum 4 ingredients from the list, or include others you know.
Remember, the more original the preparation, the better!
Black pepper Garlic
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Empanadas Mushrooms
Purple
carrots
Orange cauliflower
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A
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Lentils White cherries Red bananas
RNoodles Taco
Dark
chocolate
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• These are some words we use when talking about cooking food. Use them when explaining your preparation!
Peel Boil Slice Fry Chop Serve
• This is some inspiration to prepare a crazy recipe! Choose minimum 4 ingredients from the list, or include others you know.
Remember, the more original the preparation, the better!
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F
A
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• These are some words we use when talking about cooking food. Use them when explaining your preparation!
Resource Packet
Secondary School
Grade: 3rd
Function #51: Making inferences (Hacer inferencias)
Take Your Best Guess!

comprensión escrita, producción escrita, e 1. Teacher shows any big picture from a magazine, newspaper, etc.
interculturalidad y convivencia (that has people/animals somehow interacting or doing something)
and asks students to brainstorm answers for the following questions
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Indicadores de Logro in pairs: “What do you see here?” “What can you say about the
picture that you believe is true, but you can’t see?”
e indicaciones, a partir de la escucha de 2. After some minutes, students share their answers. Teacher draws
inferencias.
• PO: Hace inferencias utilizando frases y
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two columns on the board: one for things you can see in the picture,
and another one for things you can’t see -- but you believe are true
(inferences). Finally, teacher explains they will be practicing inferences.
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oraciones breves y sencillas.
Activity (15 min.)
3. Students make new groups of three. In the meantime, volunteer
students help post 10 different pictures from the handout “Take
breves y sencillos en los que se hacen
your best guess!” on the walls, all around the classroom. On person
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inferencias.
in each team copies the following questions on their notebooks:
• PE: Hace inferencias utilizando frases y
oraciones escritas breves y sencillas. Questions to ask: Answer starters:
• IC: Expresa sus opiniones con asertividad. What is happening? / What happened? I think…
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Where are people / person? My guess is…

Objectives What are the people / person doing? It could be that…
How do the people / person feel? Maybe…
• Students will be able to use 2-3 phrases to
… Perhaps…
make inferences and guesses in order to conclude
How do you know?
information from pictures in a pair conversation
gallery walk.
4. Teams stand up next to their initial picture. They will have 60-90
minutes to talk about each one, answering all of the questions. After
Materials time is up, teacher claps (or gives another signal) and students move
to the next station, all in the same direction. They repeat the
• “Take Your Best Guess” handout
exercise with all of the pictures (or as time allows).
Extension (5 min.)
5. As a whole class, volunteer students share some of the inferences
they made -- always clarifying how they reached that conclusion.
Teacher can hold the pictures in front of the whole group in order
to help students remember the content of the photos.
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Resource Packet
Secondary School
Grade: 3rd
Function #51: Making inferences (Hacer inferencias)
“Guess What” Cards

comprensión escrita, producción escrita, e 1. Teacher makes a very simple drawing of a “secret animal” that
interculturalidad y convivencia students cannot see. Students receive from the teacher maximum
3 clues to guess. In pairs, they brainstorm for some seconds or call
out the answers. If the answers are not correct, more clues are
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given. Finally, the original drawing is revealed.
e indicaciones, a partir de la escucha de 2. Students do something similar in pairs: they choose a “secret
inferencias.
• PO: Hace inferencias utilizando frases y
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animal”, make a very simple drawing (or write the word) and then
give maximum 3 clues to their partner, who infers/guesses it.
Teacher explains that mentioning something you cannot see, but
that seems logical, is called to “infer”. Students will practice making
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• CE: Responde de forma adecuada a preguntas inferences in this activity, with a different category: places.
e indicaciones, a partir de la lectura de textos Activity (15 min.)
breves y sencillos en los que se hacen 3. Students make new groups of three. They receive a set of cards
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inferencias. from the handout “’Guess What’ Cards” face-down, and divide
• PE: Hace inferencias utilizando frases y them in equal parts (the content of the cards is personal and a
oraciones escritas breves y sencillas. secret for the rest of the team). The objective of the activity is to
• IC: Expresa sus opiniones con asertividad. make other students infer/guess the name of a place (city, zoo, bar,
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etc.) based on clues on a card -- e.g. “In this place I can see a lion”.
Objectives
4. Students will take turns offering clues according to the card they
• Students will be able to use 2-3 phrases to have -- but can only mention maximum 3 out of the 6 words in their
make inferences in order to guess a place another card. The rest of the team tries to infer/guess the place, using
student will give clues about in a small-group language to infer (“Maybe…”, “You must be…”, “It could be…” etc.)
guessing game. The first person to call the correct word, keeps the card and 1 point.
The game develops as time allows or until all students have used all
Materials of their initial cards.
Extension (15 min.)
• “‘Guess what’ Cards” handout
5. As an extension activity, students get blank cards (last page of the
* Handout taken/adapted from the American English handout attached). They will think of new places (or other
website: https://americanenglish.state.gov/resources-0
categories, such as jobs, animals, foods, etc) and add 3 words that
can serve as clues. After most students have some cards ready, they
will pair up and play the same game. Students can mingle to find
new partners as time allows.
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In the sky At the zoo In the In the sea
classroom
1. clouds 1. lions 1. teacher 1. water
2. birds 2. elephants 2. students 2. salt
3. the sun 3. monkeys 3. chairs 3. fish
4. the moon 4. zebras 4. books 4. boats
5. airplanes 5. cages T 5. chalkboard 5. islands
6. rainbow 6. bears 6. desks 6. sharks
+
F
+ +
+
A
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At the beach At the movie In a city
R In the
theater kitchen
1. sand 1. tickets 1. buildings
D 1. refrigerator
2. seashells 2. seats 2. shops 2. plates
3. umbrellas 3. screens 3. people 3. stove
4. towels 4. popcorn 4. streets 4. food
5. bathing suits 5. lobby 5. traffic 5. table
6. waves 6. projectors 6. cars 6. sink
+ + + +
13-21032 Guess What Cards.indd 1 12/20/12 10:07 AM
At the zoo In the sea At night At the
bookstore
1. kangaroos 1. dolphins 1. sleep 1. books
2. hyenas 2. submarines 2. stars 2. CDs
3. lizards 3. scuba divers 3. the moon 3. magazines
4. eagles 4. coral 4. crickets 4. cashier
5. polar bears 5. seaweed (kelp)
T 5. dreams 5. shelves
6. orangutans 6. octopuses 6. darkness 6. newspapers
++
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++ ++ +
A
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Along a In space In a pet store
R On the wall
city street
1. sidewalks 1. stars 1. puppies
D 1. calendars
2. signs 2. planets 2. kittens 2. maps
3. street lights 3. the moon 3. fish 3. photographs
4. trees 4. the sun 4. cages 4. light switches
5. parking spaces 5. satellites 5. birds 5. clocks
6. trash cans 6. meteors 6. pet food 6. mirrors
++ ++ +++ ++
In a In a
grocery store department In a house In the desert
store
1. fruit 1. clothing 1. doors 1. camels
2. meat 2. electronics 2. kitchen 2. cactus
3. milk 3. shoes 3. bedrooms 3. sand
4. vegetables 4. toys T 4. floors 4. snakes
5. aisles 5. furniture 5. bathrooms 5. oasis
6. cashiers 6. tools F 6. walls 6. pyramids
+ + + +
A
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At the In a hotel R At a At the doctor
airport restaurant
1. airplanes 1. front desk 1. servers
D 1. waiting room
2. tickets 2. beds (waiters) 2. nurses
3. customs 3. elevator 2. menus 3. patients
4. security 4. lobby 3. tables 4. thermometers
5. baggage claim 5. restaurant 4. food 5. medicine
6. passport 6. housekeeping 5. plates 6. vaccinations
6. chefs
++ + + ++
……………… ……………… ………………

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F
A
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……………… ……………… R ………………
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americanenglish.state.gov
Reading for Inferences
• Announce students will read to a text four times, each time with a different purpose.
• In pairs, students receive the handout below and do the page with the title “Before you read”.
Teacher and students read the instructions of each section and clarify the new language (which
they will need to understand important aspects of the reading text).
• The handout below contains the questions and materials for the first, second, third and fourth
tasks for this reading activity.
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• As wrap-up, students discuss the next questions -- first in pairs, then with the rest of the class:
1. Do you wear a bathrobe and slippers at home?

2. Who do you call for help?
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3. Do you have keys to your house? How many keys do you have?
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4. Describe a time when you locked yourself out of your house or apartment.
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Recommendations
• Students should always know why there are listening or reading -- in this activity’s case,
reading. This means that they need to receive instructions on each task before they listen, not
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after. Doing it after transforms the activity into a memory game.
• Allow for students to check answers with others after they listen each time. Students are not
normally confident in their listening/reading skills, so sharing with a classmate before checking
answers as a whole group can increase their confidence.
• Avoid letting students read for a long time. The first tasks do not demand deep understanding,
so the students could read for no more than 60 seconds. Little by little, give more time for them
to read.
• Always try to elicit and explore how much students were able to do and understand. More often
than not, students do not feel confident in their answers -- but they do get some correctly.
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Reading for Inferences
Before you read!
Activity 1. Find a partner! Together, look at the picture below and discuss: What do you see? What
do you think happeend in the picture? Give a theory based on what you see.
Write 1 theory here, using “Maybe…”, “I think…”, or other words:
______________________________________________________
______________________________________________________
______________________________________________________
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Activity 2. Look at the words below. Can you pronounce them? You can also repeat after your
teacher. Then, match each word with the pictures below.
bathrobe - front porch -

F sighed - laughed
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Activity 3. Complete the sentences below using the words.
1. That was so funny, Mary! I _______________ so much that day.
2. I need to water the plants in my _________________. They get dry outside in the sun.
3. I think Richard is sad. In our conversation, he ____________ a couple of times.
4. My mom loves her new ___________________. She always uses it after a shower!
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TASK 1 - Reading for Inferences
Quickly read and decide: how many people participate in this story?
a) One person b) Two people c) Three people d) Four people

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Read again. What happened to Mr. Tom Thomas?
a. He forgot to charge his phone’s battery.

b. He forgot the key to the house inside the house.
c. He forgot to take a shower before going to work.
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Read again and answer these questions. The answer is not in the text, but take your best guess!
1. Is Mr. Cruz a new neighbor? F

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2. What is the relationship between Amanda and Tom Thomas?
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3. Will be easy or difficult for Tom Thomas to find the key in the garden?
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Read one final time. What title would you give to this story?
Write it at the top of the paragraph.
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TASK 1 - Reading for Inferences [ANSWER KEY]
Quickly read and decide: how many people participate in this story?
a) One person b) Two people c) Three people d) Four people

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Read again. What happened to Mr. Tom Thomas?
a. He forgot to charge his phone’s battery.

b. He forgot the key to the house inside the house.
c. He forgot to take a shower before going to work.
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Read again and answer these questions. The answer is not in the text, but take your best guess!
4. Is Mr. Cruz a new neighbor?

F
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Probably not, because he says “again” and knows Tom’s name.
5. What is the relationship between Amanda and Tom Thomas?

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Probably husband and wife, but could also be a brother and a sister that share the
house. Tom and Amanda have the same last name, so it could be either option.
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6. Will be easy or difficult for Tom Thomas to find the key in the garden?
Probably not easy, because at the end he mentions they have more than 20 planst.
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Read one final time. What title would you give to this story?
Write it at the top of the paragraph.
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_______________________________ _______________________________
Tom Thomas sat on the front porch of his house in a bathrobe Tom Thomas sat on the front porch of his house in a bathrobe
and slippers. He put his head in his hands. He was holding the and slippers. He put his head in his hands. He was holding the
newspaper. His neighbor, the dentist Caesar, was going to work. newspaper. His neighbor, the dentist Caesar, was going to work.
Tom was sad. Caesar saw Mr. Thomas. Tom was sad. Caesar saw Mr. Thomas.
"You did it again, right?" said Caesar. "You did it again, right?" said Caesar.
Mr. Thomas said, "Yep." T
Caesar laughed and said, " Tom, you can use my cell phone."
Mr. Thomas said, "Yep."
Caesar laughed and said, " Tom, you can use my cell phone."
"Amanda, I did it again." he said.
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Tom said “thank you” and took the cell phone. He called his wife. Tom said “thank you” and took the cell phone. He called his wife.
"Amanda, I did it again." he said.
“It’s OK, Tom. Yesterday I put an extra one in the back garden, A
“It’s OK, Tom. Yesterday I put an extra one in the back garden,
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next to a plant. You can open with it.” Amanda said sweetly. next to a plant. You can open with it.” Amanda said sweetly.
"Thank you so much, dear. I'm so sorry. I'll see you soon." "Thank you so much, dear. I'm so sorry. I'll see you soon."
Mr. Thomas returned the phone to Caesar, and sighed again.
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Mr. Thomas returned the phone to Caesar, and sighed again.
“Bye Tom. Don’t worry, this is normal. It always happens to me. “Bye Tom. Don’t worry, this is normal. It always happens to me.
Have a good day!” said Caesar.
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Have a good day!” said Caesar.
"Oops, we have more than 20 plants…" Tom remembered. "Oops, we have more than 20 plants…" Tom remembered.
Listening for Inferences
• Teacher announces students will listen to some conversations at least two times, without an
explanation of the context or the situation.
• Students receive the handout below and answer as many questions as they can in two
listenings. The first time they might not be able to get much (and might serve as a way for them
to get familiar with the audio).
• After two or three times the audio is played, students get in pairs and discuss their answers.
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Teacher avoids giving the correct answers at the beginning, so students have a number of
opportunities to get them by themselves.
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• Finally, the teacher can share the script and the answers after the students share out loud their
own guesses and ideas.
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Listening for Inferences Listening for Inferences
CONVERSATION #1 CONVERSATION #1
How many people How many people
participate? participate?
Who are they? Who are they?
Do they have a Do they have a
problem? What are problem? What are
they talking about? they talking about?
Where are they? Where are they?
How do you know?
(evidence)
T How do you know?
(evidence)
How many people
CONVERSATION #2
F How many people
CONVERSATION #2
Who are they? AWho are they?
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they talking about?
Where are they?
How do you know?
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they talking about?
Where are they?
How do you know?
(evidence) (evidence)
CONVERSATION #3
D CONVERSATION #3
How many people How many people
Who are they? Who are they?
they talking about? they talking about?
Where are they? Where are they?
How do you know? How do you know?
(evidence) (evidence)
CONVERSATION #1 SCRIPT
Laura: I like the color.

Chad: So, do I. Red is my favorite color. And it looks very modern.
Laura: How many kilometers does it have on it?
Chad: Only 3,000. They previous owner was an old man. He didn’t use it much.
Laura: That’s nice. What’s the price?
Chad: It’s really cheap.
Laura: Is it for 5 people or more?
Chad: It’s for 5 people, so it’s perfect for my family.
Laura: Then I think you should buy it!!
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Eric: This is one of the reasons I hate working in a big city.

Nury: I know. Every day, it’s the same thing.
F
Eric: This is terrible! We have been here, in the same place, for 2 hours.
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Nury: Yes… I don’t have a lot of patience in me anymore!
Eric: Hmm… Let’s turn on the radio. Maybe there’s some good music.
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Nury: Oh I’m sorry… the radio’s not working.

Eric: It’s OK… I think I’ll take the metro tomorrow.
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Nico: Did you understand everything today?

Roger: No. I’m so confused!
Nico: So am I.
Roger: The room was super hot, it was difficult to concentrate!
Nico: It’s true… And we have the exam next week!
Roger: Maybe we should go to the language lab this afternoon. There is also an
application for the cellphone that helps with vocabulary!
Nico: Good idea. I need more practice.
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Resource Packet
Secondary School
Grade: 3rd
Function #52: Making predictions (Hacer predicciones)
20 Years in the Future!

1. Teacher writes on the board the word “Prediction”, and elicits
examples or definitions. In pairs, students make 2-3 predictions
about the rest of the week or this evening (could be about their
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Indicadores de Logro families, weather, food, etc.) Volunteer students share their ideas
for the whole class, and teacher guides students to notice the word
• CO: Responde de forma adecuada a preguntas “will” -- which is usually preferred for predictions.
predicciones.
• PO: Hace predicciones utilizando frases y
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2. Teacher announces students will play a game of predictions. Each
person will receive a copy of the handout “20 years in the future”.
Students will write one prediction in different categories, but in
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oraciones breves y sencillas. order. For example, first time everyone writes a prediction in the first
• CE: Responde de forma adecuada a preguntas category, “Home”. After 30-45 seconds, everybody folds the paper
e indicaciones, a partir de la lectura de textos so that “Home” is not visible, and pass the paper to the person on
breves y sencillos en los que se hacen their right. The second round, everyone writes a prediction for the
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predicciones. second category, “Appearance”. After 30-45 second, everybody fold

• PE: Hace predicciones utilizando frases y the paper so that “Home” and “Appearance” are not visible -- and
oraciones escritas breves y sencillas. so on with the other categories.
• IC: Interactúa con respecto hacia sí mismo/a y
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las demás personas, valorando la identidad Activity (15 min.)

social y cultural propia y de otros países. 3. When round 10 “Pets” is over, all students will put the handout
in their hands on a table or the floor in the middle. Now, each
Objectives student will take one random paper and will read it carefully. They
cannot change it! Students clarify any words they do not understand
• Students will be able to use at least 5 ideas
before following with the activity.
using language to express predictions in order to
discuss predictions they received from others in
4. Students think for a moment about the question “Do you agree
a pair mingle conversation.
with your predictions?” Then, they will mingle, find a partner and
explain their opinion for 5 categories. If they do not agree with the
Materials prediction received, they give another prediction they like better.
Students switch partners at least 4-5 times.
• “20 Years in the Future” handout
Extension (5 min.)
5. As wrap-up, volunteer students can orally share some of the
predictions they agreed with, or the predictions that were totally
different from their own personal plans.
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 20 Years in the future 
Let’s make predictions!
This year: ____________ • In 20 years, it will be: _________________
Fold
1. Home
In 20 years, you will

Fold
2. Appearance

Fold
3. Job

Fold
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4. Health
5. Family
F Fold
A
Fold
6. Travel
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Fold
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7. Hobbies

Fold
8. Friends

Fold
9. Money

Fold
10. Pets
Y In 20 years, you will
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Resource Packet
Secondary School
Grade: 3rd
Function #52: Making predictions (Hacer predicciones)
It Depends on the Weather

comprensión escrita, producción escrita, e 1. Teacher starts the activity by asking students “What’s the
interculturalidad y convivencia weather like in this moment?” Was it different this morning?
Yesterday? In pairs, students brainstorm answers to those
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questions. Teacher can elicit some words for weather conditions
before they brainstorm, drawing and writing on the board as needed.
e indicaciones, a partir de la escucha de 2. After volunteer students call out answers, teacher asks students
predicciones.
• PO: Hace predicciones utilizando frases y
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to make predictions about the weather for the following days.
Again, volunteer students call out answers, and teacher guides
students towards using words like “maybe” or “will” to predict.
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• CE: Responde de forma adecuada a preguntas Activity (15 min.)
e indicaciones, a partir de la lectura de textos 3. Students make new groups of four. Teacher explains students will
breves y sencillos en los que se hacen need to visit 4 cities in the Dominican Republic: Santo Domingo,
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predicciones. Santiago, Punta Cana and Puerto Plata -- but they can’t go when it’s
• PE: Hace predicciones utilizando frases y raining! Together, they will decide when to go to each place without
oraciones escritas breves y sencillas. revealing all of the information they have.
• IC: Interactúa con respecto hacia sí mismo/a y
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las demás personas, valorando la identidad 4. Each member of the group receives a different strip (A, B, C or D)
social y cultural propia y de otros países. from the handout “It depends on the weather”, and receives
instructions to keep their piece of paper secret. They will have
Objectives around 10-12 minutes to propose ideas about when to go, using
their information -- but only answering questions. For instance, if a
• Students will be able to use 1-2 expressions to student has the weather for Santiago (strip B), he/she can only
indicate prediction and at least 3 vocabulary answer propositions from his/her team, but not say explicitly what
items for weather conditions in order to decide day is better.
when to travel to different cities in a small-group
conversation. Extension (10 min.)
5. After students have decided what day they will go to each place,
Materials students can make predictions about what they will do in the 4 cities
(orally or by writing). If time allows, students mingle and tell their
• “It Depends on the Weather” handout plans to other students, and see what plans they have in common.
(One strip A, B, C or D per student)
Option: Students can make predictions about weather and confirm
• “My Weather Prediction Chart” handout if they are real or not by completing the handout “My Weather
(optional) Prediction Chart” as homework.
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It depends on the weather! (Form A)
Weather for Santo Domingo, DR
Today Wednesday Thursday Friday Saturday Sunday
Clear 28° 21°
T 30° 21° 29° 20° 27° 19° 26° 19°

24°
Humidity: 73%
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A
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It depends on the weather! (Form B)
Today Wednesday
Weather for Santiago, DR

Thursday Friday
D Saturday Sunday
Partly cloudy
24° 21° 20° 17° 22° 18° 24° 18° 26° 20°
21°
Humidity: 65%
It depends on the weather! (Form C)
Weather for Punta Cana, DR
Today Wednesday Thursday Friday Saturday Sunday
27° 21°
T 26° 17° 26° 20° 29° 19° 29° 20°

Clear
25°
Humidity: 76%
F
A
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It depends on the weather! (Form D)
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Today Wednesday
Weather for Puerto Plata, DR

Thursday Friday
D Saturday Sunday
Clear 16° 24° 19° 24° 21° 25° 26° 19° 26° 19°
18°
Humidity: 61%
MY WEATHER PREDICTION CHART
Name of meteorologist: ______________________________
Instructions: Predict next week’s weather! Draw and write a sentence in the first chart “My Prediction”. Then, take the chart
home and draw what really happens during these days (“Reality”). Be ready to compare answers with another student.
MY PREDICTION
Today _________
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F
A
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It is raining.
REALITY
R
Today _________
D
It is raining.
Card Fortune
• In groups of 2-3, students will “read the cards” for one another and make predictions about the
future by using the templates below.
• After groups are made, students receive a set of already cutout cards used to make predictions
about someone’s future (handout below). They shuffle the cards, and take turns being the
readers and the listeners. The listener will choose 6 face-down cards at random. Each time the
reader flips a card, he/she has to make a short prediction using the information of the card to the
T
classmate in front of them.
• For example, if the first card revealed to a partner is the Ace of Hearts (“Love”), the reader will
F
make a short prediction such as “You will have a happy love life” “Your parents will love you
forever”, etc. If time allows, new groups can be created and the game can be done again.
A
• Then, students switch roles and do the same for the other person. In the end, students make
pairs with a new student and share the predictions they received -- and whether they think they
will be real or not in the future..
R
D
548
Dream comes
Graduation Love Friends Travel
true
T
F
A
549
Invitation to
Family event
Health Happiness Money
R
D
Work or
Home
School
Movie Predictions
• Teacher can start the activity by helping students “warm up”. In pairs, they will make a list of 6-
8 different movies they like or that they know -- hopefully in English. Then, volunteers call out
some names.
• As a whole group, the class brainstorm what types of movies they know -- drama, comedy,
horror, superheroes, etc. Then, they go back to their pairs and determine what type of movie
they brainstormed before.
T
• In this activity, students will be making predictions about movie posters they will see (of movies
they probably do not know). Teacher shows an example (like the one below), and students think
F
and brainstorm 2-3 predictions using words such as “will” and/or “maybe”. For instance, “The
movie will be about a grandmother and a grandfather in Africa.”
A
• Students form groups of three. The teacher posts the posters (handout below) around the
room. Pairs imagine they are at the cinema, stand next to a poster and make predictions about
the movie they see.
R
D
550
Movie Predictions!
T
F
A
R
D
551
Movie Predictions!
T
F
A
R
D
552
Resource Packet
Secondary School
Grade: 3rd
Function #53: Making announcements and giving news (Hacer anuncios y dar noticias)
Class News Report

1. Teacher writes the phrase “positive news!!” on the board, and
shares one piece of a real piece of good news he/she has received
recently. In pairs, students brainstorm 3-5 topics or types of news
that people find normally positive. As volunteer students call out
T
Indicadores de Logro answers, the teacher can add more ideas.
• CO: Responde de forma adecuada a preguntas Activity (20 min.)
e indicaciones, a partir de la escucha de 2. In pairs, students think and brainstorm one or two positive pieces
anuncios o se dan noticias.
• PO: Hace anuncios y da noticias utilizando
F
of news they have received in the past days or weeks -- they can
include good news about other people they know. They can use the
topics from the pre-activity phase as inspiration. Students gather
A
frases y oraciones breves y sencillas. details about the piece of news (who, when, where, why, etc.)
e indicaciones, a partir de la lectura de textos Important: Students need to share only stories they feel comfortable
breves y sencillos en los que se hacen anuncios sharing. It is crucial that the groups knows and understands this!
R
o se dan noticias.
3. After around 5 minutes, students receive the handout “Class
• PE: Hace anuncios y da noticias utilizando
News Report” and write their own names next to “Interviewer”.
frases y oraciones escritas breves y sencillas.
Then, they will find a new classmate and ask some questions to
• IC: Muestra motivación para aprender inglés.
D
know more about their good piece of news. Students can use the
questions in the handout, but can also add 1-2 original ones.
Objectives
4. They repeat the process with another person. Then, they go back
• Students will be able to use the English they
to their original partner and, trying not to read, retell the good
know in order to elicit, narrate and retell
pieces of news in as much detail as they can. At the end, students
important pieces of news from classmates in a
can share some of the news that caught their attention.
mingle pair conversation.
Extension (15 min.)
Materials 5. As a wrap-up, students can write on a piece of paper their piece
of news, including some details (they need to leave enough space
• “Class News Report” handout for others to also write). Then, they post their good news around
the walls of the classroom. All students stand up, take a pen and
write positive comments, questions and even emoji on the piece of
paper -- as they would do on social networks.
553
Class News Report! Class News Report!
Interviewer: ______________________ Interviewer: ______________________
Interviewee #1: ______________________________ Interviewee #1: ______________________________
What is one important news you can give us? What is one important news you can give us?
How do you feel about this news? T How do you feel about this news?
Two or three more details you want to share?
F Two or three more details you want to share?
A
554
Interviewee #2: ______________________________ R
Interviewee #2: ______________________________
What is one important news you can give us? What is one important news you can give us?
D
How do you feel about this news? How do you feel about this news?
Two or three more details you want to share? Two or three more details you want to share?
Resource Packet
Secondary School
Grade: 3rd
Function #53: Making announcements and giving news (Hacer anuncios y dar noticias)
This Happened Recently!

1. Teacher announces the next activity will be about “news”, writes
the word on the board, and elicits names of TV news shows, news
anchors, newspapers, etc. Students take a moment to brainstorm
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Indicadores de Logro names and contribute orally as a whole group.
• CO: Responde de forma adecuada a preguntas 2. Teacher announces students will be creating two pieces of news
e indicaciones, a partir de la escucha de that “happened” in their city or in their neighborhood. They cannot
anuncios o se dan noticias.
• PO: Hace anuncios y da noticias utilizando
F
use any real names of real people (to avoid misuse of the activity),
but they can invent what happened. Students pair up and receive a
copy of the handout “This happened recently!” Teacher monitors
A
frases y oraciones breves y sencillas. and helps with potentially unfamiliar language, although learners
• CE: Responde de forma adecuada a preguntas are encouraged to use mainly language they already know.
breves y sencillos en los que se hacen anuncios Activity (15 min.)
R
o se dan noticias. 3. Once all students have ideas for at least one piece of news,
• PE: Hace anuncios y da noticias utilizando students will make new groups of three. Each person receives the
frases y oraciones escritas breves y sencillas. handout “This happened recently! (The Reports)”, where they will
• IC: Muestra motivación para aprender inglés. take some notes about the other news they hear. In their groups,
D
students will take turns to narrate their piece of news, explaining as

Objectives many details as possible.
• Students will be able to use the English they
4. A new group of three is created and the process is repeated. By
know in order to narrate and retell made-up
the end of this round, students should have notes for 4 pieces of
pieces of news in a small-group share.
news (2 from last round and 2 from this round). Students pair up
with a different student and tell them what they remember about
Materials each piece of news.
• “This happened recently!” handout
Extension (10 min.)
• “This happened recently! (The Reports)” 5. Together, pairs decide their Top 3 pieces of news they would like
handout to be real from the ones they collected, explaining why. Finally,
volunteer students offer one piece of news they would like to be
real and why with the rest of the class. As an alternative, students
can individually write their Top 3 after discussing, including their
personal reasons.
555
News Report #1 News Report #1
T
F
A
556
News Report #2 News Report #2
R
D
This happened yesTerday! (The Reports)
Write the news that 4 classmates told you. Write some words to remember the stories!
T
F
A
This happened yesTerday! (The Reports)
R
Write the news that 4 classmates told you. Write some words to remember the stories!
D
557
Flag Ceremony Announcement
• In pairs, students brainstorm answers to the following questions asked by the teacher:
- What is a flag? What colors are the flag of our country?

- Do we have a flag ceremony? What day?
• After discussing the answers, students imagine they will give the announcements during the
flag ceremony about the activities of the week. They are in charge of organizing those activities!
T
• In pairs, students receive the handout below and write activities they would like to do at school
such as bake sales, dancing competition, etc. Then, they prepare a short announcement to
perform for a small group in some minutes.
F
• Students need to decide the time, date, what the activity is, why it is attractive and what they
A
need from the rest of the school. All students need to participate.
• After some minutes, pairs get together (to form groups of 4) and take turns making the
announcements. In order to add an element of realism, teacher encourages students to get the
R
audience’s attention before starting, saying “hello” and “goodbye” (like in a real announcement),
etc.
D
558
Name of activity
Date & Time
What is it?
Why is it attractive?
T
What do people need to do or
bring?
F
A
R

D
Name of activity
Date & Time
What is it?
Why is it attractive?
What do people need to do or

bring?
559
Share the good news!
• Teacher makes 2 columns on the board: one for “positive news” and one for “negative news”.
In groups of 3, students brainstorm 1-2 recent news they have heard (about any topic) of each
type. If necessary, teacher can offer one example for each (especially examples that are
relevant to the students’ interests and background).
• Students make new pairs, and as a team receive one copy of the handout “Share the good
news”. Together, they read the different topics there and create one positive piece of news they
T
believe happened in the last 3 years about the topics (depending on time available, they can do
this with 4 to 8 topics).
F
• After around 10 minutes, or after most pairs have at least 4 pieces of news, teams get together
to form groups of 4. They take turns narrating their good news. Together, they decide if each
piece of news is realistic or not.
A
• As an optional extension for homework, students can look up on the Internet 2-3 real positive
pieces of news that are connected to the topics on the handout, and share them in simple words
R
with others.
D
560
Read the following topics.
What do you think are some positive news in the last 3 years that are connected to them?
Create specific news (with specific countries, places, people and situations) for each topic.
It’s OK if you don’t know -- you can use your imagination!
More tolerance,
less discrimination
T
Conservation of animals in
danger of extinction
F
A
R
Read the following topics.

What do you think are some positive news in the last 3 years that are connected to them?
Create specific news (with specific countries, places, people and situations) for each topic.
D
It’s OK if you don’t know -- you can use your imagination!
More tolerance,
less discrimination
Conservation of animals in
danger of extinction
561
Resource Packet
Secondary School
Grade: 3rd
Function #54: Comparing events and past and present situations
(Comparar hechos y situaciones del pasado con el presente)
Elementary VS High School

1. Teacher writes on the board ‘Elementary school’ and ‘Highschool’.
Students brainstorm how old students are in each one, plus 2-3
T
similarities between both. Volunteer students call out answers.
2. Teacher announces students will be comparing both types of
• CO: Responde de forma adecuada a preguntas school in this activity. To get inspiration, they pair up and brainstorm
comparan hechos y situaciones del pasado con
F
2 advantages and 2 disadvantages of each school level. After some
minutes, pairs share their ideas with another pair, and include any
new thoughts they hear into their own list. Then, volunteer students
A
el presente. call out answers in a whole class conversation.
• PO: Compara hechos y situaciones del pasado
con el presente, utilizando frases y oraciones Activity (15 min.)
breves y sencillas. 3. Individually, students receive a copy of the handout “Elementary
R
• CE: Responde de forma adecuada a preguntas VS Highschool”. They take a moment to write 1-2 ideas for each
e indicaciones, a partir de la lectura de textos category about things they used to do and that they do now -- in
breves y sencillos en los que se comparan other words, things that have changed. Students can pair up to offer
hechos y situaciones del pasado con el presente. help and support for each other, as teacher monitors as well.
D
• PE: Compara hechos y situaciones del pasado

con el presente, utilizando frases y oraciones 4. After some minutes, students mingle and look for another peer.
escritas breves y sencillas. They will ask each other general questions, such as “What is different
• IC: Muestra motivación para aprender inglés. now in highschool?” or “What changes do you see thinking about
elementary school?” The other person will choose 4-5 changes,
Objectives using structures such as “I/We used to…” or “Before… now…”
Students can include any ideas they hear on their own handouts.
• Students will be able to use at least 4 instances
Students mingle and repeat the interaction at least 3 times.
of language to talk about past habits (“I used to”
or “Before… now”) in order to compare a number
Extension (10 min.)
of aspects between elementary school and
5. As a final wrap up, students take half a page and write 1-2 things
highschool in a pair conversation.
that have changed for them -- either from the handout or from and
original idea. Then, they post their paper around the room, and walk
Materials around writing a short message on some of the pieces of paper --
for example, showing agreement or a short opinion.
• “Elementary VS Highschool” handout
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Elementary VS High school Elementary VS High school
Primary High School Primary High School
Homework Homework
Recess T Recess
F
Snacks Snacks
A
563
Uniform/
Clothes
R
Uniform/
Clothes
D
Schedule Schedule
Subjects Subjects
Resource Packet
Secondary School
Grade: 3rd
Function #54: Comparing events and past and present situations
(Comparar hechos y situaciones del pasado con el presente)
“I Used To…” Boardgame

comprensión escrita, producción escrita, e 1. Teacher writes on the board the phrase “______ I love”. Students
interculturalidad y convivencia call out possible words to complete it, such as “music”, “food”, etc.
T
Teacher writes those contributions on the board. When there are at
Indicadores de Logro least 5 ideas, students pair up and share some answers for the
categories (it is not completely necessary to share as a whole group).
comparan hechos y situaciones del pasado con
F
2. Next, teacher asks students “Did you use to like the same when
you were 7 years old? 5 years old?” In the same pairs, learners
compare what they used to like/do when they were kids. After some
A
el presente. minutes, volunteer students call out answers. Teacher guides them
• PO: Compara hechos y situaciones del pasado to use the construction “I used to…” and/or “Before… now…”
con el presente, utilizando frases y oraciones Activity (20 min.)
breves y sencillas. 3. Students make groups of 3-4 members. Each group receives a
R
• CE: Responde de forma adecuada a preguntas copy of the handout “‘I used to…’ Boardgame” and a dice. Students
e indicaciones, a partir de la lectura de textos also choose one small object to represent them on the board, and
breves y sencillos en los que se comparan put them on the “Start” box. They will take turns rolling the dice and
hechos y situaciones del pasado con el presente.
D
asking/answering questions.
• PE: Compara hechos y situaciones del pasado
con el presente, utilizando frases y oraciones 4. When a student lands on a box, another student will read the
escritas breves y sencillas. corresponding question. The player will give a number of answers
• IC: Muestra motivación para aprender inglés. -- earning 1 point per correct answer using “I used to…” or “Before…
now…” (maximum 3 answers, for a maximum of 3 points). The
Objectives player has 1 minute to produce their answers. After time is up, the
next student plays. The objective is not to get to the “Finish” box,
• Students will be able to use at least 4 instances but to accumulate at least 20 points as a group (in order to lessen
of language to talk about past habits (“I used to” the sense of competition). The activity develops as time allows.
or “Before… now”) in order to answer questions Note: Teacher can make this a competition for individual points, as
comparing present and past in a small-group long as the focus on the activity does not turn into competitiveness.
boardgame activity.
Extension (15 min.)
Materials 5. Individually, students can choose 3-4 questions from the board
and write them on their notebooks. Then, they mingle, ask and
• “‘I used to…’ Boardgame” handout answer them with at least 4 other students. At the end, volunteers
can share some of their findings with the rest of the group.
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ADVANCE What did you
What time did Miss a
4 use to hate
you use to go turn
Spaces doing in your
to bed?
 free time? 
What did you What did you Who used to What used to
use to love use to do on be your idol or be your best
doing in your the weekends? hero? school
free time? subject?
Go back What sports ADVANcE What food
What TV
shows did you
use to watch?
2
Spaces

T
did you use to
play? Who did
you play with?
1
Space

did you use

to like?
Jump!
What used to be
your favorite
F What did you

What used to
be your
 movie? Why? use to drink? favorite toy?
A
565
BUT/AND
What did you
now…
How often did What school use to do on
did you use to R Where did you
you use to your school
go to? use to live?
cause trouble? holidays?
What games Go back Did you use to Jump
D Who did you
Where did you
did you use to 1 get good use to play
play? Space
use to go on
grades in
Back! with? What did
holiday? 
 school? you play?
ADVANCE
Miss 1 2
turn Spaces
 
Who used to be Did you use to OH No! Did you use to
Did you use to Who did you
your best friend? Jump! ride a bicycle? Go back have a pet? If
be a good or use to fight Who used to be
Do you still see If so, where did to the not, did you
him/her?
bad student?  with? your favorite family want one?
you ride? start!  member? Why?
Things Have Changed
• Teacher writes the sentence “When I was 5 years old I _________. Now, I ________”. In pairs,
students brainstorm 3-4 things they can say to complete these sentences (that are true for
them). As students offer answers, teacher guides them to the construction “used to”, which
expresses a habit in the past that is not true in the present.
• Each student receives a copy of the handout below. They write the answers to the prompts in
boxes, but not following any order in particular.
T
• When the students finish, they make new pairs and exchange worksheets. Students then take
turns to choose an answer from one of their partner's boxes and ask them questions to find out
F
what the answer refers to. For example, if a student wrote the word 'beach' in one of the boxes,
their partner might ask, “Did you use to go to the beach?”
A
• The student replies “yes” or “no”. If the answer is “yes”, the person also explains what he/she
does now. For example, “Yes, I did. I used to live near a beach when I was younger. Now I live
in the city”. Students are encouraged to ask 1-2 follow-up questions to start a short dialogue.
R
• After the answer has been explained and discussed, the student puts a tick next to the box and
the students swap roles. At the end of the activity, students report back to the class on the most
D
interesting things they found out about their partner. Students can also change partners every 2
boxes discussed.
566
Things have changed Things have changed
1. A place you used to go all the time 1. A place you used to go all the time
2. A kind of food you didn’t use to eat but now you do 2. A kind of food you didn’t use to eat but now you do
3. Something you used to have and now you don’t 3. Something you used to have and now you don’t
4. A game you used to play when you were younger 4. A game you used to play when you were younger
5. An activity you used to do that you wish you still do 5. An activity you used to do that you wish you still do
6. Something you really used to want 6. Something you really used to want
7. A place you used to go on holiday or vacation 7. A place you used to go on holiday or vacation
9. A TV show you used to watch all the time
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8. A kind of music you used to like and now you don’t 8. A kind of music you used to like and now you don’t
9. A TV show you used to watch all the time
F
A
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R
D
When I was a child…
• Teacher writes the sentence “When I was 5 years old I _________. Now, I ________”. In pairs,
students brainstorm 3-4 things they can say to complete these sentences (that are true for
them). As students offer answers, teacher guides them to the construction “used to”, which
expresses a habit in the past that is not true in the present.
• Teacher write on the board “What pets / have?” In pairs, students brainstorm how they could
ask a question with those words using “used to”. Volunteers offer their guesses. Teacher writes
T
contributions and offers feedback as needed (a chart for reference is offered below).
Wh- word
What pets
DID
did
person
you
F USE TO
use to
verb
have?
Extra info
---
A
--- Did you use to play with toys?
R
• Students receive the worksheet below and create questions with the prompts. They can write
those questions or just think about them. They confirm answers first in pairs and then with the
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whole class.
• Next, each student finds a partner in the room in order to do an interview about his/her
childhood. Students also answer their partner questions and interview each other. The process
is repeated again, so students interview 2 classmates in total.
• Afterwards, students form groups of 4 and share the details they learned about their friends.
For example: I learned that when ________ was a child, she used to wear more dresses. Now
she doesn’t.
568
When I was a ch ld…
STUDENT #1: STUDENT #2:
When I was a child… Now When I was a child… Now
What clothes / wear? I used to… Now, I… I used to… Now, I…
What clothes did you use to wear?
What clothes / wear?
What food/ like?
What games / play?
What / do on weekends?
What music / listen to?
T
What sports / play?
What TV shows / watch?
F
A
569
When I was a ch ld…
STUDENT #1:
When I was a child… Now
R STUDENT #2:
When I was a child… Now
What clothes did you use to wear?
I used to… Now, I… D

I used to… Now, I…
What food/ like?
What games / play?
What / do on weekends?
What music / listen to?
What sports / play?
What TV shows / watch?

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American

The Instituto Cultural Dominico-Americano and Centro Espiral

Twenty percent of the activities in this guide came from the

The following educators from the Instituto Cultural Dominico-

Graphic Designers: Nicolás Cárdenas and Nathalie Suazo

Going to a Desert Island

Competencias Específicas Procedure Suggested Time: 40 minutes

4. After some minutes, students mingle individually. When they find

Hiking boots Sunscreen Toilet paper Matches

Water purifier Hammock Flashlight Pot

State your reasons

Item #1: _____________________ | Reason: ______________________________________________

Item #2: _____________________ | Reason: ______________________________________________

Item #3: _____________________ | Reason: ______________________________________________

Item #4: _____________________ | Reason: ______________________________________________

Would You Rather…?

Competencias Específicas Procedure Suggested Time: 35 minutes

Would you rather…

Would you rather…

Would you rather…

A police officer 8. _______________________

how well-paid they are.

A police officer 8. _______________________

A gardener 10. ______________________

Ranking Lists - My original List! [Make your own]

Order the _________ from 1 to 8 according to My answers:

School Improvement Plan

Name(s): _______________________________ & ______________________________

New facilities or Equipment Reasons

What other ideas did you like? Why?

Competencias Específicas Procedure Suggested Time: 40 minutes

opiniones y sugerencias. Activity (15 min.)

Your brother wants to

Your grandmother has a

Your friend wants to buy a

Your teacher's computer

Your sister has almost

Your friend forgot his

Your grandfather has a

Your friend works very

Your sister won the lottery,

Competencias Específicas Procedure Suggested Time: 40 minutes

Best Female Singer Lady Gaga, Christina Aguilera, & Adele.

Best Superheroine Wonder Woman, Supergirl & Catwoman

Best Urban DR Singer El Mayol, Lapiz Consciente, & Vakeró

Your choice: • I'm sorry, but...

Best Female Singer Lady Gaga, Christina Aguilera, & Adele.

Best Superheroine Wonder Woman, Supergirl & Catwoman

Best Urban DR Singer El Mayol, Lapiz Consciente, & Vakeró

1-minute Talking Cards

Face-to-face It’s important for

People are never Money is more Cigarettes should be

Homework is Facebook and other

“What’s your opinion?” corners

Sample Statements (Feel free to include your own!)

1. Celebrities earn too much money.

Prohibition Dice Game

Competencias Específicas Procedure Suggested Time: 40 minutes

2. As students call out some answers, teacher writes on the board

3. In the same groups of 4, students receive 1 of 4 different dice with

Schools around the World

Competencias Específicas Procedure Suggested Time: 40 minutes

TASK 2 - Schools around the world

Item #1: _ | Reason: __________________________

Item #2: _ | Reason: __________________________

Item #3: _ | Reason: __________________________

Item #4: _ | Reason: __________________________

Name(s): _ &