(All) Primary - 4thgrade (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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PRIMary SchoOl
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Resource Packet
Primary School
Grade: 4th
Function #1: Saying hello and goodbye (Saludar y despedirse)
Music Mingle

Competencias Específicas Procedure Suggested time: 45 minutes

• Producción oral, comprensión oral, comprensión Pre-‐activity (10 min.)
escrita, producción escrita, e interculturalidad y 1. The teacher divides the blackboard into two columns. He/She
convivencia elicits or pre-‐teaches the following ‘greetings’ and ‘farewell’
phrases and writes them on the board:
Indicadores de logro Greetings Farewells

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• CO: Responde de forma adecuada a frases y Goodbye
Hello/Hi
oraciones muy básicas de saludo y despedida. Good morning/Good afternoon Bye
• PO: Saluda y se despide, utilizando frases y How are you? See you later
oraciones muy básicas. See you soon
• CE: Responde de forma adecuada a partir de la
lectura de preguntas e indicaciones muy básicas
que se utilizan durante la interacción en el aula.
thanks
And you?
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I am fine/ok/happy/sad/tired/,
See you
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• PE: Escribe frases y oraciones muy básicas de 2. Students repeat after the teacher once or twice. The teacher greets
saludo y despedida. students and they respond using some of the phrases written on the
• IC: Muestra respeto y cortesía al interactuar con board. The teacher addresses pronunciation issues and does some
las demás personas. drilling to help students practice pronunciation of challenging words.
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Activity (20 min.)
Objective 3. First round: When the music starts, students walk around the
classroom. When the music stops, they find a partner, shake hands
• Students will be able to use 5-‐6 greetings and
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and greet them using one of the phrases written on the board.
farewell phrases to say hello and goodbye in a
variety of ways. 4. Second round: On the board, the teacher assigns a color for
‘greetings’ to start a conversation and another color for responding to
Materials a greeting and ‘farewell’ phrases. For example, red: Hello/ Good

morning/, etc.; green: I am fine/ok/ and you? -‐ Bye, etc.. Half of the
• (Optional) Speaker and a song. If this is not
class gets a red card and the other half gets a green card. Students
available, you can sing a song or clap hands for
have to mingle again. When the music stops, they find a partner that
students to know when to mingle.
has a different colored card and greet them according to the color of
• Red and green (or any other colors) cards. You
the card they have. When they finish, they exchange their card. They
can cut up strips of paper and color them with
mingle when they hear the song and find a new partner when the
markers or colored pencils
music stops. They repeat this procedure three or four times.
• “Hello Goodbye” handout. If printing is not *Activity adapted from the American English website
available, students can draw the comic strips https://americanenglish.state.gov/resources/teachers-‐corner-‐teaching-‐beginners#child-‐2302
themselves.
Extension (15 min.)

5. The teacher gives out the “Hello Goodbye” handout with
blank cartoon strips for students to draw and complete the
greetings and farewell phrases in the speech bubbles. If time
allows, they can practice reading them out loud and acting out
with another partner.

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**
-‐ Read the bubbles, draw the story and complete the greeting and farewell phrases.
Greetings Farewells
Hello/Hi Goodbye
Good morning/Good afternoon Bye
How are you? See you later
I am fine/ok/happy/sad/tired/,thanks See you soon
And you? See you

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7:30 am

Good ______! Hello!

Good ______!

F ____ are you? ____! I’m ______,
thanks, ____ you?

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3:20 pm

Goodbye!
See ____ _______!
Good ______!

______! Good ______!

See ____!

**Image taken from: https://www.es.m.wikipedia.org
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Resource Packet
Primary School
Grade: 4th
Function #1: Saying hello and goodbye (Saludar y despedirse)
Greetings Board Game


escrita, producción escrita, e interculturalidad y 1. The teacher helps students review greetings by drawing the
convivencia incomplete chart below and eliciting what is missing.

Greetings Farewells
Indicadores de logro

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• CO: Responde de forma adecuada a frases y _____/Hi _________________
Good morning/_________ /evening Bye
oraciones muy básicas de saludo y despedida. See you ______
How are you?
• PO: Saluda y se despide, utilizando frases y I am ________ thanks ____ you soon
oraciones muy básicas.
• CE: Responde de forma adecuada a partir de la
que se utilizan durante la interacción en el aula.
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And _____?
The teacher has the students do some choral repetition of the
greetings and farewell phrases. She/He can point at random
greetings to get the students to call it out.
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• PE: Escribe frases y oraciones muy básicas de
2. Students work in groups of 4 or 5. They get a game board and

saludo y despedida.
follow the teacher’s directions. The teacher calls out the tasks
• IC: Muestra respeto y cortesía al interactuar con
written on each square one by one. He/She demonstrates what to
las demás personas.
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do and has the whole class repeat the actions after him/her. For
example, for the task “It’s morning. Greet the person next to you”
Objective the teacher stands next to a student and says “Good morning”.
Then, the teacher gets each student to do the same with the
• Students will be able to use 5-‐6 greetings and person sitting next to them.
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farewell phrases to play a board game in groups

of 4 or 5. Activity (20 min.)
3. The teacher demonstrates how to play the board game with the
Materials whole class first. He/She uses a game board, a dice and a counter to
show how to roll the dice, move the counter and do the action
• Game boards indicated on the square he/she landed. Students work in groups of 4 or
• Dice 5. They need a game board, a dice and one counter for each player.
• Small objects or pieces of paper to use as The counters can be any small objects or small pieces of paper with the
counters. players’ names written on them. The students take turns rolling the
dice and moving their counter the number of times that the dice
indicates. When they land on a certain square, they have to do the
action written in it. When one student gets to the finish line, they team
up with another player who is still in the game. The game ends when
all the players reach the finish line.

Extension (5 min.)
4. In pairs, students create a secret handshake (e.g. two fist bumps
and a hi-‐five). They find someone in the room and greet them using
an English expression and their secret handshake. They can repeat
this procedure with different people in the classroom.

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Game Board

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-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐

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*Images taken from: https://www.pixabay.com 19

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Additional Resource #1

Ideas for Greetings
1. Doing the Wave
Ø Students stand with one arm extended toward the classmate on either side of
them and with palms touching (or palms facing but not touching).
Ø Turn to the student on your left and say, “Good morning, Sara.” Sara greets you
back. You both then raise your arms in a wavelike motion.
Ø Sara turns to the student on her left and they greet each other in the same
way, with the same motions.
Ø Continue in this way so that the wave makes its way around the circle.
2. Spider Web
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Ø Holding a ball of yarn, a student greets someone across the circle and gently
rolls the ball to that person while firmly holding on to the end of the yarn.
Ø The student who receives the ball of yarn greets another student across the
circle and rolls the ball to that student, making sure to hold onto the unraveling
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strand with one hand.
Ø This continues until everyone has been greeted and the yarn has created a web
across the circle. To unravel the web, students greet each other in reverse
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order until the ball of yarn is wound up again.
3. Flightily Flight
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Ø Give the first greeter a paper airplane. She chooses someone in the circle
across from her and greets him with a friendly “Good morning, ______!” and
then gently tosses the airplane so that it lands in front of him. Remind students
to throw the plane carefully so that it doesn’t hit anyone.
Ø The student being greeted waits until the airplane lands and then retrieves it.
Remind students that only the person being greeted retrieves the airplane. He
returns the greeting: “Good morning, ______!” and chooses someone else to
greet. Repeat until everyone has been greeted.

Taken from https://betterlesson.com/community/document/68382/morning-‐meeting-‐games-‐and-‐greetings#

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The Greetings Song
1. To prepare students for the song, you can pre-teach phrases such as “walking
down the street”, “I see a…”, “She/He looks at me…”. You can use mimics and
gestures to convey the meaning of the phrases. Students can mimic after you
and repeat the phrases. You can also ask some clarifying questions (in students’
L1 is ok) to make sure students understand the general meaning of the phrases.
2. Students learn the song (audio included in the digital folder for grade 4) so that
they can sing it later on. First, post the flashcards on the board and play the
song (or sing it yourself) to have the students point at the pictures when they
hear the phrases in the song. Then, play the song and pause it after each part
to get the students to sing it. Sing the song line by line to have students sing
along with you. Repeat this procedure until you see students are more or less
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confident singing the song.
3. Get the students to sing the song and mingle. When they get to the chorus,
they stop and greet the person close to them. For example, they will stop
walking when they sing: “Hello ___ (name of the person standing next to them)”
Students continue singing with the same partner until they have both sung
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“Goodbye.” Then, they continue mingling, singing, and finding a new partner.
4. Students repeat this procedure as many times as possible. You can also change
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the lyrics to have them greet other people or animals. For example, “I see my
mother/father/teacher/”. “I see a dog/cat/horse”.

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Greetings Song lyrics
I’m walking down the street

I don’t know who I’ll meet
I’m walking down the street
And suddenly I see a friend
I say hello
“Hello Laura”
She looks at me and responds accordingly
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She says hello
“ hello Mary”
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We talk and we talk
And we have some fun
After a bit we are done
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I say good bye
“Good bye Laura “

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She looks at me and responds accordingly

She says good bye
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“Goodbye Mary”
And I keep walking down the street…(start song over)

*Image taken from: https://www.pixabay.com

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Resource Packet
Primary School
Grade: 4th
Function #2: Introducing yourself and introducing others (Presentarse y presentar a otras personas)
“I’d Like to Say Hello” Song

Competencias Específicas Procedure Suggested Time: 35 minutes

escrita, producción escrita, e interculturalidad y 1. The teacher pre-‐teaches actions: “shake your hand”, “slap your
convivencia hand”, “wave to you”, “pound your fist”, and “hug”. He/She shows
flashcards with these actions or makes drawings on the board and gets
Indicadores de logro the students to repeat the words after him/her. The teacher does
some choral repetition of the words a couple of times. Then, the
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• CO: Responde de forma adecuada a frases y teacher gets the students to do the actions with him/her as they
oraciones muy básicas que se utilizan para repeat the words.
presentarse y presentar a otras personas.
presentar a otros/as.
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• PO: Interactúa utilizando frases y oraciones 2. The teacher reviews language to introduce oneself and others by
básicas, muy breves y sencillas, para presentarse y eliciting statements and writing them on the board (Hello, my name
is___. What’s your name? ; Nice to meet you (too); This is my friend
• CE: Responde de forma adecuada a frases y ____). The teacher has the students practice by repeating after
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oraciones escritas muy básicas que se utilizan para him/her. After this, the teacher can have some volunteers to practice
presentarse y presentar a otras personas. saying the statements with him/her or with other students. Teacher
• PE: Interactúa por escrito utilizando frases y gives students some time to practice the statements in pairs or small
oraciones básicas, muy breves y sencillas, para groups.
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presentarse y presentar a otras personas.
Activity (15 min.)
• IC: Muestra respeto y cortesía al interactuar con
3. Teacher leads students in singing “I’d like to say hello, hello,
las demás personas.
hello. I’d like to say hello and shake your hand”. When the singing

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finishes, students shake hands with the person nearest to them and
Objectives
have a dialogue. Teacher demonstrates the activity with three or

four students first.
• Students will be able to use 3-‐4 simple phrases to
• Student A: “Hi, my name is ____. What’s your name?”
introduce themselves and others while singing the
“I’d like to say hello” song in a mingle activity. • Student B: My name is ___. Nice to meet you.”
• Student A: “My name is ____. Nice to meet you, too.”
Again, the teacher leads the students in singing. Teacher can
Materials
change the style of greetings, i.e. I’d like to say hello and slap your
• “Nice to meet you” handout. If printing is not hand/wave to you/pound your fist/hug you. Students repeat the
available, the teacher can have the students to activity until everybody has greeted at least eight different
draw and write on their notebooks. students. After the activity is done, students remember which
• (Optional) Flashcards or drawings of actions: students they greeted and stand up to introduce them.
shake your hand, slap your hand, wave to you, Student: “That is my friend ____, _____, and _____.”
pound your fist, and hug. *Please watch the video “I’d Like to Say Hello” to have a concrete example of this
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activity. You can find this video in the digital folder for 4 grade of elementary school.

Extension (10 min.)

4. Students complete the “Nice to meet you” handout. They make a
self-‐portrait and a friend’s portrait and then fill in the blanks. Then,
students work in pairs. They take turns to introduce themselves, ask

for their names and introduce their friend using the worksheet. They

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partners and repeat the procedure 4 or 5 times.

Nice to meet you!
1. Make a self-portrait and fill in the blanks.
Hello! My name is__________
What’s your _________?
Nice to ________ you!
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2. Make a portrait of your friend and fill in the

blanks.
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This is my friend _____________


Resource Packet
Primary School
Grade: 4th
Function #2: Introducing yourself and introducing others (Presentarse y presentar a otras personas)
Ball Toss Game


• Producción oral, comprensión oral, comprensión Pre-‐activity (10 min)
escrita, producción escrita, e interculturalidad y 1. The teacher reviews language to introduce oneself and others by
convivencia eliciting statements and writing them on the board: “Hi, my name
is___”; “Nice to meet you (too)”; “that is (my friend)____”. He/She has
the students practice by repeating after him/her. After this, teacher can
have some volunteers to practice saying the statements with him/her or
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• CO: Responde de forma adecuada a frases y with other students.

oraciones muy básicas que se utilizan para
presentarse y presentar a otras personas. 2. In groups of three, students practice introducing themselves and
básicas, muy breves y sencillas, para presentarse y themselves and others.

presentar a otros/as.
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• PO: Interactúa utilizando frases y oraciones others. Then, they find another group of three and introduce
• CE: Responde de forma adecuada a frases y Activity (20 min)

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oraciones escritas muy básicas que se utilizan para 3. Teacher demonstrates how to play the Ball Toss game. He/She
presentarse y presentar a otras personas. holds a ball, introduces him/herself and gets the class to say “Nice to
• PE: Interactúa por escrito utilizando frases y meet you (name)”. Then, he/she responds “Nice to meet you, too.”
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oraciones básicas, muy breves y sencillas, para and introduces the student he/she is going to toss the ball to saying:
presentarse y presentar a otras personas. “That’s my friend (name)”. The teacher tosses the ball to that
• IC: Muestra respeto y cortesía al interactuar con student. Then, the activity continues as follows:
las demás personas. • Student A stands up and has a dialogue with the whole class or
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small group: “Hi, my name is (name).”

Objective • Class: “Nice to meet you, (name)”.
• Student A: “Nice to meet you, too.”
• Students will be able to use 2 to 3 phrases to • Student A tosses the ball to a friend and says: “That’s my friend
introduce themselves and others in order to play (name).”
a ball toss game. • Student B catches ball, stands up and says: “My name is (name).”
• Class: “Nice to meet you, (name).”
Materials • Student B: “Nice to meet you too.”

The game continues until each student has spoken. This activity can
• A medium size ball. The teacher can also make
also be done in small groups to maximize speaking.
and use a paper ball.

• “Introducing my new friends” handout. Extension (15 min.)
4. The teacher elicits information to write an introduction to a new
friend on the board. He/She shows a picture of a monster in the
“Introducing my new friends” handout and writes information of
his/her new friend on the board. Once students show they
understand how to write this, they complete the sentences in the
handout to introduce their new friends. When they finish, they
practice reading their answers to a partner. Finally, they share their

answers with the whole class.

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1. Complete the sentences to introduce your new friends.
My _______ is _________.
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____ is my friend ________.
He is a monster.
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My _______ is _________.
This ____ my friend _______.
He is a monster.
Nice to _____ ____!


The Morphing Game
1. Students should first be familiar with the game Rock, Paper, Scissors. Pre-teach the
following animals and assign a gesture to each: cockroach (hands and fingers moving
quickly), chicken (arms flapping), monkey (scratching sides/armpits), human (arms
outstretched). In the game, everyone starts as a cockroach and does the gesture. One
cockroach must find another cockroach. When they meet, they have a dialogue:
o Student A: “Hi, my name is ___. What’s your name?”

o Student B: “My name is ___. Nice to meet you.”
o Student A: “Nice to meet you, too.”
2. After the dialogue, students play Rock, Scissors, Paper. The winner moves up and
“morphs” into a chicken, the loser stays a cockroach. The chicken then looks for
another chicken, repeats the dialogue and plays Rock, Scissor, Paper. The winner moves
up and becomes a monkey, the loser moves down and becomes a cockroach again. The
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monkey then finds another monkey, and the winner becomes a human, while the loser
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3. When a student finally becomes a human, they find the teacher, do the dialogue, and
play Rock, Scissor, Paper. If the student wins, the Round is over and that student must
introduce each student he/she defeated in the game:
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o Student A: “That’s my friend ____, _____, ____ and _____.”
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*Images taken from: https://www.pixabay.com

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Picture mingle
1. A student draws a family member or friend on paper (they can use the “This
is my family member” handout included. In small groups, students mingle and
introduce themselves, then they introduce their family members.
o Student A: “Hi, my name is ____. What’s your name?”

o Student B: “My name is ____. Nice to meet you.”
o Student A: “Nice to meet you, too.”
o Student A: “This is my friend/mom/dad/brother.”
o Student B: “What’s his name?”
o Student A: “His name is ____.”
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This is my family member
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Resource Packet
Primary School
Grade: 4th
Function #3: Asking for and giving personal information (Solicitar y ofrecer información personal)
Find Someone Who


escrita, producción escrita, e interculturalidad y 1. The teacher reviews questions and answers for personal
convivencia information. The teacher can tell students that he/she changed
their personal information and that students need to find out about
Indicadores de logro the teacher’s new identity. Teacher writes “Name”, “Age”, “Where
you live”, “Birthday” and “Favorite school subject” on the board.
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• CO: Responde de forma adecuada a preguntas e Then, the teacher elicits questions and answers for each category
indicaciones, a partir de la escucha de discursos and writes them on the board. Teacher does some choral repetition
muy breves y sencillos sobre información personal of the questions and answers:
básica propia y de otras personas.
• PO: Intercambia información personal básica
propia y de otros/as, utilizando frases y oraciones
aisladas muy breves sencillas.

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What’s your name? My name is__
Where do you live? I live in__
When is your birthday? My birthday is in__ (month)
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• CE: Responde de forma adecuada a preguntas e What’s your favorite school subject? My favorite school subject is __

indicaciones, a partir de la lectura de textos muy
breves y sencillos sobre información personal 2. Students write the questions and answer them on their
básica, propia y de otras personas notebooks. Then, they practice asking and answering personal
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information questions with a partner.

• PE: Intercambia información personal básica
propia y de otros/as, utilizando frases y oraciones Activity (20 min.)
escritas muy breves sencillas 3. Students use the handout “Find Someone Who”. Teacher goes over
• IC: Muestra respeto y cortesía al interactuar con the information they have in the chart as a whole class. The teacher
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las demás personas elicits examples for each category to make sure students understand
the information they need to provide.
Objectives

4. Students first fill out the “Me” row with their personal information.
• Students will be able to ask and answer 3-‐4 Then, they have to ask other students for their personal information to
personal information questions in order to find complete the rest of the chart. To do this, they can refer to the
someone in the class they share three things in questions written on the board. Students mingle and interview
common with. different partners until they find someone who has at least 3 things in
common with them.
Materials
Extension (10 min.)
5. In pairs or as a whole class, students talk about the person they
• “Find Someone Who” handout. If printing is not
found that has three or more things in common with them. They share
available, the teacher can have the students copy
who this person is and what they have in common.
the chart in their notebooks.
6. Students write sentences about the person who shares things in
common with them. The teacher writes the following prompts on the
board and gets the students to fill in the blanks on their notebooks:

My friend __(name) is___ (age) years old. He/She lives in __ (place).
His/Her birthday is in __(month). His/her favorite school subject is __

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Find someone who

Name Age W here you Birthday Favorite school
live subject
Me
Friend #1
Friend #2
Friend #3
Friend #4
Friend #5
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Friend #6

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Find someone who

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Name Age W here you Birthday Favorite school
live subject
Me
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Friend #1
Friend #2
Friend #3
Friend #4
Friend #5
Friend #6


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Resource Packet
Primary School
Grade: 4th
Function #3: Asking for and giving personal information (Solicitar y ofrecer información personal)
What’s Missing?

• Producción oral, comprensión oral, comprensión Pre-activity (10 min.)
escrita, e interculturalidad y convivencia 1.The teacher prints birthday cakes (“Birthday cakes” flashcards)
with the number of candles representing age. The teacher shows
Indicadores de logro cards and gets the students to listen and repeat. After that, he/she
posts the cards on the board, points at random numbers and gets the
 CO: Responde de forma adecuada  a preguntas e students to call them out.
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indicaciones, a partir de la escucha de discursos
muy breves y sencillos sobre información personal 2.The teacher hides a card behind their back and gets the students to
básica propia y de otras personas. guess which card the teacher is hiding by asking them “How old am I?”
 PO: Intercambia información personal básica
propia y de otros/as, utilizando frases y oraciones
aisladas muy breves sencillas.
 CE: Responde de forma adecuada a preguntas e
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Students respond, “You are _ years old” until they guess the number.
The teacher writes prompts of question and answer on the board and
does some choral repetition. He/She repeats the procedure of the
guessing game for each number.
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breves y sencillos sobre información personal Activity (15 min)
básica, propia y de otras personas. 3. The teacher tapes birthday cake cards to the board. He/She asks
 IC: Muestra respeto y cortesía al interactuar con one student volunteer to help hold a large bed sheet in front of the
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las demás personas. black board, hiding the birthday cakes cards. Another student
comes behind the bed sheet and chooses one birthday cake card to
Objectives take off the board and hide behind their back. When the student is
ready, teacher and volunteer lower the bed sheet to reveal the
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• Students will be able to ask for and give board. The student hiding the cake behind their back asks the class,
information about age using 6-10 numbers in a “How old am I?” The class determines which card the student is
whole class guessing game configuration. hiding and responds “You are ____ years old”. Repeat with new
students. The teacher can also change the numbers on board, and
Materials increase difficulty by asking 2-3 students to come to the board and
hide the cakes.
 “Birthday cakes” flashcards. If printing is not Variation: you can include cards with other personal information, such as name, birthday,
country/city, and phone number. This variation can get the students to practice more
available, another variation could be to draw the language related to asking for and giving personal information.
birthday cakes or to write numbers on a separate
*Activity adapted from the American English website
sheet of paper. https://americanenglish.state.gov/files/ae/resource_files/06-44-2-c.pdf
 “Small birthday cake cards”. A variation could be
to get the students to make the cards themselves Extension (10 minutes)
on separate sheets of paper. 4. Students play the guessing game in groups of four. Each group
 Bed sheet. Instead of having a student hold the gets a set of small birthday cards. Students place the cards on their
bed sheet with the teacher, another variation desks facing down. They take turns to pick a card making sure other
could be to tape the opposite corner of the bed members of the group can’t see the number on it. The student
sheet to the board. If a bed sheet is not available, holding the card asks, “How old am I?” the others respond, “You
the teacher can ask the students to put their head are_ years old” to guess the number.
down on their desks to block their view of the
board.
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Birthday Cakes
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Small Birthday cake cards
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*Images taken and adapted from: https://www.unixtitan.net

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Country Cards
1. Teacher prints out flags of different countries of their choice (i.e. Dominican
Republic, United States, China, Kenya, United Kingdom, Argentina). The teacher
gives one card to each student and asks students to hide the identity of their
card from other students (i.e. by putting it behind their backs).
2. Students mingle as a class or in small groups, asking each other where they are
from and trying to guess the card that student is holding behind their back.
a. Student A: “Are you from China?”

b. Student B: “No, I’m not.”
c. Student A: “Are you from Argentina?”
d. Student B: “No, I’m not.”
e. Student A: “Are you from the United States?”
f. Student B: “Yes, I am!”
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3. Student B then tries to guess the identity of Student A. When students have
guessed each other’s nationality, they exchange flags and find a new partner.
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4. After a few minutes of mingling, students sit back down. The teacher writes the
following on the board, or simply reads it out loud:
A
a. Dominican Republic= 3 points
b. China= 2 points
c. United States= 2 points
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d. Argentina= 2 points
e. Kenya= 2 points
f. United Kingdom= 1 point
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5. Students get points according to the flag they are holding. Students then stand
up and mingle again for another round. The teacher may change the value of
points for each round. You may play 3-4 rounds.
40
Country Flags

Dominican Republic Chile Brazil

China Panama Canada
Costa Rica

Colombia
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F Spain
A

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United Kingdom Argentina Japan

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Australia South Africa Mexico

Haiti Puerto Rico Kenya

Russia Mozambique Germany

*Images taken and adapted from: https://www.commons.wikimedia.org 41

Dice discussions
1. Students get into groups of three or four. Each group gets a dice. The teacher
writes the questions from the question cards on the board for everyone to see,
while also drawing the corresponding Dice image.
2. For the first round, students take turns rolling the dice (template included) and
answering the question according to the number they get on the dice. For
example, if they roll a number one, they must answer question number one.
3. For the second round, students take turns rolling the dice but this time they have
to ask the question to someone in their group. For example, if they roll a number
two, they must ask question number two to someone in their group.
Questions
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What is your full name?
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How do you spell it?

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,

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Where do you live? Who

do you live with?

How old are you? When is

your birthday?

Whaghjalj

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What is your phone number?

What is your favorite color?

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F

A
What is your favorite animal?

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Resource Packet
Primary School
Grade: 4th
Function #4: Interacting in the classroom (Interactuar en el aula)

Whose Object is It?


escrita, e interculturalidad y convivencia 1. The teacher reviews words related to classroom supplies using
flashcard #1. Students repeat words with the teacher 3-‐4 times to
Objectives practice pronunciation. The teacher can create a chant with the words
to make repetition more fun. In pairs or small groups, students practice

• Students will be able to find out who certain pointing at words and calling them out using flashcard #2.
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school supplies belong to by asking and answering
3-‐6 questions with “whose” in a whole class 2. The teacher pre-‐teaches the question “Whose ___ is this?”, as well
guessing game activity. as the answer “It’s ___’s ___” by picking up or pointing at students’


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personal objects. The teacher writes the question and answer on the
board and gets students to repeat. Using flashcard #2, students ask
and answer questions for all the objects as a whole class or in small
• CO: Responde de forma adecuada a partir de la groups.
A
escucha de preguntas e indicaciones muy básicas
que se utilizan durante la interacción en el aula. Activity (20 min.)
• PO: Interactúa en el aula, utilizando frases y 3. The teacher divides the class into Team A and Team B and asks
oraciones básicas muy breves y sencillas. for 6 volunteer students to come to the front of the classroom,
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• CE: Responde de forma adecuada a partir de la then asks the rest of the class to put heads down/close eyes. The
lectura de preguntas e indicaciones muy básicas teacher has a box or bag ready and asks each volunteer to put 1
que se utilizan durante la interacción en el aula. classroom-‐common object they own inside. Teacher then asks class
• IC: Respeta las normas de convivencia en el aula. to open their eyes and lift their heads. One volunteer student pulls
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an object out of the box and shows it to the class. Team A points
Materials and asks Team B “Whose (pencil/phone/pen/etc.) is that?”
Students on Team B discuss in pairs, then the teacher chooses 1
• (Optional) Flashcards #1 and #2. If printing is student at random to answer: “It’s Luis’ pencil!”. If it’s not Luis’
unavailable, drawings or real objects can be pencil, he says “No, it’s not” and the teacher chooses 1 student
used to review classroom supplies. from the other team to guess (ex. “It’s Angela’s pencil!”) If it is
Flashcards taken and adapted from the American English Angela’s, she responds “Yes, it is”, and 1 point is awarded to the
website: https://americanenglish.state.gov/resources-‐0 team which gets the correct answer. After each volunteer has
• A box or bag taken an object out of the box and students have made their
guesses, the teacher calls for 6 new volunteers and repeats the
activity as many times as necessary.
*Adaptation: Students can practice possessive pronouns by pointing to the
student they suspect owns the object, saying, “It’s his! It’s hers!”

Extension (10 min.)
4. Students play the guessing game in groups of 4. The teacher gives
each group a bag for them to put objects in. Students take turns to
pull an object from the bag and to ask whose is it. The rest of the
group guesses and answers the question.

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Flashcard #1
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Flashcard #2
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Resource Packet
Primary School
Grade: 4th
Function #4: Interacting in the classroom (Interactuar en el aula)
“Ducks and Dragons” Board Game


escrita, producción escrita, e interculturalidad y 1. The teacher pre-‐teaches or reviews the following questions to ask
convivencia for permission: May I go to the bathroom? May I use your scissors?
May I come in? May I drink some water? May I eat this snack? May I
Objectives play outside? This can be done by using flashcards and getting the
students to repeat. Then, the teacher points to a flashcard and gets the
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• Students will be able to use 3-‐5 questions with class to call out the right question. If flashcards are unavailable, the
“May I…?” to ask for permission in the classroom teacher can write the questions with numbers on the board, mime the
by playing a board game in groups. actions to clarify the meaning and get the students to repeat.


• CO: Responde de forma adecuada a partir de la

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2. Students get in groups of 4. The teacher hands out a Ducks and
Dragons game board to each group and goes over the pictures, eliciting
what each picture represents. Students do some choral repetition of
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escucha de preguntas e indicaciones muy básicas words with the teacher (go to the toilet, drink water, etc.) Students
que se utilizan durante la interacción en el aula. practice the words in their group by pointing at a picture and getting
• PO: Interactúa en el aula, utilizando frases y the rest of the group to call out the words. Then, students point at a
oraciones básicas muy breves y sencillas. picture for the rest of the group to call out the question for that
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• CE: Responde de forma adecuada a partir de la picture: “May I go to the toilet?” for example.
que se utilizan durante la interacción en el aula. Activity (20 min.)
• PE: Escribe frases y oraciones muy breves y 3. Students play the “Ducks and Dragons” board game in groups of 4.
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sencillas que se utilizan al interactuar en el aula. They use an object to identify themselves with (paper clip, small piece
• IC: Respeta las normas de convivencia en el aula. of paper with name on it, etc.) and place their object on start.
To play, students roll the dice and move their object the number of
Materials spaces on the dice. When they land on a picture, they ask their peers
the question corresponding with the picture (ex. May I go to the
• Game board bathroom? May I use your scissors?). Peers can respond with “Yes” or
• Dice with the numbers 1-‐6. If unavailable, “No”, and the next student takes a turn. The game ends when a
students can tear 6 small pieces of paper, write a student lands on the "finish” space (the boy in the green shirt).
* Fun game options: 1) When a student lands on the DUCK, they may follow the
number 1-‐6 on each paper, and place numbers into footsteps and advance FORWARD. If they land on the DRAGON, they must follow
a small cup or bag. They take a number from the the fire and move BACKWARDS. 2) When a student lands on the same space as
bag in order to know how many spaces to move another opponent, they must play “Rock, Scissors, Paper”. The winner stays in the
their object. space, and the loser goes back to start. 3) Students must have an exact number to
• Flashcards or drawings to pre-‐teach questions to reach the FINISH space (example, one student’s object is on the last image of the
water cup and they roll a number “2”. They will move 2 spaces forward to the
ask for permission in the classroom.
FINISH space and be the winner. If, instead, the same student rolled a “6”, they
would move forward 2 spaces to the finish, then backwards 4 spaces).

Extension (10 min.)

4. Students copy questions to ask for permission in the classroom on

their notebooks and make a drawing to represent the meaning of

each question.
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Images from: https://www.unixtitan.net
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To make your own dice, cut out with

scissors. Fold along the black lines
and glue the white tabs. Glue

Glue Glue Glue

Glue
Glue

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Glue Glue

Glue

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A

Glue

-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐

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Glue
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Glue Glue Glue

Glue
Glue
Glue Glue
Glue
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Glue

Simon Says
Target Language: sit down, stand up, open, close, take out your (pencil/notebook),
put away your (pencil/notebook), raise your hand, quiet please, listen
1. The teacher asks all students to stand. Whenever the teacher says “Simon
says + action” (ex. Simon says take out your notebook, Simon says raise your
hand, etc.), all students must follow the command and do the action. If a
teacher only says the action, ex. “Take out your notebook”, any student who
does the action is OUT and sits down in their seat, though they should still
play the game while sitting in order to remain engaged.
2. Students must only follow the action when the teacher first says “Simon says
_____”. The winner of the game, or the last student standing, comes to the
front of the class and becomes Simon. The game continues.
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Simon says
F Simon says
raise your
sit down!
hand!
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Simon says Open your

stand up! books!

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Hot Potato
Target Language: How do you say ____ in English?
1. The teacher writes a pair of words (English word + Spanish translation) on the
board (ex. pencil + lápiz). The teacher hands a “hot potato”, which could be a
ball, stuffed animal or small object, to the student sitting at the end of the first
row of the classroom.
2. Teacher sets a timer on their phone to either 10, 20, or 30 seconds and says
“Start!” The student holding the hot potato must ask their neighbor “How do you
say lápiz in English?” and pass it to the student next to them. This student must
answer “Pencil” and passes the bomb to the next student in the row. The next
student asks “How do you say lápiz in English?” He/she passes it to the next
student who answers “Pencil”.
3. This passing of the potato continues through the rows of students until the timer
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reaches 10, 20 or 30 seconds. At that time the teacher can clap their hands or
yell “Stop!”. The student holding the hot potato must ask the teacher “How do
you say ___ in English?” using a new Spanish word of their choice. The game
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continues as before with the new word, with the teacher writing all of the new
vocabulary students have learned on the chalkboard.
A

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*Images taken and adapted from: https://www.pixabay.com

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Resource Packet
Primary School
Grade: 4th
Function #5: Asking for and giving information about habits daily and routines (Solicitar y ofrecer
información sobre actividades cotidianas)
“The Daily Routine Song”


escrita, producción escrita, e interculturalidad y 1. The teacher reviews words/phrases related to daily routine: wake
convivencia up, take a shower, eat breakfast, put on clothes, go to the bathroom,
and play. Teacher shows pictures or does mimics while calling out the
Indicadores de logro action. Students look at pictures, do the action and call out the word
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for it at the same time. Students do some choral repetition of
• CO: Responde de forma adecuada a preguntas e words/phrases while doing the actions.
muy breves y sencillos sobre actividades 2. The teacher demonstrates how to play Pictionary by making a
cotidianas. F
drawing of a daily routine action on the board and getting the students
• PO: Solicita y ofrece información sobre to guess. Students work in small groups to play Pictionary. They take
actividades cotidianas, utilizando frases y turns making drawings and getting the rest of the group to guess which
A
oraciones muy breves y sencillas. daily routine action it is. To provide more guidance, the teacher can list
• CE: Responde de forma adecuada a preguntas e the words/phrases (wake up, take a shower, eat breakfast, put on
indicaciones, a partir de la lectura de textos muy clothes, go to the bathroom, play) on the board for students to refer to
breves y sencillos sobre actividades cotidianas. when needed.
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• PE: Escribe, de forma pertinente, frases y

oraciones muy breves y sencillas relativas a Activity (15 min.)
actividades cotidianas. 3. Students complete two different listening tasks. For each
• IC: Valora la importancia que tiene el trabajo y el exercise, they listen to the song once or twice as they complete the
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tiempo libre para las personas y la sociedad. task. The teacher allows for students to complete the task first
individually and then has them work with a partner to check and
Objectives compare their answers before sharing with the whole class. The
teacher sings the song (lyrics attached) to the tune of the attached

• Students will demonstrate understanding of MP3 audio, and students listen. The first task requires the students
the song “The Daily Routine Song” by choosing to listen to the song and choose the picture that best represents
the correct picture and ordering pictures the song. In the second task, students listen again and order the
according to what they hear. pictures according to what they hear in the song. The song will
most likely need to be repeated 2-‐3 times.
• Students will be able to use words and phrases
to write 4-‐8 sentences about their daily routine. Extension (10 min.)
4. Teacher posts (or writes) lyrics on board. Students sing along and
Materials do the actions. Alternatively, they can simply sing along and create
• The Daily Routine Song handout. If printing one a rhythm by clapping, slapping their desks, stomping their feet,
sheet per student is not available, the teacher can snapping their fingers, etc.
print or draw a big version of pictures in the
handout and post them on the board. Students 5. Students write 4-‐8 sentences about their daily routine in the
write the answers on their notebooks. order they do them. Teacher writes the following on the board for

*The sample MP3 audio for this activity can be found in the students to refer to when writing their sentences: wake up, take a
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digital folder for 4 grade of elementary school. shower, eat breakfast, brush my teeth, put on clothes, go to school,
*Adapted from www.youtube.com/watch?v=k0FHGnc6iHg and go to the bathroom, play with my friends. Students share their
“American Rhythms Traditional Songbook” sentences 53 with a partner and then with the whole class.

The Daily Routine Song

Task #1: Listen to the song and choose the correct picture.
What is the song about?
1) 2) 3)
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Task #2: Listen again and order the pictures.
F

A

7:00 AM

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A)
B) C)

D) E) F)

Images from: https://www.unixtitan.net

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The Daily Routine Song

Answer Key

Task #1: Listen to the song and choose the correct picture.
What is the song about?
1) 2) 3)
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Task #2: Listen again and order the pictures.

A) 5
D) 4
B) 2
E) 1
F C) 3
F) 6
A

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Daily Routine Song

Adapted from https://www.youtube.com/watch?v=k0FHGnc6iHg
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Wake up early, it is Monday.

I can’t sleep late. It’s not Sunday,
Eat my breakfast. Take a shower.
Brush my teeth. Put on my clothes. I have an hour.
I go to school with my friends.

The walk is far, it never ends!
I see my school and walk inside.
Go to the bathroom then to class. It’s learning time!

Open my backpack, take out a pen
Talk to my best friend, his name is Ben.
I do love my school. I learn all day.
When it is 5 I can go home and then I play.

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Resource Packet
Primary School
Grade: 4th
Function #5: Asking for and giving information about habits daily and routines (Solicitar y ofrecer
información sobre actividades cotidianas)
The Coin Slide Game


escrita, producción escrita, e interculturalidad y 1. The teacher writes on the board: “In the morning”, “In the
convivencia afternoon”, “In the evening” and elicits action. Th teacher elicits the
following actions and writes them under the correct time of day on
Indicadores de logro the board: wake up, have breakfast, have lunch, have dinner, go to
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bed, go to school and play with friends. Students do choral repetition
• CO: Responde de forma adecuada a preguntas e of actions and time of day. They can do mimics to represent each
indicaciones, a partir de la escucha de discursos action as they are calling the words out.
muy breves y sencillos sobre actividades
cotidianas.

F
2. The teacher asks questions such as: do you (+ action) in the
• PO: Solicita y ofrece información sobre morning/afternoon/evening? and gets the whole class to answer:
actividades cotidianas, utilizando frases y Yes, I do/No, I don’t. After that, the teacher points at an action
A
oraciones muy breves y sencillas. and gets the whole class to make a question. Teacher hands out
• CE: Responde de forma adecuada a preguntas e one Coin Slide Game handout to each group of 3-‐4 students. The
indicaciones, a partir de la lectura de textos muy students call out the actions for each picture and then practice asking
breves y sencillos sobre actividades cotidianas. and answering questions in their small groups.
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• PE: Escribe, de forma pertinente, frases y

oraciones muy breves y sencillas relativas a Activity (20 min.)
actividades cotidianas. 3. The teacher asks students to raise a coin in the air if they have
• IC: Valora la importancia que tiene el trabajo y el one. If they don’t, a tiny ball of rolled up paper will work.
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tiempo libre para las personas y la sociedad. Teacher breaks students into new pairs or small groups of 3-‐4.
Students place their coin on the designated circle and use their
Objectives thumb to gently flick and slide their coin onto the triangle. In the

case of the paper ball, they can lightly blow the paper. When the
• Students will be able to ask and answer 5-‐7 coin lands on an image, they must have a quick dialogue with
yes/no questions about daily routines in order to their partner using that picture (ex. “Do you eat breakfast at
play a board game in pairs or small groups. night?” B: “No, I have breakfast in the morning”). That student
also receives the amount of points indicated. They can write their
Materials score on a small piece of paper. After 10 minutes of play, ask
students how many points they have. Teacher can then start a
• The Coin Slide Game handout new round, or mix students up to have new partners.

• A coin Extension (10 min.)
4. Students fill in the blanks with actions they do at certain time of
day. The teacher writes prompts on the board and gets students
to write and complete them on their notebooks.
In the morning, I____________________________________

In the afternoon, I __________________________________

In the evening, I____________________________________

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Put coin
here

Images from: https://unixtitan.net

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Backs to the Board
1. The teacher breaks class into two teams. One member of each team stands at the
front of the class with their backs to the chalkboard so they cannot see it. Teacher
writes one daily activity on board (ex. take a shower). When the teacher says “Go!”,
each team does the corresponding mimic/action to get their teammate to guess the
activity written on the board. Students may not speak, only mimic. The first
student who says the activity gets a point for their team. After guessing correctly,
the winner must make a question for his opponent:
o Student A: When do you take a shower?

o Student B: In the morning / in the afternoon / at night / never
2. A new student from each team now comes to the front of the room, and the
teacher writes a new activity on the board.
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F
A
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BACKS
TO THE BOARD!
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*Image and adapted taken from: https://www.pixabay.com
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How Often Do You? Mimic Mingle
1. The teacher gives each student a small picture card representing a daily routine
and asks them to keep the identity of the card secret. He/She asks students to
stand up, walk around and find a partner.
2. Student A mimics the routine on their card without speaking (ex. imagining that
they are mopping the floor to clean the house.), while Student B tries to guess the
routine by asking “How often to you clean the house?” Student A responds with an
honest answer, ex. “I always/sometimes/never clean the house”.
3. Student B then mimics the routine on their card, Student A guesses using the
dialogue, and the two students exchange cards and mingle to find another partner.
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F
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Picture Cards
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Images from : https://www.commons.wikimedia.org , https://www.unixtitan.net; https://www.publicdomainfiles.com
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Resource Packet
Primary School
Grade: 4th
Function #6: Describing actions in progress (Hablar sobre actividades que se están llevando a cabo)
Group Drawing


escrita, producción escrita, e interculturalidad y 1. The teacher hands in the “What are they doing?” handout and elicits
convivencia actions students see in the picture. The teacher helps students to
review actions in progress by guiding them to describe what is
happening (He/She is (verb)-‐ing; They are (verb)-‐ing). Students do
some choral repetition of examples.
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• CO: Responde de forma adecuada a preguntas e

indicaciones, a partir de la escucha de discursos 2. Students answer questions a-‐f in the “What are they doing?”
muy breves y sencillos sobre actividades que se handout. They look at the pictures and use the verbs in brackets to
están llevando a cabo.
F
answer the each question. For question ‘f’ students need to draw
• PO: Solicita y ofrece información sobre acciones themselves in order to answer the question. They compare answers
que se están llevando a cabo, utilizando frases y with a partner and then check as a whole class.
oraciones muy breves y sencillas.
A
• CE: Responde de forma adecuada a preguntas e Activity (20 min.)
indicaciones, a partir de la lectura de textos muy 3. The teacher elicits an interesting place from students (park,
breves y sencillos sobre actividades que se están school, house, city, beach, other planet, etc.). The teacher asks
llevando a cabo. students what you can see at these places (water, people, etc.) and
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• PE: Escribe de forma pertinente, frases y what people do. As the teacher elicits and helps translate any
oraciones muy breves y sencillas relativas a needed words, he/she draws the scene on the board. The teacher
acciones que se están llevando a cabo. may also elicit volunteers to come to the board and add their own
• IC: Muestra respeto y cortesía al interactuar con images. After the picture is complete, the teacher points to images
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las demás personas. the class created and asks them “What is he/she/it doing? What are
they doing?”

Objectives

4. Students create their own scenes on a piece of paper. Pictures

can be shared in small groups/pairs, or can be posted around the
• Students will be able to ask and answer about 4-‐
room where students walk around and talk about what people are
5 actions in progress that are happening in a scene
doing in the picture. They talk about 4-‐5 actions in progress from
they create as a whole class and individually.
the pictures.

Materials Extension (10 min.)
• “What are they doing?” handout. If printing is 5. Students add drawings of 3-‐4 people doing different actions to
not available, the teacher can make similar the “What are they doing?” handout. Then, they share their
drawings on the board for students to answer drawings with a partner and ask and answer questions about the
questions in their notebooks. new pictures. The teacher can help students make questions by
• Blank pieces of paper eliciting examples and writing them on the board. For example,
What is he/she doing?; What are they doing? Students can refer to
these sample questions when they are talking with a partner about
their pictures.

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What are they doing?

1. Look at the pictures and answer the questions.

a. What are they doing? (talk)

They are talking .

b. What are they doing? (play chess)

They___________________________________________________

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c. What is she doing? (listen to music and dance)
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She____________________________________________________

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d. What is it doing? (run)
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It_____________________________________________________

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e. What is he doing? (read)

He ___________________________________________________

f. What are you doing? {*draw what you are doing at the moment}

I ___________________________________________________


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Resource Packet
Primary School
Grade: 4th
Function #6: Describing actions in progress (Hablar sobre actividades que se están llevando a cabo)

The “What are you doing?” Game


escrita, producción escrita, e interculturalidad y 1. The teacher reviews actions in progress by playing charades. He/she
convivencia mimics actions and asks students “What am I doing?” The teacher
elicits answer: “You are (verb)-‐ing”. After students get the question
Indicadores de logro and the answer, the teacher continues miming actions but changes the
subject to he/she/it/they and elicits sentences “He is/She is/It is/They
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• CO: Responde de forma adecuada a preguntas e are (verb)-‐ing”. To provide more visual support, the teacher can write
indicaciones, a partir de la escucha de discursos examples on the board.
muy breves y sencillos sobre actividades que se
están llevando a cabo.
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2. Students play charades in pairs or small groups. They take turns
• PO: Solicita y ofrece información sobre acciones miming actions and getting the other students to guess the sentence.
que se están llevando a cabo, utilizando frases y To provide more guidance, the teacher delivers a bag with actions
oraciones muy breves y sencillas. (Charades handout). Students take turns to draw an action to mimic.
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• CE: Responde de forma adecuada a preguntas e
indicaciones, a partir de la lectura de textos muy Activity (20 min.)
breves y sencillos sobre actividades que se están 3. The teacher begins mimicking an action at the front of the classroom
llevando a cabo. (ex. eating a hot dog.) The teacher instructs the students to ask her
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• PE: Escribe de forma pertinente, frases y “Teacher, what are you doing?” The teacher responds with an action
oraciones muy breves y sencillas relativas a that is different than the action she is currently performing, (ex. “I am
acciones que se están llevando a cabo. jumping!). The next student comes to the front of the classroom
• IC: Muestra respeto y cortesía al interactuar con (he/she could be a volunteer, selected by the teacher, or a name on a
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las demás personas. piece of paper pulled out of a hat) and performs the action the teacher
said (in this case, jumping), NOT the action he/she was performing
Objectives (eating a hot dog). As the student begins jumping, the class asks him

“Rafael, what are you doing?”. Again, the student says an action that
• Students will be able to talk about 4-‐5 actions in is different than what he is performing (ex. “I am drinking coffee!”) The
progress by playing the “What are you doing?” next student comes up to perform drinking coffee, and the activity
game as a whole class and in small groups. continues as long as desired.

Materials 4. Once students are clear about what to do and how to do it, they play
the game in small groups.
• “Charades” handout. If printing is not available,
the teacher can elicit and write actions on the Extension (10 min.)
board. 5. In their notebooks, students draw themselves doing 4-‐5 different
• A bag of action cards for each group of students. actions. They write sentences below each picture about what they
If this is not available, the teacher can fold pieces are doing (for example, “I’m jumping”). The teacher can show them
of paper with actions and hand in sets to each how to do this by doing an example on the board with the whole
group. class. When they finish, they share their drawings and sentences
with a partner and then with the whole class.

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Charades

WALK RUN PLAY

TALK SING LISTEN TO

SLEEP DANCE READ

WRITE JUMP EAT

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DRINK COOK HOP

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-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐

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WALK RUN PLAY

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TALK SING LISTEN TO

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SLEEP DANCE READ
WRITE JUMP EAT
DRINK COOK HOP

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Are you sleeping? Song
*From American English Resource: Sing Out Loud Children’s Songs
1) Students and teacher sing lyrics to the tune of “Are You Sleeping” while acting
out the actions of the song. The lyrics, included, can be easily adapted to
whatever language the teacher wants to teach. Click the link to access the
song: https://americanenglish.state.gov/files/ae/resource_files/12-12-
sleeping.mp3
Option 1: Sing along with instrumental version of the song.
Option 2: Sing without audio
Option 3: Divide the class into singing sections and have the class sing it as it’s
sung on the original Sing Out Loud Children’s Song version
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Are You Sleeping?
Adapted from Sing Out Loud Children’s Songs
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Are you sleeping? Are you sleeping?
Yes I am. Yes I am.
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I am very tired, I am very tired.
Good night. Good night.
Are you eating? Are you eating?

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Yes I am. Yes I am.

I am very hungry. I am very hungry.
Yum yum yum. Yum yum yum.
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Are you drinking? Are you drinking?

Yes I am. Yes I am.
I am very thirsty. I am very thirsty.
Gulp gulp gulp. Gulp gulp gulp.
Are you playing? Are you playing?

Yes I am. Yes I am.
I am very happy. I am very happy.
Yeah woohoo yeah! Yeah woohoo yeah!
Are you running? Are you running?

Yes I am. Yes I am.
I am very fast. I am very fast.
Zoom zoom zoom. Zoom zoom zoom.
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Additional Resource # 2 .
Read and draw
1. Students read the sentences and draw the scene according to what each person
is doing. After this, they write the name of each person in their drawing.
2. The teacher gets the students to find a partner and compare their drawings.
They do this with at least four different people in the classroom.
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1. This is my family. We are
in the backyard of my house.
2. I’m Carla. I’m playing

with a green doll.
3. Jose is my father. He is
reading the newspaper.
4. Carmen is my mother. She

is listening to the radio.
5. Edith is my grandmother.
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She is drinking tea.
6. Luis is my grandfather. He
is sleeping.
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7. Pedro is my bother. He is
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cleaning the windows.
8. Sally is my sister. She is

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playing with me.
9. Pablo is my cousin. He is
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eating a sandwich.
10. Tomas is my uncle. He is

watering the plants.


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Resource Packet
Primary School
Grade: 4th
Function #7: Asking for and giving information about personal preferences (Dar y pedir información
sobre gustos y preferencias)
Guess the Picture


escrita, producción escrita, e interculturalidad y 1. The teacher reviews vocabulary by writing Food, Sport, and Hobby
convivencia on the board. She/He elicits words students know for each category
and writes them under each category. The teacher guides students to
Indicadores de logro do some choral repetition.
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• CO: Responde de forma adecuada a preguntas e 2. The teacher plays a guessing game with the students. He/She
indicaciones, a partir de la escucha de discursos encourages students to guess which of the foods, sports, and hobbies
muy breves y sencillos sobre gustos y preferencias. written on the board is the teacher’s favorite and least favorite. The
• PO: Solicita y ofrece información sobre gustos y
preferencias, utilizando frases y oraciones muy
breves y sencillas.
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teacher guides students to ask: Is __ your (least) favorite
sport/food/hobby? She/He helps students to repeat the question as a
whole class. Once students feel more comfortable asking the question,
they can take turns to guess and ask the teacher.
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breves y sencillos sobre gustos y preferencias. Activity (20 min.)
• PE: Solicita y ofrece información sobre gustos y 3. Students draw their favorite and least favorite sport, food, and
preferencia, utilizando frases y oraciones escritas hobby onto a small piece of paper or notebook. In pairs, small
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muy breves y sencillas. groups, or as a class mingle, students show each other their
• IC: Valora la identidad social y cultural propia y pictures and make guesses as to what their partner’s pictures are,
de otros países, reconociendo las diferencias and if they are their favorite and least favorite. For example:
individuales de las personas. Student A: Is soccer your favorite sport?
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Student B: No.

Objectives Student A: Is soccer your least favorite sport?

Student A: Yes! Is ice cream your favorite food?

• Students will be able to ask and answer 5-‐8 Student B: Yes!
questions in order to guess their peers’ favorite After guessing, students find a new partner and make guesses
and least favorite foods, sports and hobbies in about the information.
pairs, small groups or as a class mingle.
Extension (10 min.)

Materials 4. Students work in pairs or groups of three or four. They need to
be with people they have not talked with yet. In their small groups
• The “Guess the picture” handout. If printing is they talk about favorite sports, foods and hobbies other partners
not available, students can draw on a separate mentioned. To make this more exciting, they can try to mention as
piece of paper. many as they remember to see who is able to remember the most.
They can keep track of the amount of pieces of information they
are able to remember. The person who is able to remember more
pieces of information after five minutes wins. A variation to make
the game more collaborative can be that students agree on a

number of items they want to achieve as a group. For example, at

the end of five minutes, the group needs to mention ten items

total. *To help students practice writing skills, they can write sentences after
they brainstorm pieces of information they remember.
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Guess the picture
1. Draw your FAVORITE and your LEAST FAVORITE FOOD, SPORT and
HOBBY.
2. Look at your partner’s pictures, guess and ask:
“Is ___ your favorite ___?”
“Is ___ your least favorite ___?”
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Resource Packet
Primary School
Grade: 4th
Function #7: Asking for and giving information about personal preferences (Dar y pedir información
sobre gustos y preferencias)

Vocabulary Flip


escrita, producción escrita, e interculturalidad y 1. The teacher reviews vocabulary related to foods and drinks, sports
convivencia and leisure activities by showing the “Big Vocabulary Cards” and
eliciting words. The teacher places the big vocabulary cards around the
Indicadores de logro classroom, points at pictures and gets students to call out the words.
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Students do some choral repletion as the teacher points at vocabulary
• CO: Responde de forma adecuada a preguntas e cards in random order.
muy breves y sencillos sobre gustos y preferencias. 2. The teacher asks students : “Do you like___?” and encourages them
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• PO: Solicita y ofrece información sobre gustos y to answer: “Yes, I do” or “No, I don’t”. The teacher guides some choral
preferencias, utilizando frases y oraciones muy repetition of question and answers and then gets the students to ask
breves y sencillas. and answer as a whole class. Students practice asking and answering
• CE: Responde de forma adecuada a preguntas e questions in pairs or small groups. They either go on a gallery walk to
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indicaciones, a partir de la lectura de textos muy ask and answer the question “Do you like___?” or they do this by
breves y sencillos sobre gustos y preferencias. pointing at pictures from their desks.

• PE: Solicita y ofrece información sobre gustos y Activity (20 min.)
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preferencia, utilizando frases y oraciones escritas

3. The teacher has a stack of vocabulary cards (Big vocabulary cards)
muy breves y sencillas. with sports, foods, drinks, and leisure activities. Standing in front of
• IC: Valora la identidad social y cultural propia y the class, the teacher FLIPS the vocabulary card, or QUICKLY shows the
de otros países, reconociendo las diferencias card she is holding, to students (think a quarter of a second, or a blink
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individuales de las personas. of an eye). Students should make a guess as to what image is shown
on the card (ex. baseball, apple, soda, etc.). Once students guess the
Objectives

word, the teacher asks the class “Do you like baseball?” Students

respond with yes/no. The activity continues with the next card.
• Students will be able to ask and answer 8-‐10
Student volunteers may also come to the front of class and flip the
questions about their likes in order to play a
vocabulary cards.
guessing game as a whole class and in pairs or
small groups. 4. Once students get the idea of how the activity goes, they play the
game in pairs or small groups. They put the smaller vocabulary cards
Materials on a table facing down. They take turns drawing a card and following
the same procedure as in step 3.
• Big vocabulary cards. If printing is not available,
the teacher can draw pictures on pieces of paper Extension (10 min.)
or use cutouts from magazines or newspapers. 4. To enable students to practice writing skills, they copy the
• Small vocabulary cards. If printing isn’t available, following questions in their notebooks and answer them. Then,
students can either draw or write words on small they share answers with a partner and finally with the whole class.
pieces of papers to make vocabulary cards. 1) Do you like coffee? 2) Do you like beans?
3) Do you like baseball? 4) Do you like volleyball?

5) Do you like to play with friends? 6) Do you like to ride a bike?
*The teacher can adapt these questions to students’ context to make them more
relevant.

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Big Vocabulary Cards
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Small Vocabulary Cards

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*Images taken from https://www.maxpixel.net
Green and Red questions
• Students play the board game in groups of three or four. Each group gets a game
board, green and red question cards, a counter for each player, and a dice. They
place the green and red question cards (with the questions facing down) on their
corresponding places in the center of the game board.
• Students take turns to roll the dice and move the counters. When one player
lands on a red square, he/she draws a red question card and chooses another player
to ask the question. If the answer is “Yes”, then the player who asked the question
gets the indicated amount of points in the question card. If the answer is “No”, then
the player who asked the question gets no points. The same procedure applies for
green squares and green question cards. If a player lands on a smiley square, they
miss a turn.
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• Students keep track of points on a separate piece of paper. At the end of the
game, they add all the points to see who the winner is.

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Game Board
Green and Red Questions Game

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*smiley taken from: https://www.pixabay.com
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Dice Template

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Question cards

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Question cards

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Question cards

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Question cards

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Question cards

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Question cards

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Food likes and dislikes
1) Draw your answer: Do you like….? Yes, I do No, I don’t
2) Share your answers with a partner and talk about what you like and don’t like.
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*Images taken from https://www.maxpixel.net

Resource Packet
Primary School
Grade: 4th
Function #8: Describing animals and objects (Describir animales y objetos)
Hot-‐‑Cold Game


escrita, producción escrita, e interculturalidad y 1. Using the same objects or pictures for the main activity below, the
convivencia teacher reviews adjectives to describe objects and animals. The
suggested target language is: “It’s a/an + size (big, small, long, short) +
Indicadores de logro color (blue, red, yellow, black, etc.) + shape (round, square, oval, etc.) +
object/animal”; “It has + number + body parts (arms, legs, eyes, ears,
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• CO: Responde de forma adecuada a preguntas e feet, etc.)” The teacher can get the students to work in small groups to
indicaciones, a partir de la escucha de brainstorm words to describe an object/animal. He/She hides the
descripciones muy breves y sencillas de animales y object/animal/picture behind his/her back. The teacher reveals the
objetos.
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object/animal/picture and gives students one minute to brainstorm as
• PO: Describe animales y objetos utilizando frases many words to describe the object/animal as possible. They can do this
y oraciones aisladas muy breves y sencillas. as a whole class first until students understand what to do and how to
• CE: Responde de forma adecuada a preguntas e do it. The teacher elicits ideas on the board and does some choral
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indicaciones, a partir de la lectura de descripciones repetition of target language.
muy breves y sencillas de animales y objetos.
• PE: Describe animales y objetos utilizando frases Activity (15 min.)
* Adapted from American English resources: “Beyond the “To Be’ Syndrome
y oraciones escritas muy breves y sencillas.
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2. The teacher picks one student to go to the corner of the room

• IC: Valora la biodiversidad. Cuida y respeta las
and close their eyes. The teacher picks another student to hide one
pertenencias propias y de otras personas.
of the animals/objects/pictures somewhere in the classroom while

the class watches where it’s hidden. Once the object is hidden, the
Objectives
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student in the corner opens their eyes and moves around the room

looking for the object. The rest of the class repeats the name of the
• Students will be able to use 3-‐6 phrases to
hidden animal over and over. When the searching student is close
describe objects and animals in order to play a
to the hidden object, the class repeats the word louder. If the
Hot-‐Cold game in pairs or small groups.
student moves further away, students repeat the word softer and

quieter. When the student finds the object, students must describe
Materials it in pairs or small groups. Each student needs to mention 2-‐3
• Real everyday objects (school supplies, toys, characteristics that describe the animal/object. The game continues
clothing items, etc.) and toy animals to hide in the with new volunteers and new animals.
classroom. Alternatively, the teacher can use
pictures of objects or animals. Extension (10 min)
• “My favorite object and animal” handout 3. The teacher elicits students’ favorite objects and animals. She/He
guides students to describe them. The teacher writes examples on
the board.

4. Students draw and describe their favorite object and animal

using the handout below. When they finish, students post their
drawings and descriptions around the room. Students walk around
in pairs looking at the drawings and descriptions trying to guess

whose description it is.

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My favorite object and animal
1. Draw your favorite object and favorite animal. Then, write a description next to it.

This is my favorite object.

It’s______________________________________

It has___________________________________
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This is my favorite animal.

It’s______________________________________

It has___________________________________

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Resource Packet
Primary School
Grade: 4th
Function #8: Describing animals and objects (Describir animales y objetos)
Animal Slap Game


escrita, producción escrita, e interculturalidad y 1. The teacher helps students review animals and ways of
convivencia describing them by showing pictures of animals, eliciting their
names and asking, “What does a ___ look like?” She/He guides
students to respond: “A ____ is big/small/short/long/hairy/
smooth”, “A ____ has claws/wings/eyes/teeth”. The teacher can
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• CO: Responde de forma adecuada a preguntas e write examples that students call out on the board to leave as
indicaciones, a partir de la escucha de reference for the following activities. Students complete the
descripciones muy breves y sencillas de animales y worksheet “Describing animals” individually. When they finish,
objetos.
• PO: Describe animales y objetos utilizando frases class.
y oraciones aisladas muy breves y sencillas.
• CE: Responde de forma adecuada a preguntas e Activity (20 min.)
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students compare answers with a partner and then with the whole
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indicaciones, a partir de la lectura de descripciones 2. The teacher projects, tapes or draws pictures of animals onto the
muy breves y sencillas de animales y objetos. board and divides the class into Team A and Team B. One
• PE: Describe animales y objetos utilizando frases volunteer from Team A and one volunteer from Team B come to
y oraciones escritas muy breves y sencillas. the board and face the students. The teacher points to an animal
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• IC: Valora la biodiversidad. Cuida y respeta las on the board and the class shouts out the animal. The two students
pertenencias propias y de otras personas. at the board then turn around to slap the correct picture taped to
the board. The fastest student to slap the correct picture gets a
point for their team. The teacher asks students in pairs to discuss
Objectives
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the question “What does a ____ look like?” (i.e. “A ____ is
• Students will be able to ask and answer 4-‐7 big/small/short/long/hairy/smooth”, “A ____ has claws/wings/eyes
questions about what animals look like in order to /teeth”), then continues the game by asking new students come to
describe pictures in a slap game. the board and pointing to a new animal.
*Options: Two new volunteers may come to the board, or the winner could stay
until they’ve won three times in a row, at which point a new student should
Materials replace them to make ensure one team doesn’t dominate too much.

• One set of big animal pictures 3. After playing as a whole class, students play the game in groups
• One set of small animal picture cards per group of four. Each group gets a set of cards with pictures. They place
of 4/5 students cards on a table facing up. Students take turns shouting out the
• “Describing animals” handout. If printing isn’t name of an animal. The rest of the group slaps the correct picture.
available, students can ask and answer questions The student who called out the name of the animal asks, “What
by looking at pictures posted/drawn on the board. does a ____ look like?” to the student who slapped the correct
picture first. If the student answers the question correctly, she/he
can keep the card.

Extension (10 min.)

4. Students draw their favorite animal in their notebooks or on a

separate piece of paper and write 3-‐5 simple sentences to describe
their animal. Students mingle, find a partner, show their animal and
talk about their drawing. They repeat the procedure 3-‐4 times.
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Describing animals

1. Complete the question with the name of the animal. Then, answer the questions.

What does a ____________ look like?

A __________ is _________________________________________________.
A __________ has _______________________________________________.


A __________ is _________________________________________________.
A __________ has _______________________________________________.

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A __________ is _________________________________________________.

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A __________ has _______________________________________________.

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A __________ is _________________________________________________.
A __________ has _______________________________________________.

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A __________ is _________________________________________________.
A __________ has _______________________________________________.


A __________ is _________________________________________________.
A __________ has _______________________________________________.


A __________ is _________________________________________________.
A __________ has _______________________________________________.

*Images taken from: https://pixabay.com

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Spy Inkblot
*From American English Resource: Create to Communicate, Drawing Lesson 5
Art Materials: Paper, pencil, any medium that absorbs into paper and can be used to create
an inkblot (e.g., coffee, tea, juice, or paint), newspaper, cloth or paper towels (for cleanup).
1. Pre: Play the “I Spy” (or “I See) game with students. One student finds a person or
object that is visible to all in the classroom to describe. The student then describes
the person or object without saying the name or what it is. Everybody else has to
guess what is being described. For example, a student might say, “I spy something
red and square.” Other students might guess, “Is it that lunch box?” “Is it Karen’s
notebook?” “Is it the stapler?” Students keep guessing until somebody identifies the
person or object correctly.
2. Main Activity: Tell students that they will be creating inkblots to use in the “I Spy”
game. Have students cover their workspace with old newspapers or other scrap
papers to protect the desks or tables from spills. Pass out a sheet of paper to each
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student. Have students write their names on the back of the paper in pencil.
Demonstrate to students how to make an inkblot: a. Drop a small amount of the
liquid being used into the middle of the paper. Carefully fold the paper in half, using
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your fingers to flatten the paper. This will make the liquid spread out and absorb
into the folded paper. Carefully open the paper back up to reveal the shape the
liquid has created. After demonstrating, have students make their inkblots. Young
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students may need more assistance. If needed, help students to evenly fold their
papers in half, spreading the liquid in between the folded halves, and carefully open
the paper up again. Place the inkblots in a safe place to dry. When the inkblots are
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dry, use them to play the “I Spy” game. Tape the inkblots on the board or the
classroom wall so that everybody can see them. Demonstrate the game. Pick one
inkblot, and a shape or object that you see in that inkblot, and say to students, “I
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spy a…” Students then have to guess which paint inkblot is being described. Try to
use vocabulary that you have recently used or taught in class. For example, if you
have just covered animals, try to pick an inkblot that looks like an animal, such as an
elephant, bat, or snake. Ask for student volunteers to come to the front of the
class and be the “I Spy” observer. The students should pick something they see in
one of the inkblots and describe what they see. Other students guess which inkblot
is being described. Play the “I Spy” game in groups, with groups working together to
describe what they see, or working together to guess which inkblot another group is
describing. Points can be awarded to groups who guess correctly.
3. Extension Activity: Inkblot Animal, Monster, or Insect! After playing the “I Spy”
game with the inkblot images, have students transform their inkblots into animals,
monsters, or insects by drawing body parts, such as legs, arms, eyes, mouths, noses,
or ears, on the inkblot. Once completed, have students develop a character for their
inkblot animal, monster, or insect. Students can describe what the animal, monster, or
insect likes to do or eat, what makes him or her happy, angry or sad, and so on.
Students can work in groups and use their creature to create or act out a story.

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The object race
1. The teacher fills a bag with objects or toys. He/she makes sure to have two versions
of each object, one bigger than the other. For example, a big and a small teddy bear,
a big and a small toy dog, long and short rulers, etc. In the class, the teacher pulls
out each object and elicits words and adjectives ("It's a big dog"). The teacher
places the objects in different places around the room.
2. Once all the objects are out of the bag the teacher asks each student in turn to
bring one object ("Luis, can you please give me the long ruler?"). Students take turns
to find the object and bring it to the teacher.
3. The teacher repeats procedure #1. After all objects are scattered around the room
again, the teacher shouts out each object and has some students race to get them.
Once students understood how the game goes, they can play it in pairs or small
groups. They take turns to describe an object and to get the rest of the group to
race and get it.
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Resource Packet
Primary School
Grade: 4th
Function #9: Asking for and giving directions (Ubicar en el espacio)
Blind Fold Maze


escrita, producción escrita, e interculturalidad y 1. The teacher helps students review directional language by placing
convivencia word cards of places, such as the park, the church, the supermarket,
etc., on different locations in the classroom. He/She elicits question:
Indicadores de logro “Where is the…?” and asks students to guide him/her to that place. The

teacher elicits phrases such as: go straight/up/down/back, turn
• CO: Responde de forma adecuada a preguntas e left/right, stop! The teacher writes question and answers on the board
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indicaciones, a partir de la escucha de discursos to get the students to do some choral repetition.
muy breves y sencillos sobre la ubicación en el
espacio de personas, animales y objetos. 2. Students repeat the previous activity, but this time they guide their
objetos.
• CE: Responde de forma adecuada a preguntas e board.
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• PO: Solicita y ofrece información sobre la peers instead of the teacher. A group of five or six students goes to the
ubicación en el espacio de personas, animales y front and asks “Where is the...?” The rest of the class guides them to
the correct place using the directional language that is written on the
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breves y sencillos sobre la ubicación en el espacio Activity (20 min.)
de personas, animales y objetos. 3. The teacher hands out one maze for each student. In pairs, one
• PE: Solicita y ofrece información sobre la student is the speaker and the other is the drawer. Before starting,
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ubicación de personas, animales y objetos, the drawer and speaker agree on writing the name of a place (the
utilizando frases y oraciones muy breves y school, the church, the park, etc.) on both ends of the maze. The
sencillas. drawer places their pencil on one of two entrances to the maze and
• IC: Muestra respeto y cortesía al interactuar con closes their eyes. He/She asks the speaker how to get to the place
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las demás personas. on the other end of the maze by saying “Where is the …?” The
speaker guides their partner to the other side of the maze using
Objectives directional language (go up, down, turn left, right, stop, start, go

back). The teacher can also encourage students to say “Great job!”
• Students will be able to use 4-‐6 phrases related or “Congratulations!” for them to use when they reach the finish.
to directional language in order to guide their When the drawer finishes the maze, students switch roles and the
peers though a maze in pairs. new drawer begins the maze from the opposite location so that the
activity remains challenging. Students can change partners and
Materials repeat the activity with a new maze.
*Adaptation: Students can use the same maze multiple times using just their
• Word cards with names of 4-‐5 different places
finger. They may also time themselves and try to beat their previous time.
• “Maze” handout
Extension (10 min.)
4. Students design their own mazes on a separate piece of paper.
They can have multiple entrances with names of places. In pairs,
they take turns guiding each other through their maze. Students
can repeat this activity with two or three different peers.

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Maze

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Resource Packet
Primary School
Grade: 4th
Function #9: Asking for and giving directions (Ubicar en el espacio)

Make a Map


escrita, producción escrita, e interculturalidad y 1. The teacher pre-‐teaches or helps students to review language to ask
convivencia for and give directions, such as “Excuse me, how do I get to…?” and
“Go straight; turn left/right, blocks, street, It’s on your right/left” by
Indicadores de logro using a map. The teacher can either draw a map with different

places and streets on the board or bring one ready on a poster. The
• CO: Responde de forma adecuada a preguntas e teacher elicits questions and directions on how to get to different
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indicaciones, a partir de la escucha de discursos places on the map. He/She follows directions with his/her finger.
muy breves y sencillos sobre la ubicación en el Once students practice as a whole class, the teacher divides the
espacio de personas, animales y objetos. class in half. One half of the class calls out the question with a place
objetos.
finger.
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• PO: Solicita y ofrece información sobre la and the other half responds with directions on how to get to that
ubicación en el espacio de personas, animales y place. The teacher follows directions on the map with his/her
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indicaciones, a partir de la lectura de textos muy Activity (20 min)
breves y sencillos sobre la ubicación en el espacio 2. On the blank map (handout), students draw and label pictures of
de personas, animales y objetos. places they like, or simply places they know about. They can be as
• PE: Solicita y ofrece información sobre la creative as they like. The teacher can give some support by writing
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ubicación de personas, animales y objetos, hospital, bank, school, restaurant, park, etc., on the board. Once
utilizando frases y oraciones muy breves y students finish their drawings, they place a stick figure somewhere
sencillas. on their map and role-‐play asking for and giving directions with a
• IC: Muestra respeto y cortesía al interactuar con partner, using the stick figures on each others’ maps as reference
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las demás personas. points. For example:

• Student A (looking at Student B’s map): Excuse me, how do I get to
Objectives the park?
• Student B: Go right on Bachata Street, turn left onto Puppy Street,

• Students will be able to use 3-‐5 expressions to go straight 2 blocks, turn left onto crazy street. It’s on your right.
ask for and give directions in order to role-‐play a
situation in pairs using maps they create. Students can repeat the activity with two or three different
partners.
Materials
Extension (10 min.)
• A drawing of a map on the board or a map 3. Students use the same map from the previous activity. They draw
already drawn on a poster two family members and two animals on different places on their
• “Make your map” handout maps. They swap maps with a partner and ask and answer about
how to get to a certain person/animal. For example:

• Student A: Where is (my sister, brother / the dog/cat, etc.)?
• Student B: He/She/It is in the ____ (place)
• Student A: How do I get to the ____(place)?
• Student B: Start on.., turn right on…

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Make your map

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Where’s the Gold?
1. First, make sure there is walking space between the rows of desks in the classroom.
The teacher then presents to the class an object that represents Gold, or any
other valuable treasure.
2. The teacher asks for one volunteer to be the “Explorer” and to leave the classroom.
When the student is out, the teacher asks another volunteer to hide the treasure in
their desk or backpack.
3. When the treasure is hidden, the Explorer can enter the classroom and should ask
“Where’s the gold?!”. As a class, students guide the Explorer through the
classroom and through the desks to the correct student who is hiding the treasure.
Helpful language for this activity is: Go straight, turn left, turn right, stop, turn
around
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*Extension: Instead of the Explorer, different characters could be used, such as
James Bond, a thief, or any culturally relevant role-play that students might enjoy.
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Where Are You?
Teacher hands out a map to individual students or pairs. Beginning from the red
star, the teacher reads instructions to a specific location out loud and students
follow along as they listen. When the teacher has arrived at the destination,
he/she asks “Where are you?” and students say the answer as a class. Students
can do this activity in pairs as well, reading out instructions while the other listens
and follows.
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(All) Primary - 4thgrade (Lightest)

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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

Good morning/Good afternoon Bye

How are you? See you later

I am fine/ok/happy/sad/tired/,thanks See you soon

And you? See you

Greetings Board Game

2. Students work in groups of 4 or 5. They get a game board and

farewell phrases to play a board game in groups

1. Doing the Wave

order until the ball of yarn is wound up again.

The Greetings Song

I’m walking down the street

And suddenly I see a friend

She looks at me and responds accordingly

“Good bye Laura “

She looks at me and responds accordingly

And I keep walking down the street…(start song over)

“I’d Like to Say Hello” Song

Extension (10 min.)

Nice to meet you!

1. Make a self-portrait and fill in the blanks.

Hello! My name is__________

What’s your _________?

Nice to ________ you!

2. Make a portrait of your friend and fill in the

This is my friend _____________

Ball Toss Game

• CO: Responde de forma adecuada a frases y with other students.

básicas, muy breves y sencillas, para presentarse y themselves and others.

• CE: Responde de forma adecuada a frases y Activity (20 min)

small group: “Hi, my name is (name).”

1. Complete the sentences to introduce your new friends.

o Student A: “Hi, my name is ___. What’s your name?”

o Student A: “Hi, my name is ____. What’s your name?”

Find Someone Who

information questions with a partner.

Find someone who

Find someone who

Competencias Específicas Procedure Suggested Time: 35 minutes

*Images taken and adapted from: https://www.unixtitan.net

a. Student A: “Are you from China?”

United Kingdom Argentina Japan

Where do you live? Who

do you live with?

What is your favorite animal?

Whose Object is It?

“Ducks and Dragons” Board Game

• CO: Responde de forma adecuada a partir de la

Glue Glue Glue

Simon says Open your

*Image taken from: https://www.pixabay.com

Target Language: How do you say ____ in English?

“The Daily Routine Song”

• PE: Escribe, de forma pertinente, frases y

The Daily Routine Song

The Daily Routine Song

Daily Routine Song

Wake up early, it is Monday.

“Is _ your least favorite _?”

A has _____________________________________.

A has _____________________________________.

A has _____________________________________.

A is _______________________________________.

A has _____________________________________.

A has _____________________________________.

A has _____________________________________.