Cycle 3

3
CYCLE:
IMMERSION ROOM
Session Plan
ALCALDÍA MAYOR
DE BOGOTÁ D.C.
SECRETARÍA DE EDUCACIÓN
Contents
MODULE 1 Identity and cultural diversity
Worksheet appendix
Worksheets
74
75
MODULE 2 Healthy lifestyles
Worksheet appendix
Worksheets
172
173
Word bank 10 Word bank 106
1
UNIT
My rights and responsibilities
Different types of personalities in my community
9
11
1
UNIT
Eating the right food to play in high performance
Healthy eating pyramid
105
107
My rights 13 The foods that I like 110
My responsibilities and ways to act in my community 16 Changes in eating habits 112
Consolidation and assessment 19 Consolidation and assessment 115
2
UNIT
Building my identity
Who am I?
21
22
2
UNIT
Making the most of my free time
Activities in my city
119
120
Personal goals: how to achieve them? 25 What I like doing in my free time 123
Who I am makes a difference 28 Being creative with activities and taking advantage of 126
Consolidation and assessment 31 my free time
3
Consolidation and assessment 129
UNIT
Social interaction: who we are makes a difference
Men and women with the same abilities
35
36 3
UNIT
Any sport will do, just keep fit!
Sports in my city
131
132
What’s our role in the community? 39
Respecting each other 42 What it takes to be an Athlete 136
Consolidation and assessment 44 Choosing a sport and pursuing it 139

4
UNIT
Entertainment: one world, thousands of cultures
Kinds of entertainment
47
48 4 Growing into a healthy teenager 147
UNIT Emotional changes 148
My city and its ways of entertainment 51
Healthy habits for TV 54 Building up a better personality 151
Consolidation and assessment 57 Getting along with others 154

5
UNIT
Family entertainment
Kinds of family entertainment
61
62 5 Healthy life and our growth 161
UNIT Personal care and appearance 162
Outdoor and indoor activities to share with my family 65
TV & internet or sharing time with family? 68 Visiting the doctor 165
Consolidation and assessment 71 Making good decisions for a healthy lifestyle 168
MODULE 3 Cultural values & traditions
Worksheet appendix
Worksheets
252
253
MODULE 4 Environmental responsibility for digital natives
Worksheet appendix
Worksheets
344
345
Word bank 186 Word bank 278
1
UNIT
Famous citizens
Getting to know some of our leaders
185
187
1
UNIT
Social networks: a global community
Social networks I use
277
279
Discussing about famous leaders 190 Introducing yourself on a blog 283
How do I want to be remembered? 193 Do’s and Don’ts of social networks 286
2
UNIT
Arts and crafts in Colombia
Arts and crafts everywhere
199
200
2
UNIT
My city is awesome
Natural places
293
294
Researching about arts and crafts 203 Our rich animal diversity 297
My favourite souvenirs 206 Green areas in our city 300
3
UNIT
Food and music from Colombia
Learning about Colombian food and music
213
214
3
UNIT
What it takes for water to get to my city
Water systems
307
308
Music from my country 217 Water use and misuse 311
Making a fruit salad 220 Water system in my neighbourhood 313
4
UNIT
Myths and legends from my region
Myths and legends
227
228
4
UNIT
Eco-friendly homes
Are you an eco-friendly citizen?
319
320
Myths my community knows about 231 Our carbon footprint 323
Time to share 233 Taking action at home 326
5
UNIT
Fairs and feasts
Foreign fairs and feasts
239
240
5
UNIT
The city we live in: being an active citizen to improve it 333
Let’s be green 334
Colombian festivals 243 My share 336
Colombian fairs 246 Smart resources consumption 339
El pilotaje, revisión de la primera Oscar Gustavo Sánchez Jaramillo
versión y diseño de esta segunda Secretario de Educación de Bogotá
versión del Currículo Linguaventuras
se llevaron a cabo en el marco del
Convenio de Cooperación 1851 de
Patricia Buriticá Céspedes
2015, suscrito entre la Secretaría de Subsecretaria de Calidad y Pertinencia
Educación Distrital de Bogotá y el
Entidades
British Council. Adriana Elizabeth González Sanabria
Directora de Educación Preescolar y Básica
Fabiola Téllez Álvarez

Coordinadora del Equipo de Fortalecimiento de Segunda Lengua
Consultores
Equipo Técnico Grupo de trabajo
Diseño
Secretaría de Educación Distrital de Bogotá British Council Autores
Alejandro Dávila Ana Lorena Molina Nora Ocampo
Andrés Vergara
Azucena Parra
Gerente de Proyecto
Ángela Becerra Santana
Gloria Milena Castellanos
Margarita López
Autores
Carolina Leal Coordinadora de Proyectos Larissa Tatiana Rico
Clara Lozano Carolina Cruz Corzo
Diana Galarza Consultora Académica Editores
Diana Gómez Claudia Karina Santana Dayana Cortés
Eliana María Rubio Coordinadora de Proyectos Ángela Becerra Santana
Fressman Ávila Kiara Gaviria Ana Lorena Molina Castro
Gerardo Urbina Asistente Administrativa
Iván Jaramillo Diseño y Diagramación
Wilson López Miguel Ángel Plazas Figueroa
WilsonProfesionales
López del Equipo de Fortalecimiento de Segunda Lengua
ISBN
© Secretaría de Educación Distrital de Bogotá, 2015
Av. El Dorado No 66-63 Bogotá – Colombia
www.educacionbogota.edu.co
Todos los derechos reservados.

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

Coordinator of Second Language Education
Consultores
Agreement Specialists Grupo de trabajo
Diseño
Secretariat of Education in Bogotá British Council
Alejandro Dávila Ana Lorena Molina Authors
Andrés Vergara
Azucena Parra
EES Project Manager
Ángela Becerra Santana
Nora Ocampo
Gloria Milena Castellanos
Autores
Carolina Leal EES Project Coordinator Margarita López
Clara Lozano Carolina Cruz Corzo Larissa Tatiana Rico
Diana Galarza Academic Consultant
Diana Gómez Claudia Karina Santana Editors
Eliana María Rubio EES Project Coordinator Dayana Cortés
Fressman Ávila Kiara Gaviria Ángela Becerra Santana
Gerardo Urbina Administrative Assistant Ana Lorena Molina Castro
Iván Jaramillo
Wilson López Design
WilsonSecond
LópezLanguage Educator Specialists Miguel Ángel Plazas Figueroa
ISBN
© Secretaría de Educación Distrital de Bogotá, 2015
Av. El Dorado No 66-63 Bogotá – Colombia
www.educacionbogota.edu.co
All rights reserved.

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

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

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

are encouraged to know, accept and respect others
who may be different or even be antagonists. One of the
most effective ways to achieve this is by developing joint
projects. These may include comparing and contrasting the
material and non-material cultures of different regions or
even countries, creating communication codes that could
be used by students to express their feelings and emotions
in an original and practical way, designing community
projects to target the problem and involve particular
populations, and many others. While developing those
projects, learners are presented with problems to solve
by using dialogue and other non-violent methods. They
also participate in processes of setting rules to regulate
behaviour and performance in different areas. By working
together on different projects, students strengthen their
citizenship values and, thus, are better prepared to interact
in a society based on democratic principles.
MODULE 1 My rights and responsibilities
1
ty and
rsity
al dive
Identi
UNIT
cultur
ALCALDÍA MAYOR
DE BOGOTÁ D.C.
MODULE 1
Achieve goals
Appropriate behaviors
Children’s rights
Word Bank Commercial slogans
4
Community
Famous men and women
Gender equality
Good social interaction
Group values, goals, ideas
Having good behavior
Healthy habits
Human rights
Identity
Important people
Inappropriate behaviors
Indoor and outdoor activities
Inner Identity
3
Know, Want to know and Learned
Men and women abilities
Outer Identity
Personal goals
Personal Growth
Personality types
Respect wall
Respecting people
Rights and responsibilities
Rulebook
Similarities and differences
Tangram
Think, Plan and Do
Touristic spots
Traits
World cultures
CYCLE:
11
TOPIC: Different types of personality in my community
MODULE: 1
UNIT: 1
1
CORE ACTIVITIES
SESSION:
AIMS: By the end of the session, students will be able to identify different types of personalities in different contexts (home, school, community).
CORE ACTIVITIES T must begin the class with their own starting routine before continuing with the following activities
TIME STAGE AIM PROCEDURE INTERACTION TIPS AND MATERIALS

T-Ss
Drawing game: 5 min
• How do I feel today? T gives out a blank piece of paper and asks Ss to draw the way they feel, and the name of this feeling in English.
• Then, Ss must share their drawing and tell the “feeling”. T writes them on the board and makes a list with all the feelings and does choral drilling. The use of dictionary
10 To activate prior IW
Warm up is encouraged in this
min knowledge 2 min
• T asks Ss: activity.
Do we all feel the same way today?
Is it OK if we don’t feel the same? Ss- Wh
3 min
• T shows flashcards with more feelings: proud, embarrassed, guilty, sorry, impatient, hurt, jealous.
SEN adaptation: If there is a S with a visual impairments, the T asks another S to describe the pictures in the flashcard for him/her. Alternatively,
T-Ss
the T can offer a brief description of a situation likely to cause each of the feelings, so that all learners can guess the feelings.
10 min
Pre-teach
15
Pre-task 1 vocabulary • Ss are to repeat pronunciation and imitate the faces represented on the flashcards, to assure they understand the feeling described.
min
needed • T does the same with some personality types: grumpy, serious, cheerful, talkative, selfish, friendly.
• Ss are to repeat pronunciation (choral drilling) and randomly choose a student to give the name of a person they know with that personality
Ss-Ss
type.
5 min
*Additional activity 1
• T groups Ss (4 people per group). Ss are asked to mention their family members, and they must describe them and make a poster; and answer
the question: GW Poster sized paper in
To provide oral
7 min Task 1 • How can I foster respect in my family, even if we all are different? Each group shares their poster with their classmates. 15 min color printing needs to
practice.
be provided.
Wrap-up To provide T congratulates the Ss on their performance during the class. After that, he/she writes down 2 or 3 general mistakes they made, and uses T-Ss
5 min
feedback correction techniques (group correction) to correct the mistakes, then choral drilling to end. 5 min
Resources Blank pieces of paper, flashcards, board, dictionaries, clothes brought from home.
3
CYCLE:
IMMERSION ROOM - SESSION PLAN ALCALDÍA MAYOR
DE BOGOTÁ D.C.
12
TIME STAGE AIM PROCEDURE

ADDITIONAL ACTIVITY
1 INTERACTION TIPS AND MATERIALS
IW
• T asks Ss to write a description of personality of their 2 favorite super heroes. T provides a model to guide Ss writing. 5 min
• Then, Ss compare and tell each other what they wrote (pairs).
15 To foster PW
Pre-Task 2 And as a conclusion, T asks for their opinion on the different types of personality of the super heroes, and why it is good that they are different.
min creative writing 5 min
T-Ss-T
5 min

ADDITIONAL ACTIVITY
Presentation:
• T asks the Ss in advance to bring some clothes from home, which could represent a member of the community in addition to a short description
of this person. The description should emphasize the values his/her job gives to people in the community. Ss dress up as the community GW Clothes brought from
10 To provide oral
Task 2 member represented and describe themselves to their classmates in groups of four Ss. As a variation, Ss could be hidden and after the 10 min home, description on
mins practice.
description the rest of the class guesses who the person is. Then, the character is revealed. paper
SEN adaptation: If there is a S with hearing impairments, the written descriptions can be placed on the board for him/her to read.
3
CYCLE:
DE BOGOTÁ D.C.
13
TOPIC: My rights
MODULE: 1
UNIT: 1
SESSION: 2
AIMS: By the end of the session, students will be able to make a list of children rights in different contexts, and how these rights contribute to have qualities in their personality (home,
school, and community).

PW
3 min
• T shows a Wordle (see worksheet 1.1A) and asks Ss to work in pairs to think of definitions for two of the words.
• T asks a few participants to read out the definitions so that the rest of the class can guess the word.
Ss-Ss
10 To activate prior • T asks Ss these two questions:
Warm up 2 min Worksheet 1.1A
min knowledge What do these words have in common?
What do they refer to?
T-Ss-T
5 min
• T shows Ss the activity on worksheet 1.1B and tells them to match the pictures with their corresponding right. Ss will work individually. Give Ss
2 minutes to do the matching activity and then ask them to turn to their classmate to do peer checking. Then, T writes the answers on the board
and does group correction. T-Ss
• Next, T uses a song or video related to human rights to circle the rights that they see or are mentioned in the song individually. Suggestion:
2 min
You can use the
SEN adaptation: If there are Ss with hearing impairments, activate the subtitles option available in the setting button of the video. Human Rights
IW
video “United
15 To set the 2 min
Pre-task 1 • An example of a song is found on worksheet 1.1C (see suggestion on the comments’ column). Song”, available
min context
• T plays video again. at: https://www.
• The whole group shares their answers and T corrects if necessary. Ss make a list with the T of the rights mentioned in the song that apply to PW
youtube.com/watch?
children. 3 min
v=nptzg2odTKw
• T practices pronunciation of these rights. IW
6 min
*Additional activity 1 T-Ss
2 min
3
CYCLE:
DE BOGOTÁ D.C.
14

Discussion:
• T writes the following questions on the board and gives Ss 10 minutes to come up with a complete and coherent answer. Each group will choose Another option is a
a speaker and a writer.
class presentation
GW
about the
What are children’s rights? 10 min
Constitution. Ss create
Why do you think we should respect children’s rights?
15 To promote short illustrated
Task 1 Which children’s rights are respected at your home?
min writing practice presentations about
Which is the most important of the children’s rights and why? WH
their section in pairs
Which of the children’s rights is the most disrespected at your home and why? 5 min
and present the parts
in order before an
• Remind Ss to support their answers by giving examples.
• Each group speaker goes to the front of the class and shares answers. audience.
Consolidate
T-Ss
the lesson T congratulates the Ss on their performance during the class. After that, he/she recalls with the Ss some important children rights and encourages
5 min Wrap up 5 min
by recalling good pronunciation through repetition.
children rights
Resources Video/audio/lyrics, worksheets 1.1A, 1.1B & 1.1C, board, poster sized paper.
Additional resources
3
CYCLE:
DE BOGOTÁ D.C.
15

ADDITIONAL ACTIVITY
Preparation:
• T groups Ss (Groups of four). Ss write their own Bill of Rights at school, ranking from the most to the least important ones. They must include 5
GW
15 To promote rights and make a drawing representing each one. Give Ss 10 minutes to do this activity. Poster sized paper in
Pre-Task 2 15 min
min writing practice. Report: color printing.
• Once all groups are done, ask them to swap papers (bill of rights) and give them 2 minutes to go over the document and find similarities and
differences. Then, T chooses one Ss of each group randomly, and asks them to share some of those similarities and differences.

ADDITIONAL ACTIVITY
Interviews:
• Ss get in pairs: One plays the role of the mayor of the city, and the other one plays the role of a reporter. Give them time to answer the following
question and practice pronunciation:
PW
Which children’s right is the most promoted in the city? Why? 7 min
10 To provide oral
Task 2
min practice. • T chooses some groups to share their interviews to the class. WH
3 min
SEN adaptation: If there are Ss with motor impairments, invite them to role-play the interview as a phone conversation instead of having to go to
the front of the class for sharing it.
3
CYCLE:
DE BOGOTÁ D.C.
16
TOPIC: My Responsibilities and ways to act in my community
MODULE: 1
UNIT: 1
SESSION: 3
AIMS: By the end of the session, students will be able to list rights and responsibilities in different contexts and how that contributes to have qualities in their personality (home,
school, community).
• Tell the class: “There are going to be robots in this class, but first we need to decide what orders they can understand so they can move around
the classroom. These robots are very simple, and can only understand very basic orders.”
• Elicit the following imperative sentences from the class by pretending to be the robot, performing each action, and asking what order to give for
the action:
Turn left.
Turn right. (each turn is a 45⁰ turn)
Walk (number) steps.
Stop. Ss-T
Lift the (object; e.g. chair) 2 min
10 To activate prior
Warm up Put the (object) down.
min knowledge Ss-Ss
Open the door. 8 min
• Tell the Ss that these seven orders are the only ones the robot understands.
• Now, divide the class into groups of four or five, and have them sit at different corners of the room, as far from the doors as possible. Tell the
group that the robots will actually be one member from each group, and that they should choose who it will be. The rest of the group will take
turns giving orders to their robot, directing them to the door. The first team to successfully direct their robot to the door (without cheating) is
the winner.
SEN adaptation: If there’s a student with a physical impairment for walking around, assign him/her the role of a leading student only and assign
other students the robot role.
3
CYCLE:
DE BOGOTÁ D.C.
17

T-Ss-T
• T asks Ss the following reflection questions: 5 min
How easy was it to direct the robot? (It was easy because we all were clear with the directions)
Which things do you have to do to guide/direct the robot? (We have to give clear directions/we have to speak louder/we have to be precise/we
have to repeat) Encourage students to use the structure underlined. If necessary write one example on the board and underline the target IW
language so Ss can easily identify it. 2 min
15 To set the In what ways were you all acting like good citizens? (we tried to help the robot get its final destination) T prepares copies of
Pre-task 1
min context • T gives out copies of worksheet 1.2, and asks students to check each of the statements they think happen at school. worksheet 1.2 before
• Ss are asked to compare their answers in pairs to decide whether they agree or not, giving reasons for their choice. PW the session
• The whole class discusses findings and agrees about the most common responsible behaviors identified. 3 min
*Additional activity 1. WH
5 min
3 teams
(PW)
• Outside the room T has posted a poster-sized paper. The title is: What can we do to make our community better?
To foster 10 min
15 • T asks Ss to form three groups. In each group the Ss must get in pairs. One pair from each group takes a marker, gets outside the room and writes
Task 1 creative writing
min one idea on what they can do to make their community better. Ss read the ideas written on the poster and T encourages good pronunciation.
T-Ss
5 min
Expand
T-Ss
on the Ss´ T congratulates the Ss on their performance during the class. After that, the Ss comment on the responsibilities they have in the classroom. Along
5 min Wrap up 5 min
responsibilities with T, Ss make a list of 5 main responsibilities that help keep a positive atmosphere in the classroom.
in the classroom
Resources Copies of Worksheet 1.2, board, poster sized paper, markers.
3
CYCLE:
DE BOGOTÁ D.C.
18

ADDITIONAL ACTIVITY
IW
• T writes on the board the words to express duties or responsibilities: Have to. 5 min
This would be better
To provide • Then, T tells Ss to write three responsibilities they have at school, at home and in their neighborhood, on a piece of paper. S-Ss played in small groups
15 5 min
Pre-task 2 remedial with a ‘judge’ who has
min
practice • T places the contributions on the board, under one category (home, school or neighborhood) and discuss with the Ss the similarities and differences T-Ss the answer sheet for
in their responsibilities. 5 min greater participation.

ADDITIONAL ACTIVITY
Cartoons: PW
• In pairs, Ss think of a situation where a duty was not carried out (at home, school or in the community). Then, T gives time to illustrate the situation 8 min
through pictures and a small conversation among the characters where the situation gets a solution in the end.
10 To foster
Task 2 • T displays the Ss ‘creations around the classroom for all the class to see them.
min creative writing.
WH
SEN adaptation: If you have Ss with visual impairments, invite them to give oral solutions to simple everyday responsibility problems that happen 2 min
at home, school or in the community.
3
CYCLE:
DE BOGOTÁ D.C.
19
TOPIC: Consolidation and Assessment
MODULE: 1
UNIT: 1
SESSION: 4
AIMS: By the end of the session, students will be able to make a list of appropriate behaviors at school.
CROSSWORD ACTIVITY: T-Ss

• T divides the class into pairs (A & B). T gives each group the corresponding worksheet 1.3 Student A and Student B. The vocabulary used in this 3 min
activity is related to the words studied throughout the unit.
15 To activate prior • The Ss exchange information to complete their crosswords: Ss A have some words already written in the crossword puzzle and miss other words. PW
Warm up See worksheet 1.3A
min knowledge Consequently, Ss B have the words that Ss A require to complete the activity. If necessary, the Ss can give additional explanations and/or spell the 10 min
words for their partners to complete all the words. T should demonstrate the activity with an example using the handouts.
• After Ss are done, T checks (MPF) Meaning, Pronunciation and Form of the words in the crossword, through elicitation. T-Ss
2 min
• T sets groups of 5 people to show different images of appropriate and inappropriate behavior so that Ss can express agreement and disagreement.
GW
• Ask Ss to discuss the following questions in their groups:
Discussion
5 min
What do you see in the picture?
10 To promote Would you behave this way? ST monitors and
TPre -Task 1 Conclusions
min reflection Why wouldn’t you behave like this? supports
5 min
Is there any consequence for this?
• T and Ss conclude this activity with 5 conclusions or recommendations for good behavior in class.
• Additional activity 1
• Tell Ss to take out a piece paper where they will draw a sketch including appropriate and inappropriate behaviors. This activity will be called IW
Do’s and Don’ts. T chooses some Ss to show their sketches. Ss will get a green card to put up when a Ss shows a sketch that represents good 5 min
behavior and a red card to raise when the sketch symbolizes negative behavior.
To foster
15 T-Ss
Task creative
min SEN adaptation: If you have Ss with motor impairments, ask them to explain their ideas for positive and negative behavior, instead of making the 5 min
thinking
sketch.
S-Ss
*Additional activity 2. 5 min
To consolidate
WH
5 min Wrap up good behavior • T displays the Top Five list in a visible place for the Ss and asks them to give examples on how to live these behaviors every day.
5 min
ideas
Resources Worksheets 1.3A (Student A and Student B), pieces of paper for sketches.
3
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DE BOGOTÁ D.C.
20

ADDITIONAL ACTIVITY
Memory game:
• T divides the Ss into groups of 4. He/she presents a memory game in which Ss have to match good behaviors. Taking turns, each group discovers
a sentence/word and its match (It can be the same sentence/word or a picture that illustrates this good behavior). The winner is the group that GW
can match more positive behaviors correctly. 5 min
To consolidate
15
Pre-Task 2 ideas of the
min • T reads the sentences/words and encourages Ss to pronounce correctly through repetition. T-Ss
topic. 10 min
SEN adaptation: If there are Ss with visual impairments, invite them to participate after T reads the sentences/words illustrated or written in the
memory cards
Resources Worksheet 1.4

ADDITIONAL ACTIVITY
• T asks Ss to think of five ideas that are related to good behavior in the classroom.
10 To activate
Task 2 • T writes different ideas from different Ss and makes a consolidated list of 10 good behavior sentences. Wh
min thinking skills
• T asks the Ss to vote for the “Top 5 positive behaviors in class” and writes them on a poster for the class to see them.
3
CYCLE:
DE BOGOTÁ D.C.
MODULE 1 Building my identity
2
ty and
rsity
al dive
Identi
UNIT
cultur
ALCALDÍA MAYOR
DE BOGOTÁ D.C.
22
TOPIC: Who am I?
MODULE: 1
UNIT: 2
SESSION: 1
AIMS: By the end of the session, students will be able to talk about their identity and achieving personal goals.

T-Ss
5 min T should find
appropriate videos
or use the ones
To introduce
10 suggested in
Warm up the topic of the • To introduce the topic of the lesson
min Resources. T should
lesson
be quite familiar with
T-Ss - T the videos before
5 min class.
• T gives Ss Worksheet 2.1A, which presents a reading text about “Identity”.

IW
• Ss are asked to read silently and identify the main differences between Outer and Inner Identity (Outer identity - the groups one is part of and
3 min
identifies with; Inner identity - the qualities, feelings, etc. that make each person unique). See worksheets 2.1A
• T encourages pair work discussion before checking answers with all the class.
• After Ss have read the text all together, T asks Ss to make groups of 4 people. Cards need to be cut
15 To set the • T puts cut out cards from the worksheet on their desk and asks Ss to select one person to take only one piece of paper to the group, answer out with anticipation.
Pre-task 1 PW
min context the question as a group, and return the piece of paper.
2 min
• When they return the piece of paper, they can take another one. The first group that finishes answering all the questions is the winner. If T monitors and
needed, Ss can refer back to the text to find the answers to the questions. provides support
• T checks answers and writes down mistakes to correct at the end of the lesson. during group work.
GW
10 min
Additional activity 1.
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An acrostic:
Sample acrostics can
• T first provides an example of an acrostic, and tells Ss to identify the aspects they must include in it.
be found at:
• (T can show an acrostic for his/her name as a model). Then, T can provide the following model to share the content on his/her acrostic: I am a
__________, _______ and ___________ person because I______________. IW
http://www.acrostic-
• Ss create an acrostic using their first names. 10 min
namepoems.com/
15 To provide oral • This acrostic can show: their strengths, abilities, personality traits, hobbies and future plans (activities, job and family), personal goals among other
Task 1
min practice. aspects. Ss – Ss
http://www.acrostic-
Report: 5 min
namepoemsforboys.
• T sets groups of 5 Ss.
com/
• T tells Ss to share their acrostics, using the model provided by the T.
• T monitors and helps while Ss are sharing their information.
You can find more

• T congratulates Ss on their performance, and gives feedback on mistakes made along the class. T-Ss
To provide phrases for discussion
5 min Wrap-up • T writes those mistakes on the board and corrects them through peer-correction. 5 min
feedback conducting
• Then T ends the class with choral drilling on the corrected mistakes.
a Google search.
Resources Worksheets 2.1A & 2.1B, board, Poster sized paper in color printing.

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ADDITIONAL ACTIVITY
T – Ss
5 min
• T brainstorms the different descriptive words Ss use to refer to strengths, abilities, personality traits, plans and personal goals they have.
• T writes the Ss ideas on a chart called: Descriptive words / future plans. T monitors and
15 To provide oral
Pre-task 2 • T forms groups of 4 Ss to notice similarities identified with their classmates. GW provides support
min practice.
• In the same groups, Ss receive paper to design a poster that makes a statement about their identity and future goals (as a group). 3 mins during group work.
• Ss explain to the others their statements in the posters.
GW
7 mins
Resources Worksheet 1.3 (for teacher’s reference)

ADDITIONAL ACTIVITY
Mind map: IW
• T provides Ss with copies of Worksheet 2.1B. 7 min
• Ss are to complete the mind map to answer it about themselves using vocabulary studied throughout the session.
10 To promote
Task 2 • T takes some of the mind maps and reads the words used. Ss try to guess whose mind maps are being read.
min creative writing Wh
3 min See Worksheet 2.1B
SEN adaptation: Ss with hearing impairments can get extra time to walk around and observe the mind maps.
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TOPIC: Personal goals: How to achieve them?
MODULE: 1
UNIT: 2
SESSION: 2
AIMS: By the end of the session, students will be able to talk about ways to achieve personal goals.
PEOPLE BINGO:
T-Ss
• T gives a copy of worksheet A to each S.
3 min
• They must ask the questions in order to get 3 positive responses from their classmates so that they complete a row in the chart (down, across or Use Worksheet 2.2A
diagonal).
Mingle
• When a S finishes, he/she must shout “Bingo”. T monitors Mingle
10 To activate prior 5 min
Warm up • T checks some answers with Ss. time and makes sure
min knowledge
• T asks Ss to guess the topic of the session. T writes every possible answer given. Ss use the foreign
• T helps Ss or leads them towards the topic of the session, which are “Personal goals”. language.
T-Ss-T
2 min
SEN adaptation: Ss with hearing impairments can read the questions from the bingo worksheet and can use the pictures for increasing understanding.
• T gives worksheet B and asks Ss to read the poem completing the images with possible words that can match the image and can give meaning to
the text. Any possible answer can be accepted if it fits in the context.
• T asks Ss to read the poems with their different options and writes all these possibilities on the board.
• Then, T can either read the poem, write it on the board, or project it (if possible) so that Ss can clearly see it with the correct words according to
the author of the poem.
The following is the complete poem:
There isn’t time
PW
There isn’t time, there isn’t time 5 min
To do the things I want to do,
With all the mountain-tops to climb,
15 And all the woods to wander through, Ss-T
To set the
min Pre-task 1 And all the seas to sail upon, 5 min See worksheet 2.2B
context
And everywhere there is to go,
And all the people, every one T-Ss
Who lives upon the earth, to know. 5 min
To know a few, and do a few,
And then sit down and make a rhyme
About the rest I want to do
Poem Taken from: http://allpoetry.com/There-Isn’t-Time
• Additional activity 1
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TIME PROCEDURE INTERACTION TIPS AND MATERIALS

IW
Preparation:
3 min
• T asks Ss to make a list of the 5 most important things they would like to do regarding their personal goals in order of importance. See worksheet 2.2C
• Then, T shows Ss different ways to show their goals. (Drawings, words, short sentences) During the discussion
T-Ss
in groups of 4, Ss
2 min
Task: can make comments
• T presents the “Think, Plan and Do strategy” found in worksheet 2.2C, to illustrate the activity. on Ss` plans using
• T asks Ss to select 1 of the 5 goals listed in the previous activity to write it on the “Think” line, then the Ss write 5 ideas to achieve the goal (Plan). specific adjectives
15 min IW
• Their plans need to reflect what they want to do in the future. to be supportive
7 min
• Finally T explains that every time they perform a plan to achieve the goal, they mark the “”Do” column in the worksheet. listeners like: “Great”,
“Good for you”, “that’s
Discussion: nice”, etc.
GW4
• T asks Ss to share their goals and how they plan to achieve them in groups of 4.
3 min
*Additional activity 2.
• T explains Ss that he/she will check in future lessons how many plans have been checked in the “Do” column by Ss. T-Ss
5 min 5 min
• T can take the goals and plans made by some Ss to give examples about how to accomplish them in their everyday life.
Resources Worksheets 2.2A, 2.2B and 2.2C, poem, board, paper cards
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ADDITIONAL ACTIVITY
IW
Truths and lies activity: 5 min
• T asks Ss to write down 3 personal goals using the “going to” form for future plans. WH
15 To promote • T explains that 2 of these goals must be true and 1 must be false. 7 min
Pre-task 2
min writing skills • T asks some Ss to read their sentences out loud for the rest of the class to guess which ones are the true goals and which is the false one. T-Ss
• T can emphasize the negative form for the future with “going to” using the Ss examples. 3 min
SEN adaptation: Ss with hearing impairments can read the true and false goals from the Ss original written papers.
Resources Strips of paper (for the ball)

ADDITIONAL ACTIVITY
Charades:
• T writes down on paper cards some of the goals listed by Ss during task 1.
15
• T gives an example of the activity to the class. T-Ss
min Task 2 To promote oral T demonstrates the
• T forms groups of 4 Ss to act out the sentences word by word. 3 min
production activity by acting out a
• Ss are provided with 4 paper cards with goals per group, so each S acts a goal out. GW4
7 min sentence (goal) to Ss.
• The rest of the group must guess the complete sentence (goal). The winner is the S in each group who guesses the most goals correctly.
SEN adaptation: Ss with motor impairments can draw instead of acting out the words.
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TOPIC: Who I am makes a difference
MODULE: 1
UNIT: 2
SESSION: 3
AIMS: By the end of the session, students will be able to talk about the similarities and differences among themselves and important people in their lives.

The audio is
available at http://
learnenglishteens.
britishcouncil.org/
skills/listening-skills-
practice/important-
• Find the difference: T shows 2 pictures, one of himself/herself and one of an important friend in his/her life.
people.
• T asks Ss to discuss any similarities/differences in the pictures, and comments on how those differences make us important for others. (e.g. I am
See worksheet 2.3A
very organized, my friend Sandra is not organized, so, I give her tips on how to classify her school materials in her desk.)
If the audio cannot be
• T then announces the session is about the differences that make us all important for others. Ss-Ss
played online during
• T plays the audio recording called “Important people”. 5 mins
the class, T can read
• While listening, Ss are asked to circle if the statements are true or false (Worksheet 2.3A)
10 To activate prior out the transcript
Warm up • T checks answers with Ss and asks them to mention the name of one important person in their lives. T asks some Ss to share the differences
mins knowledge provided (Worksheet
among this person and themselves.
2.3B). If it is the case,
T-Ss
then this would be
SEN adaptation: For Ss with hearing impairments, the T can project the transcript or have it displayed on a poster for them to see the text. 10 mins
taken as a reading
activity instead.In
preparation for the
next activity, T should
ask Ss to bring photos
of important people
for them from home to
this session.
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IW
• T asks Ss to bring photos of important people for them from home.
5 mins
• Ss write individually a list of adjectives that describe one of the people and compare them to their own qualities and characteristics.
• Ss get in groups of 2 and share the differences and similarities found with the person in the photo.
PW Ss` photos of
• Ss discuss about why this person is important and how differences among people make us more tolerant and respectful with each other.
15 To promote oral 5 mins important people for
Task 1 • T asks Ss to write on a small piece of paper the statement: “Who I am makes a difference” and invites Ss to explain reasons.
mins practice them are used in this
• For example: “I make a difference by respecting others”.
Wh activity.
• T can remind Ss about his/her personal experience and starts by saying something about him/her. Then, he/she invites Ss to continue.
5 mins
IW
2 mins
To promote
5 intrapersonal • T asks Ss to illustrate with a drawing one characteristic that makes them different from their family members and friends.
Wrap up Wh
mins intelligence • T asks some Ss to show the drawing and explain the differences to the group.
3 mins
Resources Worksheets 2.3A, 2.3B and 2.3C, T’s pictures, board, audio, audio transcript, photos brought from home, famous people pictures, clothes brought from home.
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ADDITIONAL ACTIVITY
Find someone who: T-Ss

2 mins T makes sure Ss
• T provides a copy of worksheet C to Ss.
understand all
• T models the first question taking the first statement in the worksheet and completes it as an example with a S.
Mingle statements before
• Ss stand up, walk around and ask the questions to complete the activity with different classmates’ names.
To provide 8 mins the interaction and
15 • T checks the activity with Ss, then, he/she makes emphasis on how different people are in a group and how important it is to value and respect our
Pre-task 2 oral T-Ss promotes good
mins differences.
interaction 3 mins pronunciation through
• T asks Ss to discuss on these ideas orally. Wh oral repetition.
2 mins See Worksheet 2.3C
SEN adaptation: Ss with motor impairments can participate in the activity by asking/answering questions from his/her seat.

ADDITIONAL ACTIVITY
T needs to prepare
Dressing a character: the clothes in
• T divides the class in groups of 4 Ss. GW advance, or ask Ss
• Each group gets the picture of a famous person and clothes provided by the T. 5 mins to bring them from
To raise • Each group dresses up a S trying to make him/her as similar as possible to the picture provided. home.
20 WH
Task awareness • The dressed up characters make a short “fashion show” for the class to discuss how similar or different they look from the famous people pictures.
min 5 mins
on the topic The winner is the S that resembles the character best. T needs to raise
• Ss discuss about how different people are and the need to be respectful and tolerant towards these differences. awareness on the
importance of
SEN adaptation: Have Ss describe their clothes for Ss with visual impairments to understand the characters’ presentations. accepting people’s
differences.
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MODULE: 1
UNIT: 2
SESSION: 4
AIMS: By the end of the session, students will be able to identify themselves as part of a group.
T-Ss-T
5 min
Slogans selected
• T asks Ss to write numbers from 1 to 5 as a list. IW should be well known.
• T mentions that slogans describe the identity of a product and represent its importance through a statement. Then, T shows 5 commercial 2 min Ex: Think different
15
Warm up To activate prior slogans and asks Ss to individually write if they like them or not on the list. (Apple computers),
min
knowledge • In pairs, Ss share their opinions about each slogan. PW Just do it (Nike), Be
• Ss discuss the reasons why they liked or disliked the slogans 3 min who you wanna be
(Barbie)
WH
5 min
For tips on slogan

• T explains the aspects to consider when creating a slogan. T can refer to the previous exercise and also elicit characteristics of memorable T-Ss creation, T can refer to
slogans that Ss are familiar with. 5 min http://www.slideshare.
• T divides the class in groups of 5 and provides worksheet 2.4 with tips for slogan creation. Ss read them and put them into practice when net/Ads_Voice/
creating theirs. GW5 guidelines-to- create-
15 To promote
Pre-task 1 • Ss work together to create a slogan on a poster about identity and personal growth that represents them as a group in the class. 8 min great-slogan
min creativity
• Ss paste the slogan poster on the board. T can check with
WH groups if the tips
*Additional activity 1 2 min were taken into
consideration when
creating the slogans.
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• Ss share their slogan and get feedback from T and Ss. WH
• During presentations, the rest of the Ss are asked to identify and take notes on the key words used in every slogan. 7 min
10 To provide • At the end of the presentations, T asks Ss about their findings regarding the most common words used.
Task 1
min oral practice T-Ss
*Additional activity 2 3 min
WH
5 min Wrap up Wrap up • T congratulates Ss on their work and highlights the most important values identified as a group in the slogans
5 min
Resources Worksheet 2.4, markers, Poster sized paper.
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ADDITIONAL ACTIVITY
Creating songs: GW
To promote 8 min
15 • In groups of 5 Ss, they are asked to create a short song that talks about the group values, goals, ideas, etc.
Pre-task 2 creative
min • Ss can use an existing song melody and adapt the lyrics or create a different one.
skills WH-T-Ss
• Each group presents the short song. T and Ss discuss on the vocabulary that can be related to identity and personal growth. 7 min

ADDITIONAL ACTIVITY
• T asks Ss to write down key words from the slogans presented and asks them to individually check 5 words that definitely represent the class. IW
5 min
10 To promote • Ss mention different vocabulary, T writes them on the board and asks the Ss to vote on the 5 most representative words that describe the class
Task 2
mins writing skills values/identity/goals.
WH
• T and Ss work together to create a slogan for the class using these 5 words. 5 min
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MODULE 1 Social interaction: who we are
3
makes a difference
ty and
rsity
al dive
Identi
UNIT
cultur
ALCALDÍA MAYOR
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TOPIC: Men and women with the same abilities
MODULE: 1
UNIT: 3
SESSION: 1
AIMS: By the end of the session, students will be able to talk about gender equality.

T-Ss-T
• T introduces the topic of Gender Equality providing four examples of important people (2 women and 2 men) from his/her country, sharing with Ss 7 mins
To activate the way they became famous and the contributions they have made. T prepares copies of
10
Warm up prior • Ss complete the chart (Worksheet 3.1A) while the T shares the lives of these people. T checks the chart completion with the class and discusses T-Ss worksheet 3.1A for
min
knowledge shortly about the importance of men and women’s contributions in our country. 3 mins the Ss
The audio is
available at http://
learnenglishteens.
• T plays the audio called “Band Auditions”, which is about a boy who likes music but has very bad skills for playing instruments and for singing.
britishcouncil.org/
• T asks Ss to listen carefully in order to identify what the conversation is about: a football game, a rock concert or a band audition. Ss identify the
skills/listening-skills-
context of the conversation. IW
practice/band-
• The second time, T hands out Worksheet 3.1B and asks Ss to underline the correct words according to the recording. 5 mins
auditions
• Ss are asked to compare their answers in pairs, before checking with all the class.
T prepares copies of
• T elicits from Ss the names of different famous people who play in a band. T focuses on names of women and men who sing, play the drums, guitar PW /WH
15 To set the worksheet 3.1B for
Pre-task 1 or any musical instrument in a band. If there is a band in the school, the T can also ask about the names of Ss who participate. 5 mins
mins context the Ss
• T tells Ss that either women or men can be part of a band because we all can have the same skills. He/she elicits the concept of gender equality.
If the audio cannot be
T-Ss-T
played online during
SEN adaptation: For Ss with hearing impairments, the T can project the transcript or have it displayed on a poster for them to see the conversation. 5 mins
the class, T can ask
2 Ss to read out the
transcript provided
(Worksheet 3.1C)
and adapt this as a
reading activity.
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Making collages:
• In groups of 4, Ss look for images to be used in a collage to represent “Gender Equality”.

• They must include pictures or photos of different women and men who perform different jobs.
15 To foster
Task 1 • Ss share their collages and comment on their work. T-Ss
min creative skills
SEN adaptation: Have Ss describe their collages for Ss with visual impairments to understand the content displayed.
To summarize T-Ss
5
Wrap up ideas from the T asks Ss about what they learned regarding gender equality. T writes 3 conclusions given by Ss on the board. 5 mins
mins
topic
Resources Worksheets 3.1A, 3.1B and 3.1C, audio, audio transcript, flashcards, board, poster sized paper, magazines, newspapers, scissors, glue and paper.
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ADDITIONAL ACTIVITY
Biographies of famous people:
Before the class,
• T provides different short biographies of famous men and women from around the world.
T chooses the
• In groups of 4, Ss make a poster summarizing the information.
GW4 biographies and prints
• T writes the names of the famous people on the board.
To provide 8 min them.
15 Report:
Pre-task 2 oral Wh
min • Taking turns, groups share the information on their posters and the other groups decide who they are talking about from the list of famous people
interaction 7 min T monitors while
on the board.
Ss are making and
• The winner is the group who can guess more names of famous people by listening to the reports.
sharing the posters.
SEN adaptation: Ss with hearing impairments can get extra time to read the information from the posters.

ADDITIONAL ACTIVITY
• T explains that descriptive words are used to express qualities and tell aspects about our identity. Additionally, he/she tells Ss that comparatives of
If Ss ask about the
equality are used to compare people.
use of comparative
• T writes some examples on the board based on the information about famous people in the warm up activity. Some examples could be: T-Ss -T of superiority, a short
3 mins explanation should be
To provide Women are as hardworking as men.
10 provided.
Task 2 language Men are as creative as women.
mins Use flashcards of
practice Women have the same opportunities as men T-Ss
7 mins different men and
women doing different
• T elicits more examples of comparatives of equality about the topic using flashcards of different men and women doing different professions.
professions.
SEN adaptation: T needs to describe well the flashcards if there are Ss with visual impairments.
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TOPIC: What’s our role in the community?
MODULE: 1
UNIT: 3
SESSION: 2
AIMS: By the end of the session, students will be able to talk about the role they play in the community.

Game: What’s in the Bag? T must place the
T-Ss
• T shows Ss a bag, which is full of objects (already kept inside). T asks Ss to guess the objects he/she has in the bag. The objects must be common objects in the bag
5 min
and used by them (classroom objects, household objects). before the class, so
• T divides the class into two groups. Each group has a turn to guess. Ss cannot see what
Activate Ss-T
15 • T writes on the board the prompts so that Ss can express their guesses: I think there is… I think there are… is inside. They can be
Warm up prior 5 min
min • When a group guesses one object, T asks them to say the use the object has. T writes on the board the prompt: It is used to… pieces of paper with
knowledge
• When the Ss have guessed all the objects and mentioned the uses they have, T asks them to think about the role they play at home and at school. drawings or cutouts
T-Ss-T
• T writes on the board the prompt: I am a… at home… of big objects (fridge,
5 min
• Then, T asks some volunteers to share their ideas. desk, board, TV Set,
etc)
The audio has
Listening activity: recordings about 4
heroes. Only the first
• T tells Ss that they will listen to a girl talking about her hero. recording is used in
• Ss listen to the recording and answer the following questions in pairs: this activity. Available
at:
PW
Who was Mary Anning? http://
3 min
What did she discover? learnenglishteens.
What heroic things did she do? britishcouncil.org/
T-Ss
10 To set the Why do people admire her? skills/listening-skills-
Pre-task 1 5 min
min context practice/my-hero
• T checks answers with Ss. If the audio cannot
WH
• T asks Ss to identify the positive aspects that make a person be considered a hero. T highlights the way the hero in the recording played an important be played during
2 min
role for her community. the class, T can read
out the transcript
• Additional activity 1. provided (Worksheet
3.2) and adapt this as
SEN adaptation: For Ss with hearing impairments, the T can project the transcript or have it displayed on a poster for them to see the text. a reading activity, or
use a different audio
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T-chart completion:
IW
• T asks Ss to brainstorm all the roles they can play at home and at school. T asks Ss to do a T-chart so that they can include the roles they play in 3 mins
these 2 places.
MY ROLES T-Ss
2 mins
AT HOME AT SCHOOL A similar T-chart must
To promote
15 be done on the board
Task 1 written and
mins • Then, T asks Ss to share their ideas and he/she writes the answers on the board. GW5 for the T to write the
oral practice.
7 mins answers.
• T sets groups of 5 students and tells them to list the 5 most important roles they play in their community. Students are asked to choose the most
important role in their opinion from the list to illustrate it on a paper.
WH
• Each group presents the drawing and explains the role portrayed. T keeps the drawings for further reflection during the wrap up. 3 mins
To promote • T sticks the drawings made during the task activity, which portrayed the roles Ss play in the community.
5 T-Ss
Wrap up further • T goes over them to make sure Ss understand the representations.
mins 5 mins
reflection • Ss discuss the importance of their roles and provide examples of actions they carry out in these roles every day.
Resources Plastic or paper bag, classroom/household objects or drawings, audio, worksheet 3.2.
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ADDITIONAL ACTIVITY
Writing activity: My hero. IW

• T asks Ss to think of a person they could consider a hero because of the role he/she plays at home/school/community. 5 mins
• Ss brainstorm ideas about the qualities, actions and contributions that this hero makes. Ss write a paragraph about this person.
To foster T can provide a text
• Drawing heroes: In pairs, a S reads his/her paragraph for the other S to draw the hero described. Then, Ss discuss how well the drawing illustrates PW
15 writing and example from the
Pre-task 2 the hero. 5 mins
min creative listening activity (Pre-
• Drawings of heroes are displayed around the classroom for the Ss to compare the heroes drawn and the descriptions.
skills WH task 1)
SEN adaptation: Ss with motor impairments can describe the hero orally for the other S to draw. 5 mins

ADDITIONAL ACTIVITY
T-S
• T focuses on the structure “should” to talk about recommendations. T writes on the board some statements about roles, for example: 3 min
In order to be “a helper” in our community, we should give ideas when we work in group. For this activity, Ss can
To provide PW
10 Task 2 I should respect others to be a leader. refer to the roles they
language 5 min
min wrote on the T-chart
practice
• T asks Ss to write in pairs 3 statements about the roles they play in the community using the word “should” to express recommendation. Ss use the T-Ss (Task 1)
example mentioned above. Finally, Ss share their statements. 2 min
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TOPIC: Respecting each other
MODULE: 1
UNIT: 3
SESSION: 3
AIMS: By the end of the session, students will be able to talk about the different ways to respect people.

T-ss
Guessing game:
2 min
• A card from Worksheet 3.3 is pasted on each one of the students’ backs. Cards from Worksheet
10 To activate prior Mingle
Warm up • The Ss must not read the cards to be placed on their backs. 3.3 must be cut out in
min knowledge 5 min
• Ss walk around the room and look for classmates to help them find out the text written in their card. The classmates must act out the words advance.
without talking so that the S can guess the complete expression.
T-SS
• The first S to guess the card correctly shouts the word “RESPECT”.
3 min
• T sets groups of 4 students.
GW
• T shows Ss some pictures that illustrate situations in which people are or are not showing respect to others. For this stage, T has
7 min
• In the groups, Ss discuss the behavior in each picture and decide whether that is a good example of respect or not. They think of reasons to ready some pictures
10 To set the
Pre-task support their choices. (five or more) of
min context
• T checks the activity with the whole class. people showing or not
T-Ss-T
showing respect.
3 min
• T asks Ss to individually write down 2 everyday situations that can represent the meaning of the word “Respect” in our school, home or
neighborhood. IW
• In groups of 5, T asks Ss to share their ideas and choose one to act it out through a short play. 3 min
T encourages Ss to be
20 To provide oral • Ss have 1 to 2 minutes to perform their plays. The other students must write down the words related to respect that they consider are highlighted
Task 1 resourceful for their
min practice. in the plays.
play.
• SEN adaptation: Ss with motor impairments can participate in the role-play in a situation where he/she can be in his/her seat. GW
18 min
To consolidate
• T and Ss do a mind map on the board with the words the Ss wrote down in the previous activity (task 1). Then, Ss are to mention the relation T-WH
5 min Wrap up vocabulary of
between these words and the word “Respect”. 5 min
the topic
Resources Cut out cards, worksheet 3.3, pictures, board, poster sized paper.
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ADDITIONAL ACTIVITY
• T provides a copy of Worksheet 3.3 to Ss who are in pairs. PW

• Ss choose 5 expressions from the worksheet in order to write down 1 example of an action that reflects the statement. (e.g. HAVING GOOD 7 min
BEHAVIOR: I pay attention to the T´s instructions).
15 To foster writing • T provides slips of paper for the Ss to write down the actions that promote respect in the classroom.
Pre-task 2 T-Ss See worksheet 3.3
min production • T sets the “RESPECT WALL”, as a big poster made with paper where Ss stick their contributions.
3 min
• Ss read the actions and comment on them WH
5 min
SEN adaptation: For Ss with visual impairments, the Ss` contributions can be read out loud.

ADDITIONAL ACTIVITY
Running Dictation:
• T divides the class in groups of 4 Ss.
• Each group gets a piece of paper to write down the definition of respect. It is pasted outside the classroom on a poster.
• A S from the group is in charge of listening to the classmates and writing the definition on the paper, the other 3 Ss in the group take turns to
run to the poster, read silently and run to the group to dictate the text.
• The winner is the group that writes the text completely and correctly through the running dictation first.
• T reads the definition and Ss make comments on it.
GW4
To consolidate 8 min T is free to choose a
10 (Sample text for the running dictation game, taken from: http://talkingtreebooks.com/what_is_respect.html)
Task 2 the definition of WH different text for the
min
respect 2 min running dictation.
WHAT IS RESPECT?
Respect is how you feel about someone
Having respect for someone means you think good things about who a person is or how he/she acts. You can have respect for others, and you
can have respect for yourself.
Respect is how you treat someone
Showing respect to someone means you act in a way that shows you care about their feelings and well-being.
SEN adaptation: Ss with legs’ motor impairments can be in charge of writing the dictated text.
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MODULE: 1
UNIT: 3
SESSION: 4
AIMS: By the end of the session, students will be able to describe characteristics of a good social interaction.

GAME: PW
• T asks Ss to work in pairs, one facing their partner´s back. 7 min
10 To activate prior • T asks Ss to trace with their fingers, letter by letter, a word related to appropriate social interaction (respect, tolerance, etc) on their partner´s
Warm up
min knowledge back.
• Ss should try to identify the word. Then, roles are changed and the game continues. T-Ss
• T asks some of the Ss about the words they or their partners were able to identify. 3 min
Making a rulebook:
T-Ss
• To sum up previous lessons Ss are asked to make a Rulebook for social interaction. Provide Ss with
To consolidate 5 min
20 • T divides Ss in groups of 5 and assigns them a category to list the tips or rules for having a good social environment or interaction in different cardboard sheets
Pre-task 1 previous
min places like at the classroom, public school areas, the bus, a park, etc. (Same size) for this
knowledge GW5
group activity.
15 min
• T collects these products to make a class rulebook. T can place it in a strategic place in the immersion room so that it is available for Ss to refer T-Ss
to anytime. 3 min
10 • T shares the results with Ss and invites them to take care of it and encourages them to share it with others in the school community whenever
Task 1 To share ideas
min possible (when having new Ss, a new member in the community, etc.)
* WH
Additional activity 2 7 min
PW
3 min
To consolidate • T asks Ss to write in pairs 5 words that describe social interaction.
5 min Task 1
the topic • T writes those words on the board and asks Ss to give examples or definitions of the words.
T-Ss
2 min
Resources Cardboard sheets (Same size), paper, worksheet 3.4A.
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ADDITIONAL ACTIVITY
Picture Stories: T-Ss
• T asks Ss about situations where positive social interaction occurs. 2 min
• T forms groups of 4 Ss. They create a short story in pictures portraying positive social interaction in the community.
GW4
15 To foster • Ss paste their stories on the board. Ss go to the board in their groups to observe the stories. T monitors Ss during
Pre-task 2 10
min creative skills • T asks Ss to talk about their favourite picture stories. GW.
T-Ss
3 min
SEN adaptation: If there are Ss with visual impairments, stories must be told for them to get an idea of the social interaction situations portrayed.

ADDITIONAL ACTIVITY
Double puzzle:
PW
• T hands out copies of Worksheet 3.4A. 8 min
10 To consolidate
Task 2 • In pairs, Ss unscramble each of the clue words, then, copy the letters in the numbered cells to other cells with the same number to find a hidden WH See worksheet 3.4A
min vocabulary
message about the unit. 2 min
• T checks the activity and asks Ss to express their opinions and ideas on the hidden message.
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MODULE 1 Entertainment: one world,
4
thousands of cultures
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TOPIC: Kinds of Entertainment
MODULE: 1
UNIT: 4
1
CORE ACTIVITIES
SESSION:
AIMS: By the end of the session, students will be able to talk about different kinds of entertainment.

• T shows images of different ways of entertainment, he/she randomly calls out some of the activities in the pictures. Ss are asked to stand up and T-Ss
5 mins Images of different
clap their hands twice if they do the activity that has been announced.
To activate ways of entertainment
10 • T gives 1 minute so that Ss write individually as many words as they remember from the images. Ss mention the vocabulary and T encourages good
Warm up prior T-Ss (E.g: Watching TV,
min pronunciation through repetition.
knowledge 5 mins reading a book,
cooking, etc)
SEN adaptation: If there are Ss with motor impairments, they can express orally if they have done the activity or not.
• Reading race:
T-Ss
• T shows a picture of Jennifer Lawrence and elicits as much information as possible about her.
2 mins
• Then, T shows Jennifer Lawrence’s fact file or give Ss a copy of it, asks them to read individually for 2 mins and prepare to report the kind of
information the article provides. The fact file is
IW
• T, then, writes the answers provided by Ss. available at: http://
3 mins
• T explains Ss will take part in a reading race, in pairs. Ss are asked to read the text again, in order to find: learnenglishteens.
2 sports Jennifer Lawrence used to practice britishcouncil.org/
Ss-T
15 To set the 2 companies she worked for before moving to Los Angeles skills/reading-skills-
Pre-task 1 1 mins
min context 2 films she had acted in practice/films-and-
3 of her past times entertainment
PW
• Ss should write down all the answers (or underline them) and shout “STOP” when they are done. The winner is the team with more correct answers Worksheet 4.1A
7 mins
to the questions.
• T checks answers with all the class.
T-Ss-T
2 mins
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• Famous people activity:

PW
• Ss prepare a celebrity profile, like the one used in the pre-task 1 activity, for each other. 5 mins Refer to pre-task 1
To foster Mingle
15 • They can add some fan fiction to their reality, in order to make the profile more interesting. activity for previous
Task 1 creative 5 mins
min • Ss mingle to share their friends’ celebrity profile with others. They should at least, speak to two different people. knowledge on this
skills T-Ss
• T asks some Ss to share their profiles. 5 mis activity.
• T shows Ss faces showing different moods (angry, happy, in love) and asks them to tell him/her statements about their hobbies and pastimes, using
the verbs love, like & hate. Before this session, T
To provide T-Ss
Examples: prepares images or
oral 5 mins
5 min Wrap up I love checking my friends’ photos in Facebook? (In love face) flashcards with faces
practice and
I like playing soccer. (Happy face) showing different
feedback I hate gardening. (Angry face) moods.
• T congratulates Ss on their performance and gives feedback.
Resources Worksheet 4.1A & Worksheet 4.1B, images of entertainment, board, copies of the celebrity file, pictures with faces.
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ADDITIONAL ACTIVITY
Charades: WH
• T asks Ss to take turns to mime some actions, for the rest of the class to guess. 7 mins T provides support
To provide • These actions are the following pastimes: Cooking, gardening, playing video games, playing with dolls, reading, listening to music, painting. IW
15 and helps Ss make
Pre-Task 2 additional • After guessing, Ss make sentences with the vocabulary individually. 5 mins
mins sentences.
practice • Sentences are corrected if necessary through peer correction. T-Ss
3 mins
SEN adaptation: Ss with motor impairments can describe their activity for others to guess.

ADDITIONAL ACTIVITY
T-Ss
Information gap activity: 2 mins
Mingle Cutouts from

• T provides Worksheet 4.1B which has some information about famous people and their hobbies.
10 To set the 6 mins Worksheet 4.1B need
Pre-task 1 • In order to complete the sentences, Ss need to mingle and ask each other questions.
mins context to be prepared with
• T refers to the sample question and answer in the worksheet. Then, T gives each S a copy of the worksheet and a slip of paper from the cutouts. T-Ss anticipation
• Ss mingle to do the communicative task. T goes over the answers with the Ss. 2 mins
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TOPIC: My Community and its ways of Entertainment
MODULE: 1
UNIT: 4
SESSION: 2
AIMS: By the end of the session, students will be able to talk about different indoor and outdoor entertaining activities they can do in their neighbourhoods and at school.

Concentration Game:
• T sings the following rhyme to Ss and asks them to memorize it:
Concentration T-Ss
To the Session 5 mins
Think of Words
That go together WH
To activate T can give any rhythm
15 For example, 5 mins
Warm up prior he/she wants to the
mins (Names of movies, outdoor activities, titles of songs, sports, etc.)
knowledge rhyme.
• Sitting down, T and Ss sing this rhyme by clapping their hands and touching their laps with the hands. Each S must say one item based on the general
category given by the T. Ss-T
• At the end, T does a chart on the board with the different types of entertainment mentioned and asks Ss to say if they have these kinds of 5 mins
entertainment in their communities.
SEN adaptation: Ss with motor impairments can participate by singing the rhyme.
Photos of touristic
places in London
must be prepared in
• T tells Ss he/she will show some photos of touristic places in London. advance.
• T goes over them to see if Ss recognize some of them. Finally, T says the names of the places.
• Ss listen to a dialogue between a tour guide and some tourists in London. T-Ss Audio available at:
• T stops the recording every time a touristic place is mentioned, writes it on the board and encourages good pronunciation. 3 mins http://
10 To set the • T plays the recording one more time for more understanding of the dialogue. learnenglishteens.
Pre-task 1 • Ss match the touristic places written on the board with the photos shown by the T at the beginning of this task.
mins context T-Ss britishcouncil.org/
6 mins skills/listening-skills-
SEN adaptation: The dialogue can be projected as text or given in a copy for Ss with hearing impairments.
practice/tour-london
*Additional activity 1 T-Ss
1 min If the audio can´t be
played, the transcript
can be read out by the
T. (worksheet 4.2)
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• T asks Ss to work in groups of three to brainstorm the types of activities they can do in their neighborhood or school. GW3
• Then, they classify those activities into indoor and outdoor activities. 3 mins
Materials: Paper and
To promote Making a sketch: pencils.
15 GW5
Task 1 writing • T sets groups of 5 Ss and tells them to create a mini sketch showing the different types of indoor or outdoor activities practiced in their T monitors GW and
min 10 mins
practice neighborhood and school (at least 2 types of indoor and 2 types of outdoor activities). gives feedback.
• Ss posts the sketches so they are visible around the classroom.
WH
*Additional activity 2. 2 mins
To
Sketches need to be
consolidate • Ss walk around the classroom and observe the sketches. T-Ss
5 min Wrap up posted around the
concepts of • T asks Ss to mention the indoor and outdoor activities shown. 5 mins
classroom.
the topic
Resources Photos of the touristic places, audio, Worksheet 4.2, copies (if necessary for SEN), materials for brochure (paper, color pencils, markers).
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ADDITIONAL ACTIVITY
T-Ss
Making a brochure: 2 mins T must provide
• T asks Ss to imagine they have to advertise their community as a touristic spot through a brochure.
materials for the
15 To foster • Ss get in groups of 3 and make a brochure on a paper, drawing the 4 places they would recommend tourists to visit. GW3
Pre-task 1 brochure such as
mins creative skills • They need to write short sentences on the brochure to describe the places and encourage people to visit them. 10 mins
paper, color pencils,
• Ss exchange brochures among groups to share their creations.
WH markers, etc.
3 mins

ADDITIONAL ACTIVITY
GW4
7 mins
10 To promote 1 dictionary per group
Task 2 • In groups of 4, Ss use the sketches created during task 1 to write paragraphs that describe the indoor and outdoor activities.
min writing skills. is needed
• Each group needs to write 2 short descriptions, 1 of an outdoor activity and 1 of an outdoor activity. WH
• T chooses randomly some groups to read their descriptions. 3 mins
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TOPIC: Healthy Habits for TV
MODULE: 1
UNIT: 4
SESSION: 3
AIMS: By the end of the session, students will be able to create a list of healthy habits for TV.
• T sets groups of 4 Ss and gives them strips of paper with titles of different TV shows.
• T shows the images of different famous people so that Ss match the TV program they appear on. T-Ss
• The group that knows the names run to the board and a S sticks the paper strip next to the image. If it is correct, the group gets a point. If it is 5 mins Strips of paper with
incorrect, another group can say the name. names of TV shows
Warm up • The winner is the group with more correct matches in the end. T-Ss-T need to be prepared
min knowledge
• T asks Ss to predict the topic of the session. 5 mins with anticipation.
SEN adaptation: Ss with motor impairments can tell the match to other Ss in the group to do it on the board.
• T shows Ss the video called “The Box”, which is about TV habits in a British family. T gives Ss Worksheet 4.3 and asks them to check the true v
IW
statements according to the video. 5 min
• T checks answers with Ss, after allowing some time for pair work checking.
• T asks Ss to underline the statements which refer to TV healthy habits. T checks answers with Ss. PW The video can be
2 min found at: http://
NOTE: If T can´t play de video, discuss good and bad TV habits with Ss and ask Ss to write 5 positive and 5 negative TV habits in groups of 4 Ss, learnenglishteens.
15 To set the instead of working on worksheet 4.3 britishcouncil.org/uk-
Pre-task 1
min context 3 min now/film-uk/box
• T gets Ss to discuss in pairs how much they identified their own or their family’s TV habits. T asks a few Ss to share. PW
2 min See worksheet 4.3
SEN adaptation: A short oral summary/discussion about what is played in the video can be made for Ss with visual impairments.
Ss-T
*Additional activity 1 3 min
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Change places if… game:

• T tells Ss different statements about TV (see tips’ column)
• Ss have to stand on the left side of the classroom if they agree, on the right side of the classroom if they disagree with the statements, or stand
WH A sample statement
in the middle of the classroom if they don’t know what to decide.
10 mins for this exercise can
• Ss have to share their reasons for the choice, with other classmates who have decided the same. Ss can use a structure like: (Agree: I think it´s
be: Children should
important to share time with family/ Disagree: I don´t think spending 3 hours on social networks is positive)
10 To provide oral not watch more than 1
Task 1 • T asks groups to share their answers.
mins practice. GW hour of TV a day.
5 mins
SEN adaptation: Design small cards with the letters A (Agree), D (Disagree) and DK (Don´t Know) for Ss who have motor impairments to express
Design cards for SEN if
their opinions.
applicable.
To consolidate • Ss express pieces of advice regarding TV healthy habits. T writes an example on the board: “We should…” and Ss complete this prompt with
10 Ss-T
Wrap up information their own ideas.
mins 5 min
about the topic • T checks answers and writes some of the Ss’ pieces of advice on the board as a list.
Resources Strips of paper with names of TV shows, video, worksheet 4.3, board, poster sized paper and markers, cards for SEN if applicable.
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ADDITIONAL ACTIVITY
• T sets groups of 4 Ss. GW

To foster 10 mins Poster sized paper
15 • T asks Ss to make a list of 5 TV healthy habits.
Pre-task 2 creative and markers need to
min • Then, T asks Ss to make a poster with the Bill of TV Healthy Habits. They can include drawings to make the Bill more appealing.
skills WH be provided to Ss.
• Ss stick their posters to the board and one volunteer from each group shares the list. 5 mins

ADDITIONAL ACTIVITY
• Ss are asked to form groups of 5. T prepares situations with good or bad TV habits from the ones discussed during the class in strips of paper for
the Ss to decide how to perform it for the class. GW T must prepare
10 To promote 5 Mins
Task 2 • Ss prepare a short role-play about the situation. the situations with
min oral skills WH
• Ss role-play for the class and the other groups decide what positive or negative habit was portrayed with the presentation. Ss will have a time limit 5 Mins anticipation.
for the role-play (about 30 secs each group)
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MODULE: 1
UNIT: 4
SESSION: 4
AIMS: By the end of the session, students will be able to recommend different cultural activities for entertainment in the city.

GAME - Hangman: 3
5
• T sets three groups of Ss. 4 6
• T presents 6 categories about entertainment and culture: 10
11
1. Music 7
2. Art 8 9
2
3. Sports T-Ss
To activate 4. Dance 10 mins
10 1
Warm up prior 5. Literature
mins
knowledge
• T selects a word from the list and draws a number of lines depending on the number of letters the category has.
• T tells a group to say letters from the alphabet to guess the word he/she has chosen.
• If Ss say a letter that is part of the category, T writes it on the corresponding line.
• If Ss say a letter that is not part of the category, T starts with a part of this drawing.
• Ss win the game if the letters mentioned are in the category and are able to complete it before the T finishes the hangman.
• At the end, Ss tell the T the connection between the categories and the topic “Entertainment and culture”.
• T sets groups of 5 Ss. Each S must have a role where they have to be in charge of 1 of the book page (one page per category) T needs to prepare
To promote • Ss create a Big Book about different ways of entertainment. Ss should assign a name to this book. The pages should be based on the categories paper for the big
creativity addressed above (movies, music, art, etc); Ss must suggest the common type of movies watched in their city and the most popular places to go for books.
and foster watching movies, examples of the type of music people usually listen to in the city and the nationalities where the music comes from (E.g: Rock music To compile the book
20
Pre-task 1 awareness from USA and England, tropical from different cities in Colombia, Brazil, etc.) Ss must include similar information in different categories, so that cultural pages, T must help Ss
mins GW5
of cultural diversity is reflected in the task. with practical ideas
20 mins
diversity in • The Big Book must have at least 3 sheets of paper with images related to the topic and short sentences describing them. to stick them; using a
their city stapler, tape, etc.
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• Ss place their books in different places of the classroom. All groups go around the classroom checking others groups’ books and taking notes of WH
the elements that they didn’t include their own book and that can complement it. 8 mins
10 • T asks the groups about the changes made.
Task 1 To share ideas
mins
*Additional activity 2. Ss-T
2 mins
5 • T congratulates Ss on their performance and provides feedback to highlight the positive aspects about their findings. T does group correction if T-Ss
Wrap up To give feedback
mins necessary and choral drilling for pronunciation 5 mins
Resources Board, materials for big books (cardboard, markers, pencils, colors, paintings, etc), papers to write stories and draw pictures,stapler.
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ADDITIONAL ACTIVITY
To foster GW5
15 • Ss are asked to be in their original groups for the Big Book design. T tells Ss that this time is dedicated to do a special decoration of their books. 10 mins
Pre-Task 2 creative
min • Ss display and share their final works. WH
skills 5 mins

ADDITIONAL ACTIVITY
Drawing race:
• T sets groups of 5 Ss. Each group takes turns to draw pictures on the board that represent different vocabulary related to “Entertainment”. WH
• The winner is the group that can guess more words in 1 minute. 8 mins T must have a list of
10 To foster
Task 2 • T goes over the vocabulary and reinforces good pronunciation. T-Ss vocabulary related to
min creative skills
2 mins “Entertainment” ready.
SEN adaptation: Ss with motor impairments can describe the word to their partners instead of drawing.
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MODULE 1 Family entertainment
5
ty and
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Identi
UNIT
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TOPIC: Kinds of family entertainment
MODULE: 1
UNIT: 5
SESSION: 1
AIMS: By the end of the session, students will be able to talk about different kinds of family entertainment.

T-Ss
3 mins
T-Ss
• T shows images of different activities family share (e.g. travelling, opening presents, having dinner together, watching a film at home, etc.) and asks 2 mins Bring to this session
Ss if they think people in the pictures are having fun. images taken from
To activate
10 • T gives 1 minute so that Ss write individually as many activities as they remember from the images shown. IW magazines or
Warm up prior
min • T writes on the board what Ss mentioned. If needed, T corrects vocabulary. 1 min newspapers, or if
knowledge
• T checks vocabulary and gets Ss to practice pronunciation. it’s possible project
Ss-T images.
2 mins
T-Ss-T
2 mins
Reading practice:
• T talks about the way he/she spends time with his/her family.
T-Ss
• T refers to some of the activities mentioned in the previous stage.
3 mins
• He/she can also talk about the way they celebrate birthdays and how he/she feels when sharing with his/her family. Also, T welcomes any question
Ss may have about his/her family regarding the way they spend time together.
PW
• T asks Ss to get in pairs.
3 mins
• T gives each pair of Ss a copy of Worksheet 5.1 with the text called “Family Fun”,
• Ss read to underline all the kinds of family entertainment mentioned.
15 To set the T-Ss
Pre-task 1 • T checks answers with all the class. Worksheet 5.1
mins context 2 mins
• Individually, Ss answer the question stated at the end of the text in the worksheet: What do you do to have fun with your family?
• T invites some Ss to share their answers.
IW
• T asks an additional question: Do you enjoy the time spent with your families?
5 mins
• Ss answer the (yes/no) question and explain their reasons.
T-Ss
SEN adaptation: T can read the text out loud if there are Ss with visual impairments.
2 mins
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IW
1 min
IW
Finding similarities/differences: 5 mins
• T gives everyone 1 minute to write down all the activities they do with their families to have fun together.
15 To consolidate • After this, Ss get some extra time to complete the list using a dictionary. GW3 Ss should use their
Task 1
mins vocabulary • T divides the class into groups of 3 Ss. In these groups, Ss compare their answers and identify similarities and differences. 3 mins dictionaries
• T provides prompts on the board: It was interesting to find out that we all… with our families / We don’t have any activities in common…
• T asks some of the Ss to share their findings T-Ss
3 mins
WH
3 mins
T needs to explain
Game - Simon says:
instructions before
• T asks Ss to stand up and play the game by listening to her instructions and follow them every time she starts the command with the words:
starting and do an
To provide “Simon says” (e.g. “Simon says: Open the presents” = Ss act out this activity). T-Ss
5 example of the game.
Wrap up additional • f the T does not start with the words: “Simon says”, Ss are not supposed to act out. 5 mins
mins The actions used
practice • Ss who do not follow the instructions well are asked to sit down. The winners are the Ss who remain standing up after 10 sentences.
correspond to the
vocabulary about
SEN adaptation: Ss with motor impairments can be the “Simon” and say the actions for the other Ss to act them out.
family entertainment.
Resources Images of family activities, worksheet 5.1, ball, questions on pieces of paper in a bag (if needed), cardboard, old magazines, scissors, glue, markers, board, dictionaries.
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ADDITIONAL ACTIVITY
Materials: Rubber ball.

• T gets Ss to sit down in a circle. T throws a ball and asks a question to one of the Ss.
WH Questions on pieces
Eg.
10 mins of paper in a bag must
Does your family love watching TV together? / Does your family like playing soccer together?
be ready if there are
• The S who catches the ball, answers the question.
SEN Ss.
• Then, T throws the ball to another S, asking him/her a question about family entertainment.
15 To provide IW
Pre-task 2 • The idea is to use the vocabulary mentioned in the previous stages. Ss can also throw the ball to another S, and ask questions to one another.
min oral practice 3 mins Vocabulary about
• T asks Ss to write 3 statements about their families’ preferences regarding the kinds of entertainment.
family entertainment
• Volunteers can share their answers. T-Ss needs to be written on
2 mins the board to help Ss
SEN adaptation: T can provide the questions in a piece of paper that can be taken out from a bag to Ss with motor impairments, instead of throwing
ask questions.
the ball.

ADDITIONAL ACTIVITY
• In groups of 3, T gives Ss magazines, glue and a paper. They need to cut out a family and images that symbolize entertainment activities like the ones GW3 T should provide
10 To promote described in class and paste then on the paper.. 8 mins
Task 2 magazines, scissors
mins creative skills • T asks Ss to display their “families” for the rest of the class to see and asks Ss to recognize the activities families do to have fun according to the WH
2 mins and glue.
exhibition.
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TOPIC: Outdoor and indoor activities to share with my family
MODULE: 1
UNIT: 5
SESSION: 2
AIMS: By the end of the session, students will be able to talk about outdoor and indoor activities that can be interesting to families.

Categorizing:
• T asks Ss about what they did last weekend with their family. (Answers may vary; however, take those activities as a reference and ask them whether
they are indoor or outdoor activities).
• Make a simple chart on the board to classify the outdoors and the indoor activities mentioned by Ss.
T-Ss
8 mins
To activate INDOOR ACTIVITIES OUTDOOR ACTIVITIES Encourage Ss to
10
Warm up prior T-Ss answer with complete
min
knowledge 2 mins sentences.
• T asks about other activities that Ss do to share time with their families. Complete the list on the board.
Picture Race:
T-Ss
• T places different pictures of different activities for family fun around the classroom.
3 mins Pictures need to be
• Then, he/she gives a short description of the activities for learners to run to the correct picture.
ready and posted with
• In pairs, T asks Ss to choose 2 pictures from the ones displayed around the classroom to write down descriptions of the activities.
PW anticipation.
10 To set the • Ss take turns to share their descriptions.
Pre-task 1 5 mins T should write a
min context
description as an
SEN adaptation: If there are Ss with motor impairments, you can do a variation of this activity, by asking Ss to point at the pictures instead of running
WH example for the Ss.
to them.
2 mins
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• T then focuses on the simple present tense to talk about habits or daily routines. T can use sentence example from previous activities, for example:
We usually go to the cinema.

We like to play soccer at school.
My parents watch the news.
• T asks Ss to write individually 3 statements about the activities they and their family do on the weekends, writing this prompt: T-Ss
On the weekends… 5 mins
• T provides Ss with a chart to fill out with information from their partners using the sentences they wrote. Then, Ss find partners with similar family IW
T keeps track of Ss’
To provide activities for them to talk about with more details (where do they go, what do they eat, etc.) 3 mins
20 sentence mistakes for
Task 1 language
mins further work in the
practice PARTNER 1: _____________ PARTNER 1: ______________ Mingle
wrap up stage.
7 mins
AT HOME AT SCHOOL
T-Ss
5 mins
• Finally, T asks some Ss to share their findings.
T-Ss T can ask Ss to self-

• T focuses on the sentences that included mistakes during the class. 3 mins correct. If this fails,
5 To clarify
Wrap up • T uses peer correction techniques to write the sentences correctly. then you can simply
mins ideas
• T encourages good pronunciation through repetition. WH ask another student
2 mins instead.
Resources Pictures of different activities for family fun, board, Worksheets 5.2A & 5.2B
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ADDITIONAL ACTIVITY
Hidden message word search: PW

To • T provides worksheet 5.2 A and asks Ss to find words related to outdoor and indoor family activities in pairs. 10 mins
15
Pre-task 2 consolidate • T tells Ss that when they are done finding the words, they need to write the letters they did not use in order on the lines below in the worksheet to Worksheet 5.2A
min
vocabulary find a hidden message about the topic. T-Ss
• T asks Ss to reflect and discuss on the meaning of the hidden sentence: “Happy families share together”. 5 mins

ADDITIONAL ACTIVITY
Cheer songs:
• In groups of 5, Ss will create a cheer song and act with different types of indoor or outdoor activities practiced in their families. (Using 1 indoor or 1
outdoor activity). Example:
C-O-O-K-I-N-G
GW5 Examples of cheer
Give me a C! Give me an O!
7 mins songs found at:
Give me an O! Give me a K!
10 Task 2 To foster http://cheerleading.
Give me an I! Give me an N!
min creative skills WH lovetoknow.com/
Give me a G! 3 mins Popular_Cheers_for_
What’s that spell? Cooking! Cooking!
Cheerleading
Put us to the test!
We’ll make the best!
We won’t rest!
• Volunteer groups present their cheer act. T asks the other Ss to mention the indoor and outdoor activities shown.
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TOPIC: TV, Internet, or sharing time with your family?
MODULE: 1
UNIT: 5
SESSION: 3
AIMS: By the end of the session, students will be able to create a list of healthy activities they can do with their families.

KWL Chart: (Know, Want to know and Learned Chart):
• T draws the following chart on the board:

Know Want to know Learned T needs to prepare
post-its of 3 different
T-Ss colors for the K, W
5 mins and L columns for all
10 To activate prior students.
Warm up
min knowledge T-Ss
• T tells Ss that the topic of the class is “Healthy activities they can do with their families”. 5 mins If T cannot get post-its,
• T asks the Ss to focus their attention on the first column of the chart: KNOW. small pieces of paper
• Ss will write on a post-it what they know about the topic. T asks Ss to go to the chart and paste the post it there. and tape can be used.
• T asks the Ss to focus now on the second column of the chart: WANT TO KNOW. Once again, Ss will write on a different post- it their expectations
towards the topic.
• T reads the comments written on the post- its and Ss share their ideas on their content.
• The LEARNED column is left for the wrap up stage.
T- Ss
• T shows Ss different opinions about Internet, TV or sharing time with family. 5 mins
• Ss write down the statements they agree with, individually.
• T asks some volunteers to share their answers. T
T needs to have the
• T talks about the healthy activities he/she does with his/her family. T makes emphasis on these statements by using them as giving advice (Eg. 3 mins
15 To set the opinions prepared with
Pre-task 1 We should go out together in our free time).
min context anticipation in paper
• In pairs, Ss write 3 sentences that express healthy activities that can be done with the family using the particle should. PW
slips.
• T writes some of the Ss´ sentences on the board for them to pronounce correctly. 5 mins
*Additional activity 1. T-Ss

2 mins
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Tangram activity:
• T shows examples of Tangrams and elicits from Ss their characteristics.
• Then, T mentions healthy activities he/she should do with his/her family.
• T shows a tangram, takes images that represent his/her healthy activities and sticks them on the different shapes of the tangram.
Note: A tangram is a traditional Chinese puzzle made of a square divided into seven pieces (one parallelogram, one square and five triangles) that
Definition and
can be arranged to match particular designs. T-Ss
examples of tangrams
3 mins
available at: https://
www.mathsisfun.com/
GW4
15 To provide oral games/tangrams.html
Task 1 10 mins
min practice. Provide groups with
a tangram, some
WH
magazines, scissors,
2 mins
and glue.
• T sets groups of 4 Ss. T gives Ss a tangram in which they can paste images that represent healthy activities they should do with their families.
• T asks Ss to share their tangrams and their choices of healthy fun activities with their families with the other groups.
SEN adaptation: Ss can describe their tangrams for Ss with visual impairments to get an idea of the healthy activities used.
T-Ss
To raise • T goes back to the KWL chart (Know, Want to know and Learned chart) and focuses on the LEARNED column. 3 mins
awareness on • Ss get the last post-it of a different color and write what they learned on it. Ss stick the papers on the last column.
5mins Wrap up
the learning • T goes over the comments and gives feedback to Ss. WH
process 2 mins
Resources Color post-its or pieces of paper and tape, opinions in paper slips, tangram, activities images, papers, some magazines, scissors, and glue. Worksheet 5.2A
3
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ADDITIONAL ACTIVITY
Making surveys: GW3
• T asks Ss to think again on the three topics analyzed: Internet, TV or sharing time with family. 5 mins
15 To promote oral • In groups of 3, Ss need to design a short survey (5 questions) to find out information about the Ss` preferences on these topics. (E.g. Do you use WH Check the pre-task 1
Pre-task 2
min interaction social networks? / What activities do you do with your family in your free time?) 5 mins topics
• Ss go around and ask the questions to the other Ss, write down the answers and prepare a short report on the findings. T-Ss
• Volunteer groups share their findings. 5 mins

ADDITIONAL ACTIVITY
Picture dictation:
• T asks Ss to take out paper and a pencil. IW
• T dictates words from the vocabulary studied and Ss draw a picture for each word individually. 7 mins T needs to have
10 To foster
Task 2 • T dictates 10 words total. the vocabulary list
min creative skills
• Ss get in pairs and compare their pictures. They clarify and explain the others the meanings of the pictures if necessary. PW beforehand.
3 mins
SEN adaptation: T can write the words on the board for Ss with hearing impairments to do the activity.
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MODULE: 1
UNIT: 5
SESSION: 4
AIMS: By the end of the session, students will be able to plan and schedule the different types of family entertainment activities.
GW3
6 mins
GAME - Scrabble: Strips of paper with
• T sets groups of 3 Ss and gives them strips of paper with all the letters of the alphabet (repeated 2 times). all the letters of the
10 To activate prior IW
Warm up • Ss are to compose 6 words related to entertainment and activities they did last weekend with their family. alphabet (repeated
min knowledge 2 mins
• Then, they are asked to write down 2 sentences using those words individually. 2 times), need to be
• Some Ss read their sentences and the others correct if necessary. prepared beforehand
WH
2 mins
GAME - STOP!
T should provide an
• T divides the class into four groups and writes 4 topic categories on the board from the unit. (E.g. Family entertainment, outdoor activities,
example with a letter
indoor activities, healthy activities).
T-Ss of the alphabet.
• T gives each group a piece of paper and asks them to copy down the categories.
3 mins The scoring is as
• T chooses a letter of the alphabet.
follows: The words that
• T tells the groups to write down one word belonging to each category beginning with that letter.
GW4 are not repeated by
20 To promote oral • The first group to write a word for every category shouts Stop!, and the other groups stop writing.
Pre-task 1 12 mins any team are worth
min interaction • The groups then give their paper to another group for marking.
100 points. The words
• Each group in turns reads out the words on their paper.
WH repeated by two teams
• Each group adds up the points and T writes the scores on the board for that round.
5 mins are worth 50 points.
• Then, another round is played and so on.
The words repeated by
• At the end of the game, the group with the highest score wins.
three or more teams
are worth 25 points.
3
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72

Family activity calendar:
• Ss will create their own family activity calendar for the 4 coming weekends. T must choose a calendar design or suggest Ss different models to
T- Ss
do a simple calendar. Models of calendars
2 mins
• In each section of the calendar (each weekend) Ss must write down the date, the type of activity, the time, the place, and the people included in need to be prepared
the activity. Also Ss must have a representative image of the activity (can be cut-outs from magazines to save time). with anticipation.
15 IW
Task 1 To share ideas • Ss compare or share their calendars in small groups of 4. At the end, T has Ss to take their calendars home as a gift for their families. The idea is Cut-outs from
mins 10 mins
that children suggest this calendar as a real plan to their families. magazines and glue
need to be provided
GW
SEN adaptation: Ss can read out the activities if there are Ss with visual impairments. to Ss.
3 mins
Resources Strips of paper with all the letters of the alphabet, cut-outs from magazines and glue, small ball.
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73

ADDITIONAL ACTIVITY
Board race:
• T splits the class into 3 groups and draws 3 columns on the board.
• Each group lines up in front of a column and T gives the first player in each group a marker.
• T writes a category on the board and sets a target number of 5 words. WH T needs to make
• The first player in each group runs to the board, writes a word connected to the category, gives the marker to the next S and goes to the back of 12 mins
15 To consolidate sure Ss write suitable
Pre-task 2 the line.
min vocabulary words and correct
• Then the second S runs to the board and so on. T-Ss
3 mins spelling
• The first group to reach the target number wins a point.
• T allows Ss to play 3 rounds and then adds up the scores. The winner is the group with more points added.
• In the end, T checks the meaning of the words and encourages good pronunciation through repetition.

ADDITIONAL ACTIVITY
Apple/lemon game:
• Ss stand in a circle.
• T covers his/her eyes and goes away from the circle and repeats “Apple, apple, apple, apple…” As the T continues to say “apple”, the Ss pass around
a small ball in the circle from hand to hand.
• T switches and calls out the word “lemon”. The S caught with the object in hand takes a paper with an image from a bag representing a family T needs to prepare
WH
10 To consolidate entertainment activity. the bag with pictures
Wrap up 1 10 mins
mins vocabulary • Then, this S must tell a complete sentence using the word represented in the image. beforehand, and bring
• If the sentence is correct, the S can continue playing, if not, the S has to sit down. a small rubber ball.
• The next round, the S caught with the object can cover his/her eyes and call out the words.
• The game continues until 5 Ss have to take pictures from the bag.
SEN adaptation: Ss with motor impairments can be the assistant, giving the other Ss the images in the bag.
3
CYCLE:
DE BOGOTÁ D.C.
worksheet
3.4B Double puzzle – answer key
MODULE 1 4.1A Jennifer Lawrence Fact file
WORKSHEETS – LIST
4.1B Famous people’s pastimes
1.1A Rights – Wordle 4.2 Tour of London
1.1B My rights 4.3 Healthy habits for TV
1.1C United song Lyrics 5.1 Family fun
1.2 Responsible behavior at school 5.2A Outdoor and indoor family activities
1.3A Crossword 5.2B Outdoor and indoor family activities – answer key
1.3B Crossword - Answer key
2.1A Identity
2.1B Identity map
2.2A People Bingo
2.2B There isn’t time
2.2C My personal goals
2.3A Important people - Listening task
2.3B Important people – Transcript
2.3C Finding differences among people
2.4 Guidelines to create a slogan
3.1A Men and women who have made a difference
3.1B Band auditions – Listening exercise
3.1C Band auditions – Transcript
3.2 My hero – transcript
3.3 Respect is…
3.4A Double puzzle
worksheet
75
CYCLE: 3 MODULE: 1 UNIT: 1 SESSION: 2
1.1A / Rights – Wordle

worksheet
76
Instructions: CYCLE: 3 MODULE: 1 UNIT: 1 SESSION: 2

1. Match the images with the corresponding human right.
2. Listen to the song and circle the rights that are mentioned.
Children have the right to
Study
live
be equal
eat
Right to food for all express
1.1B / My rights
freely
Right to be equal
Right to nationality
Right not to be discriminated
Right to Freedom
Right to Education
Right to Freedom of Expression
Right to democracy
worksheet
77
1.1C / United song Lyrics

UNITED SONG LYRICS (Chorus) To the broad daylight
U-N-I-T-E-D Don’t discriminate
If U-N-I-T-E-D A better place this world would be Learn to appreciate
¬The world would be a better place … you know? We’re all in this game, can’t you see? So you don’t ha a imitate
As ink pours from my pen, pain pours from my heart We’re all a part of this family tree. Don’t be the one to hate
Knowin’ there’s kids somewhere that actually starve. (Repeat Chorus) It’s never too late
Take the time out, close your eyes, just picture this: You got the right to life
No color, no hate, nemesis or differences. (Lai Lai’s Rap) Innocent till proven guilty
TV is filling me with scenes of negativity We all are born free and equal, You can say what you like
But we can control it if we cooperate willingly, Free to walk You gotta get the education
We came a long way, but got so much further to go. And free to talk Don’t throw it away
Guns kill, but hatred destroys us the most. Free to dance Know your human rights
And the problem could never be solved you see, Free to jump and free to prance ’Cause it can help you someday.
Human Rights define the word—EQUALITY Know what I’m saying?
If we don’t respect and love each other, we’re just Got to keep it together (Repeat Chorus)
living a lie No matter how bad the weather U-N-I-T-E-D
Because UNITED starts with you and I. It will be all right A better place this world would be
You feel me? Keep it tight We’re all in this game, can’t you see?
’Cause we all got our freedom rights We’re all a part of this family tree.
Every day from the night
Taken from: http://f.edgesuite.net/data/www.youthforhumanrights.org/files/YHRI_united-song.pdf
worksheet
78
1.2 / Responsible behavior at school

1. How responsible are you and your classmates? Tick (P) the behaviours that normally take place at your school
1. We keep the school clean even if the mess isn’t ours. ______
2. We raise our hands to participate ______
3. We clean up our desks when we finish class ______
4. We respect each other when work in teams ______
5. We make our classroom look clean ______
6. We reuse, reduce and recycle in our school ______
7. We protect our school from damage ______
8. We are accountable for our actions, for the things we do and say ______
9. We get out of the classroom in silence. ______
10. We follow school rules ______
Ideas taken from the song: “Responsibility” available at: http://www.youtube.com/watch?v=q-hQRawvecM
worksheet
79

1
H O M 2
E W O R K
ACROSS:
1 2
E
1. Assignment we have to be done at home. D
3. Feeling of admiration and obedience to other people.
3
R E S P E C T
4. Different activities we must do at home, such as making up U
our bed, washing the dishes, etc.
1.3A / Crossword
7. Students who do homework, projects and all the
3 C
assignments.
10. A timid person. A
4
D U T I E S
11. The first and the most important human right. 4 T
5 12. An extroverted person
I 5
S
6
O 6
R E
7 8 9
7 8
E 9
P N I L
Q E G F
U R H I
A S T S
DOWN:
2. The right we have at school to receive knowledge,
L O S H
information and values.
5. People who do not share their objects with others. I N
6. Freedoms all human beings have. T A
8. The right that promotes to treat people without
10
S H Y 11
L I F E discrimination. 10 Y 11
L
9. Sincere, responsible, honest, humble are ________ traits.
I
12
D U T G O I N G
12 T
Y
Taken from: http://f.edgesuite.net/data/www.youthforhumanrights.org/files/YHRI_united-song.pdf
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80
1
H O M 2
E W O R K
1.3B / Crossword - Answer key

D
U
3
R E S P E C T
A
ANSWER KEY:
4
D U T I E S
I 5
S 1. Homework: Assignment we have to be done at home.
2. Education: The right we have at school to receive knowledge, information and values.
O 6
R E 3. Respect: Feeling of admiration and obedience to other people.
4. Duties: Different activities we must do at home, such as making up our bed, washing the dishes, etc.
7
R 8
E S 9
P O N S I B L E 5. Selfish: People who do not share their objects with others.
6. Rights: Freedoms all human beings have.
Q E G F 7. Responsible: Students who do homework, projects and all the assignments.
8. Equality: The right that promotes to treat people without discrimination.
U R H I 9. Personality: Sincere, responsible, honest, humble are ________ traits.
10. Shy: A timid person
A S T S 11. Life: The first and the most important human right.
12. Outgoing: An extroverted person
L O S H
I N
T A
10
S H Y 11
L I F E
I
12
D U T G O I N G
Y
worksheet
81
That’s a top question. Your outer identity is developed as you grow up relating Your inner identity is more about the way you feel, how you act and what you
to particular people in particular places. You identify as part of your family think and say. This stuff is a lot more subtle and hard to identify. It’s about:
because that is what you have learned to become. • personality
• You identify as Colombian because you are a citizen • cultural background
• When you start at school you identify as a student. • feelings and thoughts about ourselves and others
• If you join a sports team you take on “team member” as part of your • emotional responses to life
2.1A / Identity
identity. • how we respond and deal with stresses and challenges
• how we communicate
• how we respond and deal with others in our lives
• how connected we feel to other people
• our friends and family
• our relationships
Cut out cards for group discussion
1. What is the top question?
2. What identifies you as a student?
3. What is inner identity?
4. How is outer identity developed?
5. Which are the components of inner identity?
Adapted from: http://www.abc.net.au/talkitup/pdfs/Identity_Activities.pdf
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82
/ Identity map
I am...
2.1B
Ideas taken from the song: “Responsibility” available at: http://www.youtube.com/watch?v=q-hQRawvecM
worksheet
83
Instructions:
1. Find someone who is going to do the actions below. Write his/her name on the space provided.
2.2A / People Bingo

Are you going to work out dancing Are you going to chat on Facebook Are you going to watch a film this
Zumba? after class? coming weekend?
Are you going to take a shower after Are you going to do your homework Are you going to travel to Girardot
dinner? as soon as you get home? next year?
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84
2.2B / There isn’t time

There isn’t , there isn’t And everywhere there is to go,
To do the things I want to do – And all the , every one,
With all the tops to climb Who live upon the _____________ to know.
There’s only time, there’s only time
And all the to wander through

To know a few, to do a few, And then and make a rhyme
About the rest I want to do

And all the to sail upon
worksheet
85
Think
2.2C / My personal goals

My goal is:______________________________________________________________________________
PLAN DO
1 0
2 0
3 0
4 0
5 0
Strategy and example taken from:

http://lifeafterieps.com/wp-content/uploads/2011/07/Think-Plan-Do-GraphicOrganizer1.pdf
worksheet
86
2.3A / Important people - Listening task

1. Listen to the five monologues and decide if the statements are true or false. Circle your answers.
1. A – An important person in the girl’s life is her next door neighbour True False
2. A – She told the girl fairy stories True False
3. B – The boy is older than his brother True False
4. B - They both support the same football team True False
5. C – The girl and her friend argued about a toy they both liked. True False
6. C- The girl’s friend, Laura, is good at languages. True False
7. D- The boy and his friend had the same interests True False
8. D- The boy and his friend don’t have much contact now True False
9. E- The girl had a red dress on when she met her friend. True False
10. E- Their personalities are complete opposites. True False
worksheet
87
2.3B / Important people – Transcript

A (Girl)
She lives next door and she’s always been really important in my life. When we were D(Boy)
little and my mum was working she used to look after us. She’d tell us stories about His family moved in just a few houses down from us when I was about ten, and I
her childhood. It was like listening to fairy stories, life was so different when she was a still remember how excited I felt when I found out there was another boy on the
child. In her kitchen she used to keep a special dish with sweets for us, and she was al- street. I’d been the only boy, you see. The others were all girls. We were good
ways baking cakes and pies. Now she doesn’t bake so much. She’s started eating more friends from the beginning because we were into the same things: computers
healthily in her old age, salads and vegetables and things. It’s funny how she’s changed. and football, mostly. But we had quite a few of the same hobbies for a while. I
She also goes to this special gym class for old people, it’s amazing. I don’t see her so remember making lots of models of aeroplanes one year. Another year we took
often now, but she’s always the same person however much her lifestyle changes. up fishing. We had all the equipment and everything and we’d spend ages down
by the river. I never go fishing now. His family moved away a couple of years
B (Boy) ago. We’re still friends on Facebook but we don’t really have much contact.
He’s four years older than me and that seemed like a huge amount when we were chil-
dren. When we were at the same school we’d never talk to each other during school E(Girl)
hours. But now we’re older it’s a lot better, although I’ll always be the little one, and I can remember all the details of when we met. I was wearing a red dress and I’d
that’s annoying sometimes. He’s taken me to rock concerts that I wouldn’t have gone just had my hair cut. I can even remember what music was playing the first time
to otherwise and when he was at uni I went to stay with him sometimes. That was really I saw him. I knew he was special from the beginning, and I was right. We’ve been
cool. It was great to see what real student life was like when I was still at school. Now together ever since. Well, it’s only been eighteen months, and some people say
that he’s working he’s really busy, but we still hang out sometimes. We go to football that isn’t very long, but it seems like ages to me. We’ve got such similar person-
matches together because we both support our home team. It’s always good to see alities and so much in common. I’m sure we’ll stay together forever.
him.
C (Girl)
We’ve known each other since we were five and we’ve always got on really well. Well,
apart from that time when we fell out because we both liked the same boy. But he went
off with Heather Jenkins, so we made friends again quite quickly! We both like the
same kind of music and going dancing at the weekend, and when we were younger we
went out on our bikes together. At school we’re good at different things. I’m good at
languages and Laura’s good at maths. That’s good though – it means that we can help
each other with our homework. Next year I’m probably going to study in London and
she’s going to Manchester, but I’m sure our relationship won’t change.
Taken from: http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/important-people
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88
2.3C / Finding differences among people

FIND SOMEBODY IN THE CLASS WHO…
1. _______________ has black hair
2. _______________ has a cat
3. _______________ is good at drawing
4. _______________ wears glasses
5. _______________ is left-handed
6. _______________ always makes their own bed in the morning
7. ________________ likes Hawaiian pizza
8. ________________ was born in November
9. _______________ has an older sister
10. _______________ has a younger brother
11. _______________ likes Science classes
12. _______________ can dance salsa choque
13. _______________ has brown eyes
14. _______________ likes vegetable soup
15. _______________ has a fish
Adapted from: https://www.superteacherworksheets.com/backtoschool/classroom-friends-game_WMBFW.pdf
worksheet
89
2.4 / Guidelines to create a slogan

Guidelines to create a slogan
Identification. A good slogan must stay consistent with the brand name either
obviously stated or strongly implied. If possible, make sure to include the name
of your business in it.
Memorable. Some of the best slogans are still being used today, even though
they were launched several years ago.
Beneficial. Reveal your purpose and benefits of the product or service you
offer: turn bad into good, suggest the risk of not using the product & create a
positive feeling for the consumers.
Differentiation. The slogan should highlight the factor that sets your product,
company or service apart from your competitors.
Keep it simple. Use just a few words, but make sure to convey the message you
want to transmit.
Adapted from: http://www.slideshare.net/Ads_Voice/guidelines-to-create-great-slogan
worksheet
90
3.1A / Men and women who have made a difference

1.Listen to the teacher speaking about important men and women and their contributions. Complete the chart with information about them:
NAME WHERE FROM? FAMOUS FOR (CONTRIBUTIONS)
worksheet
91
3.1B / Band auditions – Listening exercise

1. Listen and underline the correct option.
1. The boy wants to be / is already in the band.

2. He likes / doesn’t like singing.
3. He can / can’t play the guitar.
4. The boy is good at the drums.
5. The girl says she will call him the next day / the next week.
worksheet
92
3.1C / Band auditions – Transcript

• Boy: Ah, band auditions. Great! I’d love to be in a band! ... Hi. Is this the band audition?
• Girl: Hello. Yes. So, you’d like to be in our band?
• Boy: Yes, I love music.

• Girl: Well, we need a singer, a guitarist and a drummer.
•
• Boy: Oh, I love singing!
• Girl: OK, so you can sing. Let’s sing the beginning of this song.
• Boy: (singing) Tonight I’m going to have myself a real good time. I feel alive ...
• Girl: Right, OK, mmm, maybe not. Can you play an instrument?
• Boy: Er, well, I can play the guitar a little.

• Girl: OK, let’s hear you. What can you play? ... That’s it?
• Boy: Er, yeah. I can’t remember any more.

• Girl: Erm, can you play the drums?
• Boy: Yeah, sure.

• Girl: OK! OK! STOP! That’s enough. Erm, what about the maracas? Can you play the maracas?
• Boy: Yes, I can. (singing) Young and strong and ... er ...
• Girl: Great, great! Hmm ... thanks for coming. I’ll call you next week.
Taken from: http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/band-auditions
worksheet
93
My hero isn’t very famous, but she ought to be. She’s Mary Anning, who was only 12
3.2 / My hero – transcript

years old and from a poor family when she made an amazing discovery. She found
the first dinosaur skeleton, that of an ichthyosaur, on the cliffs of Lyme Regis in the
south of England. That was in 1811, and until then people had thought that it was
impossible for an animal to become extinct. Because she was a woman and didn’t
have enough money for a proper education, she wasn’t able to take part properly
in the scientific community of the time. But she read as much scientific literature
as she could and continued to search for fossils, often risking her own life to get
them by climbing dangerous cliffs. She once nearly died in a landslide which killed
her dog. Although she didn’t write famous books about fossils, her contribution to
paleontology, the study of fossils, is said to be enormous. I admire her because she
kept on trying to make new discoveries at a time when usually only men, and men
with money, were allowed to be scientists. After her death the writer Charles Dickens
said that ‘the carpenter’s daughter has won a name for herself, and has deserved
to win it’.
Taken from http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/my-hero
worksheet
94
3.3 / Respect is…

FEELING ADMIRATION LISTENING TO PEOPLE PAYING ATTENTION TO PEOPLE
CARING FOR PEOPLE GOOD BEHAVIOUR SHOWING APPROVAL
DOING RIGHT THINGS ACTING AS A LEADER PROTECTING THE ENVIRONMENT
HELPING PEOPLE OBEDIENCE HAVE SELF-ESTEEM
ACCEPTING PEOPLE FOLLOWING RULES BEING POLITE
TAKING CARE OF OUR THINGS HONOURING PEOPLE LOVING OUR BODY
worksheet
95

Instructions:
1. Unscramble each of the clue words. Copy the letters in the numbered cells to other cells with the same number to find a hidden message about the unit.
ONDATMIARI GEHNIPL
3.4A / Double puzzle

4 41 34 26 43
CIARGN SEFL - SEETEM -

38 9 15 8 33 23 29 40
NTOINEATT GINPECTAC
13 27 16 17 24 12
RAPPVLOA PITLEO
36 10 2 19 18
READEL NHNOIROG
14 37 3 20 28
GITHR LIOGNV
11 32 34 6 22
TEEROVNNINM CATGIKNERA
42 8 39 21 25 31 44 7 30 35
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23
U U Y
24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44
worksheet
96
3.4B / Double puzzle – answer key

1. ADMIRATION
2. CARING
3. ATTENTION
4. APPROVAL
5. LEADER
6. RIGHT
7. ENVIRONMENT
8. HELPING
9. SELF-ESTEEM
10. ACCEPTING
11. POLITE
12. HONORING
13. LOVING
14. TAKINGCARE
HIDDEN MESSAGE:
GOOD SOCIAL INTERACTION IS IMPORTANT FOR OUR COMMUNITY
worksheet
97
4.1A / Jennifer Lawrence Fact file

Text taken from: http://learnenglishteens.britishcouncil.org/skills/reading-skills-practice/films-and-entertainment
worksheet
98

Cut outs
4.1B / Famous people’s pastimes

1. Johnny Depp has a daughter and he likes playing with her and her Barbie dolls.
Famous people`s pastimes 2. Taylor Swift enjoys creating homemade Christmas snow globes.
Ex: You: What does Maluma like doing in his free time?
Your classmate: Well, he likes… 3. Beyoncé loves swimming.
Johnny Depp has a daughter and he likes playing with her and ________________ 4. Kristen Stewart likes to juggle.
Taylor Swift enjoys creating __________________________________________
5. Maluma likes cooking and playing with his dog “Kilate”.
Beyoncé loves ____________________________________________________
Kristen Stewart likes ________________________________________________ 6. Fanny Lu enjoys painting.
Maluma likes ____________________________ and playing with his dog “Kilate”. 7. Carlos Vives loves football.
Fanny Lu enjoys ____________________________________________________
8. Juanes’ hobby is gardening.
Carlos Vives loves __________________________________________________
Juanes’ hobby is ___________________________________________________ 9. Shakira likes to spend her free time reading and watching movies.
Shakira likes to spend her free time _____________________________________ 10. Lionel Messi likes playing video games and listening to music.
Lionel Messi likes __________________________________________________
worksheet
99
• Tour guide: Good afternoon, ladies and gentlemen and welcome to this fantastic tour of London by bus. My name’s Greg
and I’m your guide this afternoon on our tour of London. As you can see, we’re on an open-top bus, so you can see all
the attractions from your seat and you don’t need to walk anywhere. And please don’t worry about the rain; I’m sure it’ll
stop soon. A-a-and please ask any questions at any time.
4.2 / Tour of London

• Tourist 1: I have a question.
• Tour guide: Yes?

• Tourist 1: Do you have extra umbrellas? I mean, if it rains a lot.
• Tour guide: Err, no, we don’t have any extra umbrellas, but don’t worry, I’m sure the rain will stop soon. Right, OK, so
where are we going on our wonderful tour? Well, the tour takes two hours and we are going to visit all the famous sites.
First we’ll see Madame Tussauds, the museum with wax models of famous people and celebrities, then we’ll drive along
the most famous shopping street in the world, Oxford Street. After that we’ll see the famous clock Big Ben and The
Houses of Parliament. As we drive along the river you’ll see the popular attraction, the London Eye, from which you
can see the whole city on a sunny day. Then we’ll see Tower Bridge and the famous Tower of London before arriving at
Buckingham Palace, just in time for a cup of tea with the Queen.
• Tourist 2: Is that included in the tour? A cup of tea with the Queen?
• Tour guide: Err, well, no, not exactly, but there’s a lovely café near the palace where you can get a cup of tea.
• (Sound of a storm right overhead, loud thunder and very heavy downpour)
• Tourist 1: I have another question.

• Tour guide: Yes?
• Tourist 1: Can we have our money back? We’re getting off the bus.
• Tour guide: Err, well, you see ... Quick! Run! Everyone off the bus! ...
Taken from: http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/tour-london
worksheet
100

Instructions:
1. Watch the video, then read and tick true statements:
4.3 / Healthy habits for TV

1. The boy watches TV on the floor.
2. The boys spends little time watching TV
3. Dad likes to play video games until late
4. Mom watches TV when she irons the clothes
5. The boy spends more time on TV that on his homework
6. The boy watches documentaries until very late
7. The TV is always on
8. The boy sits very close to the TV when he plays video games
9. The TV is located in a very comfortable room
10. When dad helps his son with the homework, he turns off the TV
11. The boy imitates what he watches on the TV programs.
worksheet
101
Family fun is an important part of building a strong family identity. When

families have a good time together, they build a bond that can last a
lifetime. Traditions are often developed during these times, and it is
precisely by them that families are defined and individualized. Holidays
can also provide opportunities for fun that may develop into special
traditions. For example, my family and I started the tradition of having
5.1 / Family fun

ajiaco for lunch and throwing a karaoke party every Father’s Day.
Families also need to recreate together. I’m not talking about watching
TV together – I’m talking about playing a football game, playing cards,
or just sitting out on the porch talking and laughing together. Camping,
fishing, biking, and hiking are great times of family recreation. Parents
must take the initiative and make these things happen, be available,
and help their children value the time shared with their relatives. As
families spend time together in both spontaneous and planned activi-
ties, their family relationships grow stronger.
What do you do to have fun with your family?
Adapted from: Savage, J. (2001) Professionalizing Motherhood. Zondervan. Michigan. USA. Chapter 7 Fun: You´ve got to have a good
time. Pages 111-112
worksheet
102
5.2A / Outdoor and indoor family activities

1. Find the words from the right column in the grid. Words may be forward, backward, up, down or diagonal.
P G N I W A R D H A P P Y C F G A M I L CYCLING
I L G O T O T H E M O V I E S N E S S H DOING HOUSEWORK
V A A R E T O G E T H N E R K I N N V M DRAWING
W I W Y Y B R Y I I C R S X E L N G F Q GO TO THEMOVIES
M X S D I N F N Y I N E A Q G C T G J V HAVING A PICNIC
Y E G I M N K A P J M K Y A O Y J W G C HIKING
I N Q Y T B G A W H J A M B G C W Q E Q PLAYING SOCCER
X D W F I I G V U O M Y Z X U Y L O Z F PLAYING VIDEO GAMES
J T W M S N N H I L I W B U P I G V A W VISITING RELATIVES
I S E X I X D G P D Z E G B Q F E K O Y WATCH TV
U G U V A S J H R E E H T Z R G O P D K
V B A M M P V D G E I O M E E P D I T C
E H R L B T K Y X C L D G H L X V L V R
Y W H I H G O U M A R A N A D S U S E A
B Q J C T Y V R N X P P T B M O Y X K Z
J P T W K F C K U G T L C I J E L N P P
P A G N I K I H R L K K Q K V F S I P C
W A N Y D T D O I N G H O U S E W O R K
P L A Y I N G S O C C E R F R W S C O M
D L H O K G H N Z K P M Q G S I O F X R
5.2B / Outdoor and indoor family activities – answer
worksheet
103
P G N I W A R D H A P P Y C F G A M I L
(Over,Down,Direction)
I L G O T O T H E M O V I E S N E S S H
CYCLING(16,7,N)
V A A R E T O G E T H N E R I • DOING HOUSEWORK(7,18,E)
• DRAWING(8,1,W)
I Y C L
• GO TO THE MOVIES(3,2,E)
S I I C • HAVING A PICNIC(2,13,NE)
• HIKING(8,17,W)
I N P Y • PLAYING SOCCER(1,19,E)
key
• PLAYING VIDEO GAMES(1,1,SE)
T G A C • VISITING RELATIVES(1,3,SE)
• WATCH TV(1,18,NE)
I G V • HIDDEN SENTENCE: Happy families share together.
N N I
I G D
V R E
A V E O
H T L G
H A A
C T M
T I E
A G N I K I H V S
W D O I N G H O U S E W O R K
P L A Y I N G S O C C E R S
MODULE 2 Eating the right food to play in
1
high performance
tyles
y lifes
UNIT
Health
ALCALDÍA MAYOR
DE BOGOTÁ D.C.
MODULE 2
Word Bank
Customers
Decline
4
Dishes
Drinks
Fruits
Healthy
Healthy diet
Healthy food
Junk food
Meats
Menu
Plates
Pyramid food
Seafood
Successful
Unhealthy
3
Unsuccessful
Vegetables
Waiter
CYCLE:
107
TOPIC: Healthy Eating Pyramid
MODULE: 2
UNIT: 1
SESSION: 1
AIMS: By the end of the session, students will be able to talk about eating healthy habits and its benefits.

Guessing Game:
• I spy with my little eye (with fruits, vegetables)
• T models the game with the whole class. T says “I spy with my little eye something long and yellow” (the color and shape of the fruit or
T-Ss Before the class the
vegetable in the pictures).
4 min teacher has posted
• Ss guess: “a banana”.
Remember and pictures of different
• T tries 2 other things related to fruit and vegetables
Warm practice with PW fruit and vegetables.
10 • T invites students to play the game in pairs, describing fruit and vegetables for the partner to guess (5 fruits and 5 vegetables).
Up vocabulary 5 min These pictures should
min • As long as the Ss are guessing, the T asks them to classify the items into fruits and vegetables.
related to the be related to the food
• T tells learners during the current module they will examine the importance of having healthy diets in order to grow strong.
topic T-Ss items that will be
1 min worked in during the
next stage.
SEN adaptation: For Ss with visual impairments ask them to imagine an object and describe it. They may still use the expression “I spy with my little
eye”, or invite them to replace it with “I spy with my mind”
3
CYCLE:
DE BOGOTÁ D.C.
108

• T shows a picture of an empty food pyramid and its components (fruits, vegetables, dairy, protein, grains, other).
T-Ss
• T explains each section of the pyramid is meant to include a different food group. Then, T asks Ss to look classify the vegetables and the fruits Before this session,
5 min
Pre Ss worked with in the warm up stage to provide a model of how to carry out the classification. the T is expected
10 Introduce the
Task 1 • By pairs, Ss are provided with Worksheet 1.1, which presents different food items. If necessary, Ss clarify vocabulary with the T. revise the order of
min topic
• Ss classify the food according to the groups: fruits, vegetables, dairy, protein, grains, etc food groups in the
PW
pyramid.
5 min
IW
• Learners are asked to create a healthy plate (for lunch) with the main 5 food groups (fruits, vegetables, grains, protein, dairy)
10 min
• Using colors or markers, Ss individually draw their chosen dish and get ready to share their proposal with a peer. The previous class,
20
Complete a • T asks learners to mingle, sharing their healthy dish with other classmates by using the expression: “My healthy dish has: …” (Ss mention the food ask Ss to bring
min Task
healthy plate. items). T encourages Ss to speak to at least to other classmates. colors, markers and
Mingle
cardboard.
10 min
SEN adaptation: For Ss with motor impairments, T assigns another S to help and create a healthy plate they would both enjoy having.
T – Ss
5 min Wrap up • T provides feedback on Ss’ work and corrects when necessary.
5 min
Resources Cardboard, markers, colors, worksheet 1.1, pictures of fruits and vegetables
3
CYCLE:
DE BOGOTÁ D.C.
109

ADDITIONAL ACTIVITY
IW Worksheet 1.1.
• Students are asked to rank in the worksheet each of these groups from the one they should eat the most to the one that they should eat the least. 5 min
Teacher provides the groups of food: protein, dairy, vegetables, fruits, fast food, etc. T is advised to
To encourage • Ss compare their answers in pairs and agree on their healthy food rank. T reminds learners of the use of expressions like: What do you think?, I PW prepare a visual
15
Pre-task 2 decision making agree, I disagree, I think, In my opinion. T writes these expressions on the board before asking learners to start their discussions. 5 min (flashcard, PowerPoint
min
skills. • T monitors presentation, or
• T asks some Ss some their healthy food rank. Then, T shows them the suggested food pyramid rank. T encourages participation from SS regarding SS-WH similar) with a
similarities and differences between the pyramid presented and learners’ own rank. suggested food
T-SS pyramid.

ADDITIONAL ACTIVITY
• T asks students to complete a list of 5 healthy foods, in groups of 3. GW

5 min
10 To provide oral • Students brainstorm ideas and write their list.
Pre-task 3
min practice. • T asks a secretary from each group to share with all the class the healthy foods they thought of. T asks learners to use expressions like: In our list
GW-WH
we have… We don’t have… 5 min
3
CYCLE:
DE BOGOTÁ D.C.
110
TOPIC: The foods that I like
MODULE: 2
UNIT: 1
SESSION: 2
AIMS: By the end of the session, students will have identified and reflected upon their own food habits.

• T talks about the kind of Colombian food he/she considers delicious. T-S
Then, T asks What´s your favorite food? 5 min
10 To activate Ss’
Warm up • Ss answer: My favorite Colombian food is…
min background
• T makes a list on the board with the most common food students mentioned as delicious. T elicits different types of food and tries to vary the menu T-SS-T
on the board: fruit, drinks, fast food, meat, etc. 5 min
T – SS
• T writes on the board the expressions for students to follow.
4 min
I love eating… / I like eating… /
I don’t like eating… / I can’t stand…
Write personal
15
information in IW
min Pre- task 1 *Additional activity 1
a chart and tell 5 min
classmates
• Individually students classify the food they love, like, don’t like and can’t stand, using the chart provided in the handout (Worksheet 1.2) At the
bottom of each section, Ss decide if the food they wrote is healthy or unhealthy.
Mingle
• Then students mingle to tell at least two classmates their information.
6 min
T – SS
• T provides the following model on the board.
5 mins
Present to Maria, Camilo and I can´t stand eating pineapple, but we love eating apple.
15 the class their We like eating pizza and fruits. We don´t like soup.
GW
mins Task findings through
5 mins
speaking. • Students share in groups of three what they found similar in others.
SS-WH
• Ss from each group present their findings to the class.
5 mins
• T gives feedback to Ss according to the notes he took during the activity. Comments are given about content (Ex. “Wow, I´m not surprised.
5 To correct Ss T
Wrap up Everyone loves pizza in this class. It´s delicious.”) and language (Ex. Look at the word I just wrote on the board. It´s … Can you please repeat after
min mistakes. 5 mins
me? …. Ok, well done! )
3
CYCLE:
DE BOGOTÁ D.C.
111

ADDITIONAL ACTIVITY
• T provides 4 examples of the food he likes eating the most and the least, to present the following expressions:
I love…; I like..; I don’t like…; I can’t stand…
Example:
I love eating hot dogs.
I like pizza.
I don’t like chorizos. T-SS
I can’t stand empanadas. I hate them. 5 mins
• T uses suitable facial expressions to illustrate the new vocabulary presented: I love…; I like..; I don’t like…;I can’t stand…
10 To lead Ss into Video beam or digital
Pre-task 1 • T asks learners some questions to check their understanding of the expressions. WH
min the topic board
5 mins
SEN adaptation: For Ss with visual impairments, T reads out the sentences exaggerating intonation to facilitate understanding. T might also assign
a learner to help his/her peer.
• T then asks learners to stand up and change places if they like/don’t like/love/can’t stand some of the food items he/she mentions. After a few
sentences, T asks other students to call out the sentences. Ss should listen to the sentences provided and change places accordingly.
SEN adaptation: T could assign Ss with physical impairments to call out sentences and/or monitor that food items mentioned are not repeated.

ADDITIONAL ACTIVITY
IND
3 min
• Ss write on their notebooks a list of 4 types of food they like or don’t like according to the expressions taught by the teacher. T –SS
To stimulate
• T asks learners in to compare the food items they like the most, and the least. T writes the prompt questions and answers on the board: 3 min
Ss’ criteria and
10 Do you like…? Yes, I do / No, I don’t
Pre-task 2 speaking skills
min • T models the activity asking one of the learners PW
to express 5 min
• While the speaking activity is happening, the T is monitoring and taking notes on both Ss’ strengths and weaknesses with language use.
preferences
• T asks some Ss to share their findings. T writes the model on the board: Luisa likes chicken, but she doesn’t like fish.
S-WH
3 min
3
CYCLE:
DE BOGOTÁ D.C.
112
TOPIC: Changes in Eating Habits
MODULE: 2
UNIT: 1
SESSION: 3
AIMS: By the end of the session, learners will be more aware of the changes needed in their eating habits to make them healthier

Run and touch Before the session
Offer food
• T informs the Ss they are going to recall vocabulary from the previous class. T has posted some
5
• T divides the class into groups and asks them to stand in lines in front of the board. T then explains he/she is going to call out one of the food T-WH pictures of food items
mins Warm up Accept or
items in the pictures and learners in the front of each line should run and touch it. (mixing healthy and
decline an offer
• T reminds learners of classroom behavior, since this activity might overexcite them. unhealthy items) up
on the board
WH – T
3 min
• T asks learners to sit down and look at the pictures of food items on the board to help him/her to decide which of them are healthy or unhealthy.
• Ss help T to classify the items by writing H (for healthy) and UN (for unhealthy) in front of each word.
• T displays a pair of pictures that show unhealthy eating habits and asks Ss to think of the possible consequences of following these habits.
10 Introduce the PW
Pre-task 1 • T reminds learners of the importance of eating as healthy as possible.
min topic 3 min
• T asks learners to share their ideas in pairs, before asking some SS to share with all the class.
• T encourages the use of expressions like: “can make you gain/lose weight”, “can make you get sick”, etc.
S-WH
4 min
3
CYCLE:
DE BOGOTÁ D.C.
113

• T assigns groups of three.
• T tells the groups they now own a catering service.
• They should decide the type of food they serve.
• Then, T gives each group 10 pieces of paper for them to write a food item on each piece of paper and make the corresponding drawing.
• They should end up with at least 10 different plates to offer.
• T tells students they will be offering their plates to other groups. T assigns half of the class as waiters and the other half as customers.
GW
• Waiters can offer food saying something like this:
10 min
Do you want to try the …?
Offer food
• Customers can accept or decline the offer, saying something like this:
20 -No, thank you! I liked eating hamburgers, but now I don’t.
Task Accept or
min - Yes, I like salads and vegetables.
decline an offer
• The objective is to offer food and see which plates are most wanted by the customers.
GW
• Groups then change roles and continue the role play.
10 min
SEN adaptation: If there is a Ss with a mild speech disorder, ask him/her to perform as a customer and to write down his/her preferences.
The stations should

To alert Ss likely be eye-catching,
5 • T takes the last stage of the session to get learners to reflect upon any bad eating habits they might have and elicit possible alternatives to change
Feedback steps to take for hopefully with pictures
mins them. T-Ss -T
a healthier diet that illustrate each
job.
3
CYCLE:
DE BOGOTÁ D.C.
114

ADDITIONAL ACTIVITY
• T asks ss to get back to their original groups of three, and prepare a report on the most and least successful plates. They will also report on the
excuses students told them. GW
To stimulate 10 min
15 See Resources for
Pre-task 1 critical thinking • Students tell the class about:
mins possible videos.
skills. 1. The most successful plate was… GW - WH
2. The most unsuccessful plate was… 5 min
3. The most interesting excuses were…

ADDITIONAL ACTIVITY
PW
To strengthen • T has Ss in pairs to analyze the language they used during the presentation. Did they follow the model? Did students use the prompts on the 5 min
10
Post-task Ss speaking board to offer food? Did the customers use the language suggested to accept or decline food? Was any different language used?
mins
abilities. • T monitors discussions and wraps up the analysis offering his/her views and some advice. T-SS
5 min
3
CYCLE:
DE BOGOTÁ D.C.
115
TOPIC: Consolidation and assessment
MODULE: 2
UNIT: 1
SESSION: 4
AIMS: By the end of the session, students will have revised the eating choices needed to have a healthy diet.
T looks for a video

that explains the
• T shows a short video promoting healthy and unhealthy food. T can use the video suggested on the comments section, or can look for another advantages and
one that is more suitable for Ss’ level. disadvantages
• T analyzes the video with the class by asking Ss few questions on the type of food they saw in the video and asking them what is more of having good/
appropriate for them to eat. bad eating habits,
• T gets the class to work in small groups to classify the food in a chart on the board, like this: according to the Ss’
T-SS - T language level.
10 Recycle Suggested video:
Warm up Healthy Unhealthy
min vocabulary GW https://www.youtube.
com/ watch?
v=mB9toJxgOB
s
T takes some
examples from the
video as the stage
should last 10 mins.
maximum.
Additional activity 1
Additional activity 2 T-SS
3 min
• • T tells students to get in pairs and plan a flyer to promote healthy habits related to food and healthy eating habits. All the flyers should start
Pre Make a flyer with the following script:
10
Task 1 about healthy “Good morning! Do you feel tired today? Maybe the food you are eating is not good/enough for you. Today, we have a healthy menu for you…”
min
habits • Ss complete the flyer by saying:
“We have __(food item)__ for breakfast, __(food item)__ for luch and __(food item)__ for dinner.”
Be good…be healthy PW
7 min
• T monitors what Ss do in the flyers.
3
CYCLE:
DE BOGOTÁ D.C.
116

To present their
• T makes groups of 6 people.
outcomes on GW
20 • Each pair is going to present their flyer.
Task the language Ss 20 min
min • After listening to their partners, Ss should decide which their favorite flyer. T provides criteria for this evaluation.
learned through
• T monitors what Ss write and say and corrects when necessary.
the unit.
T should search for
appropriate links
for the research.
See possible links in
Resources.
In case there is
To provide no internet for the
5 • T provides Ss with a final wrap up by mentioning some good and bad sentences Ss wrote during the last stage.
feedback on T - SS research, Ss may
mins Wrap up • Then, T elicits corrections from Ss.
content and be asked to do the
language research beforehand
and bring the
information to the
lesson (as homework),
or the teacher can
bring the information
on paper or in another
format.
3
CYCLE:
DE BOGOTÁ D.C.
117

ADDITIONAL ACTIVITY
• T has students play picturism with food items.

15 To reinforce • T divides the class into two teams. T asks for a representative from each team to get come close to him. T shows the name of a food item to the
Pre-task 2 GW
min vocabulary representatives so that they draw it for their group to guess. The first group to identify the food item wins a point.
• T plays this according to the time available

ADDITIONAL ACTIVITY
• According to the menu the Ss saw in class, they are going to suggest a new menu for their breakfast.
• Ss write on their notebooks a list with their new preferences:
My new healthy breakfast has… IW

10
To suggest a __________________________
mins Pre-task 3
new healthy diet __________________________ T-Ss
__________________________
__________________________
• T monitors the sentences and corrects when necessary.
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MODULE 2 Making the most of my free time
2
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120
TOPIC: Activities in my city
MODULE: 2
UNIT: 2
SESSION: 1
AIMS: By the end of the session, students will be able to talk about the activities they have done in the city.

T-Ss
2 mins
• T gives a matching activity to students, with a list of 10 verbs in the 3 forms. Students are to match the verbs with the corresponding past and
Get students PW
10 past participle form (Worksheet 2.1).
Warm up introduced to 3 mins Worksheet 2.1
min • T focuses on pronunciation of verbs in past participle and clarifies meaning.
the topic
T-Ss
5 mins
• T shows flashcards with pictures of different activities that can be done in the city. Eg: go bowling, go to the movies, go to a park, go to a concert, Prepare up to ten
go on a tour, climb a mountain / go sightseeing / walk up to the top of a building / try different foods / visit a museum / take pictures of the city. flashcards using
• As the T is showing the flashcards, he sticks them on the walls around the classroom. cutouts from
• T has students listen and repeat (choral drilling) magazines or
10 • Then T only shows the flashcard and asks students what the activity is. drawings.
Pre-Task 1 Introduce key T-SS
min
vocabulary 10 mins
*Additional activity 1 T chooses 5 to 8
expressions according
SEN adaptation: Ss with visual impairments will be told what the pictures are about and also repeat chorally with the rest of the Ss to include him/ to the Ss’ level or
her in the activity. needs.
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• T asks students to choose 1 of their favorite activities they saw in the previous stage.
• T provides each S with a blank piece of paper for them to draw the activity they chose and a sentence telling what the activity is about, using
present perfect. Example:
Ss-T
5 mins
T-Ss
20 Talk about 5 mins
Task
min activities in the
city PW
5 mins
IW
• T monitors what Ss do and corrects sentences when necessary.
5 mins
SEN adaptation:
If there is a S with visual impairment, T asks another S to support his/her work by reading aloud and helping him/her to draw his/her favorite activity.
• T asks Ss to look all the pictures around and he asks some Ss to read some sentences to show their production. Example:
T: Camila, can you read your sentence?
C: I have climbed a mountain.
Provide • Ss paste their drawings on the walls around the classroom during one week. That way, they can see what their peers did in this session. GW
5
Wrap up 1 feedback to Ss’ 5 mins
mins
work. SEN adaptation:
For Ss with visual impairments, when walking around the classroom, the T assigns a S to read and explain what other Ss did in the papers (pictures
and sentences).
Resources Worksheet 2.1, ten flashcards using cutouts from magazines or drawings, tape, markers, board, color pencils.
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ADDITIONAL ACTIVITY
Gallery walk activity:
• Flashcards of activities are placed on the classroom walls.
• T draws the chart below on the board:
Things I have done Things I haven’t done

To drill the
15 present perfect
Pre-task 1 PW Worksheet 2.1
mins tense through
writing. • Ss draw the chart on their notebooks.
• Ss start walking with their notebooks around the classroom observing the pictures.
• In the chart, Ss start writing the things they have and have not done according to the pictures.
• T monitors what Ss write and corrects when necessary.
SEN adaptation: T helps Ss with visual or physical impairments to classify by telling them the sentences. Ss say what they have/haven’t done.
Resources Worksheet 2.1. TV, electronic board or video beam, bond or recycled paper

ADDITIONAL ACTIVITY
Speaking activity:
10 To provide oral GW
Wrap up • In groups of 3 people, Ss get together and share what they have/haven’t done in the city.
min practice. 10 mins
• T monitors pronunciation of the verbs in past participle and provides feedback when necessary.
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TOPIC: What I like doing in my free time
MODULE: 2
UNIT: 2
SESSION: 2
AIMS: By the end of the session, students will be able to talk about the way they spend their free time
• T picks 6 Ss and asks them to stand in front of the class. T shows pictures of the actions in worksheet 2.2 to the Ss, and they mime the actions for
T-Ss
the rest of the class to guess what the activity is about: get up, make your bed, get dressed, wash your face, have breakfast.
3 mins
Introduce
10 • Ss who are not mimicking try to guess what the actions are, and they raise their hands to participate.
Warm up students to the Worksheet 2.2
min
topic Ss-Ss
SEN adaptation: Ss who are not mimicking help the Ss with visual impairments describing the actions orally for him/her to guess.
7 mins
• T sticks the images on the board and clarifies meaning and pronunciation.
• T gives Ss copies of Worksheet 2.2 and are told that they are going to find someone among their partners who does these leisure activities, by
asking:
“What do you do in your free time?

20 Introduce the
Pre-task 1 • SS ask the questions on the left to their classmates. When they get a positive response from a peer, they write his/her name on the right column. Worksheet 2.2
mins topic Mingle
SEN adaptation: If there is a Ss with a visual or a motor impairment, ask other Ss to go to his/her place to ask for information.
T helps SEN Ss to complete his/her worksheet.
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• Ss are asked to share what they wrote in worksheet B by reporting what their peers usually do in their free time, and comparing the activities
with others or themselves.
T-Ss
• T presents a model on the way they should present:
2 mins
- Camilo watches TV in his free time, but Sandy doesn’t.
- Mario chats with friends in his free time and I do, too.
Share findings While Ss speak, T
- Jorge plays football in his free time but I don’t.
10 to enhance controls the use of the
Task 1
mins their oral skills. possessive adjectives.
• Each student will share two sentences. As the Ss speak, the rest of the class should pay attention to write down possible language mistakes, so
that at the end of the class, they can provide feedback to their peer with the T’s help.
WH
• T gives turns for the students to speak.
8 mins
Provide • T asks Ss if they found inconsistencies in language while talking about their peers.
5 min Wrap up
feedback to Ss. • Everybody discusses around the possible mistakes and the way to say the sentences correctly.
Resources Markers and board.
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ADDITIONAL ACTIVITY
Reinforce
Picturing what I do in my free time…
speaking skills
15
Pre-task 2 when talking IW Colors, notebooks
min • T asks Ss to draw 3 pictures of what they do in their free time and write a sentence per picture.
about a third
person

ADDITIONAL ACTIVITY
• T asks Ss to do the same exercise but this time talking about their relatives’ leisure activities.
• Ss are asked to draw the following chart on their notebooks:
Names What does he/she do in her/his free time?
Relative 1:
Reinforce the
use of the third Relative 2:
10
Task 2 person and T - Ss
min
the possessive Relative 3:
adjective
• Ss are asked to take this chart at home and to ask their relatives what they do in their free time. Ss should bring the chart back to the classroom
to give it to the T. T corrects/grades it and gives it back to the Ss,
SEN adaptation: (visual impairment)

T provides the S with the chart and orally explains what he/she has to do at home. When the S brings the chart back, they will check the work
together. T provides feedback.
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TOPIC: Being creative with activities and taking advantage of my free time
MODULE: 2
UNIT: 2
SESSION: 3
AIMS: By the end of the session, students will be able to talk about the arrangements made to use their free time to the most.

• T writes on the board scrambled expression with the vocabulary learned in last session:
T-Ss
T H A C W–V T (Watch – TV) 5 min
O G–O T -S M E O I V (Go to the movies)
5 Get students
Warm up Y P A L–O V I E D–S G E A M (Play video games)
mins relaxed
N L E I S T–O T -C M I U S (listen to music) T-Ss
5 min
• Once Ss finish guessing, T elicits the rest of the expressions learnt last class related to leisure activities. T writes all the activities on the board.
• T elicits more activities and asks Ss to classify them into a chart like the following, on their notebooks:
Fun activities Boring activities
Possible activities
Have/party
Go/walk
Listen/music
Talk/friends
Meet/family T-Ss
Read/book 5 min
T can project the
chart, or can draw it
• Ss classify these activities into fun or boring according to their interests and write a plan in the chart. Example: Having a Wii party; Talk to friends; PW
15 Introduce the on the board.
Pre-task 1 etc. 5 min
mins topic
• T monitors.
Worksheet 2.3
• T provides the Ss with the chart on Worksheet 2.3. Ss-T
• Ss complete the plan and should say for how long the plan will be. See example. (Columns 1 and 2 only). 5 min
Ex: Having a Wii party – Saturday 2:30 PM

Book club meeting – Friday 6:30 PM
• Ss complete the chart with the activities they would like to plan.
SEN adaptation: T orally expose the sentences to Ss with visual impairments and they classify the activities into fun or boring, and say what day and
time they would like to have the activity. The T can take notes or a partner can help him/her, too to collect the information.
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• Ss stand up and mingle. They have to invite to as many friends as each of the events they planned, by following the model:
A: I will have a Wii party with some friends on Saturday at 2:30 pm. Do you want to go?
B: Yes, I do. I want to go. T-Ss
No, I don’t. I am busy. 3 mins
Develop
20 communicative • When accepting an invitation, Ss should write down their peer’s name on the column 3 of the table
Task 1
mins skills by taking
part SEN adaptation: Ss with visual impairments also participate by taking a paper out or the bag and someone reads the paper for him/her and creates Mingle
a dialogue with two or more peers under the same terms. 17 mins
Reflection on
5 Wrap up the language • T provides Ss feedback on the mistakes they made and corrects sentences. T- Ss
mins they used.
Resources Markers, board, worksheet 2.3, scissors, plastic bags
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ADDITIONAL ACTIVITY
GW
• T divides the group in groups of 5 Ss. 15 mins
15 To reflect on the • One group reports to another group which events they are attending. They can also mention which ones they consider to be fun & which ones not.
Task 2
mins topic
• T asks a secretary of each group to report the most interesting plans made by some of their peers. Ss-T
5 mins

ADDITIONAL ACTIVITY
• T elicits vocabulary related to free time activities.
• T tells students he/she has different invitations for different plans next weekend, but he/she doesn’t know yet what to do.
• Invitations:
For a party: it’s on Friday at 8:00pm
A dinner: It’s on Saturday at 6:00pm
10
Task 3 A football match: it’s on Saturday at 5:30 pm T - Ss See Worksheet 2.2
mins
Go bike riding: it’s on Sunday at 7:00am
Go to church: it’s on Sunday at 8:00 pm
• T asks students to help him make a decision by discussing the options. T writes on the board their favorite ones and then they vote for the one
they like the most.
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MODULE: 2
UNIT: 2
SESSION: 4

Activate prior
• T asks Ss what they do to take advantage of their free time, either physical or leisure activities. T provides an example to Ss before asking them.
5 min Warm up knowledge and T-Ss
• T elicits at least 10 sentences on the board.
experiences
• T elicits risks and associate dangers of laziness. T provides an example: T- Ss-T

Elicit
5 min Pre-task “If I get up late, I will get late to school”. 10 mins
information
• T also gets students to tell him/her the kinds of activities mentioned in the unit that imply social interaction and movement.
• In groups of three Ss, T asks to create a poster to invite other classmates to use their free time to increase physical activity and so, be healthier.
• They can provide extra expressions to complete information for the poster and mention some specific activities that could be interesting for
others.
Example:
If you are lazy
Be disciplined with time
Have materials ready
Do not stay in bed
GW-WH in advance: markers,
Do exercise
20 mins (4 cardboard, colour
30
Task Review mins per pencils, old magazines
mins • T monitors and corrects sentences proposed by the Ss when necessary.
group) and newspapers, glue,
• T makes notes on the most interesting ideas he/she found on how to take advantage of free time.
scissors, adhesive
• Ss place the posters on the walls. Ss go around, read them and draw happy faces on the 2 or three posters they liked the most. At the end T
tape.
counts faces to see what the most interesting posters were.
SEN adaptation: SEN Ss, independently of their impairment, should be included in the group works, so they are not excluded from the activity.
To raise
awareness on • As the T to wrap up the session, T writes on the board the sentences he wrote down from the Ss’ production to highlight the importance of not
5 min Wrap up how to take wasting time when having some free time. Ss-T
advantage of • T leads the Ss to reflect upon what they usually do when having free time and invites them to not to waste time.
free time.
Resources Cardboard for each group, markers, board, old magazines, newspapers, scissors, glue, adhesive tape.
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ADDITIONAL ACTIVITY
Gallery walk: Poster session.
15 Present Ss
Task 2 • Students get back to their sits and ask them to walk around the classroom to observe the poster their partners proposed. GW
min outcomes.
• By the end, groups of four Ss decide which the most meaningful poster was. T gives the necessary feedback; congratulate students for their
presentations and posters.

ADDITIONAL ACTIVITY
Assess Ss’ • T asks Ss to present their posters in groups of 4.
10
Task 3 language and • Then, T rotates the groups so that they can share everything they have. GW – WH
min
outcomes. • T writes notes of the Ss’ production to provide final feedback on language.
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MODULE 2 Any sport will do, just keep fit!
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UNIT
Health
ALCALDÍA MAYOR
DE BOGOTÁ D.C.
132
TOPIC: Sports in my city
MODULE: 2
UNIT: 3
SESSION: 1
AIMS: By the end of the session, students will be able to describe their favorite sport.

T – Ss
Pictionary:
2 mins
• T divides the class in two teams and picks one representative from each group. Each representative goes to the board.
• T whispers to the ear of representatives the name of a sport taking care that the rest of the class does not listen. Each representative draws the
sport on the board for their team to guess.
T gets Ss to draw
10 Recycle • Once a sport drawing is guessed, T whispers another sport to the ear of the representative, and the game continues.
Warm up a maximum of 3
mins vocabulary • The group that guesses more pictures about sports, wins.
pictures
SEN adaptation: Ss (for either visual or motor impairments) are told about the way the activity will be carried out. T includes the Ss in the middle of
WH
the lines for them to participate also whispering to their classmates.
3 mins
• T introduces the topic by brainstorming the benefits of the previous activity, e.g. dance/aerobics, it is fun, you exercise, you share, etc.
T can elicit new
Lead Ss into the • Then with the guidance of the T, Ss brainstorm some other benefits of exercise (or working out) and write them on the board. T helps them with physical activities
5 min Pre- task T-Ss
topic vocabulary: not yet mentioned by
Reduce stress, lose weight, prevent health diseases, improves mood, boots energy, promotes better sleep, can be fun. acting them out.
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• T shows pictures of different sports and the places where these sports are played:
Golf- golf course

Tennis- tennis court
Soccer- soccer field T-Ss
Swimming- swimming pool 5 mins
• T writes a list of sports and asks Ss what elements are needed to play them. Example:
T brings pictures of
Golf: ball
the sports.
Tennis: racquet and a ball.
Soccer:
Basketball:
If it is possible for the
10 Introduce the T to get real objects
Pre-task 1 • T asks students what sports they have played.
mins topic (A golf ball, a racket,
• T models by giving them an example, and writing on the board:
a tennis ball, a soccer
ball), it would be more
I have played tennis/golf/soccer…
realistic.
I haven’t played … yet
I have never played…
• T explains when to use the expressions already, yet, never, and their position in the sentence.
• Ss write the sentences on their notebooks to use the notes to create their work for next stage. IW
5 mins
SEN adaptation: For Ss with visual impairments. As the teacher is showing the pictures, s/he describes how the picture exactly is, and hands the S
the sport object that is related to the picture.
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• T asks Ss to make groups of three.
• T hands the Ss 3 pieces of cardboard, one per S. (20x5). GW
• T asks the Ss to write 3 sentences using yet, already and never to tell if they have or have not played a determined sport. 15 mins
Eg:
I have not played tennis yet.
Pieces of cardboard,
Use the I have already played golf.
20 envelopes, scissors,
Task 1 language into • After the groups are done, Ss cut the sentences word-by-word and put them all mixed in an envelope.
mins markers.
context • Groups switch envelopes and have 10 minutes to organize the sentences. The first group in organizing the sentences is the winner.
SEN adaptation: Ss with visual impairments participate in the groups and by the end of the activity their peers help them to read the sentences
aloud. GW
10 mins
T can suggest ways to
practice and improve
T-Ss
5 Provide • congratulates students for their presentations. their language skills
Wrap up 10 mins
mins feedback • Students deduce the grammar rules with the teacher’s help. T clarifies rules and answers Ss’ questions and doubts. by means of the
internet, videos and
extra exercises.
Resources Pictures and real objects about sports, markers, board, pieces of cardboard, envelope, scissors.
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ADDITIONAL ACTIVITY
• T tells Ss that they have to choose a sport they have practiced or they like.
• They have to describe it using the following guide:
In the previous class
1. Sport
T should ask Ss to
2. Place where it is practiced
15 Put language bring a sheet of paper,
Pre-task 2 3. Things you need to practice it. GW
min into practice magazines, scissors,
4. Famous athlete of this sport
glue and markers to
5. What this athlete did in order to be successful
create their brochure.
6. My short experience with this sport
• Ss prepare a very short report and chat about it in groups.

ADDITIONAL ACTIVITY
• In the same groups formed in task 1, and after the sentences have been organized, Ss create questions based on the sentences to create a
Provide
small conversation:
controlled
A: have you ever played a sport?
10 practice
Task 2 B: Yes, I have played tennis. PW
min through playful
A: Have you played soccer?
and motivating
B: No, I have not played soccer yet.
activities
• Ss create spontaneously a very short conversation in oral way.
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TOPIC: What it takes to be an Athlete
MODULE: 2
UNIT: 3
SESSION: 2
AIMS: By the end of the session, students will be able to talk about their athletic skills and what they could do with them.

T-Ss
Spot it: 5 mins
• T draws in the board just a part of something used in a sport. Eg: The curve of a ball, the edge of a racket, etc.
Activate • In pairs, Ss discuss what the pictures can be. PW If possible, T takes
10
Warm up previous • When students have guessed the items, they say “spot it” and tell the class what the picture is about. 3 mins the real objects to the
mins
knowledge class.
SEN adaptation: Ss with visual impairments are asked to touch the objects while the T explains what it is used for. S tries to guess what the object is. Ss-T
2 mins
• T draws the chart below on the board. T hands some markers to Ss and they complete the chart with 3 of their favorite sports. T provides an
example:
SPORTS I LIKE MY SKILLS FOR IT T can project the chart

if there is a projector.
Swimming • I can hold my breath for 30
Prepare Ss to IW
10 seconds
Pre-task 1 write sentences 10 min Ss can use their
mins • I can float on my back
about sports. dictionaries, if
necessary.
*Additional Activity 1
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• T writes the following text on the board:
I like ________________ (sport). I can ___________ (skills). If I am not disciplined and organized, I will not be able to go to __________ (sport
event).
• Ss are encouraged to use the prompts on the board and the information in their charts, to create sentences that talk about their athletic skills
Pieces of cardboard,
20 and what they could do with them. PW
Task 1 envelopes, scissors,
mins • Ss compare their sentences with a neighbor by saying what they like or do not like: 15 mins
markers.
I like _______, but you do not like ______.
SEN adaptation: Independently on the type of impairment, T asks another S to work with the Ss with the difficulty. T monitors their work and helps
the Ss to get their task done.
T-Ss
5 mins
• T has Ss deduce the grammar rules for the first conditional. T explains the order of the sentence and explains its use: Real actions with
5 Write the report
Wrap up consequences in the future, either positive or negative.
mins of the task
• Learners are encouraged to make notes and write 3 more examples at home to bring them next class.
PW
5 mins
Resources Markers, board, real sport items (if possible).
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ADDITIONAL ACTIVITY
• T elicits from Ss names of different sports: soccer, basketball, golf, etc.
T-Ss-T
• T draws a chart on the board with the names of the sport as follows: 3 mins
Soccer Basketball Tennis Softball
This exercise can also
be displayed on the
10 Activate prior
Pre-task 2 PW electronic board to be
mins knowledge Swimming Running Golf Volleyball 5 mins developed as a whole
class.
Ss-T
• T asks Ss if they had the chance to participate in a national sport competition, which sports would they like to participate in. 2 mins
• T gives Ss a marker and they tick which sport they would like to play in the competition and say why they would choose it.

ADDITIONAL ACTIVITY
Share Ss’ skills

• T now invites learners to sit down face to face and tell each other about their sports and athletic skills.
15 on sports
Task 2 • Students then change and look for other classmates. Ss – Ss
mins through
• T monitors Ss’ productions and provides feedback when necessary.
speaking.
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TOPIC: Choosing a sport and pursuing it
MODULE: 2
UNIT: 3
SESSION: 3
AIMS: By the end of the session, students will be able to explain what is needed to succeed in their favorite sports.

T should look for
a video related
to: success in life,
plans, short and long
terms goals in life,
motivation, strength,
T-Ss
etc.
5 mins
Suggested video:
5 To motivate Ss • T shows Ss a video related to how to succeed in life with high levels of motivation and hard work.
Warm up https://www.
mins for the session. • T asks Ss for key words to list on the board and brainstorm what the topic will be about. Ss-WH
youtube.com/watch?
5 mins
v=V6xLYt265ZM
Ss might not
understand what it is
said in the video, but it
will provide a context
of what the session
will be about.
• T draws a big cloud on the board and writes in it “what you need to be a good athlete”.
• T elicits from the Ss what they might need to be good athletes and brainstorms the cloud by writing the Ss’ ideas around i T-Ss-T
3 mins
Ss are allowed to use
their dictionary to
provide more words.
What you need to be a good
10 Introduce the athlete
Pre-task 1
mins topic T leaves the cloud on
the board as he/she
is going to need it for
the final stage of the
class.
• T has markers available for the Ss and they go to the board and write their contributions around the cloud. T-Ss-T
• T ensures the following aspects are mentioned: qualities, skills, physical abilities, discipline, avoiding drugs, cigars and alcohol. 7 mins
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• T tells students to think of their favorite sport.
• T tells them they have to make a top three chart (Worksheet 3.1).
• In the chart, they have to write 3 tips to show how they succeed in their favorite sport. Example:
Skills and habits you

Sport Draw what you use to play the sport
should have in the sport
Example I practice my shots.
Basketball T – Ss
3 mins
I have to eat well.
I have to train hard.
Sport 1
Make a top
three chart with Worksheet 3.1.
20
Task 1 suggestions
mins
about a sport
they like.
Sport 2
IW
7 mins
Sport 3
PW
10 min
• T makes sure that Ss work on the sentences first, and then in the drawings. The drawings can be left as homework.
• T then asks Ss to work in pairs, to read out their sentences to each other and compare their top 3 sports.
• T monitors Ss’ work and corrects when necessary.
SEN adaptation: As the rest of the class is working, T helps the Ss with visual impairment by describing what the sports are about, and asks how he/
she considers he/she can succeed in it. After having a short conversation, T asks another S to write down the ideas the visually impaired S has, on
a piece of paper.
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IW
5 mins
Reflect on
• To wrap up the session T goes back to the cloud he/she drew at the beginning of the session and completes the brainstorming with new sentences
points learned Worksheet 3.1.
10 the Ss have written in relation to how to succeed in sports to become a good athlete.
Wrap up in class in
mins • T leads the Ss to think on how sports can be a healthy option of taking advantage of free time instead of being home chatting, for example.
relation to T-Ss
success 5 mins
Resources Markers, board, worksheet 3.1.
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ADDITIONAL ACTIVITY
• In order to recall information from previous classes related to good habits, T asks Ss to think about healthy habits an athlete should have, in
order to succeed in his sport; habits not only related to food, but also about physical and training habits.
• T gets Ss to write a check list on the board.
Ex:
Elicit ideas in
10 relation to Ss Healthy habits
Pre-task 2 SS-T
mins decisions about - Run at least 30 mins every day.
food - Eat lots of fruits
- ...
- ...

ADDITIONAL ACTIVITY
• In groups of three, Ss share their work on how to be successful athletes and tell their classmates 2 reasons why they chose those sports.
• T encourage Ss to start the sentence as follows:
15 To share Ss’
Task 2 I chose these sports because ___(I love playing with other people)___. GW -WH
mins work
I chose these sports because ___(I like hard exercise) ____, etc.
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MODULE: 2
UNIT: 3
SESSION: 4
AIMS: By the end of the session, Ss will have participated in an activity that combines fun with general language review.
T mentions vocabulary
related to movements
Simon says:
Focus Ss’ T-Ss in sports. Eg: Simon
• T explains Ss that when he gives a command, they have to do what he/she says. If he/she does not say “Simon says”, they can’t move.
5 min Warm up attention in 10 mins says: run
• After the game, T writes on the board the expression he mentions to allow Ss visualize the language they were working with.
class. Simon says: dribble
the ball, bat the ball,
throw the ball, etc.
• T tells Ss they are going to create a big book project to talk about their favorite sport. To do so, Ss will have to prepare on their notebooks, the
information that will be written in the big book.
• T asks to answer the following questions:

Provide context
10 a. What is your favorite sport?
Pre-task 1 for Ss to use the
mins b. What elements do you need to practice it? (Racquet, ball, masks, etc.)
language.
c. Where is it practiced?
d. What famous people do you know that practice this sport?
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Big book project
• Ss will create their own big book with the information they worked in the last stage.
• T tells Ss what goes in each cardboard piece, like this:
Card 1: As a title “My favorite sport”, name and age.
Card 2: My favorite sport is ________. T–S Ss are asked to take
Card 3: I need ____, _______, _______ to practice it. 3 mins to the class 5 pieces
Enhance
25 Card 4: It is practiced at a ________. (swimming pool, soccer court, basketball court, etc.) of cardboard (50x35
speaking and
mins Card 5: Famous people who practice it: cms), markers,
Task 1 writing skills
(Radamel Falcao, Cristiano Ronaldo, Tiger Woods, Roger Federer, Nairo Quintana, Catherine Ibargüen) magazines, pictures
through scripts.
IW of their favorite sport
• Ss decorate the big book with all the materials they were asked to take to class. 22 mins man/woman, color
• T keeps monitoring the language they use and corrects grammar and expressions where necessary. pencils, glue and
scissors.
SEN adaptation: For Ss with visual or motor impairments, and in order to be inclusive, T asks another S to work with him/her to cooperate with the
creation of the big book.
It is up to the T to
decide if the Ss are
Prepare Ss • T shares with the Ss the variety of characters and information he found around.
5 going to say the
Wrap up for speaking • Finishes with language corrections and observations if necessary. T - Ss
mins dialogues with or
presentations • T collects the big books to grade them at home.
without papers in
hand.
Resources 5 pieces of carboard (50x35 cm), markers, magazines, pictures of their favorite sport man/woman, colored pencils, glue and scissors, markers, board.
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ADDITIONAL ACTIVITY
• In groups of three, Ss decide which is their favourite sport providing suggestions for people who want to practice it.
• Ss suggest a type of diet and the tips to take into account in relation to training.
• T models the product with the following chart:
Sport Diet Training tips
Basketball Breakfast: eggs, bread and Run 30 mins every day.

15 Inquire about coffee. Do 30 push-ups every morning.
Task 2 GW
mins Ss’ feelings. Lunch: vegetables, soup and
fruit juice.
Dinner: …
Additional Resources Text taken from http://www.readingesl.ca/stories/index_sports.html

ADDITIONAL ACTIVITY
• Ss share their big books with each other, and they choose their 2 favourite ones. Ss report why they liked them:
Ex:
10
Wrap up Reflection Mario’s book was one of my favorites because I also like soccer and one of my favorite characters is also Falcao. PW
min
Helena’s book was my favorite. Her book was colourful and I also like tennis because you do not need to run very much.
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MODULE 2 Growing into a healthy teenager
4
tyles
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UNIT
Health
ALCALDÍA MAYOR
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148
TOPIC: Emotional changes
MODULE: 2
UNIT: 4
SESSION: 1
AIMS: By the end of the session, students will have reflected upon the things that make them feel happy with themselves.

T should choose
a video related to
• Ss watch a video with adjectives related to feelings.
T-Ss feelings and emotions.
2 mins Suggested video:
Brainstorm race:
Recycle https://www.youtube.
5 • T asks student to write as many adjectives related to feelings as they know in pieces of paper.
Warm up vocabulary com/wat ch?
mins • T collects the papers and puts them in a plastic bag.
Ss-T v=zEk48QQSPo4
3 mins
The collection of
papers is for further
activities.
• T introduces the topic. T talks about a friend and how he/she feels about certain things. Example:
- My best friend left yesterday and I feel very lonely because all his family lived with me.
- I feel very happy every time I get home and my mother is there.
• T gives students a short reading (worksheet 4.1) with the ideas presented by the teacher. While reading, students underline the feelings mentioned
• Students could also be invited to underline the verbs and the prepositions, in order to identify the verb pattern that follows a preposition (-ing) T-Ss
10 Introduce the • While Ss read the text, T check the words in the bag and takes the ones that are related to feelings. T corrects spelling where necessary. 5 mins
Worksheet 4.1
mins Pre-task 1 topic
SEN adaptation: While the class is doing the exercise, the T reads aloud the text to Ss with visual impairment and the S stops the reading of the
teacher every time he/she believes there is a feeling mentioned. IW /PW
5 mins
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T gets one sheets of
• T hands one sheet of paper per student.
paper per S.
• T asks Ss to write their names on the top and draw the silhouette of him/herself (a boy or a girl) and writes all the qualities they consider they
have, inside that silhouette.
While presenters are
• Then, outside the drawing students are asked to write 3 things they would like to improve or be better at.
speaking, listeners
• Students can also draw clouds around the silhouette, and write down their feelings at the moment.
support their
• To help Ss with vocabulary, T sticks on the board sample sentences:
GW sentences with the
Eg:
expressions below
(words inside the silhouette) I am kind and help people but
Use language while interaction
(words outside the silhouette) I want to be more obedient to my parents and to be more organized.
25 into real occurs:
Task 1 (In the clouds)
min contexts related That’s great!
I am happy about my family.
to feelings Nice!
I am excited about studying English.
Wh Me too, etc.
I am bored with watching silly shows on TV.
I’m sorry!
• Students (presenters) present their drawings and information to other classmates, in groups of three.
It’s a shame.
Me neither, etc.
SEN adaptation: When dividing the Ss, the T includes Ss with impairments in the groups to avoid exclusion. All Ss share what they have to do aloud
T adds more
so that everybody understands what to do.
sentences if
necessary.
5 Raise awareness • T wraps up by telling Ss that keeping emotions under control is essential for our well-being. T-Ss
Wrap up
mins on self-control. • So it is important to identify the things that make us feel at ease and happy with ourselves. 5 mins
Resources Pieces of paper, plastic bag, video beam, computer, markers, board, worksheet 4.1.
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ADDITIONAL ACTIVITY
PW
• As Ss have already read the text, now in pairs Ss compare the feelings they highlighted with their peers. 10 mins
• Then, they classify the feelings from the best one to the worst one according to their personal perception. Example:
1. Delighted.
2. Cheer
Measure Ss’
3. Happy
15 decision making
Pre-task 2 4. Bored Worksheet 4.1.
mins skills.
5. Thoughtful
6. Sad
7. Depressed
• Ss work with the adjectives from the text. PW
• Ss compare their work with others and T checks if the way they classified them are correct. 5 mins

ADDITIONAL ACTIVITY
• T draws the following chart on the board for the Ss to provide a report on the Ss production:
Names The way my peer is… Improvements
Maria She is kind and helpful She wants to be more organized.
Provide a report
10 José He is… He wants to be…
Task 2 to enhance Ss - Ss
mins
speaking
• Students collaborate to write a short report on the similarities and differences identified with other members of their group.
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TOPIC: Building up a better personality
MODULE: 2
UNIT: 4
SESSION: 2
AIMS: By the end of the session learners will have identified character traits they need to develop to achieve their goals.

T-Ss
SUPERHEROES 5 mins
• T asks the Ss:
- Do you like going to the cinema?
7 - What type of movies do you like? PW Superhero related
Warm up Set the topic
mins • T says that his favorite movies are about super heroes. He/she mentions his/her favorite and why he/she likes them. 3 mins pictures
• T shows images of different superheroes (e.g. Batman, Superman, Ironman, Wonder Woman, etc) and asks the students to guess what image is
related to which superhero.
• T writes the names on the board and corrects if necessary. Ss-T
2 mins
• Showing the pictures, T asks students about their favorite superhero movies or series.
• Then T asks about the things superheroes and regular human beings have in common. For example:
Spider man: kind and generous T-Ss-T
Thor: Brave 2 mins
Hulk: persistent
Iron man: Smart
Super Girl: Optimist
Make Ss Wonder woman: Determined IW Examples of
aware of the • T tells the Ss: 3 mins superheroes: Batman,
8
Pre-task 1 importance of If you want to achieve goals in your life, do you need a good or a bad attitude? X-men, Superman,
mins
having positive • T shows the pictures of worksheet A.2 again and says: Does Spiderman have a good or bad attitude? T asks the same question for all the heroes Ironman, Green
attitudes. in the picture: GW Lantern, Spiderman.
If Ss say good, T marks a tick above the picture; if they sat bad, the T marks a cross under the picture. 5 min
• T writes in capital letter on the board:
YOU NEED POSITIVE ATTITUDES TO ACHIEVE YOUR GOALS. Ss-WH
• T brainstorms this sentence by eliciting the adjectives provided during the class. T lists the adjectives below the message. 5 min
SEN adaptation: T describes the pictures to the visual impairment S and highlights the feeling of the superhero’s face so that S is able to say if it is
a good or a bad attitude
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T-Ss
• T elicits different traits displayed by people (both positive and negative). T-Ss
• T mentions qualities like: Brave, persistent, smart, optimist, determined, etc. 5 mins
• T hands out copies of Worksheet 4.2 and asks students to classify the qualities into positive and negative.
• Ss are asked to assess themselves. In worksheet 4.2 there is a drawing of a heart.
• Ss are asked to write the trait that they should keep inside or outside their heart if they want to achieve goals. IW T can provide Ss with
Lead students
• T invites Ss to write a simple sentence stating an action plan for their future goals: 5 mins additional adjectives.
20 to enhance
Task 1 “In order to achieve my goals I need to be more…. And stop being so….”
mins their decision
• Ss are asked to share what’s in their “hearts” with a peer. IW Worksheet 4.2
making skills
5 mins
PW
10 min
Reflect upon
10 the importance • T shows his own worksheet and emphasizes to Ss on the importance of keeping in heart and mind, good attitudes and ideas to achieve any goal T – Ss T also has to fill in
Wrap up
min of keeping good they set for their lives. worksheet 4.2
traits for life.
Resources Markers, board, worksheets 4.2
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ADDITIONAL ACTIVITY
T – Ss
5 min
• Students are now invited to reflect on the way the traits can help them to grow emotionally healthy.
• T writes the following model sentences, to demonstrate the result of his/her reflection:
Use conditionals If I am punctual and responsible, I will always be a good student.
to create
15 sentences If I am not responsible, it will take me longer to finish school.
Task 2 • Students look at their personality measurements (balance) and make sentences following the model provided.
mins related to
personal • T asks a few participants to share their discussions with all the class.
growth.
SS-T
10 min

ADDITIONAL ACTIVITY
• T analyses the language students used in the previous task: adjectives and conditional sentences.
Explain the
• T has students deduce the grammar rules. T asks students to tell him/her the structure of a sentence in first conditional (If (present tense) + I will
10 use of the first T-Ss-T
Task 3 (future consequence + complement).
mins conditional in
• T elicits examples, using Ss’ information in their worksheets.
sentences.
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TOPIC: Getting along with others
MODULE: 2
UNIT: 4
SESSION: 3
AIMS: By the end of the session, students will have identified values that can help them get along with others.
Chinese whispers:
Possible messages:
• T splits the class into two or more teams.
Be honest
• T whispers a message related to values, into the ears of the first students in each row. They whisper the word into the next student’s ear in their T - WH
Be Kind
5 mins Warm up Introduce the row until the whisper gets to the last student in the row. 5 mins
Love people
topic • The last student in the row has to say out the word
Respect people
• The same procedure should be done 3 times.
• The team that gets the pronunciation right scores a point.
• Before going to this session, T will have written the following in cardboards to stick on the classrooms’ walls:
T
3 mins
When you get along with others…
a. You don’t have a good relationship with them
b. You have a good relationship with them.
If there is more
When we have good relationships with others… time available, the
10 Present
Pre-task 1 a. We respect them and we are tolerant. T suggests more
mins language
b. We disrespect them and there’s no tolerance for them. sentences related to
values.
• T explains the importance of the values in life and how they need to be part of their daily experience when interacting with others.
• Students choose the best option that promotes values that can help them get along with others.
T-SS
7 min
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Before the class starts,
• T asks Ss to think about the values that are promoted at their homes. T gives an example of the values he/she was taught at home. the T sticks on a wall
• T tells Ss they are going to decorate “The values’ tree” and shows Ss the tree that was initially posted on a classroom wall. of the classroom a
• Ss are asked to individually list 2 ideas of values that are promoted at their homes. For example: respect people, be punctual, be honest, etc. Ss tree shape without
T-Ss
use a dictionary if necessary. T monitors spelling. leaves made with
2 min
• When Ss have finished their lists, they are asked to cardboard (medium
work in pairs to compare their lists and choose two of the values (one per student) to write on the piece of cardboard. size):
• T provides pieces of cardboard (leaf shaped) and a marker to each student.
IW
4 min
Find out the
values learners
25
Task 1 identify with, PW
min
regarding social Respect 10 min
interaction
If possible, T makes
the cardboard shapes
• T gives the Ss a piece of tape and each S goes to the tree and sticks the leaves on the tree. with different colors
T - WH
• T decides the amount of leaves he wants Ss to stick. so that the tree looks
9 mins
more colorful.
SEN adaptation: For Ss with visual or motor impairments, the T does the work with the Ss. T helps them to come up with the ideas and also helps Materials: Leave
them to write the idea on the leave. shaped cardboard
(previously cut),
* Additional activity 2 markers, tape.
• T reads the ideas Ss wrote, congratulates them and emphasizes on the relevance of including these values in daily life to have good relationships
Reflect upon
5 mins Wrap up with people in general. T-Ss
the topic
• T leaves the tree one or two weeks in the classroom for the Ss to see it when they get in there.
Resources A tree and leaves made with cardboard, posters with messages (pre-task 1), tape, markers, and board.
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ADDITIONAL ACTIVITY
• In pairs, T asks students to design 2 questions about values and good behavior. T tells students to provide 2 spaces to interview 2 classmates.
• T models the following questions.
1. Do you respect others’ differences?
T – Ss
Classmate 1: Yes____ No____ If no, why? __________________________________________ 2 mins
Classmate 2: Yes____ No____ If no, why? __________________________________________
2. Are you tolerant towards others’ ideas?

Inquiry about Ss
15
Pre-task 2 perceptions on
mins Classmate 1: Yes____ No____ If no, why? __________________________________________
values
Classmate 2: Yes____ No____ If no, why? __________________________________________
• Once they are finished they mingle and interview their partners. When providing answers Students check yes or no. If anyone says no, Ss share Ss – Ss
why they chose that. 13 mins
• T reflects upon the decision Ss made.
SEN adaptation: A S works together with Ss with visual impairments. Together, they design the questions and make the interview.

ADDITIONAL ACTIVITY
• In groups of 3, students report the most interesting sentences they made. T has students analyze the language they used when writing the GW3
10 Analyze the sentences. 7 mins
Task 2
mins language used • Ss say which of those they put into practice and which they do not. T – Ss
• T promotes among Ss the way they should put the values into practice to get along with each other in the classroom. 3 mins
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MODULE: 2
UNIT: 4
SESSION: 4
AIMS: By the end of the session, students will have reflected upon the values and positive character traits they display.

Who is wearing…? T-Ss
• T tells Ss he/she will say a sentence about someone in the classroom mentioning some of the qualities and they will have to guess who the student 5 mins
is.
He/she is a very brave person.
10
Warm up Get Ss’ attention He/she has long hair and a blue shirt.
mins
He/she is very a very persistent person. She likes talking to people and is very smart.
• T lets students say the sentences and have the others guess. Ss-T
5 mins
Samples of traits:
• T gets students to look at their portfolio and notebook work from the previous sessions, and tell him/her the values and positive character traits
Serious
they have identified in several classmates.
Harmless
Make an • T makes a list of such character traits on the board.
T-Ss-T Shy
5 invitation and • In order to check pronunciation, T says each word and Ss repeat after him. T corrects when necessary.
Pre-task 1 5 mins Outgoing
mins convince others
Smiley
to come. *Additional activity 1
Arrogant
Helpful
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• Students are divided into groups.
• Each group is assigned one of the values or traits on the board.
• Then, they design a Good Behavior award medal related to the to the value or character trait they have been assigned.
• Students from each group agree on the name of five potential nominees to win their award.
• They vote to decide who the three winners are. In the previous class
Choose
• Then, as a group they prepare a short speech to give out the trophies to each of the winners. Ss are asked to take
winners for
25 • T leads the award ceremony. materials to design
Task 1 being positive
mins • Ss from each of the groups call out the nominees and take turns to give out the prizes to the actual winners. the an award medal:
influences in the
cardboard, markers,
classroom
SEN adaptation: Ss with visual or motor skills are included in the groups to avoid exclusion. T and Ss help him/her to get informed on the activities glitter, glue, etc.
they are carrying about and ask his/her opinion on who is the S that should get the medal award.
Provide
T-Ss
5 feedback on • T congratulates students for their presentation.
Wrap up 5
mins the use of the • T gives general feedback to the class and gives them tips to improve
language
Resources Markers, board, cardboard, colors, markers, glitter, glue, scissors.
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ADDITIONAL ACTIVITY
• Before the class, T looks for an appealing chant whether on the internet, in any of the links provided in resources, or they might use their own
teaching material.
• T displays the lyrics on the electronic board. T should select an

To motivate Ss
15 appropriate chant or
Task to compose Wh
min • Ss listen and try to understand it rap as a model.
their own chant
• T clarifies meaning.
• Ss sing along with the chant while they listen.

Resources TV, electronic board or video beam, computer and speakers

ADDITIONAL ACTIVITY
T can feed learners
15 Talk about my • Once Ss have the list of positive traits on board, in groups of 5, Ss tell their peers positive sentences about themselves using the positive traits. IW with sample ideas of
mins Pre-task 1 peers’ positive For example: 5 min what to say in case of
traits. • My friend Sara is very punctual. My friend Mario is very honest and respectful. Also, Teresa is a kind girl. being selected to win
an award.
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MODULE 2 Healthy life and our growth
5
tyles
y lifes
UNIT
Health
ALCALDÍA MAYOR
DE BOGOTÁ D.C.
162
TOPIC: Personal care and appearance
MODULE: 2
UNIT: 5
SESSION: 1
AIMS: By the end of the session, students will be able to identify basic personal cleaning habits and products.

T can get ideas
of images from
T-Ss
web pages like the
• T shows pictures of kids developing different activities related to good health habits (e.g. brushing their teeth, combing their hair, taking a shower, 2 mins
following:
Activate prior etc.)
5 min Warm up http://www.
knowledge • Students say loud what activities they are doing and why are good for them. Ss - WH
eslprintables.
3 mins
com/vocabulary_
worksheets/health/
healthy_habits/
IW
• T gets students to list down all the personal care products they can think of. Example: Shampoo, soap, tooth paste, hand lotion, etc. (10
Recycle 2 mins
maximum) If students don’t know the name of an item in English, they can use a dictionary to see the translation. Learners are
10 grammar and
Pre-Task 1 • T asks Ss to tell her/him 10 items for her/him to write on the board and drill correct pronunciation of items. Then, he asks them which of those encouraged to use
min vocabulary
items are used by them every day. their dictionaries, if
needed for the
necessary
following task
T –Ss – T
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• T divides the class into 2 teams. Half of the learners will be clerks and the other half will be customers.
• T hands out worksheet 5.1 Student A (for clerks) and Student B (for customers).
• Clerks work in pairs to decide the name of their store, and 6 personal care items they have in their inventory. They also need to decide how
many units they have available for selling.
• Customers, on the other hand, also work in pairs to make a list of the hygiene products they need to buy and the quantity needed.
PW
• New pairs are arranged: one clerk and one customer. Ss role-play buying and selling personal care products.
10 min
• T writes the following prompts on the board:
Customer: Hello, I need shampoo. Can you give me two bottles?
Clerk: Sorry, I don’t have any shampoo. But I have some lotion.
25 Customer: Yes, please. How much is it?
Task Role play Worksheet 5.1
min Clerk: How many bottles do you need?
Customer: I need 1.
PW
5 min per store
• Customers ask for 2 different items before moving to a different store. They can ask in 3 stores if they have the product; customers must keep
(15 min)
the paper with the name of the product. The activity finishes when customers finish buying the products.
SEN adaptation: As the rest of the class is working, the T takes the role of the clerk and the S with visual/motor impairment takes the role of the
customer. T supports the activity by making a dialogue with the S.
T – Ss
5 • T writes on the board excerpts from Ss’ dialogues and elicits from Ss when to use how much/many in a conversation.
Wrap up 5 mins
mins • T solves questions or doubts.
Resources Board, markers, worksheet 5.1
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ADDITIONAL ACTIVITY
• T writes HOW MUCH and HOW MANY on the board.
• Under how much, T draws one of the items in the list that cannot be counted (ex: liquid soap) and under how many, T draws a number of units of T – Ss
an item that can be counted (e.g. soap bars). 5 mins
• T elicits when to use each expression. If necessary, T can remind learners how much is used to ask about things you cannot count and how
Differentiate
many to ask about things you can count.
between
15 E.g.:
Pre-task 2 countable and
mins - How many bottles of shampoo do you have?
uncountable
How much soap do you use to clean your hands?
nouns. T – Ss – T
• T elicits more questions and gets learners to notice the use of any and some by writing questions and answers on the board. 5 mins
E.g. how much shampoo do you have?
Answer: I don’t have any shampoo.

ADDITIONAL ACTIVITY
• Extension activity of Task 1:
• Continuing with the dialogue Ss already started, additionally clerks try to convince customers to buy other things:
Foster Ss’ Ss – Ss
10 Clerk: Sorry, I don’t have any shampoo. But I have some lotion. Would you like to see it?
Task 2 decision making 10 mins
min Customer: No, thank you. I need shampoo.
skills.
Clerk: Lotion is also good and cheaper…
• T makes sure they use the expressions how much/many and checks language use. Explains where necessary.
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TOPIC: Visiting the doctor
MODULE: 2
UNIT: 5
SESSION: 2
AIMS: By the end of the session, students will be able to provide some home remedy advices when fighting illnesses.
• T asks Ss to get together and come up with a list of the most common illnesses and/or viruses they are usually exposed to.
• T asks Ss to report their lists, he/she writes down in different sections of the board the name of these illnesses or viruses without repeating them Prepare flashcards
T-Ss-T
10 (if T notices they skipped an important one, he/she can add it to the list). or pictures with
Warm up Set the scene 5 mins
min • T asks Ss “why do we get these viruses? “Why should we wash our hands?” why should we use a tissue? old magazines or
• T elicits and supports or complements some answers. drawings.
• T writes on the board: why do you go to the doctor? (because you are sick) T can also take to
• T draws a person on the board and gives students a bag with the names of different pains/illnesses for them to paste them on the drawing (on the class the silhouette
board) with tape. For example: flu, headache, backache, cough, etc. of a person drew in
• T asks Ss to write a list of symptoms per each pain/illness. Example: paper.
• Fever: high temperature, red skin.
10 Introduce the T-Ss-T
Pre-task • Flu: sneezing, cough. T might also mention:
mins topic 10 mins
• Sore throat: Cough dry lips. Toothache
• T drills correct pronunciation of the new terms Sore eyes
Stomachache
*Additional activity 1 Food poisoning
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• T asks Ss to discuss about the possible home remedies for the ailments that are on the board.
• Next to the persons’ drawing from the previous stage, T sticks a poster and asks Ss to help him filling it up with the sickness already mentioned
and possible home remedies. Example:
HOME REMEDIES
Sickness Remedy Ss – Ss
2 mins
heartburn eat 6 peas
sore throat lemon and honey
Ss – T – Ss
Etc… Etc…
3 mins Worksheet 5.2
• In groups of 3, T hands out worksheet 5.2 (one per group) and asks Ss to be in the role of doctors. Ss create sentences by using the illness and
Poster with Home
25 Role play remedies commented in class.
Task 1 Remedies made on
mins • T writes examples on the board using should and shouldn’t:
cardboard.
For a sore throat:
You should drink lemon and honey.
You shouldn’t have cold drinks.
GW3
20 mins
• Ss follow the examples and complete the worksheet.
SEN adaptation: As the rest of the class is working, Ss with visual impairments gets explanation from the T to do the classwork and after the
explanation (to avoid exclusion), T asks 2 other Ss to work with him/her in the same groups. Ss share aloud what they are doing.
• T wraps up by highlighting the importance of taking care of health and reinforces language by saying what Ss should and shouldn’t do if they are T-Ss
5 min Wrap up
sick. 5 min
Resources Markers, board, worksheet 5.2.
3
CYCLE:
DE BOGOTÁ D.C.
167

ADDITIONAL ACTIVITY
• Students are to get in groups of 4, and discuss information about homemade remedies or things people do when they are sick. Teacher models an
example:
A. What should I do when I have the flu? GW

15
Pre-task 1 15 mins B. You should drink agua de panela with some lemon juice. 15 mins
min
• Students make a list of all the remedies they know for a certain disease. Students use “should” to give advice. e.g.: you should take an aspirin.
• Students mingle to compare their lists. They find similarities and note down any surprising remedies they were not aware of before.

ADDITIONAL ACTIVITY
• T prepares a mingle activity. Ss share the remedies they have suggested.

10 Share Ss • T allows the groups to speak for 2 mins, he claps his hands and they switch group to share with others. Mingle
Task 2
min outcomes • T switches Ss 3 times. 10 mins
• T checks language usage and corrects where necessary.
3
CYCLE:
DE BOGOTÁ D.C.
168
TOPIC: Making good decisions for a healthy lifestyle
MODULE: 2
UNIT: 5
SESSION: 3
AIMS: By the end of the session, students will be able to examine how healthy they are in their physical, mental and social life areas.

Prepare slides with
T-Ss
pictures of healthy
5 mins
and unhealthy habits.
5 • T shows pictures of some healthy and unhealthy habits and asks students to work in pairs to classify them. Students should say why something
Warm up Set the scene You can make them
mins is not advisable. PW
with cutouts form
5 mins
magazines or draw the
pictures yourself.
When T shows a
sample of a health
survey, T can use
this example or show
• T shows a sample survey on health issues and elicits the components it has (see Tips and Materials column). T-Ss- T
similar examples
• T tells students they are going to design a five-question survey around a healthy habit category. Example: Do you eat fruit for breakfast every 5 mins
Foster Ss’ related to how to
10 day? How often do you eat vegetables? etc.
Pre-task 1 decision making maintain a healthy
mins • T provides 3 categories for healthy habits: physical activity, control of emotions, social interaction. T-Ss
skills diet from other web
• T divides the class into groups of three, and assigns categories for the groups. 5 mins
sites: http://www.
healthykids.nsw.gov.
au/kids-teens/kids-
activities/healthy-kids-
quiz.aspx
• Groups design a three-question survey around the topic they were assigned, to find out how healthy their peers are.
GW
• Groups decide on a piece of advice to give, depending on the number of correct answers given.
10 mins
• Students rearrange into groups of 3 made up of participants from each of the former groups, who take turns to survey one another.
Presentation
25
Task 1 in from of the GW-WH
mins SEN adaptation: T makes an extra group with Ss with impairments. T explains the activity to the Ss and helps designing the tasks since the last stage.
class 15 mins per
group
5 Provide T-Ss
Wrap up • T analyses the language used by learners and gives them feedback by writing samples of wrong sentences and allowed the Ss to correct them.
mins feedback 5 mins
Resources Markers, board, video beam, flashcards with pictures of healthy and unhealthy habits.
3
CYCLE:
DE BOGOTÁ D.C.
169

ADDITIONAL ACTIVITY
• Original groups get back together and analyze the responses they got, in order to prepare a brief report. WH
• Ss present a brief oral report on the results they found: 3 mins
15 Report Ss’
Task 2 - Camila has a very good diet but she does not do exercise. WG
mins results
- Mario has many friends and likes talking to people. 12
- Mary likes running but she likes eating lots of fast food. mins

ADDITIONAL ACTIVITY
• Based on the results, each group writes at least 4 advices for the whole class on how to increase healthy habits by using should and shouldn’t:
WH
- We should run 30 mins every day.
7 mins
Foste Ss’s - We shouldn’t eat junk food.
10
Task 3 critical thinking - We should exercise at least 3 times a week.
mins GW
skills
3 mins
• Each group presents their advices to the class and teacher provides feedback on language use.
3
CYCLE:
DE BOGOTÁ D.C.
170
MODULE: 2
UNIT: 5
SESSION: 4

• T asks Ss what they have learned through the unit and will elicit sentences or words from Ss to recall information from previous classes.
T-SS
5 min Warm up Set the scene • T reminds Ss the importance of what has been learned for health care and tells Ss they will develop a final project related to health caring.
5 mins
What kind of person do I want to be? PW

T gets pictures of
• T shows students a picture of a healthy and an unhealthy person. 3 mins
Activate Ss’ healthy and unhealthy
5 min Pre-task 1 • In pairs, students share their opinions about the pictures. Which of the two people they would like to be like? Why?
prior knowledge people from a website
• Some students share their answers with the class. Ss-T
or a magazine.
2 mins
• T gives materials for the Ss to make a mini portrait about a character or person they admire for their healthy habits.
Ss bring to class the
• On a piece of paper, they write information about this person. E.g. This person has good eating habits. He/She avoids smoking. He/She has a
picture of the person
healthy diet, etc.
IW they want to write
• After, they share by pairs what they did and say why they chose their character.
15 min about.
30 Students share Plan B: give them
Task 1 SEN adaptation: Ss with visual or motor impairments will present his favorite character orally. T will help him/her to create the portrait according
min their anecdotes magazine to find an
to the description he/she provides. T shares the portrait with the group.
PW actor/model they
15 min admire.
Markers, glitter, colors,
glue, scissors.
Write sentences
• T analyses the vocabulary used and the organization of ideas. GW
5 min Wrap up about their
• T gives Ss some feedback and provides extra ideas in order to give them more vocabulary and verbs about living a healthy life style. 5 min
opinions
Resources Markers, board, magazines, markers, glitter, colors, glue, scissors, picture of chosen person.
3
CYCLE:
DE BOGOTÁ D.C.
171

ADDITIONAL ACTIVITY
• T provides Ss with a sheet of paper. WH

12 mins
15 Reflect upon the • Each group is in charge of drawing a picture as a conclusion of the unit. The pictures have to be related to the importance of having healthy habits
Task 2
min topic of the unit. and also include the dangers for not to have them.
T – Ss
• Ss hands out the pictures to the T, and the T choose pictures at random to reflect upon what was learned throughout the unit. 3 mins

ADDITIONAL ACTIVITY
10 Share Ss’ • Students get into threes and share their mini posters with the group. GW
Task 3
min outcomes • Ss share what they created and say a conclusion related to the importance of having healthy habits in life. 10 mins
3
CYCLE:
DE BOGOTÁ D.C.
worksheet
MODULE 2
WORKSHEETS – LIST
1.1 My food Pyramid

1.2 The food that I like
2.1 Leisure activities
2.2 Activities my friends like
2.3 Planning my free time
3.1 The path to success in my favourite sports
4.1 My friend Peter
4.2 Positive and negative personality traits
5.1 Shopping for personal care items
5.2 Doctor’s advice
worksheet
173

1. Classify the food items into the correct food groups. Follow your teacher’s
instruction to name the groups.
yogurt
1.1 / My food Pyramid

Adapted from: http://www.ellenjmchenry.com/homeschool-freedownloads/lifesciences-games/cutpastefoodpyramid.php
worksheet
174

1. Complete the following chart about yourself.
1.2 / The food that I like

FOODS I LOVE EATING FOODS I CAN’T STAND EATING FOODS I DON’T MIND EATING FOODS I AVOID EATING FOODS I FEEL LIKE EATING
Are these foods healthy? Are these foods healthy? Are these foods healthy? Are these foods healthy? Are these foods healthy?
Yes__ No___ Yes__ No___ Yes__ No___ Yes__ No___ Yes__ No___
Why? Why? Why? Why? Why?
worksheet
175

1. Match the verbs about free time activities, to their past forms
2.1 / Leisure activities

1. Watch TV a) Watched
2. Go to the movies b) Visited

3. Listen to music c) Read
4. Spend time with the family d) Climbed
5. Play video games e) Danced
6. Read f) Went / Gone
7. Climb up to Monserrate g) Surfed
8. Dance reggaeton h) Spent
9. Surf the web i) Listened
10. Visit a park j) Played
worksheet
176
2.2 / Activities my friends like

Find someone who
Do you like… in your free time? Classmate 1 Classmate 2
watching T.V shows.
going to the movies
doing sports
spending time with friends
playing video games
Other:
worksheet
177
Plan Day and time My classmate’s name CYCLE: 3 MODULE: 2 UNIT: 2 SESSION: 3
Ex: Having a Wii party Saturday 3 pm
1.
2.3 / Planning my free time

2.
3.
4.
5.
Plan Day and time My classmate’s name
1.
2.
3.
4.
5.
worksheet
178
3.1 / The path to success in my favourite sports

1.Listen to the teacher speaking about important men and women and their contributions. Complete the chart with information about them:
Sport Skills and habits you have in the sport Draw what you use to play the sport
I practice my shots.
Example:
I have to eat well.
Basketball
I have to train hard.
Sport 1
Sport 2
Sport 3
worksheet
179

1.Read the following text and underline the words or expressions related to feelings.
“My friend Peter is a good friend. Last year, he got tired of
playing basketball, so he changed to soccer. Now, he is happy
4.1 / My friend Peter

about going out with friends to the park and playing soccer.
Yet, he sometimes gets afraid of kicking the ball too hard and
accidentally breaking a window. Also, he is sometimes angry
about playing with other kids that don’t respect the game.
Besides, I have to say that he has lately been quite excited
about training hard with a new teacher at the school.”
worksheet
180
4.2 / Positive and negative personality traits

Instructions:
1. Classify the following traits into positive and negative: CYCLE: 3 MODULE: 2 UNIT: 4 SESSION: 2
Popular Chilling Harmless Diva Serious
Evil Sarcastic Shy Manipulative Curious
Plain Cool Nerd Frail Arrogant
Adapted from: http://images.sodahead.com/polls/002851035/278100431_cartoon_personalities_tags_xlarge.jpeg
worksheet
181
4.2 / Positive and negative personality traits

Instructions:
1. Classify traits into positive and negative in the chart below: CYCLE: 3 MODULE: 2 UNIT: 4 SESSION: 2
PEOPLE TRAITS
POSITIVE TRAITS NEGATIVE TRAITS
Instructions:
2. Write the good traits you want to develop inside the heart and the bad traits you want to avoid, outside the heart.
worksheet
182
5.1 / Shopping for personal care items

1. Write the name of your store, 6 personal care items you have in the inventory and how many units you have available for selling.
Name of the store

Student A
Personal care item
Example: SHAMPOO 30
1. ________________________________ ______
2. ________________________________ ______
3. ________________________________ ______
4. ________________________________ ______
5. ________________________________ ______
Welcome
6. ________________________________ ______
worksheet
183
5.1 / Shopping for personal care items

1. Make a list of the hygiene products you need to buy and the amount needed
Name of the store

Student B
Personal care item
Example: Tooth paste 2
1. ________________________________ ______
2. ________________________________ ______
3. ________________________________ ______
4. ________________________________ ______
5. ________________________________ ______
Welcome
6. ________________________________ ______
worksheet
184

1.Playing the role of a doctor, write illnesses and suggest possible home remedies for a sick person. Follow the example
Example:
For a sore throat: For ______________________________________________
You should drink lemon and honey.
5.2 / Doctor’s advice

You shouldn’t have cold drinks. You should ________________________________________
You shouldn’t ______________________________________
For ______________________________________________ For ______________________________________________
You should ________________________________________ You should ________________________________________
You shouldn’t ______________________________________ You shouldn’t ______________________________________
For ______________________________________________
For ______________________________________________
You should ________________________________________
You should ________________________________________
You shouldn’t ______________________________________
You shouldn’t ______________________________________
Taken from: http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/band-auditions
MODULE 3 Famous citizens
1
es &
ions
l valu
tradit
a
UNIT
Cultur
ALCALDÍA MAYOR
DE BOGOTÁ D.C.
MODULE 3
Word Bank
Arts
Colombian Culture
Colombian Leaders
Colombian Myths and Legends
Crafts
Ecuadorian woollen hat
Festivals and Fairs
Ghost stories
Pottery
Supernatural beings
Swiss watch
Traditional handcrafts in Colombia
Traditions
Typical Colombian food
Typical food
Values
3
Vueltiao hat
CYCLE:
187
TOPIC: Getting to know some of our leaders
MODULE: 3
UNIT: 1
SESSION: 1
AIMS: By the end of the session, students will be able to talk about the characteristics of leaders in Bogota.
TIME STAGE AIM PROCEDURE TIPS AND MATERIALS

T prepares for the
session reading about
famous leaders from
To introduce Bogota, to introduce the
• T introduces the session by telling the Ss that they will talk about some important people in Bogota. T writes the topic on the board.
the topic T-Ss topic.
10 • Hangman: The T plays hangman with the Ss. Three specific words are given: Culture, History & Leader.
Warm up and capture 5mins
min • To conclude the T asks Ss to come up with a definition of culture, history and leader.
the students’ Suggested:
attention Ss-T Antanas Mockus,
5mins Andrea Echeverri, Tatiana
Calderón Noguera, Rafael
Pombo
Key expressions:
Physical description:
Tall, short, average-
height.
• T shows pictures of at least two different leaders from other countries and encourages Ss to ask the following questions.
Personality: cheerful,
serious, outgoing,
- Do you know who this person is? T-Ss
introverted.
- Where is he/she from? 7 mins
Achievements:
- What does/did he/she do?
S/He was/wasn’t able to…
10 To set the - What does he/she look like?
Pre-task 1 S/He was very good at…
mins context
S/He liked/didn’t like…
• T answers the questions about the leader’s name, place of birth, main achievements, physical description and personality. Ss are to take a few PW
S/He agreed/supported...
notes on the information presented, and then to compare it in pairs. 3mins
Example of leaders:
Malala Yousafzai,
Andrea Bocelli, Barak
Obama, Frida Kahlo,
Stephen Hawking, Hellen
Keller
3
CYCLE:
DE BOGOTÁ D.C.
188

T-S
5 mins Leaders can be
• T divides the class into small groups. Each group is given a picture of a leader and some information about him/her to prepare a short
sportsmen, politicians,
presentation, similar to the one given by their T. The Ss mention: A physical description, comments on personality traits and main achievements.
To focus on scientists, etc.
• T monitors and makes notes on concurrent mistakes to correct later in the session.
15 language GW3 Suggested leaders:
Task 1 • Each group presents their leader and the rest of the group guesses who the person is.
mins through oral 5 mins Juan Pablo
practice Salazar,Jimena Flórez,
Ss-Ss Germán Vargas Lleras,
5 mins Mónica de Greiff,
T-Ss
5 mins Suggested video:
https://www.youtube.
• T displays a short video about culture. T may use the one suggested in the comments’ column. T-Ss com/watch?v=o32l-_
• Ss watch the suggested video about culture and order the words in the worksheet 1.1 as they appear. 1 mins U6nGY
To introduce
10 • Ss compare their answers in pairs, then share their opinion with the whole class. In this video Ss learn
Wrap up the concept of
mins Ss-T about family, school,
culture
SEN adaptation: Ss with visual impairment can work with a classmate to order the words, the classmate will describe the video for him/her 1 mins food and other aspects
of culture. T may find a
Ss-WH similar resource.
3 mins
Resources Computer, video beam, internet access (or download the video), Worksheet 1.1
3
CYCLE:
DE BOGOTÁ D.C.
ADDITIONAL ACTIVITY
GW Suggested leaders:
• T shows the pictures and names of some leaders from Bogota on the board and then the Ss, in small groups, write three sentences describing
5 mins Sonia Osorio, Andrés
one of them.
Cepeda, Paola Turbay,
GW - WH Juan Manuel Santos,
15 To provide • T asks one secretary from each group to read out their sentences. The rest of Ss try and guess who is being described.
Pre Task 1 5 mins Maria Jimena Duzán,
min written practice
Rodolfo Llinás, Amelia
• T asks a few students to come to the board and write one of their sentences,T checks for the correct use of language and prompts the rest of SS-T-SS Toro, Cristian Eduardo
the class to support with any necessary corrections. 5 min Torres, Adriana Vargas
Mayorga

ADDITIONAL ACTIVITY
Give names of leaders
• T divides the class in two groups and tells the Ss that he/she will give the name of a famous leader.
T-Ss who are well known by
• The S who knows something about this leader will have to run to the front of the class and say something about the leader: eg: He is from…, She
5 mins Ss (suggested):
is beautiful, He is very intelligent, He sings Vallenatos
10 To re-inforce -Andrés López, Diana
Task 2 • The group with more points wins.
min concepts Ss-Ss Angel, Jorge Alfredo
5 mins Vargas, Gina Parody,
SEN adaptation: the Ss with visual impairment will raise their hand and clap three times. The Ss wih movement difficulties will say aloud three
Juan Pablo Montoya,
times “leader, leader, leader”
Jessica Cediel
3
CYCLE:
DE BOGOTÁ D.C.
190
TOPIC: Discussing about important leaders
MODULE: 3
UNIT: 1
SESSION: 2
AIMS: By the end of the session, students will be able to talk about important leaders from the city.
T-Ss
2 mins
• T asks questions about the leaders who were mentioned in the previous class.
T may start by
• T highlights the importance of recognizing leaders from the city to contribute to their knowledge about culture and to start building their
To activate PW referring to a leader
10 identity as local citizens.
Warm up previous 3 min he/she personally
min • Ss talk to the person next to them about the leaders that called their attention the most. Then, they report to the T.
knowledge admires and briefly
• T writes on the board the names mentioned by Ss and trying to associate them with some key words.
Ss-T explaining why.
5 mins
Before the session, T

looks up biodata of
people from Bogota
who are interesting
for teenagers and
who have set a
• T tells the Ss that during this session they will find out more information about leaders from Bogota (both dead and alive). good example to the
• T has previously prepared print outs with key points from some leaders. society.
• T divides the class into groups of three and gives each group one print out.
• Ss read the information about the leader they have been assigned and answer the following questions: T- Ss T could also look
5 mins up biographies of
To provide 1. Why is / was this person famous? some of the leaders
10
Pre-task 1 further 2. What is / was his/her main contribution to our country? suggested in the
mins
information 3. Do you think he/she is a great person? Why? GW plan for the previous
5 mins session
SEN adaptation: for Ss with visual impairment the other Ss in the group will read aloud for him or her.
For reference, the
*Additional activity 1 teacher can check the
site:
http://www.biography.
com/people/groups/
colombian
or look for biodatas on
the Internet.
3
CYCLE:
DE BOGOTÁ D.C.
191
• The same groups choose one leader they would like to interview.
• Ss write five questions they would like to ask to this leader.
15 To learn about
Task • Ss are given time to prepare a role-play for interviewing the leader they chose. They are encouraged to make sure to include this person’s main GW 15 mins
mins national leaders
achievements.
• T goes around the classroom helping Ss with vocabulary and grammar.
Take notes in order to

GW-WH
give positive feedback
To encourage 7 mins
to the students at the
oral practice • Choose one or two groups to present their interview for the class. The other groups listen.
10 Min Wrap Up end of the role plays.
and to check Ss’ • T comments on the language used in the role plays and helps students correct their most concurrent mistakes.
If you have more time,
outcomes T-Ss
allow other groups to
3 mins
pass to the front.
Resources Board, print outs of biodatas
3
CYCLE:
DE BOGOTÁ D.C.
192

ADDITIONAL ACTIVITY
• T writes names of famous leaders in pieces of paper, and puts them in a bag.
• T asks divides the class into pairs and ask SS to come to the front and grab one piece of paper.
• Pairs are given two minutes to prepare their opinion about the famous person’s name written on the piece of paper they took. T-Ss
• T writes on the board language for giving opinions to help Ss express themselves. 5 mins
I think that….In my opinion…. Before the session,
PW
15 Pre-Task To express From my point of view T prepares slips of
2 mins
min 2 points of view I like this person because paper with the names
I believe that he/she is…… S-WH of famous leaders
8 min
• T asks at random to share with the class their opinion about the famous person. T invites other Ss to express if they agree/disagree to
encourage discussion.

ADDITIONAL ACTIVITY
T-Ss
5 mins
To practice
• T dictates the biodata of a famous leader and Ss write it down on their notebooks. GW T is advised to use
10 writing and
Task 2 • Ss work in groups of three and guess who the leader is. 3 mins biodatas of leaders
min to reinforce
• T corrects the dictation on the board. who are familiar to Ss.
vocabulary Ss-T
2 mins
3
CYCLE:
DE BOGOTÁ D.C.
193
TOPIC: How do I want to be remembered?
MODULE: 3
UNIT: 1
SESSION: 3
AIMS: By the end of the session, students will be able to identify positive values displayed by leaders from the city.
T-Ss T needs to prepare

• T chooses 8 Ss and gives them a piece of paper with one of the following actions: chewing gum, taking notes, making paper planes and
To be aware 2 mins slips of paper with the
throwing them, raising their hands to participate in class, pulling somebody else’s hair, doing homework, cheating on a test, making faces.
of different suggested actions.
10 • T asks these students to mimic the actions for their peers to guess.
behaviour Ss-Ss
mins Warm up • The other Ss raise their hands when they find out what each action is.
students 6 mins Make the activity
• T helps with unknown vocabulary and expressions if necessary and writes them on the board for the Ss to copy.
present in a as fun as possible
classroom T-Ss to capture the Ss
SEN adaptation: If you have Ss with visual impairments, ask the students not to mimic but to describe the action without mentioning what it is.
2 min attention.
Link of suggested
video: https://www.
youtube.com/
T-Ss watch?
• T plays a video or a song about behaviour. For example the video “Teachers are people”, or the song “How do you want to be remembered?” by IW v=dMdTBep3W9c
To make Ss
Magic (see comments), and asks the Ss to pay close attention to the different types of behaviour Ss display. 6 mins
10 aware of
Pre-task • While watching the video, (or listening to the song) Ss are to note down all the examples of good and bad behaviour they can identify. Link of suggested
min different
• T asks a few students to share their top three. Ss-T song:
behaviors
4 mins https://www.
youtube.com/watch?
v=ByLBqzSuEH0
watch?
v=dMdTBep3W9c
3
CYCLE:
DE BOGOTÁ D.C.
194
TIME STAGE AIM PROCEDURE TIPS AND MATERIALS

• In groups of three, Ss discuss and prepare different flashcards with the main values demonstrated by different leaders from they city, and which
they want to imitate.
• T writes helpful vocabulary on the board:
Generous GW3
Honest 10 mins
Responsible
15 To stimulate Sincere
Task 1
mins critical thinking Strong
Positive T-Ss
5 mins
• T goes around helping Ss with structures.
• Once the flashcards are ready, ask Ss to paste them on the classroom walls so they can all see their peers’ flashcards during one week or so.
Cancer survivor and

former professional
cyclist Lance
• T briefly shares two stories about famous people referring to one positive and one negative example of behaviour. Eg. Barack Obama Vs. Lance T- Ss Armstrong was
To promote
Armstrong 7 mins stripped of his seven
reflection upon
Tour de France wins
10 the outcomes
Wrap-up 1 • Ss ask questions Ss - T due to evidence
min of positive and
3 mins of performance-
negative leader
*Additional activity 2 enhancing drug use.
behaviour.
See more: http://
www.biography.
com/people/lance-
armstrong-9188901
Resources Board, computer, video beam, audio recorder, cardboard, markers, old magazines, scissors, glue.
3
CYCLE:
DE BOGOTÁ D.C.
195

ADDITIONAL ACTIVITY
• Ss make a short presentation of the flashcards they made in groups about values demonstrated by leaders from the city.
• Ss number themselves from 1 to 3:
To talk about T-Ss
values and 3 mins
15 -Ss number 1 present their flashcard, while Ss 2 and 3 rotate to observe other models.
Task 2 to practice
min
speaking and S-Ss
-Once a first presentation had been done, Ss numbers 2 are the presenters and Ss 1 and 3 observe other flashcards. 12 mins
listening
-Finally, Ss number 3 present and Ss number 1 and 2 observe other displays.

ADDITIONAL ACTIVITY
• T writes on the board the following expressions: T-Ss
3 mins
“I agree with / like the actions done by ______ (name) because he…”
10 To share beliefs “I disagree / don’t like the actions done by ______ (name) because he…”
Wrap up 2
min and values
• T asks Ss to think of all the leaders who have made positive contributions to the country and choose the ones they admire the most. S-Ss
• Some Ss share their answers with the whole group using the expressions given. 7 mins
3
CYCLE:
DE BOGOTÁ D.C.
196
MODULE: 3
UNIT: 1
SESSION: 4
AIMS: By the end of the session, students will be able to identify characteristics of leaders in Bogota and will be able to describe and talk about them.
• T explains to the Ss that they will present an event to the educational community. Name of the event:
To introduce the • T and Ss set the classroom with some decorations using pictures of famous leaders from the city.
T-Ss-Ss
5 min Warm up 1 activity • Ss organize everything to present a formal event FAMOUS LEADERS
5 mins
FROM BOGOTA
T-Ss
2 mins
• Ss are divided into three groups. Each group is assigned to present the work developed during the corresponding session: oral presentations,
To practice
10 role plays and Posters. GW
Pre-task language and
min • Ss rehearse what they will present in the event. The T gives feedback and makes corrections. 6 mins
pronunciation
Ss-T
2 mins
To practice • T invites other English teachers, students from other grades, other subject teachers, principal, coordinators, etc. to an exhibit of the work done
speaking by Ss during the three previous sessions.
20 Ss- WH
and gain • The different groups of Ss present, and people invited rotate to see the different exhibits.
mins Task
confidence by
20 mins
interacting with SEN adaptation: If there are Ss with impairments, allow them to be the first presenting their work.
the community
3
CYCLE:
DE BOGOTÁ D.C.
197
Warm up AIM PROCEDURE INTERACTION TIPS AND MATERIALS
To provide • T congratulates the Ss on their performance during the activity.

T- Ss
10 Feedback on • T gives feedback on the general mistakes they made and gives suggestions for another presentation in the future.
Wrap up 1 10 mins
min the activities of
the Unit *Additional activity 2
Resources Board, audio, posters made by Ss
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ADDITIONAL ACTIVITY
• T writes on the board some key expressions for the Ss to express their opinion. Example: T-SS
To express In this module I learned … 3 mins
15
Lead in the students What I liked the most was...
min
opinion S-SS
• Ss make a round table and with the T, discuss what they learned in this module and what they liked the most. 12 mins

ADDITIONAL ACTIVITY
To become
• T invites learners to envision themselves as one of the leaders they learned about in the previous sessions. Then, announces he/she wants to T could use, for
aware of T-Ss
10 end up the session with a song that can help them reflect upon the actions they can take to contribute to make the world a better place. example, the song
Wrap up 2 beliefs and 10 mins
min • T gives a copy of the lyrics to the Ss and they read it together. “We are the world” by
values from
• T plays the video of the song and invites everyone to sing along. Michael Jackson
other countries
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MODULE 3 Arts and crafts in Colombia
2
es &
ions
l valu
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UNIT
Cultur
ALCALDÍA MAYOR
DE BOGOTÁ D.C.
200
TOPIC: Arts and crafts everywhere
MODULE: 3
UNIT: 2
SESSION: 1
AIMS: By the end of the session, students will be able to recognize traits related to traditional arts and crafts and compare/contrast them with those of a foreign context.

Bring pictures of
arts and crafts from
different countries
or if you can bring
• T introduces the class by telling Ss that they will talk about “arts and crafts” in Colombia and other countries around the world. the real object, much
To capture Ss • T shows pictures of arts and crafts from Colombia and other countries and writes the names on the board. better.
10 attention and • T emphasizes on the importance of recognizing arts and crafts from all over the world, and from our own country.
Warm up 1 T-Ss
min introduce the Example:
10 mins
topic *Additional activity 1
•a Botero’s painting
•a Swiss watch
•an Ecuadorian woolen
hat
•a Colombian scarf
• T elicits from the Ss some of the most common Colombian crafs sold in Bogota.
• T shows Ss the chart in worksheet 2.1A. T demonstrates how to fill it out.
T-Ss
• In pairs Ss complete the chart and then share their likes and dislikes about Colombian crafts.
3 mins
To talk about Eg:
10 Ss-T
Pre-task 1 likes and “I like Mochilas” because they are colourful Worksheet 2.1A
mins 5 mins
dislikes “I don’t like handmade bracelets”, because they are uncomfortable
PW
SEN adaptation: For Ss with visual impairments, ask them to work with a partner and do the activity orally.
7 min
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Give examples of arts
and crafts:
Mochilas
Pottery
Vueltiao hat
T-Ss
Jewelry
2 mins
Botero´s paintings
• T asks Ss to describe the objects orally and elicits adjectives. He/She writes them next to the products mentioned before. Poncho
• T models some expressions: Chiva (bus)
Ss-T
Sweets (panelitas)
5 mins
“Botero’s paintings are big and colorful”. Belgium chocolate
To describe and
“ In my opinion mochilas are too informal” African drums
compare arts
15 “ I like cowboy hats and I don`t like Mexican hats. Japanese fans
Task and crafts from
mins “Chinese fans are beautiful and paper dragons are ugly”
Colombia and GW
Give examples of
other countries 5 mins
• Ss form groups of three and write three sentences comparing the products. T walks around to monitor the activity and helps Ss with unknown some adjectives, Ss
vocabulary and expressions. can use any other
• Ss share the answers with the whole group adjective that is
appropriate:
WH
3 mins
Big/small
Hard/soft
Colorful
Beautiful/ugly
Expensive/cheap
Soft/rough
Sweet/sour
• T hands out Worksheet 2.1B. Ss cut the pictures, paste them on the notebook and write a characteristic of each product.
To describe arts Take some scissors
and crafts using and glue to the
Eg: T – Ss
10 vocabulary, classroom to help the
Wrap up Mochilas are beautiful, they are from La Guajira 3 mins
mins adjectives and Ss with their work.
I like the color of Botero´s paintings
expressions Monitor the outcome
I like bracelets because they are colorful. Ss-T
learned process.
Vueltiaos hats are made in Aguadas 7 mins
Resources Board, worksheet 2.1A, worksheet 2.1B, markers, scissors, glue, handicrafts, pictures
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ADDITIONAL ACTIVITY
T-Ss
• T elicits information from the Ss by asking questions such as: 5 mins
What souveniers do people buy when they go to Mexico?
To learn about
What articles are typical from China? What articles are typical from the USA? IW
15 arts and crafts
Warm up 2 5 mins
mins form other
• T gives the Ss Worksheet 2.1C to complete individually.
countries T-Ss
• T corrects the answers orally
5 mins

ADDITIONAL ACTIVITY
• T draws the following chart o the board and asks Ss to write the name of the country where the product comes from.
Product Country T monitors outcomes

and gives feedback
1 Paper Dragons to Ss.
T-Ss
2 Fancy fans 3 mins
Answers:
10 To re-inforce
min
Pre-task 2
the concepts 3 Drums Dragon: China
Ss-Ss Fancy fan: Japan
4 Chocolates 7 mins Drums: Africa
Chocolate: Belgium
5 Cowboys hats
Cowboy hats: USA
• The Ss make sentences orally:
Paper Dragons come from………………..

Fancy fans are from…………………..
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TOPIC: Researching about arts & crafts
MODULE: 3
UNIT: 2
SESSION: 2

• Ss form groups of three and the T tells them that they will play a game in order to reinforce the topic worked in last session.
• T asks four questions and each group writes the answer on a piece of paper. (they have 1 minute)
Give the name of a typical art and craft from Colombia T-Ss
To capture
If you travel to the USA to visit a friend or a relative, what handcraft would you take as a present? 2 mins
the students’ Choose one writer in
10 Mention two handcrafts from different countries?
Warm up 1 attention and each group to save
min What are some materials handicrafts are made of? GW-Ss-T
introduce the time.
• At the end, T collects all the papers and takes three at random. 8 mins
topic
• T reads the answers aloud and the group with all the correct answers gets a price.
PW
5 mins
To have oral • T explains to the Ss that they will implement a survey with the educational community about their preferences of arts and crafts from our country. Structure:
10 practice and • Ss get in pairs and the T gives them a copy of the survey, Worksheet 2.2 T-S Do you like…?
mins Pre-task to interact with • Ss prepare the questions according to the pictures of the survey. Eg: 2 mins Yes, I do.
the educational Do you like Colombian bracelets? No, I don´t.
community • Ss go around the school and look for three people to answer the survey. Ss-T
Ss-Ss
13 mins
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Write examples on the
board:
Camilo Sánchez likes
mochilas and pottery
but he doesn’t like
T-Ss
To analyze bracelets, Botero’s
• T asks pairs to write the results in the worksheet and then to analyze the survey. 5 mins
data and paintings and vueltiao
15 • Each pair of Ss writes a short report with the information they analyze about each person who was interviewed.
Task write a simple hats.
mins • For the conclusion of the report, Ss write the total of likes and dislikes registered in the surveys. GW
paragraph
10 mins
board:
4 people like pottery
2 people don’t like
pottery, etc.
T – Ss
2 mins
Promote
• T asks Ss to form groups of four and share the results of the survey.
creativity
10 • Each group reports to the class which is the handicraft that the educational community likes the most and the least according to their answers. GW
Mins Wrap up 2 mins
Personalize the
topic
WH
3 mins
Resources Board, markers, worksheet 2.2
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ADDITIONAL ACTIVITY
• T writes on the board and Ss copy:
Find someone who … T-Ss

5 mins
To compare
Loves Japanese fans
Colombian and PW Help Ss with unknown
15 Warm up 2 Wears Colombian bracelets
other countries’ 5 mins vocabulary and
min Has an Ecuadorian woolen hat
handicrafts structures.
Has eaten Belgian chocolate WG
Has a Mexican hat at home 5 mins
• Ss walk around the room and write the name of the person next to the statement.
ADDITIONAL ACTIVITY
2
Examples of
handcrafts:
a Mexican hat
a Swiss watch
• T chooses five Ss and gives them a piece of paper with a handicraft name written in it. an Ecuadorian woolen
• The Ss take turns to gesticulate the handicraft in the paper. T-Ss hat
3 mins
10 To re-inforce • The other Ss guess what the handicraft is. a Chinese paper
Wrap up 2
min the concepts Dragon
S-Ss
SEN adaptation: if there are Ss with visual impairments, allow them to describe the handcraft orally without saying its name. a Japanese fancy fan
7 mins an African drum
a Belgium Chocolate
You can use other

examples of arts and
crafts/handcrafts.
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TOPIC: My favorite souvenir and art
MODULE: 3
UNIT: 2
SESSION: 3

Give the Ss examples
like the following:
T-Ss
To introduce 2 mins
• T gives Ss Worksheet A and asks them to answer individually to the survey in Part 1. -I like to receive
the lesson and
• Once the S finishes he/she looks for a classmate and asks him/her the same questions and writes the answer in Worksheet 2.3A, Part 2. presents.
re-inforce the IW
10 • T concludes the activity by emphasizing about the importance of taking into account people’s likes and preferences when giving a present. -I prefer chocolates
Warm up vocabulary 2 mins
min and clothes.
learned in
*Additional activity 1 -I think a foreigner
previews Ss-Ss
visiting our country
sessions 6 mins
would like to receive a
poncho and a hat.
Example of useful
vocabulary:
• T introduces some vocabulary related to shapes, colors and materials by walking around the room and pointing to different objects. T-Ss
Eg: 5 mins
To recognize Shapes: -round, circle,
This desk is made of wood.
different traits square, Triangular
10 This eraser is made of rubber, and it´s square shaped, etc. PW
Pre-task related to
min 3 mins
traditional arts Material: leather,
• In pairs, Ss complete some sentences in Worksheet 2.3B.
and crafts. wool, seeds, cloth,
• T calls on different Ss to describe each product referring to the cost, color, shapes and material they are made of. WG
cotton, clay, wood,
2 mins
glass
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More useful
vocabulary
material: plastic, silver,
glass, fur, silk
• T presents the following situation: Expressions:
A group of foreign people is about to go back to their countries and they are interested in buying some souvenirs for their relatives. -This article is made
To stimulate of….
creativity skills • T introduces useful vocabulary and expressions (see tips) T-Ss -The material used for
through the use • T asks Ss to get in pairs, and tells them that they are going to design a brochure where they will include some souvenirs that the foreigners can buy. 5 mins this souvenir is…
15
of language • The Ss draw pictures or cut them from old magazines. -It costs…
Mins Task 1
and vocabulary • Ss include in the description of each souvenir the material, the design and the price. PW -The price is …
learned in • T walks around helping the Ss. 10 mins -The shape of the
previous article is...
sessions. *Additional activity 2
Ss are encouraged
to add any other
souvenir to
complement their
brochure.
Language model:
In my brochure I
included …..
GW
The price for this
• Now, Ss form groups of 4. They show each other the brochure and then compare. 5 mins
10 article is…..
To promote • Ss rotate to the other groups to share their brochures and ask questions to each other.
Mins Wrap up This souvenir is made
peer interaction • T monitors and helps with vocabulary and pronunciation. Ss-Ss
of ……
5 mins
How much is this
souvenir?
It is ……..
Resources Board, markers, paper, cardboard, pictures, old magazines, glue, scissors, Worksheets 2.3A & 2.3B
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ADDITIONAL ACTIVITY
Example:
-This souvenir is very
sweet and is from
• T describes five souvenirs from Colombia or around the world and Ss guess. T-Ss Belgium….. (Chocolate)
• Ss who guess, get a candy or extra points. 3 mins -This souvenir is
10 To reinforce made of clay, is like
Warm up 2
mins concepts Ss-T a bus and is very
SEN adaptation: if there is a S with a mild hearing impairment, the T can give him/her the description in a handout. 7 mins Colombian…. (A chiva)
-It is a souvenir made
of thread with many
colors… (A bracelet)

ADDITIONAL ACTIVITY
GW
5 mins
To practice the • Ss get in the same pairs that designed the brochure and get ready to convince a foreigner to buy one of their souvenirs.
Ss-T
15 language and • T invites visitors (foreigners if possible, or other English Ts, or Ss of higher courses) to go around the classroom, listen to the description of the
Task 2 7 mins
mins Interact with a articles and decide what souvenirs they will buy.
foreigner T-Ss
3 mins
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MODULE: 3
UNIT: 2
SESSION: 4
AIMS: By the end of the session, students will be able to demonstrate their abilities to present the different types of arts and crafts made in Colombia, to the educational
community.
• T wraps up the topic, which has been worked on for the past 3 sessions and tells Ss that they are going to make an exhibition of Arts & Crafts from
Colombia. T-Ss
5 Allow one or two Ss
To introduce the • T divides the class in groups of 3 Ss. 1 min
Mins Warm up 1 to talk about their
activity • Each group chooses some arts and crafts or souvenirs that they will present to the educational community
favorite handcraft.
GW3
*Additional activity 1 4 mins
The class before
arrange a place for
• T gives each group the Worksheet 2.4 to be completed and to be used as a guide for the presentation.
the exhibition and
• T writes on the board a model for students to follow:
ask Ss to bring all
T-Ss the decorations and
Good morning everyone. Today we would like to show you different types of souvenirs from Colombia. They can be the perfect present for
15 To prepare the 3 mins souvenirs they would
friends or family in your country.
Mins Pre-task place for the like to include in their
public exhibition GW presentation.
This is a/an __product____ (Ss show the picture). This is very popular in Colombia. It is made of ___________. It costs about $_______.
12 mins
Help Ss with
• I think this is a good option for you to buy….
pronunciation,
• Ss practice and T walks around helping them with pronunciation.
sentence construction
and vocabulary
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Ask Ss in advance to
bring old newspapers
To interact with
or magazines, or real
the educational • Each group goes to the stands and gets ready to receive the visitors
Ss-Ss souvenirs to decorate
community • T invites the educational community to come to the exhibition: other Ts, other Ss or some parents.
20 Ss-T their stands.
Task and talk about • Ss present the different souvenirs describing their characteristics and price.
min
Colombia • T goes around the stands observing the Ss performance and helping them when necessary.
20mins Give Ss a basic script
souvenirs.
or key expressions for
them to prepare their
exhibitions
• T congratulates the Ss on their performance during the activity.
• T gives feedback on the general performance they had and gives suggestions for another exhibition in the future.
To encourage
5 T- Ss
Wrap up 1 Ss for future
mins SEN adaptation: If there is an S with hearing impairments, the T writes the feedback on a piece of paper. 5 mins
presentation
Resources Board, markers, posters, pictures, decorations, worksheet 2.4, newspapers, magazines, glue, seeds, thread, beads, nylon, colors.
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ADDITIONAL ACTIVITY
• Ss form groups of four and T gives the name of a souvenir.
• One Ss in each group writes the following characteristics of each article:
GW4
Size: (small, large, big) 5 mins
To reinforce
Material: (leather, wood, silk)
the vocabulary Ss-T
15 Price: (expensive, cheap)
Warm up 2 and Interact 5 mins
mins Color: (red, blue, black)
with other
classmates T-Ss
• The group that finishes first says “STOP” 5 mins
• Ss read the answers aloud ant the T checks.
• The group with the most correct answers gets extra points for the evaluation of the exhibition

ADDITIONAL ACTIVITY
To reinforce
Bring fake money
10 the concepts • T asks Ss to buy and sell the souvenirs (real objects or pictures) offered at the exhibition using fake money. Mingle
Wrap up 2 for Ss to use it in the
min and practice • T goes around listening to the conversations and helping with structures and vocabulary. 10 mins
activity.
communication
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• T tells Ss they can make their own artistic work (painting, origami, sketching, collage, décollage, cardmaking, iris folding, etc.).
T can divide the class
• T gives Ss materials and some time to work on their art or craft. T guides Ss.
in groups according
Promote
to the artistic
creativity • T tells Ss they have to present their work to the class. IW
work they want to
30
Task work on (painting,
min Personalize the • T asks two or three Ss to share their work.
origami, sketching,
topic Wh
collage, décollage,
SEN adaptation: For visually impaired Ss, invite Ss who present to take care to describe very well what they are showing. Invite visually-impaired
cardmaking, etc.). to
Ss to touch the products, if appropriate.
promote team work.
Promote • In the same groups, Ss are asked to create their own artistic work by combining their favorite visual arts movements. E.g. a drawing that combines
creativity pointillism (Impressionist) and abstract (expressionism)
25
Task • T asks two or three Ss to socialize their work.
min GW
Encourage team
work *Additional activity 2
Resources Power point presentation, bond or butcher paper, cutouts, pictures, paints, colored pens and pencils, for SEN adaptations include modelling clay.
Additional Resources
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MODULE 3 Food and music from Colombia
3
es &
ions
l valu
tradit
a
UNIT
Cultur
ALCALDÍA MAYOR
DE BOGOTÁ D.C.
214
TOPIC: Learning about Colombia
MODULE: 3
UNIT: 3
SESSION: 1
AIMS: By the end of the session, students will be able to learn and discuss about cultural issues from Colombia.

• Before the session starts T writes on the board different music genres
cumbia, merengue, rock, reggaetton, salsa, jazz, pasillo, joropo, tango.
T-Ss
To make the • T asks Ss the following questions:
5 mins
students
Variation: T plays
8 aware of the Take a look at the list on the board. Which kind of music do you like?
pieces of different
Mins Warm up 1 importance of Do you know any other kind?
Ss-T music genres and asks
music as part of From the genres written on the board which ones do you think are typical from Colombia?
5 mins the Ss to name them.
a culture
• Ss answer aloud.
T writes vocabulary on
the board:
Ingredients:
Rice, salt, flour, water,
vegetables, meat,
To make the T-Ss
chicken, potatoes,
students • T asks Ss to form groups of three. 3 mins
13 yucca, cream
aware of the • T gives Ss cards with names of typical food from different regions of our country. Worksheet 3.1.
Mins
Pre-task importance of • Ss write some characteristics on the card. GW
Recipes:
food as part of • T walks around the classroom answering questions and helping with structures. 10 mins
Pour, measure, cup,
a culture
spoon, mix, add
Flavors:
Sweet, sour, salty, soft,
strong, spicy
• Each group chooses one dish and presents it to the whole group, one S describes the dish, another mentions the ingredients, and the other
15 To talk about gives the recipe. GW-WH
Task
mins typical dishes 15 mins
SEN adaptation: If there is a S with hearing impairments, the written descriptions can be placed on the board for him/her to read.
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Write an example on
the board:
This is a Colombian
song
• Ss work in pairs It’s sung by …..
• Each pair writes in their notebook a description of one of the following: It talks about…..
It is salsa…..
GW2
a well-known song
To practice the 6 mins
a singer or T assists Ss with
9 vocabulary and
a typical dish from Colombia unknown vocabulary
Mins Wrap up 1 expressions T-Ss
and expressions.
learned 3 mins
• Each pair presents the description orally (without giving the name)
• Ss guess the answer. Useful vocabulary:
Romantic/old/nice
*Additional Activity 2 melody/ song
Tall/handsome/sweet/
young singer
Delicious/spicy/hot/
sweet dish
Resources Board, pieces of paper, markers, Worksheet 3.1, TV and DVD or PC and projector (if possible)
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ADDITIONAL ACTIVITY
T-Ss
2 mins
To talk about • T asks Ss to work in groups of four and choose a song they are familiar with and that promotes Colombian culture and values. Try to help Ss find a
GW
15 Colombian • Ss sing a bit of the song to give the class a taste of what they mean. video or audio of the
Warm up 2 8 mins
mins music, culture • Groups take turns to present their songs. song they want to
and values GW-WH present.
5 mins

ADDITIONAL ACTIVITY
Example of
statements:
• T gives a statement about cultural issues of Colombia. -Juanes is the best
• Ss stand up, listen to the statement and if they agree, they walk two steps to the front, if they do not agree they walk back two steps. singer in Colombia.
To listen to
• To conclude the T asks the Ss to comment about their opinion. -Bogota is the most
10 an opinion
Wrap up 2 Ss-WH important city.
mins and agree or
SEN adaptation: If there is a S with motor impairments, ask him/her to raise right hand if he/she agrees, and to raise left hand if she/he doesn’t -Botero is the best
disagree
agree. artist in the country.
-The most delicious
dish is Sancocho.
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TOPIC: Music from my Country
MODULE: 3
UNIT: 3
SESSION: 2
AIMS: By the end of the session students will have created a frieze with information about Music in Colombia.

The class before this
session, ask Ss to
• T sticks pictures of famous Colombian singers on the board and asks the Ss: bring materials to
T -Ss make a frieze and to
To review the
Who is he/she? 4 mins try to find information
8 vocabulary and
Where is he/she from? about music in
Mins Warm up expressions
What kind of music does he/she sing? Ss-T Colombia.
learned in the
Can you name a song? 4 mins T brings to class
last session
photos of famous
SEN adaptation: If there is a S with visual impairments, The T gives the name of the singer aloud and then the corresponding questions. Colombian singers,
or projects them if
possible.
Example:
-Cali: Salsa
-Sincelejo: Vallenato
-Pasto: Andean music
-Cartagena: Champeta
-San Andres: Calipso
-Boyaca: Carranga
To share • The T asks Ss to form groups of 3. T-Ss Allow them to search

10 information • T gives each group a copy of Worksheet 3.2 and explains that they will choose a city of Colombia, the typical music of this region and the name 2 mins on the Internet from
Mins Pre-task about of a song or a singer that comes from this place. their cell phones, or
Colombian • Ss write the information in the Worksheet. 3.2 take them to a room
music GW3 with computers so
8 mins they can do some
small research on the
topic.
Walk around helping

the students
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• T tells the Ss that they will make a frieze about “Music in Colombia”.
• Ss form groups of three and chose one of the following topics:
Most recognized Colombian singers in the country

Have ready
Most recognized Colombian singers in the world
old magazines,
Best bands T-Ss
newspapers, scissors,
Best concerts 5 mins
To design a frizo cardboard, colors,
Different kinds of music
20 with information markers, and glue.
Task Music parents like
mins about music in
Music teenagers like GW
Colombia Help Ss with spelling
15 min
vocabulary, grammar
• They make the frieze by writing the most important information and by adding pictures and drawings
and expressions.
• T monitors Ss and gives immediate feedback
For the next class, tell

Ss that they will make
• Ask Ss to display the friezes on the walls around the classroom. a fruit salad so assign
7 Ss-Ss
To provide peer • Ss walk around the classroom reading the information of the posters and asking questions. them to bring: fruits,
mins Wrap up 7 min
feedback plastic knives, plates,
*Additional activity 2 glasses, spoons,
cream, ice cream,
raisins, coconut, etc.
Resources Worksheet 3.2, pictures, markers of different colors, ruler, scissors, glue, old magazines, newspapers, scissors, cardboard, board, (if possible: projector, computer, TV set).
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ADDITIONAL ACTIVITY
• T tells Ss that the whole group will design a booklet about Colombian music.
• Ss in pairs design a page each. T-Ss
To design a
• T provides SS with guidelines to design each page and writes on the board: 5 mins
booklet with
15 information Bring magazines,
Task 2 In ________ (city) people usually like listening to ______ (type of music). Their favorite singer is ___________(Picture). The most popular
mins about kinds of scissors, markers, etc.
song is ________ (name of a song). PW
music, singers 10 mins
and songs
• Ss write the text on a piece of paper and decorate it with pictures and colors.

ADDITIONAL ACTIVITY
To practice the
• T invites other Ss and Ts to come to the classroom to observe the different posters (and the book if it is done). Ask a T from another
10 vocabulary and Ss-Ss-Ts
Wrap up 2 • Ss explain their poster to the visitors and answer questions. class to come with
mins expressions 10 mins
• T goes around the different groups observing the Ss performance and helping them when necessary. his/her Ss.
learned
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TOPIC: Making a fruit salad!
MODULE: 3
UNIT: 3
SESSION: 3
AIMS: By the end of the session students will be able to follow directions to make a Colombian fruit salad.

• T tells the Ss that they will play “apple -lemon”.
• The Ss play with a ball passing it around as the T says apple, apple apple. When the T says lemon, the person with the ball in his or her hand
answers one of the following statements/questions:
1. Give the name of two vegetables? T-Ss-T Bring a ball for the
To introduce
2. What are two drinks people have for lunch? 4 mins game “apple-lemon”.
8 the topic and to
Warm up 1 3. If you want to make a fruit salad what fruit do you buy?
mins learn about
4. Mention two healthy snacks? T-Ss T copies the answers
healthy food
5. Give the name of two fruits that are red. 4 mins on the board.
SEN adaptation: if there is a S with motor impairments he or she can be the one saying “apple, apple, apple apple. Lemon”.
T makes in advance
• T introduces new vocabulary by showing Ss flashcards with the pictures of the ingredients needed to make a fruit salad. flashcards with images
and vocabulary
• T writes the recipe on the board and Ss copy on their notebooks. related to a fruit salad:
To introduce
T-Ss Banana, apple, grapes,
vocabulary and
Fruit Salad: 5mins papaya, pineapple,
10 expressions
1.Wash, peel (when necessary) and chop the fruits. cheese, cream, ice
mins Pre-task 1 related to
2.Mix the other ingredients (raisins, coconut cheese. Ss-T cream.
making a fruit
3. Add a scoop of vanilla ice cream on top of the fruit salad. 5 mins
salad
4. Enjoy your salad Other useful
vocabulary:
*Additional activity 2 Wash, peel, cut, chop,
add, mix.
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The class before,
• T explains to Ss that he/she will give directions on how to make a fruit salad.
assign Ss to bring
• Ss form groups of three and get all the ingredients together.
to this class: fruits,
• T gives directions: T-SS
plastic knives, plates,
1. Peel the bananas and cut them in slices 10 mins
To follow glasses, spoons,
20 2. Cut the apples into small squares
directions about cream, ice cream,
mins Task 3. Peel the pineapple and chop it into small squares GW
how to make a raisins, coconut, etc.
4. Cut the grapes in halves 10 mins
fruit salad Adjust the directions
5. Shred the cheese
and the activity
6. Incorporate all the ingredients and mix
according to the
7. Add the ice cream and then the cream
ingredients Ss bring to
8. You are ready to eat!!!!!
class.
Example:
I like apples, but I

don´t like grapes.
T-Ss
7 To reinforce 2 mins Pineapple is a very
mins Wrap up vocabulary and • As Ss enjoy the salad, they express their likes and dislikes about the ingredients and give their opinion about the activity. exotic fruit.
expressions • T writes example on the board. WH Cheese is very
5 mins delicious.
Making a fruit salad is

easy and fun.
Resources Markers, a ball, board, markers, worksheets, fruit, plastic knives, plates, glasses, spoons, cream, ice cream, raisins, coconut, etc.
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ADDITIONAL ACTIVITY
• T asks the Ss to read the text on Worksheet 3.3
• Ss form groups of three and answer the questions about the reading. T-Ss
To talk about • T reads the text aloud. 7 mins
15 healthy and • T calls on Ss to read their answers.
Warm up 2 worksheet 3.3
mins unhealthy food • To conclude, T discusses the importance of having a healthy diet
Ss-T
and drinks 8 mins
SEN adaptation: If there is a S with visual impairments, The T asks one of the classmate to read the text aloud to the Ss.

ADDITIONAL ACTIVITY
Give Ss examples of
easy recipes:
To practice
vocabulary and • T asks Ss if they know any recipe of a Colombian dish or drink Lemonade
10
Pre Task 2 expressions • Ss get in pairs and try to write a recipe following the example given by the teacher in Pre task 1. Guacamole
mins PW
learned in this • Ss share their recipe Rice
session. Tomato soup
Salpicon
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MODULE: 3
UNIT: 3
SESSION: 4
AIMS: By the end of the session students will have showed a cultural fair in order to share information from Colombia.
Ss are asked in
advance to bring
pictures, magazines,
colors, paper, and
materials to decorate
• T asks Ss to form groups of four, and tells them that they are going to prepare the Fair called “Colombian Culture”
the stands for this Fair.
• Each group chooses one of the following topics:
A singer T-Ss
Tell them that they can
To prepare A musical group 2 mins
present using posters,
10 a Fair about A music genre
pictures, objects and
Mins Warm up 1 Colombian A typical dish
that they can choose
music and A city GW
one of the topics
typical food A song 8 mins
studied in unit 3 to
present.
• Ss decide on the way they will present and the material they will use.
Mention that the
best fair will be
chosen because of
organization, content,
and language use
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GW
• Each group works on the presentation using the expressions and vocabulary learned in the previous sessions. 12
15 To prepare the
• T walks around from group to group helping Ss with expressions and vocabulary
mins Pre task 1 presentation for
T-Ss
the Fair
• Each group goes to their corresponding stands and get ready according to what they will use for the presentation.
To present
• Ss present what they have prepared taking into account the information studied in previous sessions.
what they have
15 • T walks around the stands taking notes to provide future feedback. GW T invites other Ss and
learned during
mins Task 15 mins T from the school to
the past 3 units.
SEN adaptation: if there is a S with speech difficulties, allow him or her to write, what he or she will describe, in a poster so it can be read by visit the Fair.
the visitors at the same time he or she shows his/her group’s work.
Refer to the positive

5 • T congratulates the Ss and gives them constructive criticism about the presentations T-Ss aspects observed in
To provide
mins Wrap up 1 5 mins the presentation and
feedback
*Additional activity 2 the aspects that need
to be improved.
Resources Markers of different colors, ruler, scissors, glue, pictures. Board, Electronic equipment if necessary: computers, speakers.
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ADDITIONAL ACTIVITY
To obtain
• T asks Ss that if they need more information for their presentation they can go to the computer´s room or the library to look for more data. Make a reservation of
15 additional
Pre task 2 GW the computers’ room
mins information for
• Ss who want to make a Power Point presentation can also work in the computers’ room. in advance.
the fair

ADDITIONAL ACTIVITY
Write an example on
• Ss play show and tell T-Ss the board:
2 mins
To provide • T writes in a piece of paper the name of a singer, a musical group, a typical dish, a city or a song
10 This song is very
Wrap up 2 speaking
mins popular in Colombia,
practice • A S comes to the front of the class, takes out a piece of paper and describes the singer, musical group, dish, city or the song, for the other Ss to PW
8 mins it refers to a couple in
guess
love and it is sang by
Carlos Vives.
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4
region
es &
ions
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TOPIC: Myths and Legends
MODULE: 3
UNIT: 4
SESSION: 1
AIMS: By the end of the session, students will be able to talk about some Colombian Myths and Legends.

Myth:
A traditional, typically
ancient story dealing
with supernatural
beings, ancestors, or
heroes that serves
as a fundamental
type in the worldview
• T writes on the board the following questions and models of answers:
of a people, as by
explaining aspects
What do you think are myths and legends?
of the natural world
or delineating the
-I think they are …….
psychology, customs,
T-Ss or ideals of society.
-In my opinion a legend is ……..
2 mins
To introduce Taken from: http://
-A myth is something…..
the topic Ss-Ss www.thefreedictionary.
10
Warm up 1 and activate 4 mins com/myth
min Do you know the most important and famous myths of your culture?
previous
-I know……
knowledge Ss-T Legend: a non-
-I don`t know any…
4 mins historical or
unverifiable story
• Ss share with the person next to each other.
handed down by
• T ask different Ss about their answers
tradition from earlier
• T gives the definition.
times and popularly
accepted as historical.
Taken from: http://
dictionary.reference.
com/browse/legend
Taken from Dictionary
.com
Write down on the
board key words
according to the Ss
answers
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To practice
• T gives Ss Worksheet 4.1
reading and
10 PW
learn about a Ss are encouraged to
mins Pre-task • In pairs, Ss choose one popular Colombian myth or legend and read it. 10 mins
Colombian myth use the dictionary.
or legend
• T helps with vocabulary and expressions
Give Ss examples for

the presentation:
PW
• Ss form groups according to the same legend or myth, they read, and create a picture poster. The name of this
To design a 10 mins
15 legend is….
poster that
Mins Task • Groups display their picture posters on the wall and each S gives, in one sentence, a short description of the legend. It refers to…
describes a S-WH
It is interesting
myth or legend. 5 mins
• T monitors the group work and the presentations because…
It is scary because….
The typical character
is ….
Example
expressions:
Great job!
• Ss walk around the classroom looking at the picture posters and state their opinion about the drawing.
10 To interact with Ss-Ss Great story!
mins Wrap up 1 other Ss 10 mins It’s amazing
It’s really interesting
I don’t really like this
legend
It’s scary!
Resources Board, markers, worksheet 4.1, old magazines, colors, glue, scissors, cardboard.
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ADDITIONAL ACTIVITY
Make cards with
cutouts from
magazines or make
T-Ss drawings.
To learn
vocabulary • T shows flashcards with pictures and vocabulary related to myths and legends. 5 mins
Example:
10 related to
Warm up 2 Magic
mins Myths and • T copies the vocabulary on the board and practice pronunciation with the Ss.
Ss-T Mystery
legends 10 mins Superstition
Tale
Ghost stories
frightening

ADDITIONAL ACTIVITY
• T reads to the Ss the myth “El Mohan (el sombreron)”, or a different myth from his/her country.
• Ss take notes as the T reads. Read two or three

times the text so the
• As a group Ss reconstruct the legend Ss understand the
T-Ss main idea.
To practice the El Mohán 3 mins Write the unknown
15 vocabulary and “The mohán is everyone’s favorite monster. Although his description does vary from place to place, he is usually a huge creature, covered in hair vocabulary on the
Wrap up 2
mins expressions with long, claw-like nails. He sometimes has red eyes and gold teeth and is fond of mischief. Fishermen say the Mohán sinks boats and steals bait Ss-Ss board, and explain
learned and hooks. Washerwomen claim he bewitches girls with music and tricks. He is also said to guard ancient treasures in his underground palace 7 mins new words in English,
and his appearance announces the arrival of floods, earthquakes and plagues. The mohán is sometimes known as “Poira” and his story is most making drawings
commonly told in Tolima.” or mimicking when
Taken from: http://colombian-myths-and-legends.blogspot.com.co necessary.
SEN adaptation: If there is a S with hearing impairments, the T gives him or her a copy of the text to be read
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TOPIC: Myths my community knows about
MODULE: 3
UNIT: 4
SESSION: 2
AIMS: By the end of the session the students will have learned about other myths and legends from Colombia.
• T writes on the board the name of the myths and legends referred to in last session. Ss read individually. The weeping woman
• T elicits from Ss what they remember about this topic. T-Ss
To activate
5 mins Scrubland mother
5 min Warm up 1 Ss’ previous
SEN adaptation: If there is a S with visual impairments, he or she sits with a classmate that will read aloud the names of the myths and legends.
knowledge
Ss-T One legged woman
*Additional activity 1 and 2 5 mins
• T tells Ss to walk around the school for 5 minutes and find out about myths in other regions by asking Ss, Ts and staff. Ss-Ts-Ss
15 To stimulate • T gives Ss Worksheet 4.2. 2 mins
mins Pre task research skills • Ss design a questionnaire in groups of four using the instructions in Worksheet 4.2. Worksheet 4.2
on the students. • T helps with structures and vocabulary. GW
13 mins
Ss- T
7 mins
To interact
20 with other • Ss go around the school and ask other Ss and English Ts, the questions and copy the answers in English.
Ss-Ss
Mins Task members of • After 15 minutes, Ss go back to the classroom, analyze the collected data and draw general simple conclusions of their findings. Worksheet 4.2
8 mins
the educational
community
5 mins
To learn about • Ss share their findings with the whole group Ss-Ss
5 min Wrap up other myths and • T concludes highlighting similarities in Ss’ findings. Worksheet 4.2
legends. 5 mins
Resources Board, markers, worksheet 4.2.
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1
ADDITIONAL ACTIVITY
INTERACTION TIPS AND MATERIALS

• T divides the class in two groups.
Write on the board:
To practice • Each group invents one legend. GW
5 mins Name of the legend
10 vocabulary and
Warm up 2 Place
mins expressions • Ss copy the legend and read it to the class
WH Characters
learned 5 mins Actions
• T gives some guidelines for Ss to take into account.

ADDITIONAL ACTIVITY
T-Ss
• In groups of five, Ss prepare a role play with the legend they invented 1 mins
• Each group role plays the legend or myth.

15 To reinforce the GW
Wrap up 2
mins concepts 8mins
• T gives feedback and congratulates the Ss
WH
6mins
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TOPIC: Time to share
MODULE: 3
UNIT: 4
SESSION: 3
AIMS: By the end of the session students will have prepared a public exhibition about myths from Colombia for the academic community to enjoy.

Inform the community
about the exhibition
one week in advance.
Send a flyer, or ask
T-Ss
Ss to make signs and
2 mins
post them around the
• T tells the Ss they are going to prepare a public cultural exhibition called “Colombian Myths and Legends”.
school.
• Ss form groups of 4 and choose one of the following activities: GW4
To prepare a 3 mins
5 Ss will practice the
Warm up public cultural Present the posters (Speaking)
mins different skills of the
exhibition Role play a myth or a legend (acting)
language depending
Present the answers of the questionnaire made in session 2 (Reading)
on the activity
selected by them.
The day before look

for a place for the
presentation.
Ss will bring costumes

and materials for the
roleplays, the next
session.
• In their groups, Ss brainstorm to give ideas for the decorations of the stands, costumes, etc. and divide responsibilities.
10 To get ready Ss-Ss
mins Pre task 1 for the 15 mins Ask Ss to bring
exhibition magazines, scissors,
markers, color papers,
decorations, tape,
glue, for the next
class.
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GW
10 mins Make sure Ss
15 To help Ss with • Ss get in groups and prepare their presentations: role plays, poster sessions or surveys’ reports.
use appropriate
mins Task the language for • T goes around checking pronunciation, structures, vocabulary, organization and appropriate use of material.
T-Ss vocabulary and
the exhibition
5 mins expressions
If it is not possible to
• T takes Ss to the computer`s room or to the library to complement the information they have for the exhibition. GW
go to the computer`s
15 • T tells Ss that teachers and parents will be invited to the next session. 13 mins
room ask Ss to use
mins Wrap up 1 T-Ss
their cell phones
to look for the
information.
Resources Board, markers, computers.
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ADDITIONAL ACTIVITY
board:
T-Ss This is a very common
• T asks Ss to write on a piece of paper what they will present. 5 mins
To write what myth...
10 the Ss will say It refers to...
Pre Task 2 SEN adaptation: If there is a S with visual impairments, he or she practices the presentation orally and the T gives him or her feedback, while the
mins during the The main character
other Ss write. PW
exhibition 10 mins is …
It is very typical in this
region because…

ADDITIONAL ACTIVITY
GW
8 mins
• Ss form groups of 8 (two groups) and rehearse their presentations for the exhibition.
Ss-Ss
15 • Ss correct each other and give suggestions. 3 mins
Wrap up 2 To do peer
mins
correction T-Ss
• T goes around from group to group and gives feedback
4 mins
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MODULE: 3
UNIT: 4
SESSION: 4
AIMS: By the end of the session students will have shared presentations related to Myths from Colombia.

• T motivates Ss by reminding them that the parents, students and staff were invited to the event.
5 • Ss get together according to the activity

To get ready for GW
mins Warm up • Posters (Speaking)
the exhibition 5 mins
• Role play a myth or a legend (acting)
• Present the answers of the questionnaire made in session 2 (Reading)
To prepare the • SS go to the stands and each group decorates the place.
10 GW
Pre-Task 1 stands.
min 10 mins
Ask Ss to greet
20 To present in • Each group presents. the audience and
GW-WH
mins Task front of the • Attendees rotate to visit stands. to welcome them
20 mins
audience. • T goes around giving the Ss support and confidence. before starting the
presentation
• T congratulates the Ss on their performance and hard work and gives some feedback.
10 To give positive T-Ss
Wrap up 1
mins feedback to Ss 10 mins
Resources Board, markers, stands, worksheets used during this unit.
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ADDITIONAL ACTIVITY
• T divides the class in two groups.
To practice for
• Ss rehearse the presentation within their group.
the presentation GW
15
Pre Task 2 And to receive 15 mins
min • Ss give each other feedback
feedback.
• T goes from one group to the other helping with pronunciation and language.

ADDITIONAL ACTIVITY
Example:
To choose • T tells Ss that they will vote for the best, most interesting, most popular myth in Colombian. T-S In my opinion the
the most • T mentions the myths and he Ss vote and give the reason. 2 mins most interesting myth
10
Wrap up 2 interesting myth is... because it is very
mins Ss-T
and legend in SEN adaptation: If there is a S with hearing impairments, the T will write the name of the myth on a cardboard. 8 mins popular and it refers
Colombia to...
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MODULE 3 Fairs and feasts
5
es &
ions
l valu
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UNIT
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240
TOPIC: Foreign Fairs and Feasts
MODULE: 3
UNIT: 5
SESSION: 1
AIMS: By the end of the session, students will be able to give opinions on foreign festivals and fairs.
T-Ss
• T writes on the board: “Festivals and Fairs around the world”. 2 mins Bring some picture
To introduce
5 about Fairs around
the topic, and
mins Warm up • T asks Ss if they know about any fair or festivals from around the world and shows them some pictures for students to identify some of them. Ss-T the world that
elicit previous
3 mins are mentioned in
knowledge of Ss
• T brings out the answers from the Ss and writes the events on the board. Worksheet 5.1.
• T writes the following vocabulary words on the board and asks the Ss to check them in the dictionary:
lent
world
wear
costumes
T-Ss
• T reads about one of the most famous carnivals in the world: “The Rio Carnival”. 5 mins
To introduce
10 a famous RIO CARNIVAL- BRAZIL Ss-Ss Ask Ss to bring
min Pre-Task international 5 mins dictionaries to class
festival It is a world famous festival held before Lent every year and considered the biggest carnival in the world with two million people per day on the
streets. The first festivals of Rio began in 1723. In this event people wear colorful costumes. There are many parades around the city and people
from all over the world visit the city.
Taken form: https://dayzeroproject.com/festivals/
• T asks two or three Ss their opinion about this Carnival and if they would like to go there.
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• T asks Ss to form groups of 4 and gives each group a card (Worksheet 5.1)
See worksheet 5.1
• Each group reads the fair or festival, and looks for unknown vocabulary.
GW4 T is strongly advised
To provide Ss
10 mins to cut the cards in the
with information • Each group presents the Festival or Fair to the whole class.
20 worksheet before the
Task 1 about other
mins WH session
foreign festivals • Ss take notes as the others present.
10 mins Allow Ss to use
and fairs
dictionaries.
• T requests Ss to take out a piece of paper. xample questions:
• T asks questions about the different Festivals and Fairs presented (see tips’ column) -Where does the
T-Ss Venice Carnival take
• Ss copy the answers individually; they are allowed to look at their notes. 3 mins place?
To consolidate
10 -What is the name
Wrap up 1 the new
mins • Ss share their answers in couples. Ss of the Festival
information
7 mins where people throw
SEN adaptation: The T gives Ss with hearing difficulties the questions on a piece of paper. tomatoes?
- Where is the Jazz
*Additional activity 2 Festival?
Resources Board, markers, cards from worksheet 5.1, dictionary, computers, cell phones, magazines, scissors, glue, pieces of paper.
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ADDITIONAL ACTIVITY
Book the school
computer room in
advanced in order
to take the Ss to the
T-Ss computers room for
• T divides the class in groups of 3 5 mins this activity, if it is not
To research
possible ask Ss to use
15 about other
Task 2 • Ss are asked to go online and find information about one international festival different for the ones mentioned in this session. their cell phones.
min international
PW If this is not possible,
festivals. 10 mins
• Ss share the festival with the whole group. prepare print
outs of different
international festivals,
in case internet is not
available.

ADDITIONAL ACTIVITY
Write on the board:

So practice the GW
8 mins
10 vocabulary and • Ss form groups of four and decide on an international Fair they would like to go to. We want to go to……
Wrap up 2
min expressions • Ss discuss the reasons and some of the group’s report to the class orally Because……
Ss-Ss
learned 2 mins We think that …….
We like ……..
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TOPIC: Colombian Festivals
MODULE: 3
UNIT: 5
SESSION: 2
AIMS: By the end of the session, students will be able to share and have a wider idea of several Colombian festivals.

• Ss play a game to reinforce the topic started last session.
• T divides the group in two teams. Ss form two lines T-Ss
• T asks a question about the Festivals and Carnivals studied in the last lesson. 5 mins
To review the Bring some candy for
10 • The first S from each row runs to the board and writes the answer.
Warm up 1 last topic the winners
min • The S who finishes first and has the correct answer gets a point for the team. If the S in the head line doesn`t know the answer, the next S has Ss-Ss
the chance to run to the board. 5 mins
• T informs Ss that they are going to learn about some Colombian festivals during the session.
• Ss make groups of four and T hands out one of the texts in Worksheet 5.2A.
• Ss read for general information (skimming) and match the name of the Festival with the corresponding text they were assigned.
Note: skimming is a reading subskill which implies reading only main ideas to get an overall understanding of the text. T-Ss
2 mins
To introduce the • T goes over the answers.
GW
5 topic and learn Worksheet 5.2A - Answer key For Teachers: Worksheet 5.2A. See
5 mins
Min Pre-task about different answer Key at the end
Colombian ANSWERS of this session plan.
T-Ss
festivals.
Blacks and Whites Festival Festival 4 3 mins
Folk Music Festival Festival 5
The Joropo International Festival Festival 1
Festival of the Lights Festival 3
The Mono Nuñez Festival Festival 2
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• T gives each student a copy of Worksheet 5.2B.
• Ss are asked to scan the text and complete the chart in order for Ss to reinforce the information about Colombian festivity their group was
assigned in Worksheet 5.2A.
To find specific
information GW
Note: Scanning is a reading subskill which implies finding specific information in a text.
25 and learn about 20 mins
Task
mins Colombian
• T regroups Ss so that every new group has a member from each of the previous groups, and so knows information about a different festivity.
festivities.
• Ss take turns to share the information about their festivity with the rest of the group. Everybody fills out the worksheet 5.2B with the information
provided.
• T monitors and verifies if the information of the worksheets is properly written.
• T tells Ss to choose their favorite festival and to write the reason why they like it.
Example: My favorite
To consolidate • T writes an example on the board.
5 festival is….. because
Wrap up the new • 3 or 4 volunteers report to the whole class. T-Ss
mins there is a lot of
information
dancing
Resources Board, markers, worksheets 5.2A and 5.2B, candy.
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1
ADDITIONAL ACTIVITY

• T asks Ss the following questions:
T-Ss
2 mins Try to have
Do you know any Colombian festival?
a meaningful
10 Where does the festival take place?
Warm up 2 conversation with
mins What time of the year?
PW Ss about Colombian
What do you know about the festival? 8 mins festivals.
• T writes the answers from the Ss on the board.

ADDITIONAL ACTIVITY
• In groups of four, Ss choose their favorite festival. GW

To practice the 12
• They prepare a role play about this festival and present it to the whole group.
15 vocabulary and
Wrap up 2 • The other Ss guess which festival it is being represented.
mins expressions GW-WH
learned 3
SEN adaptation: if there is a S with motor impairments he or she can act as a narrator.
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TOPIC: : Colombian Fairs
MODULE: 3
UNIT: 5
SESSION: 3
AIMS: By the end of the session, students will be able to identify the type of fairs celebrated in Colombia.

-Rio Carnival
-Oktober Fest
-Mardi Grass
-La Tomatina festival
• T writes on small pieces of papers the festivities studied in the past sessions. Ss-Ss
-Day of the dead
To reinforce • T calls an S from the list to come to the front of the classroom. 10 mins
10 -Wimbledon
Warm up topic seen last • A S takes a piece of paper, read the name of the festival and talks about it.
min -Blacks and Whites
session • If a S doesn’t remember a different S continues
Festival
-Folk Music Festival
-Festival of the Lights
-The Mono Nuñez
Festival
• T sticks some banners on the board with the name of the following cities.
• Pasto
• Medellin
• Bogota T-Ss-T
To activate Try to find pictures of
7 • Villavicencio Ss-Ss
previous festivities celebrated
min • Barranquilla 7 mins
Pre task 1 knowledge of Ss in these cities, to show
to Ss.
• Ss to talk to the person next to them and discuss if they know about fairs or festivities celebrated in these cities.
• Ss report to the T.
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• T sticks information about some Colombian Fairs around the classroom. Worksheet 5.3.
Use the banners
• T divides the class into groups of 5. Each S is divided into S1, S2, S3, S4, S5
with the name of the
To introduce • S1 looks for Fair 1
cities and stick the
other fairs • S2 looks for Fair 2 GW5
20 corresponding Fair
Task celebrated • S3 looks for Fair 3 and so on. 20 mins
mins description included in
around • Each person reads the information goes back to the group to share the information and they take notes.
Worksheet 5.3. Cut the
Colombia
descriptions from the
SEN adaptation: For visually impaired Ss, T reads the information to him/her and he goes to his team to share what he understood.
worksheet in advance.
• T has a whole group discussion about these fairs.

Suggested questions for the discussion:
To reinforce
8 What do you think about the Flowers’ Fair? WH-T
the concepts
mins Wrap up 1 Have you ever participated in one of these Fairs? 8 mins
and vocabulary
Which do you think is the most important fair in Colombia?
learned
At the end T gives group feedback
Resources Board, markers, worksheet 5.3, paper, tape, signs.
3
CYCLE:
DE BOGOTÁ D.C.
248

1
ADDITIONAL ACTIVITY

Vocabulary words
related to these fairs:
• Ss form groups of six.
Flowers
• T sticks on the board the signs with the name of these fairs: GW6 Authors
To increase • The Barranquilla Carnival 12 mins Novels
15 vocabulary • The Medellin Flowers’ Fair
Pre task 2 Conferences
min related to • Bogota International Book Fair T-Ss
3 mins Dancing competition
festivities • The Joropo International Fair Competition
Music
• Ss take turns to come to the board and write vocabulary words related to each fair.
Folklore
• T gives points to the team that writes more words.
people
Artist

ADDITIONAL ACTIVITY
• Ss prepare a short News’ report, pretending to be at one of the fairs.
• They describe the fair and interview participants and observers by asking the following questions:
To practice
Why are you here in this Fair?
10 vocabulary and
Wrap up 2 What do you like the most about this Fair? Ss-Ss
min expressions
What other Fair would you like to go to?
learned
• Groups present their news’ reports to all the class.
• T congratulates learners and provides feedback on most concurrent mistakes identified.
3
CYCLE:
DE BOGOTÁ D.C.
249
MODULE: 3
UNIT: 5
SESSION: 4
AIMS: By the end of the session, students will be able to evidence their cultural knowledge regarding festivals and fairs of Colombia.
• T tells the students they will receive a test regarding festival and fairs in Colombia. Worksheet 5.4.
• T gives the instructions and clarifies the tasks.
• Ss work individually T-Ss
15 To review the
2 mins
Min Warm up 1 topic about
SEN adaptation: For visually impaired Ss, T assigns a classmate to work with him or her. Worksheet 5.4
Colombian Fairs
IW
• Ss are asked to work in groups of 4

• Ss invent a new possible fair to celebrate in Bogota. They need to include:
There’s no real
Name GW
10 To promote the marking here, just
Pre task Date 10 min
mins creativity in Ss an opportunity for
Activities
revision
Duration
3
CYCLE:
DE BOGOTÁ D.C.
250

Ask Ss in advance to
bring materials or the
computer to design a
presentation.
• Ss design a poster, a PowerPoint presentation or any other aid to present the new fair.
• Each group presents to the whole class.
GW Remind the SS about
To interact • Ss vote for the fair they would like to have.
15 min the importance of
15 Task 1 with other
being optimistic and
classmates
charming during the
presentation in order
to be convincing
and tell them that
this activity will be
evaluated.
To praise Ss for
• T congratulates students and provides them with feedback on the language and content included in the fair according to the elements seen in
5 their good work T-Ss
Wrap up previous classes.
and to give 5 mins
Feedback
Resources Board, markers, worksheet 5.4, paper, tape, pictures, magazines, glue, video beam, computer
3
CYCLE:
DE BOGOTÁ D.C.
251

1
ADDITIONAL ACTIVITY
T-Ss
To do peer 5 mins
correction
10 • In pairs Ss compare the answers on the test and give peer-feedback
Warm up 2 and receive
mins • T goes around helping with doubts
feedback from PW
classmates 10 mins

ADDITIONAL ACTIVITY
• The whole class chooses the new fair for Bogota.
• Ss form groups of four and write a letter to the Mayor of Bogota suggesting this new fair for the city.
• T writes the guidelines for the letter on the board.
• Guidelines:
Dear Mayor of Bogota,
To write a letter We are students

and to practice We study……..in …school GW4
15
Task 2 the vocabulary We are in ….. grade. 15 mins
mins
and expressions
learned We want to to propose a new Festivity for Bogota.
The name is …..
The proposed days are…..
The activities we suggest are….
What do you think?

Thank you very much.
• T goes around helping Ss.
3
CYCLE:
DE BOGOTÁ D.C.
worksheet
MODULE 3
WORKSHEETS – LIST
1.1 What is culture?

2.1A Crafts usually sold in my city
2.1B Colombian crafts
2.1C Crafts from other countries
2.2 Data Analysis
2.3A Survey
2.3B My favourite Colombian souvenir
2.4 A&C Fair show
3.1 Traditional dishes
3.2 Colombian music
3.3 Having a healthy diet
4.1 Colombian myths and legends
4.2 Survey about Colombian myths and legends
5.1 The most popular festivals and cultural events from around the globe!
5.2A Colombian festivals
5.2B Colombian festivals – Table
5.3 Colombian Fairs
5.4 Colombian fairs and festivals quiz
worksheet
253
Instructions:
1. Number the pictures according to the order they appear in the video CYCLE: 3 MODULE: 3 UNIT: 1 SESSION: 1
Beliefs School Family
School
1.1 / What is culture?

Get married Arts Food
People Clothes Music and Dancing
worksheet
254
Instructions:
2.1A / Crafts usually sold in my city

1. Classify the following traits into positive and negative in the chart below:
I like I don’t like Product Because…
necklaces
pottery
sweets
bracelets
woollen scarves
woollen hats
other
worksheet
255
Instructions:
1. Cut the following arts and crafts elements. Stick them on your notebook and write a sentence in each of them CYCLE: 3 MODULE: 3 UNIT: 2 SESSION: 1
2.1B / Colombian crafts

Mochilas Pottery Botero’s Paintings
Sombrero Vueltiao Bracelets
worksheet
256
Instructions:
1. Write the word that corresponds to the appropriate definition: paper dragons, A fancy fan, A drum, chocolate, and A cowboys’ hat. CYCLE: 3 MODULE: 3 UNIT: 2 SESSION: 1
2.1C / Crafts from other countries

1. This is an instrument played by beating with the hand; its origin is from Africa. 4. This is produced in Belgium, it is made of cacao beans and other
ingredients such as sugar; it is sweet and very delicious.
2. This is an implement used to induce airflow for the purpose of cooling or

refreshing oneself. It is very common in Japan. 5. This article is a high-crowned, wide-brimmed hat traditionally a
part of the outfit of an North American cowboy. Influenced by 19th
century Mexican culture, today it is worn by many people, and is
particularly associated with ranch workers in the western and
southern United States.
3. These are legendary creatures in Chinese mythology and Chinese folklore.

They have many animal-like forms such as turtles, fish, and imaginary creatures,
but they are most commonly represented as snake-like with four legs.
worksheet
257
Instructions:
1. Classify the following traits into positive and negative in the chart below: CYCLE: 3 MODULE: 3 UNIT: 2 SESSION: 2
2.2 / Data Analysis

TOTAL
Mochilas Pottery Paintings Sombrero Vueltiao Bracelets Art
PARTICIPANTS
(NAMES)
Example:
X X X X X X
CAMILO SANCHÉZ
OVERALL
TOTAL
worksheet
258
Instructions:
1. Answer the following questions: CYCLE: 3 MODULE: 3 UNIT: 3 SESSION: 2
1. Do you like to receive presents?

2. What kind of presents do you prefer?
3. What do you think a foreigner would like to receive as a present to take back to his country?
4. What present would you give him/her?
5. Where can you buy this present?
2.3A / Survey
Instructions:
2. Ask two different classmates the same questions and write the answer in the chart below.
QUESTIONS CLASSMATE 1 CLASSMATE 2
1 Do you like to receive presents?
2 What kind of presents do you prefer?
3 What do you think a foreigner would like to receive as a present to take back to his country?
4 What present would you give him/her?
5 Where can you buy this present?
worksheet
259
2.3B / My favourite Colombian souvenir

Instructions:
1. Use the words from the box to complete the sentences. You can use more than one: CYCLE: 3 MODULE: 3 UNIT: 2 SESSION: 3
This souvenir is made of…

Arts and crafts from colombia
The cup is made of The bag is made of
________________________. ________________________.
The bracelets are made of

The t-shirt is made of
________________________.
________________________.
The poncho is made of The key ring is made of
________________________. ________________________.
plastic - wood - wool - cotton - glass - thread - ceramic
worksheet
260
Instructions:
1. Choose four Colombian products to present to the community. Say where they are from, what they are made of, and the price. CYCLE: 3 MODULE: 3 UNIT: 2 SESSION: 4
PRODUCT WHERE FROM IT IS MADE OF… PRICE
2.4 / A&C Fair show

The name of this handicraft / souvenir It´s origin is...
The material used for this product is … The price for this article is…
Prepare Your Presentation
is... You can buy it in ...

This product is made of … You can buy this product for…
It is made in …
worksheet
261
Description Description
3.1 / Traditional dishes

Original from Original from
SANCOCHO TAMAL
Ingredients Ingredients
recipe recipe

AJIACO AREPA
recipe recipe
RED BEANS Original from Original from

MORCILLA
(PAISA DISH) Ingredients Ingredients
recipe recipe

COCONUT RICE CHICKEN AND RICE
recipe recipe
worksheet
262
City Type of music Name of a song/singer
3.2 / Colombian music

Prepare Your Presentation
worksheet
263
Instructions:
1. Read the text and answer the questions below CYCLE: 3 MODULE: 3 UNIT: 3 SESSION: 3
As a teenager, your body is going through many physical changes – changes that need
to be supported by a healthy, balanced diet. By eating a varied and balanced diet, you
3.3 / Having a healthy diet

will get all the energy and nutrients you need from the food and drink you consume,
allowing your body to grow and develop properly.
Take into account the following advices given by expert nutritionist and doctors:
• Eat a variety of foods.
• Do not consume a lot of food and drinks high in fat and sugar (sodas,
cakes, chocolates, sausages).
• Do not skip breakfast.
• Eat vegetables and fruit; they have vitamins and minerals.
• Drink from six to eight glasses of water a day.
Questions:
1. Why do teenagers need to eat healthy?
2. How do you get all the energy and nutrients you need?
3. How many glasses of water are recommended for you to drink a day?
4. Where do you get the vitamins and minerals form?
5. Mention some food and drinks with a lot of fat and sugar.
worksheet
264
Instructions:
4.1 / Colombian myths and legends

1. The Weeping Woman
La Llorona or The Weeping Woman is a popular legend in Colombia, Mexico, Puerto Rico and Central America. The basic story tells of a beautiful woman by the name of Maria killing her children by
drowning them, in order to be with the man that she loved. When the man rejects her, she kills herself. When she goes to heaven, she is not permitted to enter until she finds her children. People say
she comes out at night crying “Ay, mis hijos! Ay, mis hijos!” which translates to “Oh, my children!”
2. Scrubland Mother
The myth of Madre Monte (Scrubland Mother) is very popular in the country side; farmers generally refer to her for explanations of various natural and inexplicable events in the Andes Mountains. The
legend says she is an elegant lady, dressed in fresh leaves and green moss. She protects nature and forest animals
Because she is a protector of nature and forest animals, she becomes furious when humans destroy them. She cries and howls and people say she is always present when there are floods of storms
and that these things happen because Madre Monte is offended by the damaging acts committed by men
3. One legged Woman
In the middle of the jungle lives a mythical woman who torments any unfaithful spouses who lives in the Andes. The Patasola, or “one foot”, calls men by crying for help as a seductive and beautiful
woman. Once the man is close, the Patasola becomes a horrible one-legged woman with ugly eyes, a ferocious mouth lined with feline teeth, and hair that falls over her face to hide her ugliness.
Before, this woman was a beautiful married woman with three children. Her husband discovered that she had a boyfriend, so he killed the man with an axe and cut his wife’s leg. Both died that night.
Many people say that they have seen the Patasola jumping through the woods on her one leg, moaning and screaming.
All previous texts, adapted from: http://colombian-myths-and-legends.blogspot.com.co/
worksheet
265
4.2 / Survey about Colombian myths and legends

Instructions:
1. In groups of four, design a survey following the instructions below CYCLE: 3 MODULE: 3 UNIT: 4 SESSION: 2
1. Ask about the name of the Myth or Legend:
What_____________________________________________________________________________________________________________________________________________
2. Ask about the place:
Where ____________________________________________________________________________________________________________________________________________
3. Ask about the time:
What time _________________________________________________________________________________________________________________________________________
4. Ask about the behavior of the characters:
How _____________________________________________________________________________________________________________________________________________
5. Ask about the reason why it is a common legend:
Why _____________________________________________________________________________________________________________________________________________
6. Ask any other question:

_________________________________________________________________________________________________________________________________________________
5.1 / The most popular festivals and cultural events
worksheet
266
Oktoberfest - GERMANY Super Bowl - UNITED STATES OF New Orleans Jazz Festival - LOUISIANA - USA
AMERICA
September - October Last weekend of April and first weekend of
from around the globe!

Oktoberfest is a 16-18 day festival Last Sunday in January or the first May
held each year in Munich, Bavaria, Sunday in February “The New Orleans Jazz & Heritage Festival,
Germany, running from late “The Super Bowl is the championship often known as Jazz Fest, is an annual
September to the first weekend in game of the National Football League celebration of the music and culture of New
October. It is one of the most famous (NFL), the premier association of Orleans and Louisiana. Use of the term “Jazz
events in Germany and the world’s professional American football. It was Fest” can also include the days surrounding
largest fair, with more than 5 million first played on January 15, 1967, as the Festival and the many shows at unaffiliated
people attending every year. The part of a merger agreement between New Orleans nightclubs scheduled during
Oktoberfest is an important part of the NFL and its then-rival league, the the Festival event weekends.”
Bavarian culture. Other cities across American Football League (AFL). It was
the world also hold Oktoberfest agreed that the two leagues’ champion
celebrations, modelled after the teams would play in an AFL–NFL World
Munich event. Championship Game until the merger
was consummated in 1970.”
New Orleans Mardi Gras , LOUISIANA – USA Wimbledon - ENGLAND St. Patrick’s Day - Ireland
Day before Ash Wednesday (the first day June March 17

of Lent) “The Championships, Wimbledon, “Saint Patrick’s Day or the Feast of Saint
“Mardi Gras (Fat Tuesday in English) in or simply Wimbledon, is the oldest Patrick (Irish: Lá Fhéile Pádraig, “the Day
New Orleans, Louisiana, is a Carnival tennis tournament in the world and of the Festival of Patrick”) is a cultural and
celebration well-known throughout the is considered the most prestigious. It religious holiday celebrated on 17 March.
world. The New Orleans Carnival season, has been held at the All England Club It commemorates Saint Patrick (c. AD 387–
with roots in preparing for the start of in the London suburb of Wimbledon 461), the most commonly recognised of the
the Christian season of Lent, starts after since 1877. It is one of the four Grand patron saints of Ireland, and the arrival of
Twelfth Night, on Epiphany (January 6). Slam tennis tournaments, and the only Christianity in Ireland. It is observed by the
It is a season of parades, balls (some of one still played on the game’s original Catholic Church, the Anglican Communion,
them masquerade balls), and king cake surface, grass, which gave the game of the Eastern Orthodox Church and Lutheran
parties.” lawn tennis its name Church.”
Taken from: https://dayzeroproject.com/festivals/
worksheet
267
Instructions:
1. Make groups of four. Read for general information (skimming) and match the name of the Festival with the corresponding text. CYCLE: 3 MODULE: 3 UNIT: 5 SESSION: 2
5.2A / Colombian festivals

• Blacks and Whites Festival
• Folk Music Festival
• The Joropo International Festival
• Festival of the Lights
• The Mono Nuñez Festival
Every year, the city of Villavicencio is the venue for the most important folkloric event of the plains of Colombia and
Place: Villavicencio, Meta
Venezuela. Close to 500,000 national and international spectators meet for a feast that is danced and sung to the
Region: Llanos Orientales (Eastern Plains)
Festival 1: beat of harps, cuatros, and capachos. The first version of the Tournament was held in 1960. In the course of its 48
Date: June 27 - July 1
years of history and evolution, it became consolidated as the best space for witnessing firsthand the viewpoints
Duration: 5 days
and feelings of the people of the region by bringing together the best of traditional and innovative folk movements
from several hundred miles around.
This Festival is the most important event in Colombian of Andean music and takes place in the town of Ginebra, (in
Place: Ginebra, Valle del Cauca the department of Valle del Cauca), just an hour away from Cali. It brings together the greatest and most virtuoso
Region: Pacific composers and interpreters of this genre of folk music. The festival is the perfect event for the fusion of tradition
Date: May 30 - June 2, every year and modernity and constitutes a display of the musical qualities of young Colombian interpreters and composers.
Festival 2:
Duration: 4 days
The event is also the most important contest of this kind of music and a pad for launching artists into the international
arena. Several former contestants have been nominated to Grammy Latino awards in the category of traditional
music.
Taken from: http://www.colombia.travel/es/
worksheet
268
In Colombia, the evening and night of December 7 to 9 is a unique moment in the year. City streets become a blaze
of light, with sidewalks, balconies, and terraces covered with lighted candles. This is the traditional “Noche de las
velitas”; that is, night of the little candles. What a way to start the December festivities!
Place: Villa de Leyva, Boyacá
One of the loveliest celebrations of the Noche de las velitas in Colombia takes place in Villa de Leyva, a picturesque
Region: Andes
Festival 3: village in the department of Boyacá, which becomes filled with tourists from all over the country who come to enjoy
Date: December 7 - 9, every year
the show and the color of the fireworks contest that fills the colonial streets with a special kind of magic. The festival
Duration: 3 days.
is geared, above all, to families with children and is an excellent opportunity to feel the Colombian Christmas spirit
through the variety of events in the program: a contest of lanterns, which are exhibited during the procession of
the Immaculate Conception, concerts by Christmas choirs, and naturally, the fireworks shows presented by expert
fireworks technicians.
This Festival was proclaimed National Cultural Heritage in 2002, is celebrated every year between January 4
Place: Pasto, Nariño
and 6 in Pasto, an Andean city located in southwestern Colombia, attracting a large number of tourists from all
Región: Pacific
over the country and the world. Historically, the city of Pasto has been the crossroads and the meeting place for
Festival 4: Date: January 2 – 7, every year
various peoples and colonies. This is why the celebration of the carnival is an autochthonous cultural sample that
Duration: 6 days.
perfectly expresses all the cultural influences that have been in play in the region for centuries: rituals and cultural
expressions of Indian, Spanish, and African cultures.
In the heart of our country, in the department of Tolima, lies Ibagué, also called the musical city of Colombia. The
city is famous for its music festivals, concerts, conservatory, and the music-loving character of its inhabitants, who
carry music in their blood. During the Festival, the city streets fill with beautiful women, who show off their brilliant
Place: Ibagué, Tolima
typical garments. Men carry handkerchiefs and dress in espadrilles and white clothing.
Region: Andes
Festival 5: Date: June 24 - 29, every year
One of the most renowned events is its annual folk festival, which is held in the days just before the feasts of Saint
Duration: one week
John and Saint Peter. The city decks itself up for a party, and plazas and parks become the amazing musical stages
where people dance to the beat of traditional Andean rhythms: sanjuaneros, bambucos, and pasillos. The streets
fill up with beautiful women dressed in their splendid typical dress, accompanied by men wearing white shirt and
pants, a colored kerchief around their neck, and alpargatas, or espadrilles.
Taken from: https://dayzeroproject.com/festivals/
worksheet
269
Instructions:
1. Complete the following chart CYCLE: 3 MODULE: 3 UNIT: 5 SESSION: 2
5.2B / Colombian festivals – Table

Clothing Music
Name of the festival Place Region Date Duration
(if mentioned) (if mentioned)
worksheet
270
Fair 1
5.3 / Colombian Fairs

Barranquilla’s Carnival
“An Entire City Becomes One Great Party”
Barranquilla’s Carnival (Carnaval de Barranquilla), with a century-long recorded history

it holds the second largest carnival parades in the world after Rio de Janeiro’s. The
Carnival of Barranquilla was proclaimed by UNESCO, in November 2003, as one of the
Place: Barranquilla, Atlántico
Masterpieces of the Oral Intangible Heritage of Humanity, during Olga Lucia Rodriquez
Region: Atlántico
carnival queen year.
Date: February 4- 9 every year
Duration: 5 days.
There are parades all over the city and many people wear all kinds of costumes.
Visitors from all over the county and even foreigners come to visit Barranquilla.
Adapted from: https://en.wikipedia.org/wiki/Carnival_in_Colombia
worksheet
271
Fair 2

The Medellin Flowers’ Fair:
A Flood of Flowers
In August, when Medellín – known as the “city of eternal spring”, takes place in early
August and lasts ten days.
Place: Medellín, Antioquia
It offers visitors and residents over 140 cultural, traditional, and modern events, the
Region: Andes
following among them: a horse fair, an orchestra festival, the national trova festival
Date: August 1 - 10, every year
(singers in duels of improvised verses), an old and classic cars parade, a dog walk,
Duration: 10 days.
musical and cultural platforms and the national championship of noise on wheels.
worksheet
272
Fair 3

Bogotá International Book Fair:
Epicenter of World Reading
There is no cultural and industrial event in the entire Latin American region as large
and important as the Bogotá International Book Fair. Since its creation in 1988, it has
been the most relevant editorial and cultural event in Colombia.
Place: Bogotá, Cundinamarca
Region: Andes
This enormous event invites authors, publishers, distributors and representatives of
Date: April 30 - May 12, every year
the graphic industry, national and international readers, intellectuals, and friends of
Duration: 2 weeks
books who hail mostly from the Andean region, Central America, the Caribbean region,
and the United States. The Fair turns Colombia into the largest library in the world and
a magical place where everyone finds what he or she is after.
worksheet
273
Fair 4

Carnival of Riosucio
“The Devil’s Carnival”
Carnival of Riosucio (Carnaval de Riosucio) held every two years in January in Riosucio,
Caldas. It is famous because it recalls past traditions with a mixture of art, music and
customes by groups called Cuadrilas, drinking the traditional Guarapo (drink based on
Place: Riosucio, Caldas
fermented maize) carried in Calabazos. During the carnival, the image of a cool and
Region: Central coffee region
happy devil is exhibitted.
Date: January 2-7, every two years
Duration: 5 days.
Adapted from: https://en.wikipedia.org/wiki/Carnival_in_Colombia
worksheet
274
Fair 5

The Joropo International Fair Competition
Every year, the city of Villavicencio is the venue for the most important folkloric event
of the plains of Colombia and Venezuela. Close to 500,000 national and international
spectators meet for a feast that is danced and sung to the beat of harps, cuatros, and
Place: Villavicencio, Meta
capachos.
Region: Llanos Orientales
(Eastern Plains)
The first version of the competition was held in 1960. In the course of its 48 years
Date: June 27 - July 1
of history and evolution, it became consolidated as the best space for witnessing
Duration: 5 days
firsthand the viewpoints and feelings of the people of the region by bringing together
the best of traditional and innovative folk movements from several hundred miles
around.
worksheet
275
5.4 / Colombian fairs and festivals quiz

Instructions:
1. Match the names of the festival with the place where it is celebrated: 3. Complete the sentences with the duration of the festivals:
- The duration of the Mono Núñez Festival is ______________________________.
The Joropo International Tournament Pasto, Nariño
The Mono Núñez Festival Ibagué, Tolima - The duration of Festival of the Lights in Villa de Leyva is ____________________.
Festival of the Lights in Villa de Leyva Ginebra, Valle del Cauca
- The duration of Festival of Blacks and Whites in Pasto is ____________________.
Festival of Blacks and Whites Villa de Leyva, Bogotá
- The duration of The Ibagué Folk Festival is ______________________________.
The International Folk Festival Villavicencio, Meta
- The duration of The Joropo International Tournament is ____________________.
2. Choose the correct option to complete the sentences:
• The Ibagué Folk Festival is celebrated from: 4.Write in parenthesis if the following sentences are true (T) or false (F).
a. June 24th to 29th b. August 15th to 16th c. January 1st to 2nd
a. For the Joropo International Tournament, there are close to 1000 national and
• Festival of Blacks and Whites in Pasto is celebrated international spectators that meet for the event. ( )
a. December 10th to 11th b. January 2nd to 7th c. June 10th to 11th
b. The Mono Núñez Festival is celebrated in Cali ( )
• The Joropo International Tournament is celebrated on:
a. October 30th b. September 20th -23rd c. June 27th - July 1st c. The Festival of the Lights in Villa de Leyva is in Boyacá. ( )
d. The duration of the Festival of Blacks and Whites in Pasto is 6 days. ( )
e. The Ibagué Folk Festival is in the Department of Tolima. ( )
5. What is your favorite festival & why?
MODULE 4 Social networks: a global
1
community
l
ty for
menta
es
l nativ
nsibili
n
Enviro
digita
UNIT
respo
ALCALDÍA MAYOR
DE BOGOTÁ D.C.
MODULE 4
Word Bank
Be green
Blog
4
Carbon footprint
Deforestation
Eco-friendly
Eco-friendly homes
Energy production
Environment
Garbage
Grey water system
Landscape forms
Misuse
Natural resources
Pollution
Post
Profile
3
Protect
Rain water system
Recycle
Reduce
Resources
Reuse
Share
Smart consumption
Social networks
Tag
Wall
Water systems
Web pages
CYCLE:
279
TOPIC: Social networks: a global community
MODULE: 4
UNIT: 1
SESSION: 1
AIMS: By the end of the session, Ss will be able to distinguish the way in which communication takes place in social networks.

• Ss make four groups. GW3
• T gives each group a puzzle of different social networks (T has previously cut out the pieces - Worksheet 1.1A) 3 mins Puzzle (This can
To activate prior • The groups solve the puzzles and tell the others what the social network is about. Groups mention 2 characteristics of each social network. be also used for
5 min Warm Up 1
knowledge • T asks students to predict what the session is going to be about. additional activity 1
T-S with extra questions
* Additional Activity 1 2 mins
The text on Worksheet
IW 1.1B can also be
• Ss read individually the text called “A Social Network Site” (Worksheet 1.1B).
5 mins found at: http://
• Ask Ss to answer the reading comprehension questions the worksheet
10 To set the learnenglishteens.
Pre-Task • Ss are encouraged to compare their answers in pairs before the T checks with all the class
min context PW britishcouncil.org/
5 min skills/writing-skills-
SEN adaptation: For Ss with mild hearing impairments, the T works with them and helps him/her to answer the questions
practice/social-
network-site.
Preparation:
• T shows images about characteristics of social networks and asks Ss to stand up if they consider that characteristic is very important, and to
clap their hands if they consider it is not.
T-Ss
SEN adaptation: For Ss with motor impairment, T could ask them to say “YES” when Ss consider the characteristic is very important, and to 3 mins
keep silence if they consider it is not. For visually impaired Ss, T talks first about the characteristics that are important; then, T describes very
carefully what the characteristic is about. T can also ask some volunteers to describe each of the characteristics to their classmates. T can elicit T is advised to
examples from the Ss. After having mentioned each characteristic T can ask questions to the visually impaired Ss to describe what they think the T-Ss make a Power Point
characteristic consists of. 2 mins Presentation about
25 To provide oral Task: the features of social
Task 1
min practice. • T groups Ss (4 people per group). GW networking sites – the
• Ss will create a poster of the ideal social Network (if there are computers available, they will create a presentation of their ideal social network). (16 mins) overall presentation
Report: should not take longer
• T tells Ss they are going to have an exhibit. than 5 mins
• He/she asks each group to select two Ss to present for the first round their social networks. PW - WH
• The others are visitors of different stands. (4 mins)
• When the T says move, the visitors must move to the next stand.
• After two visits, the T asks visitors and presenters to switch positions and do the same previous activity.
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T is advised to
make a Power Point
T-S Presentation about
To provide • The T congratulates Ss for their posters and highlights positive aspects from their presentations and posters.
5 (5 mins) the features of social
Wrap Up remedial • The T points out some mistakes and explains. The T asks Ss to mention one aspect they can express about social networks.
mins networking sites – the
practice
overall presentation
should not take longer
than 5 mins
Resources Worksheets 1.1A and 1.1B, board, poster sized paper.
Video from Youtube about social networks: https://www.youtube.com/watch?v=jW4Fdm5nMro
Suggested link: http://www.easymedia.in/8-key-characteristics-social-networking-sites/
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ADDITIONAL ACTIVITY
Matching activity:
• The T makes groups of 3 Ss and gives each group a puzzle so that Ss complete it by putting together the pieces. (It is the same puzzle used in
warm up 1)
• When the Ss have finished, the T asks Ss to describe the images they got and asks Ss to brainstorm the topic of the session (social networks). GW4
• The T asks Ss the following questions: 3 mins
Do you like social networks?
To set the Puzzle (worksheet
7 min Warm-Up 2 What do you like or hate about social networks?
context 1.1A)
Do you use social networks? What for? T-Ss
Which social networks do you use? (The T can show an image in which different social networks are shown). 4 mins
What types of communication do you think social networks are best for?
What kind of information is appropriate to share, and what isn’t?
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ADDITIONAL ACTIVITY
Pictures of social
networks
T can show the video
from Youtube https://
www.youtube.com/
watch? v=¡w4
• T reads characteristics of some social networks and students say what the social network is. Fdm5nMro
• Some statements can be: which describes
1. It connects people with family, friends and others. You can post on your walls and receive comments. (Facebook) social media in a very
2. You can follow your friends, experts and famous people. (Twitter) interesting way. Ss
3. Manage your professional identity. (Linkedin) T-Ss can know about the
4. Online pin board for organizing and sharing things you love (Pinterest) 5 mins most important social
5. You can only share photos and videos. (Instagram) media nowadays. Ss
15 To set the
Task 2 6. Users can share six-second-long looping video clips. (Vine) list the social media
min context T-Ss
10 mins they see in the video.
• T shows asks students to mention their favourite social network. Ss say benefits of that social network. T shows images to see which network Ss
use more often. watch?
v=jW4Fdm5nMro
SEN Suggestion: For Ss with mild hearing impairments, the T can ask Ss to make drawings on the social media shown in the video. which describes
social media in a very
interesting way. Ss
can know about the
most important social
media nowadays. Ss
list the social media
they see in the video.
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TOPIC: Introducing yourself on a blog
MODULE: 4
UNIT: 1
SESSION: 2
AIMS: By the end of the session, students will be able to introduce themselves on blogs.

Checking differences:
Ss are organised in pairs.

• The T asks Ss to stand up opposite each other.
• The T gives 1 minute and tells Ss to look at their pairs very carefully.
PW
• Then, the T asks Ss to turn around and take out one object from their clothing.
2 mins
• Then, Ss turn around again and identify what is different now from their classmates.
To activate prior • Then, the T asks Ss to turn around again and change two things from their clothing or accessories.
5 min Warm up
knowledge • Ss turn around again, look at their classmates and identify the differences.
T-Ss
• The T asks Ss to mention the differences they identify.
3 mins
• Then, the T asks Ss to mention some aspects we pay attention when new friends are introduced.
• The T can say what he/she pays attention to when a new friend is introduced.
• The T writes on the board the Ss’ ideas.
SEN adaptation: For Ss with some kind of visual impairments, the T asks pairs to say aloud what they are wearing at the beginning. Ss listen
carefully. Ss say aloud what they are wearing after the T asks them to change accessories.
Ss-WH
• Ss read the text called “Introducing yourself on a blog” (Worksheet 1.2A) 5 mins
• The T asks Ss to identify in the text, aspects such as name, age, hometown, hobbies, pets, and ask Ss to write them on their notebooks.
• Ss read aloud to share their findings.
To set the
7 min Pre-Task 1 Worksheet 1.2A
context SEN adaptation: If there are Ss with visual impairments, the T can also read the text aloud or ask some S to read aloud.
Ss-T
5 mins
* Additional Activity 1
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Preparation: (Before this session the T must have created a blog)
T-S
• The T shows his/ her blog to Ss
5 mins T creates his/her blog
• The T can show and read part by part asking Ss to describe what it has.
on a site, then T uses
• The T teaches Ss how to reply and attach photos. If there are not enough computers, the T can use the suggestion on additional activity 2.
it as a model for Ss
Task:
PW The T can also create
• In pairs, Ss create their blogs following the T’s instructions.
15 mins a paper based blog
30 To provide • They introduce themselves on a blog by giving personal information and attaching photos with descriptions.
Task 1 by putting things
min written practice.
together
Report:
In pairs, Ss help each
• The T asks Ss to get in pairs and reply to any of their classmates introductions on the blog.
other reading the
• Together, the group selects the funniest photos and the most complete introduction.
PW information included
5 mins in the blog.
SEN adaptation: For Ss with visual impairments, the T reads aloud the information on the blog.
PW
3 mins
Questions must be
written based on the
• The T gives Ss Worksheet 1.2B (“Reading Race”), and asks Ss to write the correct information in the answers to the questions. Ss have 1 minute
information given by
to answer as many questions as possible.
3 To focus on Ss on their blogs.
Wrap Up
mins language use T can give a candy to
SEN adaptation: Ss with visual impairments can listen to their partners to find out the answers.
the S who writes more
answers.
WH
2 mins
Resources Worksheets 1.2A & 1.2B, board, computer, paper of different colors, marker, cards.
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ADDITIONAL ACTIVITY
Mingle activity:
• T tells Ss they will play a game.
• T explains that the activity consists of sharing basic information with friends. Mingle
• T tells Ss they will walk around the classroom and when the T says “Stop” and shows the “Stop” word, Ss listen to T and shares the information T 7 mins
suggests (T writes a word on the board and gives a model question of what Ss will share every time they meet a new classmate. Eg: NAME: What
is your name? HOBBIES: What are your hobbies?, AGE: How old are you?).
15 To provide oral
Pre task 2 • Ss stand up and walk around the classroom.
mins practice
• When T says “Stop” students meet the closest person to them and share one thing based on the word T says.
• When Ss finish, T asks Ss to share the information they got from their classmates. T-Ss
• T asks students to say the question they asked in order to get the information about name, age, hometown, job, hobbies and preferences. 8 mins
SEN adaptation: For Ss with motor impairment, T asks the other Ss to approach them and ask the information.
For Ss with mild hearing impairment, T asks classmates to write the question on a piece of paper and show it to them.

ADDITIONAL ACTIVITY
Preparation:
• T tells Ss that they are going to create a paper-based blog, using paper of different colors. T-Ss
• As the T mentions a part of the blog, he/she pastes it on the board so that Ss can see the way it is created. 5 mins
Task:
PW Paper of different
25 To create a • Ss use their color cards to create their paper-based blog.
Task 2 15 mins colors, markers,
min paper blog • In pairs, they introduce themselves on a blog by giving personal information and attaching photos with descriptions.
images.
Report: Ss-WH
• Ss create an exhibit to share with others their blogs. 5 mins
• Ss walk around the classroom to read the blogs and post some comments on coloured cards.
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TOPIC: Dos and Don’ts on Social Networks
MODULE: 4
UNIT: 1
SESSION: 3
AIMS: By the end of the session, students will be able to describe dos and don’ts on Social Networks.

• T asks Ss to sit in a circle.
• T explains the activity:
• T says a type of social networks (for example: Facebook, Twitter, blogs). Ss do either of the following activities: say a word related to the type of
social network T says, or raise their hands. GW
• For instance, T says “Facebook”. The first Ss says a word related to Facebook, the second one raises his/her hands, the fourth one says another 2 mins
word related to Facebook and the fifth S raises his/her hands, and so on, until T changes the type of social network. The purpose is to
Example T: Facebook, S1: profile, S2 raises his/her hands, S3: wall, S4: raises his/her hands, S5: photos… recycle vocabulary.
To activate prior PW Examples: Facebook,
8 min Warm Up 1
knowledge 2 mins Twitter, blog, profile,
SEN Adaptation: For motor impaired Ss, instead of raising their hands, they will say the general topic o they can say “ha-ha”. web, chats, comments,
T-Ss content, reply, etc.
• When the Ss have finished all the topics, T asks Ss to get in pairs. 1 min
• In pairs, Ss list all the words they remember and explain these words to their classmates.
• T makes 4 groups of Ss. T-Ss

• T gives each group the 10 cut outs from Worksheet 1.3A 3 mins
• In groups, Ss see the images that show different good and bad aspects of social networks. (Worksheet 1.3A – cut outs).
• The T asks Ss to classify these images into good and bad behavior. In advance, T cuts out
To set the
5 min Pre-Task • Each group shares their ideas with others. the images to show
context
the images one by one
SEN adaptation: For Ss with visual impairments, the T asks some Ss to read aloud the description of the image. Ss-Ss
With hearing impaired Ss, the task focuses on writing the description of the images. 2 mins
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Preparation:
• In groups of 3, Ss brainstorm 5 Dos and Don’ts on Social Networks. GW3
• When Ss have finished brainstorming ideas, the T asks them to look for images that represent these dos and don’ts, in the magazines or 2 mins
Prepare old
newspapers available.
magazines,
GW3
newspapers, scissors,
22 To provide Task: 18 mins
Task cardboard, and glue,
min written practice. • The Ss will create an accordion fold brochure full of images (drawings or cut-outs) to show 5 Dos and Don’ts on Social Networks.
in advance for this
• Then, they will present their accordion fold brochures to the rest of the class. GW3
activity.
5 mins
Report:
• While the groups are sharing, the rest of the class takes notes of what they listen.
• At the end, the T asks Ss to mention some dos and don’ts and writes them on the board.
• Based on what Ss said in the previous activity, (dos and don’ts), the T asks Ss: T-Ss
Are these statements plans for the future? 3 mins
Are these statements questions?
Are these statements recommendations?
To provide
10 Are these statements orders? T-Ss
Wrap Up 1 remedial
mins • Then, the T asks Ss to write on their notebooks the most important dos and don’ts they will follow. 4 mins
practice
• The T asks some volunteers to read their choices.
• At the end, T congratulates Ss on their performance and correct any general mistakes made. T-Ss
3 mins
Resources Worksheets 1.3A & 1.3B, board, computer, paper, tape, images, scissors, magazines, newspapers, cardboard.
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ADDITIONAL ACTIVITY
CORRECT OR INCORRECT BEHAVIOUR?
• T asks Ss to stand on a line.
• T says some statements and asks Ss to move to the right if they consider the described behavior is correct and to move to the left if the
described behavior is wrong.
• T elicits from some Ss reasons for their choices.
Behavior could be about social networks or technology. Some statements can be:
1. If you want to speak, interrupt the person who is talking (wrong behavior because we must respect the others. There are turns to be
taken). It is necessary to
2. We must share all our personal information on social networks (Wrong. It is not advisable since strange people can hurt our family T-Ss have pieces of paper
Warm up 2 or us) 15 mins with the statements
mins knowledge
3. We can upload photos and tag friends after we ask them for permission (Correct because it shows respect. Friends wouldn’t like to be written to show them
tagged in some photos). if needed.
4. We should write positive comments on our friends’ walls or sites: (Correct. It shows respect to their space.)
5. We must accept everybody who asks for friendship (Wrong. If we do not know the person, it could be a fake profile).
6. We should avoid embarrassing comments (Correct. People like to have great experiences posted)
• After each statement, T asks some Ss to support their choices.
SEN adaptation: For Ss with motor impairment in their legs, they can raise their hands if the agree and clap if they disagree.
For Ss with hearing impairments, T asks classmates to write the statements on a piece of paper and show it to them.

ADDITIONAL ACTIVITY
Task:
• Ss are divided in groups of 3. GW3 T must have the cut
• Each group receives cards that have the words “Do” or “Don’t” (See Worksheet 1.3B) 10 mins outs in Worksheet
• Based on the card they get, either Do or Don’t, each group creates banners (which contain statement and image) about dos or don’ts of social 1.3B ready for this
15 To describe networks. Banners are posted around the classroom. activity.
Wrap up 2
min good behavior Paper of different
Report: Ss-Ss color, markers,
• Ss walk around and select the 3 most important dos and the 2 most important don’ts. 5 mins images.
• They read their choices to the other classmates.
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MODULE: 4
UNIT: 1
SESSION: 4
AIMS: By the end of the session, students will have reflected upon the advantages and disadvantages of social networking through the creation of a Big Book.

TABOO:
• The T asks Ss to sit on a semicircle.
• T places a chair in front of the semicircle.
• The T asks a volunteer to sit on the chair and explains the activity.
T – Ss Prepare cards with the
• T tells Ss in the semicircle that they will see a word.
2 mins words to be shown.
• The S sitting on the chair cannot see the word.
Words are related
7 • The other Ss’ task is to explain the word to the S sitting on the chair.
To activate prior to social networks:
mins Warm Up 1 • If the S does not know the word, s/he can say “PASS” and the next S continues.
knowledge Facebook, Profile,
• If s/he knows the answer, s/he can say it and the following S goes to the chair.
Ss-Ss photos, videos, walls,
• The purpose is to let all Ss go the chair, listen to the definition of the words and guess them.
3 mins posts, comments,
Twitter, etc.
SEN adaptation: If there are Ss with motor impairments (wheelchair), T can ask them to sit opposite their classmates while T shows the word.
For visual impaired Ss, T whispers the word to those Ss.
GW
3 mins
To stimulate
previous
• Ss list on their notebooks all the social networks they remember. They write 2 positive things and 1 disadvantage they remember about each T-Ss
information in Cardboard, tape
8 social network. 3 mins
Pre-Task 1 order to create and markers for the
mins • T asks some Ss to share their ideas. T writes on the board.
the book. posters
• T asks Ss to rank the social networks according to the positive aspects they listed. T-Ss
2 mins
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• T divides Ss into groups of 3.
GW In the previous
• T asks the Ss to design their ideal social network sites and plan a book that includes:
18 mins session, T would
1. Name of the social networking site
have asked the Ss
2. Things you can do with it
25 to bring 5 pieces of
3. Type of applications linked to it
mins To create a big cardboard, markers,
Task 4. Other relevant information they want to add based on their previous knowledge.
book colored paper, glue,
Ss-Ss magazines, colors,
• T reviews concepts if needed. Ss start creating their big book with the pieces of cardboard
5 mins etc., to create a big
• T asks Ss to organize a mini exhibition in the classroom to share their final products. T asks groups to select their presenters to describe their
book related to Social
social networks. T asks Ss to walk around the classroom and be the visitors of the different exhibition.
Networking.
• Other Ss may be invited to join the exhibition.
IW
To consolidate • T asks Ss to list 2 features of 2 social networks that were presented by each group.
3 mins
5 learning • T congratulates Ss and makes some corrections based on s/he saw from the Big Books.
Wrap Up Notebooks
mins
T-Ss
2 mins
Resources 5 pieces of cardboard, markers, colored paper, glue, magazines, colors, notebooks.
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ADDITIONAL ACTIVITY
WORD SNAKE:
• T gives Ss Worksheet (See Worksheet 1.4A) to find 10 words related to social networks.
• Ss classify these words in: IW
6 mins Worksheet. The words
- Types of social networks
are: Facebook, Twitter,
10 To activate prior - Dos in social networks
Warm-Up 2 Profile, photos, videos,
mins knowledge - Don’ts in social networks
T-Ss walls, share, follow,
• T checks and elicits information about each aspect to see how much students remember. Questions should be about features of social 4 mins Instagram, Vine.
networks, the most common social networks, what is permitted in social networks, and what they are not allowed to do in social networks.

ADDITIONAL ACTIVITY
Some sets of words are:
1. Facebook Profile Twitter
(The odd one out is profile since Facebook and twitter are social networks)
2. Photos Videos Pinterest
(The odd one out is Pinterest because it is a social network. The other two words are types of files people can share)
3. share Instagram comment
To consolidate (The odd one out is Instagram. The other two words refer to activities we can do in social networks) T-Ss
5 mins Pre-task 2
learning 4. documents friends classmates 5 mins
(The odd one out is documents. The other two words refer to the type of people we can contact in social networks).
5. Twitter Facebook Linkedin
(The odd one out is Linkedin because it is an academic social network. Twitter and Facebook are used to follow friends, family, or famous people)
SEN adaptation: For Ss with hearing impairments, the teacher can show the words for them to make choices.
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MODULE 4 My City is Awesome
2
l
ty for
menta
es
l nativ
nsibili
n
Enviro
digita
UNIT
respo
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TOPIC: Natural places
MODULE: 4
UNIT: 2
SESSION: 1
AIMS: By the end of the session, students will be able to describe landscape forms.
GW
• T makes a T-chart and writes on it (city-countryside) (3 mins)
• Groups mention 2 differences and 2 similarities of these two places.
To activate prior
5 min Warm Up • T elicits the different items that can be found in both places and tells Ss the topic of the lesson: Natural Places. Board, notebooks.
knowledge
• T asks Ss some words they know about natural places. SS-T
(2 mins)
T-Ss
• T distributes 12 images among the groups and allows them to look at the images for 1 minute. 1 min
Pictures of nature.
• Then, T collects all images and asks Ss to write individually as many words as they remember from the images.
If there is equipment
• T distributes Worksheet 2.1 to all Ss. It consists on a matching activity using the words previously presented. GW
T can also use the
• T checks answers with images. Ss listen and repeat. 3 mins
same exercise which
• The T asks Ss to mention some names of the landscape forms mentioned. T makes questions like: Do you know any lake near Bogotá? Any lake
10 To set the is available at: http://
Pre-Task 1 in Colombia? Are there trees near the school?, etc. IW
min context learnenglishteens.
5 mins
britishcouncil.org/
SEN adaptation: For visually impaired Ss, T reads and asks some comprehension questions to this type of Ss. Ss paraphrase what T says about
grammar-vocabulary/
the images.
vocabulary-exercises/
T-Ss
nature
* Additional Activity 1 and 2 1 min
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Task:
• In groups of 3, Ss list their favorite natural places.
• They select one favorite natural place and make a model of it using modelling clay.
GW3
Report:
20 mins
• The T tells Ss they are going to have an exhibit. Clay, colors, markers,
To provide • T writes on the board what information to include in their presentations: wood, wool, paper,
28
Task oral & listening Our natural place is… clothing, cardboard,
min
practice. It has…(places) paintings, brushes,
It is good because you can.. (activities) foamy, etc.
Ss-Ss
• T asks each group to select two Ss to present the first round of their models.
5 mins
• The others are visitors of different stands.
• When the T says move, the visitors must move to the next stand.
• After two visits, the T asks visitors and presenters to switch positions and do the same previous activity.
• T congratulates Ss for their models.

To provide Cardboard and
5 • T asks Ss to put their models on a table. T-Ss
Wrap Up remedial markers to create the
mins • The T describes some natural places and Ss write the characteristics given. 5 mins
practice website
• T asks students to remember one place and say one characteristic.
Resources Worksheet 2.1, board, flashcards, realia, materials to design the model.
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ADDITIONAL ACTIVITY
• T shows a video about any natural place in Colombia.
• T asks students to write as many words they can which are related to the landscapes and features shown in the video...
• T asks Ss to classify the words in animals, flowers, landscape features, etc. IW
• T asks some questions about the video: 3 mins Suggested video
1. Where is the person from? about Tayrona Park:
To set the
7 min Pre-Task 2 2. Which place does she visit? https://www.youtube.
context
3. Which animals does he find? T-Ss com/watch?v=5u-
4. Is the weather cold or hot? 4 mins FsOnZBiI
• T elicits from Ss information about their favorite natural places in Colombia.
• Ss express some ideas about the natural places they have visited. T can ask questions about animals and flowers found there, what they liked the
most.

ADDITIONAL ACTIVITY
• T reads 3 incomplete sentences while showing them to Ss. Ss are asked to complete them with the correct word when T asks them to. Some
statements could be:
1. A landscape form which is higher than a hill is called _____________ (mountain)
2. This is green and you can sit on it or sleep: ____________ (grass).
3. It produces fruits and has leaves: _______________ (tree).
Guessing The Word:
• Each Ss is given a word about landscape. Ss-Ss
• He has to explain the word to 5 classmates and listen to other 5. 5 mins
• Ss write the words they guess.
Cards with words
• Ss list the words and T writes the words on the board. T-Ss based on the
18 To provide oral • T checks understanding of the words and makes Ss describe these items to the others. 3 mins
Task 2 vocabulary that Ss
mins practice Running Dictation:
practiced before.
• Ss work in pairs. Words are posted all around the classroom.
• One Ss goes, sees the word, memorizes it and dictates it to their classmate who draws the image of the word. Ss-Ss
• Positions can be switched and T puts new words. 10 mins
• T shows and says the words and Ss show their images.
SEN adaptation: For motor impairment Ss of the legs, can be the artists who listen and make the drawings. For the visually impaired Ss, T can tell
them to to support the group by asking questions to help the artist to make the drawing.
For Ss with mild hearing impairments, they are the ones who see the words and they write the words on their classmate’s notebook. And then, they
make the drawing.
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TOPIC: Our rich animal diversity
MODULE: 4
UNIT: 2
SESSION: 2
AIMS: By the end of the session, students will be able to describe animal diversity in Colombia.
Guessing game:
• The T shows different parts of animals so that Ss guess the animals these parts belong to. T-Ss Images from
5 To activate prior • Then, the T shows the completed animals and asks Ss to say their names and some of their characteristics. 5 mins magazines can be cut
Warm Up
mins knowledge • The T writes the names of the animals on the board: Tiger, macaw, dog, dolphin, hummingbird, rabbit, grass hopper. to show only parts of
the animals
• The T shows a video about “Animal Shelter” T-Ss Suggested video:

• T tells Ss to write down the names of the animals they see in the video. 5 mins http://learnenglishkids.
• T asks Ss to highlight orally the characteristics these animals have. britishcouncil.org/
10 To set the
Pre-Task • T gives Worksheet 2.2A to Ss, and asks them to cut the strips. es/short-stories/the-
mins context
• Ss match the strips on their desks Ss-Ss animal-shelter
• T goes around the classroom checking the exercise. 5 mins
Resources Presentation for the warm up, tablets or computers for Ss to work in the task or magazines, pictures and different printed material about the Colombian environment.
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Preparation:
• T makes groups of 4 Ss.
• He/she shows images of animals in Colombia and asks Ss some questions:
Where do these animals live? GW
Can they live in cold places? 3 mins
Can they live in hot places?
Pictures of animals
• T asks Ss to select their 5 favorite animals.
in Colombia,
• They describe these animals by mentioning: what they look like (physical description, Colombian region where they live, what they eat). GW
magazines, scissors,
• T can help Ss with additional ideas about animals. 15 mins
25 To provide oral markers, colors,
Task
mins practice. pencils, cardboard,
Task:
telephones, projector
• T tells Ss that they will symbolically adopt one of these animals.
and TV or computer (if
• Each group will make the photo caption of the animal they will adopt. Ss-Ss
possible)
• They can also cut images from magazines. 7 mins
• The photo captions must include the region in Colombia where they live, the type of food, their color, and other features of the animal.
Report:
• Each group presents their favorite captions to the rest of the class describing the animals in the photos.
• T praises Ss for their performance. T-Ss

• T shows some of the photos Ss took in the Task stage, and makes them Yes/No questions and Wh questions (why, where, when, how, who) about 3 mins
the animals they photographed or chose from the magazines.
To provide
5 • T now asks Ss to ask questions about the animals.
Wrap Up remedial
mins T-Ss
practice
SEN adaptation: If there are Ss with hearing impairments, T will write answers on the board. 2 mins
Resources Worksheet 2.2A & 2.2B, board, flashcards, realia, Magazines, scissors, markers, colors, pencils, cardboard, projector and TV or computer (if possible)
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CYCLE:
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ADDITIONAL ACTIVITY
IW
SECRET CODE: 5 mins
• T gives each S a copy of Worksheet 2.2B
• Give Ss 4 minutes to solve the secret code Worksheet 2.2B
• T allows Ss to check answers in pairs before checking with all the class. T elicits from Ss what they know about those animals.
PW
10 To set the • T asks about colors, habits, food, type of animal, etc. T is strongly advised
Pre-Task 2 2 mins
mins context • Ss select their favorite animal from the list. to solve the worksheet
• Ss create three different secret codes about animals (in the same Worksheet) first
• Ss share their codes with other classmates.
• T asks some volunteers to check their codes. T-Ss
3 mins
2
ADDITIONAL ACTIVITY
• Based on the photos and the information given by groups in the reports of the photo captions, T asks Ss to write five Wh questions to guess the
T’s favorite animal: e.g.: IW
1. What color is it? 5 mins
2. Where does it live?
3. How big is it? T-Ss
To provide
10 4. Why do you like it? 2 mins
Wrap Up 2 remedial
mins 5. What does the animal eat?
practice
• The T asks some volunteers to read their questions. The T writes the questions on the board to focus on the correct way to make Wh questions.
• Then, in groups Ss receive a white sheet of paper and an image of an animal. They write five Wh questions without answers. Then, the T asks Ss GW - WH
to exchange papers and images with another group in order to answer the questions. 5 mins
• The T asks some groups to read the questions and answers.
• The T corrects when needed.
3
CYCLE:
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300
TOPIC: Green areas in our city
MODULE: 4
UNIT: 2
SESSION: 3
AIMS: By the end of the session, students will be able to describe green areas in their cities.

SPOT THE DIFFERENCE:
IW
• T selects two images with some slight differences and shows them to all the group.
2 mins
• T asks Ss to look for the differences between these two images in one minute.
• T asks Ss to write a few sentences about the differences identified T prepares a set of
• The S with the most number of differences detected wins a candy. two pictures with
7 To activate prior
Warm Up 1 • T checks answers with all the group slight differences in
mins knowledge
• T asks Ss to brainstorm the different items they found in the two images. preparation for this
• T asks follow up questions about the two images: session
T-Ss
5 mins
• T gives each S a copy of Worksheet 2.3, which includes the reading text called “My Town” Images of the town
• T gets learners to do the reading comprehension exercises suggested in the worksheet’s instructions, or plans other exercises. where T is from,
• T describes his/her town, using images to help Ss identify the places. IW either in printed or
• T asks some questions about his/her town. Eg: 6 mins projected.
Are there schools in my town? How many? T must look for green
10 To set the
Pre-Task Which is the most important place in my town? areas in the town so
mins context
Are there green areas in my town? that Ss can know what
What can you find in those green areas? T-Ss green areas are and
What can people do in those green areas? 5 mins what they can find in
• The T shares with Ss some green areas that there are in his/her town so that Ss can later talk about green areas in their community. green areas.
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Task:
• The T makes groups of 4 Ss.
• Ss create slogans (short and appealing statement or saying used in advertising) inviting people to visit the most beautiful green areas in Bogotá
their city. T shows some examples of slogans: GW
Volkswagen – Think Small. 15 mins
Nike – Just do it. Reconstruction of
Sony – Make Believe. the listening contents
25 To provide oral
Task 2 PlayStation – Live in your world. Play in ours. from the previous
min practice.
Environment: Think Green & Live green. activity.
Environment: Go Green, It’s Clean
Report: Ss-Ss
• Ss present their slogans and the T asks the rest of the class to pay attention to the characteristics they mention about the green areas in their 5 mins
city.
IW
• T congratulates Ss for their slogans.
2 mins
• T writes on the board the names of the different green areas Ss mentioned.
• Based on the slogans, the T asks questions to find out if there are some items in those places.
T must have this
material ready for this
To provide Some questions could be:
5 stage. T must bring a
Wrap Up remedial Are there trees in this green area?
mins picture of a green area
practice Is there any pollution?
or show a picture in
Are there animals in this green area?
Power Point.
• The T shows a picture of a green area to each group of Ss and gets Ss to write 5 questions about items they see in the image, similar to the
T-Ss-T
questions he/she wrote on the board, using is/are there…?
3 mins
• The T asks some volunteers to read out their questions.
Resources Worksheet 2.3, board, flashcards, realia, recycling materials to design the map.

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ADDITIONAL ACTIVITY
HANGMAN: Ss-T
• On the board, T writes 16 lines, which will form the sentence “Simón Bolívar Park”. 3 mins
• T asks Ss to say letters of the alphabet in order to guess the hidden words.
• When Ss guess the words, T elicits some information about the park:
1. Where is it located?
T-Ss Materials: Board
To elicit 2. What can you do there?
10 3 mins Images of Simón
Warm Up 1 information 3. Which type of nature can you find there?
mins Bolívar Park
from Ss 4. Do people take care of it? How?
5. Are there many trees?
6. Are there green areas?
• T asks Ss if they have been there and the type of activities they do there. T-Ss
• T can show some images of the Park and ask Ss to speak about it. 4 mins
• T asks Ss to predict the topic of the lesson. If they can’t, T helps.

ADDITIONAL ACTIVITY
2 INTERACTION
TIPS AND
MATERIALS
The idea is to make
Ss identify the items
T-Ss which belong to a
3 mins green area.
• T gives cards with images of different items to Ss: trees, buildings, animals, flowers, a river, houses, a path, monuments, a lake, a bridge.
• T asks Ss to select the items they think belong to green areas. PW
To provide In advance, T brings
• T asks Ss to list the items they selected. Ss support their choices. 6 mins
15 additional cards with images,
Task 2 • In pairs, Ss construct a map with recycling material of their green area based on the items they think should be there. Ss-Ss
mins information about and asks Ss to bring
• Ss present their maps to another pair. 3mins
green areas recycled material
• T asks Ss to mention the items they included in their maps.
T-Ss for this lesson:
3 mins plastic, paper,
foamy, wood, etc.,
to make the map.
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MODULE: 4
UNIT: 2
SESSION: 4
AIMS: By the end of the session, students will make suggestions to take care of local parks to foster awareness in their community.

SPELLING GAME: In advance, T must
• T makes groups of 3 Ss. cut out the letters
• Each group of Ss receives a sealed envelope, which contains letters of the alphabet. (Worksheet 2.4A) and put them in the
• T shows and describes an image for a minute. Ss look at the image carefully and listen to T very attentively. envelopes. T has
• T tells Ss they have a minute to create as many words as possible based on the image they saw. GW3 also printed a picture
• T shows the image again and checks words that Ss have created. T explains words by showing the correct object in the image. 3 mins of a landscape (in a
To activate • T asks questions about the image: park, for example) to
7
Warm Up 1 previous What is this image about? show it to students,
mins
knowledge What do people do there? T-Ss or he/she can project
What can we find in the local parks? 4 mins it. T prepares the
vocabulary to be used:
SEN Adaptation: For Ss with visual impairment, groups are asked to read the letters they have received in order to let these Ss to participate in playground, trees,
the activity. These visually impaired Ss can brainstorm the words they remember from the description T did. flowers, bench, birds,
lake, bridge, swings,
* Additional Activity 1 etc.
PW
INFORMATION GAP ACTIVITY:
4 mins
• Ss work in pairs.
• One S is A and the other one is 2.4B.
8 To set the • T gives each S (SA/SB) a copy of Worksheet 2.4 Student A or Student B. Each one has the same image but with some differences.
Pre-Task
mins context • Ss ask questions about location of the places listed in his/her worksheet. Worksheet 2.4B
T-Ss
• T asks Ss questions to check that they completed the image in a correct way.
4 mins
• T asks some Ss to list the objects there are in that park.
• T asks students to identify similarities or differences with a park near the school.
Resources Worksheet 2.3. Camera or cell phone to record the videos.
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Each group will
• T shows signs of different “Calls for Action” to take care of nature, places and animals. need butcher paper,
Ex: Keep the park clean, Don´t walk on the grass, Water the plants, etc. markers, paintings,
colors.
• T asks Ss some questions to identify the characteristics of Calls: T tells Ss to be as
creative as possible to
What needs protection in each call? T – Ss make the calls.
What is the invitation about in each call? (3 mins)
• T makes groups of 4 Ss. The intention of the
20 • T and Ss plan an exhibition with 3 big stands to show to the academic community. It is going to be a silent exhibition called: GW stands is to locate
To create Calls
mins Task “Help loving our Local Parks”. 2 mins them in a main open
for Action
space in the school
• Each group creates 3 Calls about each of the following aspects: GW where everyone can
1. Encouraging people to take care of the water. 10 mins see them for at least
2. Encouraging people to take care of green spaces. a week.
3. Encouraging people to recycle. Note: T must make
sure of having
• Groups create three stands to post their calls. permission from
• Groups present their silent exhibition. coordinator to leave
the exhibition for a
week.
IW
• T praises Ss for the silent exhibition.
2 mins
• T makes Ss write in their notebooks the 2 most interesting and appealing calls.
To provide
5 • T asks volunteers to read their calls.
Wrap Up 1 remedial T-Ss
mins Notebooks
practice 3 mins
Resources Notebooks, worksheets 2.4A, 2.4B, markers, butcher paper, colors, paintings, pencil, envelopes.
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ADDITIONAL ACTIVITY
T-Ss
1 min
Interview: T explains the activity:
• Ss receive a copy of worksheet 2.4C, which has an interview format with some questions about local parks (activities, objects found there, and
To activate Mingle
8 actions to take care of them).
Warm Up 2 previous 5 mins Worksheet 2.4C
mins • Ss interview different classmates. They must interview a classmate per question.
knowledge
• T elicits from Ss the answers and makes Ss predict the topic of the session.
T-Ss
2 mins
ADDITIONAL ACTIVITY
2 TIPS AND
TIME STAGE AIM PROCEDURE INTERACTION
MATERIALS
Letters on the back: T explains the activity: Ss-Ss
• T makes 3 groups of 7 Ss. 8 mins
• Ss stand up in lines by groups. Cards with letters of
• T asks the first S in each line to stand in front of the board and get a marker. the alphabet
To mention some • T shows a card with a letter of the alphabet to the last S in each group (letters are different).
10
suggestions or • With his/her finger, this last S draws the letter of the alphabet on his/her classmate back. Ss can’t speak while
mins Wrap up 2
objects found in • Each S draws with his/her finger, the letter of the alphabet they felt on his/her back, on the back of the following classmate. they are drawing
local parks • The S who is in first position and in front of the board, writes on the board a word beginning with the letter drawn on his/her back. This word is the letter on his/her
about care of local parks. classmate’s back.
• T elicits from Ss the most important calls for Action that can contribute to take care of local parks. T-Ss
• Ss who first saw the letter confirms that the letter drawn on the board is the same she/he saw in the T’s card. 2 mins
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MODULE 4 What it takes for water to get to my city
3
l
ty for
menta
es
l nativ
nsibili
n
Enviro
digita
UNIT
respo
ALCALDÍA MAYOR
DE BOGOTÁ D.C.
308
TOPIC: Water systems
MODULE: 4
UNIT: 3
SESSION: 1
AIMS: By the end of the session, students will be able to talk about sustainable water systems.

HANGMAN: T explains Ss they will play hangman:
• T has already chosen three phrases related to water, for Ss to guess.
• T writes on the board as many lines as the word has.
• Ss say letters of the alphabet. If the letter is in the word, T writes it in the correct line. If it is not, T starts making lines to complete a hangman: T-Ss
Suggested phrases
4 mins
might be:
Clean water
Water cycle
Recycle
Warm
6 To activate prior
Up T could also get Ss to
mins knowledge
play online
http://learnenglishkids.
T-Ss
britishcouncil.org/
• After Ss have guessed the words, T asks Ss to predict the topic of the lesson. 2 mins
en/word-games/
• If Ss do not know, T helps Ss by looking for similarities between the words.
hangman/environment
SEN Adaptation: For visually impaired Ss, T can ask other Ss to clap their hands according to the number of letters the word has.
If the group says a letter that is part of the word, Ss from the group clap their hands and say the letter in the correct space to help the visually
impaired Ss identify where there letters they say are located in the word.
• T shows different sustainable water systems (worksheet 3.1) and asks Ss to say if they know about these water systems.
• T asks some volunteers to describe what they see in the images.
• Ss predict how the system works. T-Ss
• After describing each system, T makes some questions to check understanding: 4 mins
Worksheet 3.1 offers a
How does the rainwater system work?
model of a sustainable
Where can we use greywater system?
water system: reusing
Pre Which type of water is used in the greywater system?
9 Introduce the greywater. T is
Task 1 Do you re-use water at home?
mins topic advised to look for
• T clarifies the concept of sustainable water system by asking questions such as:
other models, for
How can we re-use water? T-Ss
example:
Which are some ways of water re-use? 3 mins
rainwater harvesting
• T explains that an example of a sustainable water system are designed to re-use water.
SEN Adaptation: For visually impaired Ss, T can describe the systems very carefully, proving Ss with many details for them to get the idea of each
system.
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In advance, T has
to tell Ss to bring
GW4 recycled materials for
• T tells Ss they will design a sustainable water system model. 20 mins this task.
Design a • T makes groups of 4 Ss.
25
Task sustainable • Each group designs a plan of a sustainable water system. T is advised to look
mins
water system. • Each group shares its sustainable water system by describing each step of the system and the items needed for making it. GW4 for information about
5 mins water systems: reusing
grey water and
rainwater harvesting
• T congratulates each group for their design.

T-Ss
5 To give • T asks Ss to look for similarities in terms of steps or systems.
Wrap Up 2 5 mins
mins feedback • T tells Ss that in order to have sustainable water systems we have to make a good use of water.
Resources Worksheet 3.1, recycling materials, images.

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ADDITIONAL ACTIVITY
T-Ss
• T says some statements about water reuse and asks Ss say “Hi5” if they do that at home. T asks additional questions to make Ss share the way 5 mins
they use those systems:
Some people use “grey water” on gardens and plants.
People collect rainwater in buckets. T can look for images
15 To set the
Pre-Task 2 People use “grey water” to wash their cars. to describe the two
mins context
People use gray water from the laundry to irrigate the plants in the garden. systems.
• After each statement T describes what it refers to and can show images about the system.
• T elicits from Ss some ideas they can implement at home to re-use water. T-Ss
5 mins
ADDITIONAL ACTIVITY
2 TIPS AND
MATERIALS
T-Ss
• T asks Ss to mention two ways of reusing water at home that they can do in order to save water. 3 mins
To make • T asks Ss to quickly write a banner about that idea of reusing water.
10
Wrap Up 2 conclusions about • Ss read the banner and tell them they will talk about it in the following lessons. Sheets of paper
mins
the topic • Ss can post the banners in the classroom to remember their compromise with the water at school and home. Ss-Ss
2 mins
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CYCLE:
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TOPIC: Water use and misuse
MODULE: 4
UNIT: 3
SESSION: 2
AIMS: By the end of the session, students will be able to express different ways to protect the environment.

• T writes the expression SAVE WATER on the board.
• Ss make words out of the letters in SAVE WATER.
Warm To activate Some words can be:
• T checks Ss’ ideas. T-S
5 min Up 1 previous eat, at, tea, wave, tree,
• If Ss do not say words, T can help. 5 mins
knowledge sea.
Ss-T
• T erases the word save from the previous activity, and asks Ss to brainstorm all the ways students use water at home and school.
3 mins
Pre • T writes Ss’ ideas.
10 Introduce the
Task • Ss receive a copy of worksheet 3.2A. Their task is to classify good and bad use of water. Ss stick the images that show the correct use of
min topic Worksheet 3.2A
water, and cross out the incorrect use of water.
IW
• T checks Ss’ answers
2 mins
T-Ss
T has already told Ss
2 mins
to bring these items to
• T has students work in groups of 4.
this session: butcher
Create a water • T tells them to design a campaign at school in order to promote a better use of water at school and home. GW4
25 Task paper, markers,
campaign at • For the campaign, in groups, Ss create a poster in which they include the title of the campaign and they design 3 ways of water conservation at 20 mins
mins colors, pencils,
school school and at home. They will make images and will write a short statement about each way.
old magazines,
• Then, Ss paste their posters on the wall. Ss can visit in groups the different posters and read the information.
newspapers, glue,
Ss-Ss
scissors.
3 mins
• Ss think of the poster that caused more impact on them. They think about the following questions:
Reflect on the What campaign poster did you like the most?
5
Wrap Up 2 campaigns Will you remember this information? T-Ss
mins Worksheet 3.2A
presented Why? 5 mins
Resources Worksheets 3.2A, butcher paper, markers, colors, pencils, old magazines, newspapers, glue, scissors.
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ADDITIONAL ACTIVITY
• T gives Ss a copy of Worksheet 3.2B. There is a timeline that includes some moments of the day. IW
• Ss write in the timeline 3 activities in which they use water, taking into account these moments of the day . 5 mins
• Ss share their timelines to the person next to them.
• T designs his/her timeline on the board. PW
15 To set the
Warm up 2 • T asks Ss to identify situations in which people misuse water. 2 mins Worksheet 3.2B
mins context.
SEN adaptation: For visually impaired Ss, they can describe their timeline orally by saying the way they use water before school, at school, after T-Ss
school, at night. 3 mins
ADDITIONAL ACTIVITY
2
• T gives Ss a copy of worksheet 3.2C.

• Ss get in pairs.
• T asks Ss to describe what they see in the image. IW
• Based on the information from the different posters, Ss are asked to see the image in the worksheet and circle places where they can save 5 mins
To make water at home.
10
Warm up 2 conclusion • T elicits some ideas from Ss. Worksheet 3.2C
mins
about the topic • T asks Ss to mention one way for them to help to save water. T-Ss
5 mins
SEN adaptation: For visually impaired Ss, his/her pair can describe the house and can ask him/her to mention some places at home where they
can save water.
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TOPIC: Water system in my neighborhood
MODULE: 4
UNIT: 3
SESSION: 3
AIMS: By the end of the session, students will be able to discuss an environmental strategy for water saving.

• T divides the class into groups of 3 or 4.
• T gives each player a board from worksheet 3.3A with 4 pictures on it (game boards A-D). T-Ss
• Ss look at the pictures and decide what is happening. (T motivates Ss to ask their group before asking her/him for help). 1 min
• T puts a pile of loose cards from the same worksheet face down in the center (2 copies of the picture cards for 4 players)
• The first player picks up a card and describes what is happening in the picture. For example: “she is watering the garden” (they can use he or Cards with the words
Warm To activate
9 she). GW must be cut from
Up 1 previous
mins • When the player with the picture answers “yes”, the player who asked the right question wins the card and puts it on their board. That person 6 mins Worksheet 3.3A in
knowledge
takes the next picture and the others ask them the questions. advance.
• T checks vocabulary about the cards. T-Ss
2 mins
• T gives each pair of Ss a strip of paper (from Worksheet 3.3B) with tips to save water. PW
• Ss must memorize their tip(s) and then mingle and share their tip(s) with the others. 2 mins
• T explains that Ss should try to remember ten tips in total, not by writing them down, but just keeping on repeating them to themselves and
visualizing the tips.
• Ss share their tips with 3 other pairs who have a different tip. In advance, T makes
• When Ss have finished, T asks Ss to list the tips they heard about. cut outs of worksheet
Pre
10 To introduce the • T writes those tips on the board. Ss-Ss 3.3B (strips of paper).
Task 1
mins topic • T elicits other ways to save water. 6 mins Ss are given one or
two tips each.
SEN adaptation: As Ss are working in pairs, for those visually impaired, his/her partner will help out by reading aloud the tip so that they can
memorize it. T-Ss
For hearing impaired Ss, T asks other pairs to make drawings and put words so that they can understand what the tip is about. 2 mins
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RAFT is a writing
strategy which
• T has Ss work in groups of 4.
T-S consists of assigning
• T tells Ss they will write a complaint. They will play the role of water and they will write to different people about water misuse.
3 mins roles to the Ss,
• T can show examples of other RAFTs about science. For instance:
considering audience
Dear Sun,
(who we write to), a
Thank you very much for shining everyday and helping me to grow.
format and a Topic. T
To promote Hugs,
21 T-Ss can think of different
Task creative A lovely plant
mins 2 mins types of audience.
thinking skills • T analyzes RAFT by asking Ss to identify the role s/he plays, the type of text it was, to whom s/he wrote and the topic.
The Role can’t be
• Ss write a RAFT. They will write to different people (a group will write to the housewives, another group will write to dad who washes his car,
changed. Ss play the
another group to the girl who takes 20 minutes taking a shower, etc).
GW4 role of water.
• Ss write their RAFTs and share with others.
17 mins They will write their
• T tells SS to keep their RAFTs to complement their campaigns suggested in session 4.
RAFTs in butcher
paper.
To highlight
T-Ss
5 important • T congratulates Ss and makes them mention 2 complaints that called their attention.
Wrap Up 5 mins
mins issues about • T asks Ss: How do you think water feels when we waste it?
saving water.
Resources Worksheets 3.3A and 3.3B, butcher paper, strips of paper, cards, markers, colors.
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ADDITIONAL ACTIVITY
Charades.
• T tells Ss they have to guess through mimic, ways in which people use water. T-Ss
• T gives an example: T mimes a way in which people use water. 1 min
• T makes groups of 4 Ss.
• T has cards with ways of water use.
To activate • Each group selects a person who takes a card and mimes the word or phrase written in the card. GW4 Cards with the words
10 Warm Up 2
previous • His/her group must guess what s/he is mimicking. 4 mins must be cut from
mins
knowledge • When the game finishes, T makes Ss list the ways they mimed. Worksheet 3.3A.
SEN adaptation: For visually impaired Ss, T asks the Ss who mime to explain what the word or expression means so that these Ss can know what
s/he is mimicking. T-Ss
3 mins

ADDITIONAL ACTIVITY
What uses the most water?
• Ss get in groups of 3
• T gives each group a copy of worksheet 3.3C, which contains 8 statements about statistics of water use. T-Ss
• In groups, Ss put these statements in order according to which they think use the most water (or select the three they think use the most water.) 1 min
• T puts the answers (numbers on Worksheet C2) on paper on the walls around the room and Ss do a reading race to find the values (liters per
minute) to check their answers and reorder the pictures.
• T reads answers and Ss correct if needed. GW
To activate Answer key 4 mins T creates big Cards
15
Pre-Task2 previous 1. Washing the car uses an average of 1,892 Liters with the numbers in
mins
knowledge 2. Having a bath uses 189 liters the answer key
3. Watering the garden uses an average of 76 liters
4. Eating a burger uses an average of 57 liters T-Ss
5. Washing clothes uses an average of 38 liters 3 mins
6. Flushing the toilet uses an average of 11 liters per person per day
7. Having a shower uses an average of 8 liters a minute
8. It takes 3 liters of water to make 1 liter of bottled water
• T asks Ss to share any surprises.
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MODULE: 4
UNIT: 3
SESSION: 4
AIMS: By the end of the session, students will create and share a campaign to promote different ways to save water in their school community

The complete version
• T writes on the board this incomplete text and asks Ss to complete it with words that fit in the context: of the poem is:
There’s _____________ all around us T-Ss There’s water all
In oceans, lakes and _______________. 2 min around us
We want it to be healthy, In oceans, lakes and
So let’s help keep it ________________! streams.
________________ all around us— We want it to be
It helps us grow and live. healthy,
To activate
8 If we all try not to ______________ it IW So let’s help keep it
Warm Up 1 previous
mins We’ll have some left to give! 3 mins clean!
knowledge
• T reads the text slowly, clapping his/her hands to show there is a space to be filled. Water all around us—
• T asks volunteers to read their choices to complete the poem. It helps us grow and
• T reads the correct version of the text. live.
• T tells Ss they will use art to persuade people to save water. T-Ss If we all try not to
3 mins waste it,
* Additional Activity 1 We’ll have some left to
give!
IW
• T distributes copies of Worksheet 3.4A, and asks students to estimate the amount of water they and their families typically use in a week. 5 mins
8 To introduce the • Ss share their results to the rest of the class.
Pre Task 1 Worksheet 3.4A
mins topic • T asks questions to some Ss and estimates the amount of water they waste per day, a week, a month...
T-Ss
3 mins
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MODULE: 4
UNIT: 3
SESSION: 4
AIMS: By the end of the session, students will create and share a campaign to promote different ways to save water in their school community

• In advance, T
must tell Ss to bring
different types of
GW
• T explains to Ss that they will make a water campaign around the school. materials to design
20 mins
• They will be divided in groups. Each group will design a different type of material: their products:
Group 1: Flyers; Group 2: Cards; Group 3: Poem; and Group 4: Water Bill of Rights. markers, paper,
• Ss write short and appealing messages: Here are some examples: butcher paper, colors,
To promote
24 Don’t overfill the pool. paintings, recycled
creative and
min Task Lower water levels will reduce water loss due to splashing. materials, old toys,
critical thinking
When ice cubes are leftover from your drink, pour them on a plant. etc.
skills
At home or while staying in a hotel, reuse your towels. • More examples
Turn off the water while you brush your teeth and save up to 4 gallons a minute. of water use: http://
GW
• Ss distribute their flyers and cards around the school, and post the poem and the Water Bill of Rights on a noticeable place. For example, they wateruseitwisely.
4 mins
can paste their flyers in the bathrooms, cafeteria, doors of the classrooms, halls, entrance of school, etc. com/100-ways-to-
conserve/
• T congratulates Ss for their works. T-Ss

5 To make
Wrap Up • T asks each group to read their products and share what teachers and other classmates say when they received the cards and flyers. 5 mins Worksheet 3.4A
mins conclusions
Resources Worksheet 3.4A & 3.4B, Paper, markers, butcher paper, colors, paintings, scissors, recycled materials, old toys, etc
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ADDITIONAL ACTIVITY
T-Ss Some words could be:
• T writes words related to water on the board. 2 min gray water, bucket,
• T asks Ss to classify them into water systems, waste of water and tips to save water.
To activate rainwater, tap, re-use,
10 Warm • T checks answers and asks Ss to support their choices. IW
previous bottled water, etc.
mins Up 2 5 mins
knowledge The idea is to take
SEN adaptation: For visually impaired Ss, T reads the words and altogether decide where to classify each word. T asks Ss to support their choices.
T-Ss vocabulary from the
3 mins previous sessions.

ADDITIONAL ACTIVITY
• Ss get in pairs. PW
10 mins Ss must make cut
• T gives each pair a copy of Worksheet 3.4B, which contains a set of sorting game cards and a set of sorting mats
To activate outs of the cards in
15 • Their task is to divide the cards according to whether the pictures show water being saved or wasted. Invite them to color the pictures with
Pre-Task2 previous Worksheet 3.4B.
mins markers or crayons.
knowledge
• Have students glue the cards onto the appropriate “Waste” or “Save” mat. (There should be four cards glued to each mat.) T-Ss Scissors
• T displays the pictures around the board and invites the class to discuss the differences in the pictures 5 mins
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TOPIC: Are you an eco-friendly citizen?
MODULE: 4
UNIT: 4
SESSION: 1
AIMS: By the end of the session, students will have reflected upon the positive and negative effects of technology and modern inventions.

T-Ss
2 mins
T should suggest SS to
• T asks Ss to take out a piece of paper to write as many technological devices as they can.
5 To activate prior Ss-Ss use their dictionaries
Warm up • Ss compare their list in order to find similarities and differences.
mins knowledge 1 min in order to avoid
• T asks some Ss to mention their lists.
Spanish
T-Ss
2 mins
• T instructs Ss to find new (modern) invention vs. old inventions.
PW
• T gives some examples.
5 mins
Electric bulb vs candle
Present eco- Car vs horse car
10 friendly projects Airplane: balloon
Pre task 1 GW
min developed in Shoes: sandals
3 mins
the world
T-Ss
• T asks pairs to get together with another pair and share their ideas.
2 mins
• T elicits from Ss ideas and writes on the board.
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In advance, T asks
• T has Ss brainstorm what people had before the following inventions: Ss-T
Ss to bring paper
Electric light, cars, washing machine, airplane, computers, the Internet, TV. 2mins
(cardboard), colors,
• T writes this prompt on the board:
markers, images about
To compare Before the electric light people used to have… (candles to light the house). IW
technological devices
old inventions • T gives worksheet 4.1 to Ss to complete statements 1-8. 3 mins
(inventions).
25 Task and new • T checks.
Worksheet 4.1
min technological • T asks Ss to get in groups of 3. GW
devices • In groups, Ss add two more statements about two different inventions. 15 mins
T is strongly advised
• In groups, Ss design a brochure (with images and some statements) showing the different inventions from the past and nowadays.
to think of suitable
• T has Ss present their reports to other classmates in small groups. Ss-Ss
answers for the
• Then Ss report to the whole class. 5 mins
worksheet
• T congratulates Ss for their work
• T has Ss think about how technology has changed people lives. T asks Ss to choose one item from the list in the Task and say how it has
Discuss the
contributed to make people’s lives easier, and at the same time the negative effects on people’s lives.
effect of
• T asks: T-Ss
5 technology in
Wrap Up 1 Which are the contributions of… (the computer, the TV, the internet…? 5 mins
mins people´s lives
Which are some negative effects of these inventions?
and in the
environment
Paper (cardboard), colors, markers, images about technological devices (inventions).

Resources
Worksheet 4.1
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ADDITIONAL ACTIVITY
• T divides Ss in groups of 3.
• T asks Ss to mention as many modern or technological inventions as they know.
GW
• T makes a chart on the board the different rooms where people may use inventions: living room, kitchen, bathroom, bedroom, and garage.
7 mins
• T asks Ss to put each invention named under the appropriate room: living room, kitchen, bathroom, bedroom, and garage.
• T divides the class into small groups and assigns each group to a different room.
• Each group as many inventions as they can find within their assigned room.
• For each invention, they should create an “invention card” with the following facts:
Invention card can
• Name of invention
NAME OF THE INVENTION: be done in the Ss’
15 To set the • How does it help people? T- Ss
Pre-Task 2 notebooks so that
mins context • Which are some negative uses of the invention? IT HELPS PEOPLE: 2 mins
each S has the
• T gives an example of the Invention card:
information.
GW3
THE NEGATIVE USES ARE 6 mins

ADDITIONAL ACTIVITY
IW
• T asks Ss to select their favorite invention. 8 mins
• T has Ss write on their notebooks a paragraph entitled “The Best Modern or Technological Invention—So Far!”
10
Wrap Up 2 To foster writing • T encourages Ss to think carefully about their nomination and include reasons to support why they chose that particular invention.
mins
• T asks some volunteers to read their short paragraph.
Ss-Ss
2 mins
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TOPIC: Our carbon Footprint
MODULE: 4
UNIT: 4
SESSION: 2
AIMS: By the end of the session, students will have discussed ways to reduce their carbon footprint.

• T makes a T-chart on the board and writes these two questions. One question in each side:
How can you be ecofriendly? How can you help the planet?
• T starts asks Ss to answer these questions in their notebooks.

7 Warm Up 1
Ice breaker • Ss write the question on their notebooks and answer it.
mins
• T asks Ss to get in pairs and share their ideas.
• T chooses three Ss randomly to answer the question.
• Then T asks which of these ideas they are applying and which one they would like to try.
• T provides an example:
• I usually recycle the paper. I would like to try recycling water.
Tips on how to reduce

• T asks pairs of Ss to mention ways to improve the environment conditions. Make sure the prompts below are written on the board:
carbon footprint can
Using a bicycle.
be found at: https://
Not using the cars. PW
www.carbonfund.
Pre Introduce the Etc. 5 mins
8 org/reduce . This
Task 1 topic • T asks Ss to rank the ways to protect and improve the environment (from the most to the least efficient )
mins is a website which
• Ss share their rankings.
tells Ss what not to
T-Ss
do in order to avoid
pollution.
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T-Ss
2 mins
• T groups Ss (3 Ss in each group) and asks them to think about the following:
An invention to reduce our carbon footprint
Create an • T explains the word “footprint” as the impact that a particular activity, person, or group has on the environment.
invention to • T gives them a piece of paper and Ss design an invention poster in which they include an image of the invention and the following aspects:
GW
25 reduce our Name of the machine that can be used at home. Poster sized paper,
Task 20 mins
mins carbon Uses of the machine to protect the environment markers, colors,
Footprint. • T tells Ss they will vote for the best at the end. images.
• T gives an example (language model):
This device can clean the air specially the CO2 produced by cars. You can put it in the cars to eliminate carbon dioxide.
• T has groups present their inventions to the class.
GW-WH
3 mins
T-Ss
• T congratulates everybody for their projects 2 mins
• T has Ss vote for the best invention taking into consideration the following criteria:
5 Vote for the best Creativity, IW
Wrap Up
mins invention Eco friendly: 1 min
Description:
• T asks Ss to read their votes and express their reasons T-Ss
2 mins
Resources Worksheet 4.2, poster sized paper, markers, colors, images.
Additional Resources Suggested video: https://www.youtube.com/watch?v=8q7_aV8eLUE (Pre task 2) is about the impact humans have on the environment.
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ADDITIONAL ACTIVITY
• Ss get in groups of 3.
• T gives Ss a copy of Worksheet 4.2 which contains images of healthy and unhealthy ecological environments. GW
• T asks Ss to describe the images saying the type of problems they see in each image. 10 mins
• T asks Ss to say the type of planet they would like to live in. and explain their reasons.
15 To set the • T asks Ss to say some ways to protect the environment.
Warm-Up 2 Worksheet 4.2
mins context
SEN Adaptation: For visually impaired Ss, T asks other Ss to describe carefully what they have in the image. T can also play an audio describing T-Ss
what is happening in the image. 5 mins

ADDITIONAL ACTIVITY
• T shows video about the impact humans have on the environment. There is a definition about carbon footprint: the mark humans have on the
environment. There are some ideas about reducing carbon footprint. IW
• T elicits ideas from Ss about the ways humans impact the environment. 12 mins Suggested video:
• T asks Ss to list positive and bad footprint on the environment.
15 • T asks Ss to look for ways to avoid negative footprint in different aspects: https://www.youtube.
Pre-task 2 To foster writing
mins At home com/watch?v=8q7_
At school Ss-WH aV8eLUE
In my neighbourhood 3 mins
In Bogotá
• T asks Ss to read their answers.
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TOPIC: Taking action at home
MODULE: 4
UNIT: 4
SESSION: 3
AIMS: By the end of the session, students will be able to make predictions about life and natural resources.

• T asks Ss to think of power sources. Some possible
5 T-Ss
To activate prior • T writes the question: Where do we take the energy from? answers could be:
mins Warm up 5 mins
knowledge • T asks Ss to list all the sources of energy Coal, Sun, water, wind,
• T writes on the board the power resources Ss mention nuclear, etc.
• T tells Ss about what experts say about the future:
By 2050 the resources of the planet will be scarce, water, petroleum, metals, food, etc. Additionally, the earth’s average temperature will increase.
Moreover, climate change may kill off traditional crops.
SEN Adaptation: For hearing impaired Ss, T can show images to describe what these predictions refer to. PW
• Ss get in pairs and answer the questions T writes on the board: 3 mins
information, T can see
What do you think of these predictions?
the film “The Age of
Do you think this will happen?
Stupid”, or take Ss to
• Ss discuss their answers in pairs
see it. It’s available
• T elicits the information and has Ss give their opinions.
here:
• T asks Ss to think about their ideal future planet.
To make https://youtu.be/
• T designs a mind map on the board and asks Ss to complete it. The mind map can be as follows:
predictions Gs9nVKbC-F4
10 T-Ss
Pre-task 1 about the
min 5 mins
future and give
opinions Technology
Cities
Our ideal future
Nature
SEN adaptation: For visually impaired Ss, T can read the questions aloud and check comprehension-
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GW4 Before the class,
• T gives each group a picture and and asks Ss to discuss the following questions:
7 mins T prepares a set
of pictures about
• What is happening at the moment?
air pollution,
• Why is it happening?
25 Write facts, GW deforestation,
• Can you change this situation?
mins Task 1 opinions and 10 mins water pollution,
• How? Write two ideas.
predictions. garbage, and other
environmental issues.
• T asks the groups to make a graphic organizer that shows their answers to the questions. T can show different types of graphic organizers
Ss-Ss
(T-chart, flowchart, cause-effect chain, story board, etc).
3 mins markers, butcher
paper, colors.
• Ss share their graphic organizers to the other groups.
GW
3 mins T must tell Ss to bring
• T congratulates Ss for their graphic organizers.
5 To make photos of their houses
Wrap Up 1 • In groups, Ss write one commitment about each aspect in order to change those negative situations into positive footprint.
mins conclusions T-Ss or make drawings for
• T elicits ideas from the groups.
2 mins next class.
Resources Pictures, Worksheet 4.3, markers, butcher paper, colors.
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ADDITIONAL ACTIVITY
PW
• T asks Ss to work in pairs. 5 mins
• T gives Worksheet 4.3 and asks Ss to write only the 2 most important events about environment in the timeline. (there are two moments which
Ss do not complete since they will meet in pairs in order to complete the timeline). Ss-Ss
15 To provide oral 7 mins
Pre-task 2 • Ss get in pairs and in order complete the timeline with other two important events. Worksheet 4.3
min interaction
• T elicits from Ss their ideas about the most important events about environment.
• T focuses on the predictions and asks Ss say one action they can take to make the planet a better place. T-Ss
5 mins
ADDITIONAL ACTIVITY
2 TIPS AND
MATERIALS
T writes these sentences on the board T-Ss

• Technology helps humans to communicate and access information. 3 mins
• Humans will develop robots to do many household chores.
• T asks Ss to identify the current event and the prediction. IW
10 To provide oral
Wrap up 2 • T asks Ss to state in their notebooks 2 facts about the present and 2 predictions (one per fact) 8 mins
min interaction
• T asks volunteers to share their ideas.
Ss-Ss
SEN adaptation: Ss with hearing impairments can make the other Ss make drawings of the acts and predictions so that they show visually. 5 min
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MODULE: 4
UNIT: 4
SESSION: 4
AIMS: By the end of the session, students will be able to share environmental problems and solutions in an interactive poster format.
•T makes the following chart on the board and ask Ss to complete it in their notebooks with information about their houses:
IW
Location Number of rooms Characteristics of the The best of their 5 mins
house and the rooms. houses.
T-Ss
8 To activate prior 2 mins
Warm up 1
mins knowledge
• T describes his/her ideal house (ecofriendly home) and asks Ss to compare their houses with his/hers.
• T asks Ss to list 3 differences and 2 similarities (if there are) between their houses and his/her ideal house.
• T writes “ECOFRIENDLY HOMES” on the board. IW
3 mins
SEN Adaptation: T shows a big image of his/her ideal house so that mild visually impaired Ss can see what s/he is describing.
• T asks Ss to brainstorm ideas about “Eco-friendly homes” based on T’s description.

• T writes Ss’ ideas on the board.
• T asks a question to clarify the concept of “Eco-friendly homes”:
1. Which are some characteristics of eco-friendly homes?
• T puts the following statements around the classroom and asks Ss to move around and look for the features of an eco-friendly home:
10 To set the 1. They make efficient use of energy, water and/or other resources.
Pre-Task
mins context 2. The house is completely closed and people have the bulbs on all day long.
3. They contribute to reduce waste, pollution and environmental degradation.
4. People use many electric bulbs.
5. They include green roofs, water recycling facilities, etc.
6.There are few windows.
• Finally Ss compare thier predictions with statements
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IW
• Ss bring to class some photos of their houses or cutouts from magazines. 5 mins Photos, images,
• T gives Ss a copy of Worksheet 4.4A. Worksheet 4.4A.
20 To promote
• SS design a plan to make their houses eco-friendly. GW T must tell Ss in
min Task creative
• Ss get in groups of 4 and share their plans. Together, they make a drawing of their ideal eco-friendly house: a drawing (with labels) or a model 10 advance to bring
thinking
of their house to show the main design features photos of their houses
• Ss explain why their plans can contribute to make their houses ecofriendly and describe the materials Ss-Ss or make drawings.
5 mins
PW
• T congratulates Ss for their projects. 3 mins
• T gives Ss a copy of Worksheet 4.4B, which contains a chart to assess their eco-friendly homes taking into account the following aspects:
Energy production
7 To consolidate Saving energy
Wrap Up 1 Worksheet 4.4B
mins learning Waste and water
• Pairs look at each other’s models and assess them with the criteria
• T asks volunteers to share their ideas. T-Ss
2 mins
Resources Worksheets 4.4A and 4.4B, Photos, images, glue, markers
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ADDITIONAL ACTIVITY
• T asks Ss to remember the types of houses there are in their neighborhoods.
• T asks Ss to answer these questions in their notebooks: IW
What are the walls made from? 8 mins
What are the windows made from? Are they large or small?
What is the roof made from?
15 To provide oral Where are they getting light from? PW
Warm Up 2
min interaction Where does their rubbish go? 5 mins
• T asks some Ss to get in pairs and share their answers.
• T asks some volunteers to answer some questions. T-Ss
2 mins
SEN adaptation: Ss with visual impairments can ask T to read the questions aloud
ADDITIONAL ACTIVITY
2 TIPS AND
MATERIALS
• T asks Ss to list 5 things that make their homes eco-friendly. IW
• Ss write a short paragraph in their notebooks, explaining what they have done to make their house eco-friendly. 10 mins
10 To foster creative • T calls some volunteers to read their pieces of writing.
Wrap Up 2
mins skills T-Ss
SEN adaptation: Have Ss with visual impairments, to talk about their ideas. 5 mins
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MODULE 4 The city we live in: being an active citizen
5
to improve it
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UNIT
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ALCALDÍA MAYOR
DE BOGOTÁ D.C.
334
TOPIC: Let’s be green
MODULE: 4
UNIT: 5
SESSION: 1
AIMS: By the end of the session, students will be able to identify and meet different ways to protect the environment.
Guessing Game:
• T asks Ss to get in pairs. PW
• Ss stand up in front of each other. 3 mins Pictures shown should
• One S looks at T who shows some images about “green” attitudes. be related to green
5 To activate prior
Warm up • The Ss who don’t see the image must listen to their partner who will explain through gestures, examples, synonyms, the image to be guessed. topics: recycling,
mins knowledge.
• T suggests Ss to avoid Spanish for this activity. T-Ss pollution, carbon
• T asks Ss to say the words they guessed and predict the topic of the lesson. 2 mins footprint, etc.
SEN adaptation: For visually impaired Ss, T says the word so that they can explain or mime the word.
• Ss will carry out a survey to find out if we are doing enough “to be green”.
• First, Ss are to answer the survey (Worksheet 5.1A). GW5
• T monitors to clarify questions. 7 mins
• T models and drills the first two questions and possible answers –Yes I do. Yes, everyday, etc.
To find out • Ss work in groups of 5.
10
Pre-Task 1 about Green • One S asks a question and the other members of the group answer, until all the questions are answered. Worksheet 5.1A
min
habits • Ss systematize the results and report them to the class.
• T must provide Ss with ideas to do it.
• T can show some graphic organizers such as bar charts, pie charts to show the results of the survey. Ss-Ss
3 mins
GW4
15 mins
• Ss get in groups of 4. In advance, T asks
To create
• Ss make a bracelet using recycled material: They think about and write a short and appealing statement inviting people to be green. Ss to bring recycled
25 a bracelet Ss-Ss
Task • Ss mingle and exchange their bracelets. They read the statement they created and explain 2 reasons why they selected it. materials, scissors,
min with recycled 5 mins
• T asks Ss to share their opinions about the experience. colors, and markers,
material
• Ss read the statements in the bracelets and explain the reasons their classmates gave. etc.
T-Ss
5 mins
• T congratulates Ss for their products.
IW
• T asks Ss to read all the statements.
To make 3 mins
5 • T writes the statements on the board.
Wrap Up 1 conclusions
mins • Ss select 3 actions they can take at home.
about the topic T-Ss
• T elicits some ideas from Ss.
2 mins
Resources Worksheet 5.1A, Worksheet 5.1B, board, flashcards, realia, recycled materials, scissors, colors, markers, 3
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ADDITIONAL ACTIVITY
T-Ss
Where Do They Go? 10 mins
• T asks Ss to take out garbage they collected at home.
To classify
• T organizes 4 trashcans in front of the board. The trashcans have names (paper, plastic and metal, glass, compost). In advance, T tells Ss
15 garbage in
Pre Task 2 • T asks Ss to go one by one to the board and to throw the garbage in the correct trashcan. to bring 3 different
min different
• If Ss are not correct, T asks other Ss to help. types of garbage
categories T-Ss
• T asks Ss to list as many types of garbage as they remember from each trashcan.
• To have the communicative part of this activity, T asks Ss to get together and compare and complement their lists 5 mins

ADDITIONAL ACTIVITY
T-Ss If possible, T gets

• T gives Ss worksheet 5.1B to do this activity in groups. 7 mins students to play the
• T asks Ss to describe what they see in the image. interactive game
• T tells Ss that they have to put the types of items in the correct trashcans. instead:
10 To make
Wrap Up 2 • T and Ss check answers and discuss about each type of garbage. http://
min conclusions
• T asks Ss to say one action they can do to be green. learnenglishkids.
T-Ss britishcouncil.org/en/
SEN Adaptation: For visually impaired Ss, T can ask other Ss to describe what there is in the room. 3 mins fun-games/clean-and-
green
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TOPIC: My share
MODULE: 4
UNIT: 5
SESSION: 2
AIMS: By the end of the session, students will be able to express different ways to protect the environment.

Tic-Tac-Toe:
In advance, T looks for
• T draws a Tic-Tac-Toe on the board.
images that Ss already
• Ss are divided into two teams.
know.
• Each team chooses either cross (x) or noughts (0). Each team has a turn to say a number.
TIC-TAC-TOE: Also
• Each square has an image that will be taken by the team that explains what the image is about. Teams take turns and select numbers. In order GW
known as noughts
to draw cross or nought, Ss explain through definitions and examples the image. The winner is the one that completes three crosses or noughts 5 mins
and crosses. players
together.
To activate prior take turns marking
5 min Warm up • At the end, T clarifies doubts and checks understanding.
knowledge the spaces in a 3×3
grid. The player who
T-Ss
succeeds in placing
5 mins
three of their marks in
a horizontal, vertical,
or diagonal row wins
the game.
• T gives each Ss a copy of Worksheet 5.2A. Ss-Ss

To brainstorm • Ss get in pairs. 5 mins
ideas about • T shows the Wordle in the worksheet, and asks Ss to describe to their peers the words they see.
10
Pre-task 1 actions to take • T selects a word from the Wordle, explains it and writes the explanation on the board so that Ss can follow this model. Worksheet 5.2A
min
care of the • In the same pairs, Ss make a list with the actions people in their neighborhood are taking in order to protect the environment. Ss-T
environment • Ss brainstorm their ideas and T writes them on the board. 5 mins
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• Each group is assigned a topic about protecting the environment: water, air, garbage, animals, plants.
• T models some expressions they could use in a mini commercials: T supports Ss and
Let’s… motivates them to do
To promote GW
25 Why don’t we…? a short and simple
Task protection for 20 mins
min Think green and… commercial. Mini
the environment
• Ss create a Mini commercial to be acted out by the members of each team. The topic of the mini commercial is “protecting the environment”. commercials cannot
• T explains that Mini commercial should last one minute. be long.
• Ss present their mini commercials by acting out to the rest of the class.
• T invites Ss to identify the issues presented in the mini commercials.
5 To consolidate • T asks Ss to mention the different actions they can take to protect the environment.
Wrap up T-S
mins learning • T asks Ss to write down the most important actions they can take in order to protect the environment.
Resources Worksheet 5.2A, board, flashcards, realia, materials to design the model.
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ADDITIONAL ACTIVITY
Board game:
• T gives Ss Worksheet 5.2B and explains the activity: WH
In groups of 4, Ss create their piece for the game. Ss flip a coin. For head, move two squares. For tail, move three. In the image squares, Ss 10 mins
To promote must describe what is wrong. In the “Tip” square, Ss must give a piece of advice to be green.
15
Pre-task 2 protection for • T tells Ss that there are lots of things we can do at home to look after the environment. . Ss-Ss
min
the environment • T asks Ss list individually 3 actions they can take to look after the environment. 3 mins
• T provides a model so that Ss can know what to say:
We can plant trees in the parks near our house.

ADDITIONAL ACTIVITY
T-Ss
5 mins
• T asks Ss to identify what is good about their community and what they would like to see improved or changed.
• T creates a chart about improvements and changes (streets, parks, garbage) on the board to fill-in as the Ss discuss.
• T gives each student a piece of blue paper.
10 To make
Wrap up 2 • T asks Ss to portray their ideal world or what they would like their world to look like in 10 years–-what the world/community could look like if IW Pieces of blue papers
min conclusions.
everyone worked together. Ss can draw, color, paint, or create collages on their blue paper. 5 mins
• Ss share their ideas with other classmates and T writes some ideas on the board.
Ss-Ss
3 mins
3
CYCLE:
DE BOGOTÁ D.C.
339
TOPIC: Smart Resources Consumption
MODULE: 4
UNIT: 5
SESSION: 3
AIMS: By the end of the session, students will be able to suggest actions for smart consumption.

• T tells his/her own story about the way he/she uses the resources at home. Include these ideas: T-Ss In advance, T collects
-Re-use plastic bags, recycle cellphone batteries, close the tap when you brush your teeth, collect plastic bottles and keep them separately. 1 mins these real objects:
• Ss take notes about these ways and tick the ones they also do to protect the environment. Plastic bags, cell
7 To activate prior • Ss read the actions they take for smart consumption. IW phone batteries,
Warm up
mins knowledge • T asks Ss to add one more activity that can be done for smart consumption. 3 mins plastic bottles.
• T elicits from Ss the topic of the lesson. T looks for images of:
T-Ss closing the tap when
SEN adaptation: For hearing impaired Ss, T can show images to make them follow their descriptions about ways of smart consumption. 3 mins brushing teeth, etc.
• Green Bingo:
• T gives Ss a copy of Worksheet 5.3
• T tells Ss that they must now find another person who can truthfully sign one of the statements on their worksheet. Ss-Ss
• Ss asks yes/no questions to find classmates who do those activities. 7 mins
• Ss can only sign statements that are true to them.
• Ss must find a second person in the room to sign a second statement and so on.
To identify
• Ss must not sign their own worksheet. No one individually can sign more than two statement boxes on any one worksheet.
10 different
Pre-Task 1 • T models the type of questions Ss will ask: See worksheet 5.3
mins ways of smart
Do you….?
consumption
• Once Ss have completed the task they should shout out ‘Bingo’, sign their name at the top of the sheet and hand it to the teacher.
• T checks answers. T-Ss
• T elicits from Ss some ways of smart consumption and writes the ideas on the board. 3 mins
SEN Adaptation: For visually impaired Ss, T can support by telling them each of the activities while they look for people.
T-Ss
2 mins
To make a
GW
accordion fold • Ss select one way of smart resource consumption.
5 mins Recycled materials,
20 brochures • Ss create a accordion fold brochures to promote the smart resource consumption they have chosen.
Task modeling clay, colors,
min about smart • The accordion fold brochures should have 3 pages, each page should have an image and a statement related to smart resource consumption.
GW markers, paper.
resource • Ss present their models to the rest of the class.
15 mins
consumption
Ss-Ss
3 mins
3
CYCLE:
DE BOGOTÁ D.C.
340

ADDITIONAL ACTIVITY
GW
7 mins
• T asks groups to list all the items they consume or use at home.
• T writes the following categories on the board: food, electronic devices, energy, water. GW
To refelect • Ss write their ideas on strips of paper. 5 mins
15 about personal • In groups, Ss decide if their consumption habits are good or bad.
Pre-Task 2 Strips of paper
min consumption • T puts on a wall two strips of paper: Good consumption / bad consumption and invites each group to put their stripes of paper in the correct
habits place.
• T clarifies the concept of smart consumption by asking questions:
Is smart consumption about wasting resources or saving them? (saving)
Which are some examples of smart consumption? T-Ss
3 mins

ADDITIONAL ACTIVITY
T-Ss
• T asks Ss to say how the world looks like nowadays in terms on nature, animals, air, rivers, technology, health. 4 mins
• T elicits some ideas about smart consumption nowadays.
10 To make • T asks Ss to close their eyes and think of their ideal world. IW
Wrap Up 2
min conclusions • T elicits information about the idea world. 4 mins
• T asks Ss to write the five top ways to show smart resource consumption.
• Ss share their ideas with three more Ss. Ss-Ss
2 mins
3
CYCLE:
DE BOGOTÁ D.C.
341
MODULE: 4
UNIT: 5
SESSION: 4
AIMS: By the end of the session, students will be able to suggest ways of recycling garbage as a smart resource consumption tip.

Chinese Whisper:
• T divides the group in 2. Each group stands up in two lines (one group away from each other). T chooses the first students to tell a message
related to the environment.
• Ss pass it on to the last one, and then the last one has to write it on the board.
• The purpose of this activity is to pass a message from the first person who gets it to the last person who writes it on the board.
• T checks if they got the message. Ss-Ss
• The winning group is the one with the closest message from the original one. 5 mins
• Possible messages:
8 To activate prior
Warm up
mins knowledge
All of us should help the planet T-Ss
We should protect the environment. 3 mins
We shouldn’t pollute the water
SEN Adaptation: For hearing impaired Ss, classmates can write the statement on a piece of paper. These Ss can see the statement twice to
memorize it. At the same time, after seeing the message, hearing impaired Ss write the message they already read and show it to their next
classmate.
• T writes the three Rs on the board.

• T asks students what the three Rs stand for. Elicit & write on the board: T-Ss
Reduce 5 mins
Recycle
Reuse
Items from garbage.
• T gets groups of 2 to 4 students.
• T has each group to take a 2 items out of the garbage can and go to their groups.
Some images could
Pre • T tells Ss not to collect nonperishable ítems or Sharp objects. They will take objects they already know can be used for recycling. GW
10 To introduce to be: bottle of water,
Task 1 • T has Ss to discuss about the way they might use the 3 R’s (Reduce, Recycle, Reuse) on the items they’ve chosen. 6 mins
min concept of RRR paper, a fruit, a can, a
• T models the way they can produce ideas. For example, if Ss have collected “paper, plastic bags” from the garbage, they can say: We collected
glass bottle of water,
the paper. The apple must be recycled.
etc.
• In groups, Ss describe each item they have collected and decide if they can reuse, reduce or recycle the item.
• T elicits some statements from the groups.
• T asks Ss write down their ideas and which of the 3 R’s they’re using. GW
7 mins
3
CYCLE:
DE BOGOTÁ D.C.
342

GW
20 mins
• T tells Ss they will create items (using images from magazines) that belong to these three groups:
• Things that reduce waste
• Things that can be recycled
Classify • Things that can be reused
different • Ss put all the items together on three cardboards, one per each group. Magazines, scissors,
22
Task materials in a • Each S in the group presents one ítem in the groups. glue, cardboard,
min
color garbage • T tells the groups that every S must participate saying the name of the item they have, and how it reduces waste. markers, paintings.
can. • T models examples of what is expected to listen from Ss:
• This is paper. When you use less paper, you reduce waste.
• This is a detergent bottle. You can recycle this.
T-Ss
• This is a reusable lunch box.
5 mins
• T congratulates Ss on their performance and also provides general feedback.

T-Ss
• T writes the following question on the board: How can you become better citizens towards the environment?
2 mins
5 To make • Ss share their ideas with peers.
Wrap Up 1
mins conclusions • T elicits ideas from Ss.
Ss-Ss
3 mins
Resources Worksheet 5.4, modeling clay, cardboard, images, paper, colors, paintings.
3
CYCLE:
DE BOGOTÁ D.C.
343

ADDITIONAL ACTIVITY
• T asks Ss about the color of the garbage cans they find in order to classify waste.
• T elicits, students say the colors and then T writes in the board the following words: Recyclable waste, other waste, kitchen waste, harmful waste. T-Ss
5 Mins
• Then T has students match. T checks.
Notebooks, board,
• Blue: recyclable waste
Cards with the words:
• Green: kitchen waste
Paper, cardboard,
• Red: harmful waste
napkins, plastic cups,
• Gray: other waste
To use colors paper cups, packages,
• Now T has a list of garbage and waste things. T-Ss
15 for classifying plastic bags,
Pre Task 2 • T puts cards with these words around the board: 3 mis
min different types disposable forks,
Paper, cardboard, napkins, plastic cups, paper cups, packages, plastic bags, disposable forks, spoons and plates, used syringes, banana peel,
of waste spoons and plates,
oranges peel, used coffee.
used syringes, banana
• T draws the garbage cans on the board.
IW peel, oranges peel,
• Then T asks students to classify the items that are pasted around the board.
3 mins used coffee.
• T asks students to compare with two classmates.
• Example:
Ss- Ss
• S1. What do you have for the blue garbage can? 4 mins
• S2 I have …

ADDITIONAL ACTIVITY
• T gives worksheet 5.4 and asks Ss to listen to you, look at the images and decide where to write the name of the item (reduce, reuse, recycle). Ss-Ss Worksheet 5.4
• T checks Ss answers. 5 mins
• T places a tin can (or a few of them) in a central location in the class.
10 To activate prior In advance, T looks for
Wrap Up 2 • T has Ss individually come up with an idea for RECYCLING the tin can.
min knowledge 3 tin cans to do this
• T asks Ss say orally the directions for recycling the can. T-Ss
5 mins activity.
• They can add diagrams/artwork if they like.
3
CYCLE:
DE BOGOTÁ D.C.
worksheet
3.4A My family water use profile
MODULE 4 3.4B Water waste vs water conservation
WORKSHEETS – LIST
4.1 How much do you know?
4.2 Positive and negative footprint
1.1A Grouping cards
4.3 Changes
1.1B A social network site
4.4A Building an eco-friendly house
1.2A My blog
4.4B Criteria for the assessment of eco-friendly homes
1.2B Reading race
5.1A Finding the greenest group
1.3A Good and bad aspects of social networks - Cut outs
5.1B Putting things away
1.3B Cut outs 2
5.2A Taking action – wordle
1.4 Word snake
5.2B Board game
2.1 Vocabulary
5.3 People bingo
2.2A Our rich animal diversity
5.4 Reduce, reuse and recycle
2.2B Learning about animals
2.3 My town
2.4A Alphabet cut outs
2.4B Spotting the differences
2.4C Interviews
3.1 Water systems
3.2A Water use and misuse
3.2B My water use profile
3.2C Saving water at home
3.3A Bingo
3.3B Tips for water conservation
3.3C Water facts
worksheet
345
1.1A / Grouping cards

worksheet
346

worksheet
347

worksheet
348

worksheet
349

IN THE TEXT, IDENTIFY:
1. The name of the social network.
2. The people who belong to this social network.
1.1B / A social network site

3. The type of information included in each post.
4. The names of the three icons on the upper right side of the web site.
5. What other users can do about Megan’s and Kenta’s posts.
Taken from: http://learnenglishteens.britishcouncil.org/skills/writing-skills-practice/social-network-site.
worksheet
350
1.2A / My blog
Taken from: http://learnenglishteens.britishcouncil.org/skills/writing-skills-practice/introducing-yourself-blog.
worksheet
351
READING RACE
1.2B / Reading race

Answer the questions as fast as possible. When you finish, shout “bingo”
1. Who likes soccer?
________________________________________________________________________________________________________________
2. Where does _____________ live?
________________________________________________________________________________________________________________
3. Who is 11 years old?
________________________________________________________________________________________________________________
4. Who has two siblings?
________________________________________________________________________________________________________________
5. In which photo is there a blond woman?
________________________________________________________________________________________________________________
6. Who is from a different city?
________________________________________________________________________________________________________________
worksheet
352
1.3A / Good and bad aspects of social networks -

Cut outs
Taken from: http://www.digitalinformationworld.com/2014/04/how-do-you-teach-social-media-etiquette-infographic.html
worksheet
353
Do Don’t
1.3B / Cut outs 2

Do Don’t
Do Don’t
Do Don’t
Do Don’t
Do Don’t
worksheet
354
Instructions:
1. Find ten words related to social networks CYCLE: 3 MODULE: 4 UNIT: 1 SESSION: 4
MOTHAU Y
OP
FA
CE W I EE R R P O LK A
B O O KO U R T K W T S
WF
1.4 / Word snake

AR
DH S
OERLD
K C N VJ N C NDPC
ENDENP
J NC A O U N
OFIL
UDPR
B
HJA
WO
N
W
AD WOU O
GSLH
V INE
T
WI
EF O
T T E R A S B ON
UT W N
INPHO WP
PNBVAW
ABGTK
TO SNOU YT
W AL
OINO H A D V
M
FER T VA P
YO U
FE
CLX W
HTD
LSOG
OT D
SA
DEO
FK
R Y V I FR
IST
OS E
AQ M
O U R L B ECH
L
RC A N S H AR
E K N GO E D
EW
AQ W S O U T R B
HGTLU
POS
GR
N
TL
M O
JU
A
TA GR
T SEI H
TEI NS
OU
DF
O L LOWK H AWOJBFRBAINSTL JDAGR AMO NG
worksheet
355
Instructions:
1. Match the image and the words. CYCLE: 3 MODULE: 4 UNIT: 2 SESSION: 1
FLOWER
TREE
2.1 / Vocabulary
SKY
HILL
PLANT
RIVER
GRASS
FOREST
FIRE
SEA
MOUNTAIN
ISLAND
worksheet
356
2.2A / Our rich animal diversity

GOAT Animal that provides wool to make sweaters and scarves.
CAT A very small bird which moves its wings very fast.
HORSE A green small insect that hops in the grass.
SHEEP A bird that flies very high. It has a very good sight. It eats meat.
HUMMINGBIRD It is the animal that eats every kind of food.
GRASSHOPPER A domestic animal that is very loyal to their owner.
EAGLE A farm animal which is used to carry objects around the farm. It runs very fast.
PIG A small animal that has big ears. It eats grass and carrots.
DOG It has 2 horns and short tail.
RABBIT A small domestic playful animal.
worksheet
357
Instructions:
1. Find the words in the secret code. Replace the numbers with the correct letter. CYCLE: 3 MODULE: 4 UNIT: 2 SESSION: 2
2 .2B / Learning about animals

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
19 10 1 14 11 6 24 21 2 26 3 17 25 4 9 16 8 5 13 20 22 18 7 23 15 12
1. 16+11+20 = ________________________________ 2. Write your own words using the secret code - refer to vocabulary from this unit
2. 6+2+13+21 = ________________________________
1. _________________________________________________________________________________________
3. 2+4+5+11+1+20 = ____________________________
2. _________________________________________________________________________________________
4. 1+19+20 = __________________________________
3. _________________________________________________________________________________________
5. 7+2+17+14 = _________________________________
6. 14+9+17+16+21+2+4 = _________________________
7. 25+19+25+25+19+17+13 = _____________________
8. 12+11+10+5+19 = _____________________________
9. 10+2+5+14+13 = ______________________________
10. 21+22+25+25+2+4+24+10+2+5+14 = ______________________________
worksheet
358
Instructions:
Read and…
• Underline the most important places in the text
• Circle the activities that Alex does in that place
• Describe the places
2.3 / My town
Taken from: http://learnenglishteens.britishcouncil.org/skills/reading-skills-practice/my-town
worksheet
359
T R E
2.4A / Alphabet cut outs

E G R
A S S
F L O
W E R
worksheet
360
S B E

N C H
L A K
E P L
A Y G
worksheet
361
R O U

N D F
E N C
E S W
I N G
worksheet
362
L A M

P P A
T H S
worksheet
363

A B
2.4B / Spotting the differences

worksheet
364
Instructions:
1. Interview 5 classmates. Ask each classmate a different question. Write their answers in front of each question.T CYCLE: 3 MODULE: 4 UNIT: 2 SESSION: 4
Questions Classmates’ answers

1. Do you know about a park near the school or in your neighbourhood?
2.4C / Interviews
2. What is there in that park?
3. What do people do in the park?
4. How can you take care of the trees in the park?
5. How can you take care of the animals in the park?
worksheet
365
3.1 / Water systems

Taken from: http://www.sswm.info/sites/default/files/toolbox/
worksheet
366
Instructions:
1. Tick the images that show the correct use of water. Cross out the incorrect use of water. CYCLE: 3 MODULE: 4 UNIT: 3 SESSION: 2
3.2A / Water use and misuse

worksheet
367
Instructions:
1. Write in this timeline 3 activities in which you use water at each specific moment of the day. CYCLE: 3 MODULE: 4 UNIT: 3 SESSION: 2
3.2B / My water use profile

Before School At school After school
worksheet
368
Instructions:
1. See the image and answer the question:
3.2C / Saving water at home

Can you circle some places where you can save water?
worksheet
369
3.3A / Bingo
BOARD A
Copy and cut out two sets of 8

picture cards per group of 4.
worksheet
370
3.3A / Bingo
BOARD B
worksheet
371
3.3A / Bingo
BOARD C
worksheet
372
3.3A / Bingo
BOARD D
worksheet
373
3.3B / Tips for water conservation

When you wash the car, you should use a bucket
When you have a shower, you should keep the water on low power and do not stay for more than 5 minutes
You should collect rain water in a large bucket to water the garden
to save water, you should put a bottle of water or sand in the toilet sistem
you shouldn’t put litter in the toilet
you should stop dripping water as soon as possible
When you brush your teeth you should use a glass of water to rinse
worksheet
374
Instructions:
1. Look the numbers around the classroom. In groups, complete the statements with the correct number: CYCLE: 3 MODULE: 4 UNIT: 3 SESSION: 3
1. Washing the car uses an average of ___________________________ litres
3.3C / Water facts

2. Having a bath uses ________________________________________ litres
3. Watering the garden uses an average of ________________________ litres
4. Eating a burger uses an average of ____________________________ litres
5. Washing clothes uses an average of ___________________________ litres
6. Flushing the toilet uses an average of __________________________ litres per person per day.
7. Having a shower uses an average of ___________________________ litres a minute.
8. It takes __________________________________ litres of water to make 1 liter of bottled water.
worksheet
375
Instructions:
1. Complete this chart to estimate the amount of water that you and your families typically use in a week CYCLE: 3 MODULE: 4 UNIT: 3 SESSION: 4
3.4A / My family water use profile

Number of times activity per-
Activity Quantity of water used each time Number of days Total amount of water used per activity over time
formed each day
bathroom
Flushing toilet x 5 gallons x______days =_____gallons
Showering x 30 gallons x______days =_____gallons
Bathing x 40 gallons x______days =_____gallons
Brushing teeth x 1 gallon x______days =_____gallons
Kitchen/laundry
Washing dishes by hand x 30 gallons x______days =_____gallons
Dishwasher x 15 gallons x______days =_____gallons
Washing machine x 30 gallons x______days =_____gallons
outdoors
Washing car x 30 gallons x______days =_____gallons
Wartering lawn/graden (30 min) x 15 gallons x______days =_____gallons
Other x 30 gallons x______days =_____gallons
Grand total =__________gallons
worksheet
376
3.4B / Water waste vs water conservation

Instructions:
1. Cut out these images. Talk to your friend and decide if the image shows a good use or a bad use of water. CYCLE: 3 MODULE: 4 UNIT: 3 SESSION: 4
Paste each image in the correct square “Save-Waste” chart in worksheet B2
worksheet
377
3.4B / Water waste vs water conservation

Waste Save
worksheet
378
4.1 / How much do you know?

How much do you know?
Complete the statements with the correct information.
1. Before the electric light people used to have _____________________________________________________________________________
2. Before the electric light, people used to have _____________________________________________________________________________
3. Before the car, people used to have ____________________________________________________________________________________
4. Before the washing machine, people used to have _________________________________________________________________________
5. Before the airplane, people used to have ________________________________________________________________________________
6. Before the computer, people used to have _______________________________________________________________________________
7. Before the internet, people used to have ________________________________________________________________________________
8. Before the TV, people used to have ____________________________________________________________________________________
9. Before __________________________________________________ people used to have _______________________________________
10. Before __________________________________________________ people used to have ______________________________________
worksheet
379
Instructions:
3 4 4 2
4.2 / Positive and negative footprint

1. Look at the images and answer the questions: CYCLE: MODULE: UNIT: SESSION:
___. Which images show positive footprint?
___. Which images show negative footprint?
___. Which type of problems do you see in the images with negative footprint?
___. Where would like to live?
A B C
D E F
worksheet
380
Instructions:
1. Put the most important events about changes in the environment in the timeline. CYCLE: 3 MODULE: 4 UNIT: 4 SESSION: 3
4.3 / Changes
worksheet
381
Instructions:
3 4 4 4
4.4A / Building an eco-friendly house

1. Work in groups to convert a box into a model eco-home. You must use a range of materials to make it as eco_friendly as possible. You will CYCLE: MODULE: UNIT: SESSION:
be given small solar panels to light your home.
Our ideas to reduce energy waste: We will need:
Our ideas for waste and water:
Our house will look like this:
Taken from: http://old.solar-aid.org/sunnyschools/blog/Eco-house%20unit.pdf
worksheet
382
4.4B / Criteria for the assessment of eco-friendly

Instructions:
1. Assess your eco-friendly home taking into account the following aspects: CYCLE: 3 MODULE: 4 UNIT: 4 SESSION: 4
homes
Energy Production:
Functioning Solar– Saving Energy Waste and Water: (recycling boxes, water collector,
powered light (Heat and light) recycling water, )
(25 points) (55 points) (20 points)
worksheet
383
Instructions:
1. Ask members of your group these questions. If your classmate answers yes, make a cross in the square. CYCLE: 3 MODULE: 4 UNIT: 5 SESSION: 1
5.1A / Finding the greenest group

If the answer is “NO”, don’t put anything. Count and get the total. Are you green students?
GROUP SURVEY
Which group is the “greenest”?
Questions Me Classmate 1 Classmate 2 Classmate 3 Classmate 4 Group total
1. Do you travel into town by car?
2. Do you usually buy organic fruit or vegetables?
3. Do you use public transport on the weekend?
4. Do you re-use bottles?
5. Do you recycle paper at home?
6. Do you pick up trash and put it into a trash can

at school?
7. Do you usually put fast food in a plastic or

Styrofoam container?
8. Do you re-use plastic bags for your shopping?
Activity adapted from: http://www.istitutoeuropaunita.it/WORKSHEETS.pdf
worksheet
384
Instructions:
1. Look at the image. Is the room clean? What’s wrong? CYCLE: 3 MODULE: 4 UNIT: 5 SESSION: 1
Classify the garbage in the correct trashcans. Make lines from the garbage to the correct trashcans.
5.1B / Putting things away

Glass
Paper
Compost
Plastic & Metal
Taken from: http://learnenglishkids.britishcouncil.org/en/fun-games/clean-and-green
worksheet
385
Instructions:
1. Look at this Wordle. Identify the words you know. Write definitions of the words you in the table below: CYCLE: 3 MODULE: 4 UNIT: 5 SESSION: 2
5.2A / Taking action – wordle

Words I Know What is it?
worksheet
386
Instructions:
1. Work in groups. Flip a coin. For head, move two squares. For tail, move three squares. In the image squares, describe what is wrong. CYCLE: 3 MODULE: 4 UNIT: 5 SESSION: 2
In the “Tip” square, give a piece of advice to be green.
START Go ahead 2 spaces
TIP
5.2B / Board game

TIP
Go ahead 1 spaces ON Lose a turn
TIP
OFF
TIP
go back 1 space Go back to start
TIP
worksheet
387
Instructions:
1. Walk around the classroom asking questions to your classmates. Write his/her name on the space provided if he/she does the activity. CYCLE: 3 MODULE: 4 UNIT: 5 SESSION: 3
PEOPLE BINGO
Do you…
...grow vegetables/herbs at home? … recycle as much as possible at home (e.g. plastic, glass, turn off the lights during the day?
newspaper, batteries, electrical goods, etc)?
5.3 / People bingo

ON
OFF
… leave the tap running when washing their teeth? … know one fact about carbon footprints? …buy plastic bags?
worksheet
388
Instructions:
1.Listen to your teacher, look at the items and write the names of those items in the correct place. CYCLE: 3 MODULE: 4 UNIT: 5 SESSION: 4
5.4 / Reduce, reuse and recycle

REDUCE: Less trash REUSE: Use trash item over again for the same purpose. RECYCLE: Turn trash item into something else that is useful.
British Council, Colombia
Cra 9 # 76-49 | Piso 5 | Bogotá D.C,
T +57 (1) 325 9090
www.britishcouncil.co
ALCALDÍA MAYOR
DE BOGOTÁ D.C.

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Consolidation and assessment 44 Choosing a sport and pursuing it 139

Consolidation and assessment 57 Getting along with others 154

Fabiola Téllez Álvarez

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Fabiola Téllez Álvarez

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

Declarative knowledge is understood here as knowledge resulting from

Learning to live together is a dimension in which students

TIME STAGE AIM PROCEDURE INTERACTION TIPS AND MATERIALS

TIME STAGE AIM PROCEDURE

TIME STAGE AIM PROCEDURE

TIME STAGE AIM PROCEDURE INTERACTION TIPS AND MATERIALS

TIME STAGE AIM PROCEDURE INTERACTION TIPS AND MATERIALS

TIME STAGE AIM PROCEDURE

TIME STAGE AIM PROCEDURE

TIME STAGE AIM PROCEDURE INTERACTION TIPS AND MATERIALS

TIME STAGE AIM PROCEDURE INTERACTION TIPS AND MATERIALS

Resources Copies of Worksheet 1.2, board, poster sized paper, markers.

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TIME STAGE AIM PROCEDURE

TIME STAGE AIM PROCEDURE INTERACTION TIPS AND MATERIALS

CROSSWORD ACTIVITY: T-Ss

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Resources Worksheet 1.4

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• T gives Ss Worksheet 2.1A, which presents a reading text about “Identity”.

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You can find more

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TIME PROCEDURE INTERACTION TIPS AND MATERIALS

TIME STAGE AIM PROCEDURE

Resources Strips of paper (for the ball)

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Find someone who: T-Ss

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For tips on slogan

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TIME STAGE AIM PROCEDURE INTERACTION TIPS AND MATERIALS

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• In groups of 4, Ss look for images to be used in a collage to represent “Gender Equality”.

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Writing activity: My hero. IW

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• T provides a copy of Worksheet 3.3 to Ss who are in pairs. PW

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TIME STAGE AIM PROCEDURE INTERACTION TIPS AND MATERIALS

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