Cycle 1

1
CYCLE:
IMMERSION ROOM
Session Plan
ALCALDÍA MAYOR
DE BOGOTÁ D.C.
SECRETARÍA DE EDUCACIÓN
Contents
MODULE 1 Identity and cultural diversity
Worksheet appendix
Worksheets
90
91
MODULE 2 Healthy lifestyles
Worksheet appendix
Worksheets
189
190
Word bank 10 Word bank 118
1
UNIT
Meeting people
Greeting people and telling my name
9
11
1
UNIT
My eating habits
My eating habits
117
119
Colors 14 My eating likes and dislikes 123
Numbers 17 Healthy and unhealthy food 126
Consolidation and assessment 20 I know what to eat 130
2
UNIT
My body
My body
25
26
2
UNIT
My everyday life
My everyday life
133
134
We are unique 30 My everyday activities 137
Who do I look like? 34 My everyday life at school 140
My senses 39 My everyday life book 143
3
UNIT
My personality
This is who I am
43
44
3
UNIT
I play for my health
Different fun activities are healthy
147
148
People I know 48 Sports are good for my health 151
How do you feel? 52 I can play different sports and games 154
Consolidation and assessment 57 I love eating and playing healthy 157
4
UNIT
Who do I look like?
Who do I look like?
61
62
4
UNIT
Caring for my body
Caring for my body
161
162
We all are different 65 I take care of my body when I play 165
Sharing time with my family 68 Caring for my health 168
This is my family 71 I prevent my body from ailments and little accidents 171
5
UNIT
My toys
My favorite toys
75
76
5
UNIT
Keeping my family and friends healthy
I keep my home clean
175
176
I can play with other objects at school too 81 I respect my friends at school 179
Playing and sharing together 84 Keeping good relationships at my school 182
Consolidation and assessment 87 Keeping my friends and family healthy 186
MODULE 3 Cultural values & traditions
Worksheet appendix
Worksheets
312
313
MODULE 4 Environmental responsibility for digital natives
Worksheet appendix
Worksheets
438
439
Word bank 224 Word bank 374
1
UNIT
I am a natural artist
My special artistic talents and abilities at home and at school
223
225
1
UNIT
Technology is all around me
Means of communication
373
375
My favourite kinds of artistic expressions 228 Means of transportation 378
Traditional colours and symbols 232 Road safety 381
I’m a natural artist 235 Consolidation and assessment 384
2
UNIT
I express my feelings through music
Music I like
239
240
2
UNIT
My house and my school
Places in my town
387
388
Musical bounds 244 My house 391
I express my feelings about different types of music 248 My room 394
Music from the world 254 Consolidation and assessment 397
3
UNIT
Traditional colours and symbols
Our national symbols
259
260
3
UNIT
The environment
The weather
399
400
Our ecosystems 265 Seasons 403
Our flora and fauna 269 Weather and clothes 407
Traditional colours and symbols 273 Consolidation and assessment 410
4
UNIT
Meeting the world and the continents
There are six continents
279
280
4
UNIT
Small actions with a big impact
Inside planets
413
414
Countries and means of transportation 283 The water cycle 417
Traditional music and dishes 288 The three Rs (reducing, reusing, recycling) 420
Consolidation and assessment 292 Consolidation and assessment 423
5
UNIT
Important celebrations and traditions at home and at school
Local celebrations around the world
295
296
5
UNIT
My planet
Amazing world of wild animals
427
428
The school community celebrates memorable dates 300 Where do animals live? 431
My holidays are celebrated around the world too 304 Plants 433
Consolidation and assessment 308 Consolidation and assessment 436
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 Liliana Arias
Andrés Vergara
Azucena Parra
Gerente de Proyecto
Ángela Becerra Santana
Diana Peñuela
Juan Carlos Gómez
Autores
Carolina Leal Coordinadora de Proyectos Oscar Montoya
Clara Lozano Carolina Cruz Corzo
Diana Galarza Consultora Académica Editores
Diana Gómez Claudia Karina Santana Jermaine McDougald
Eliana María Rubio Coordinadora de Proyectos Ángela Becerra Santana
Fressman Ávila Carolina Cruz Corzo
Gerardo Urbina
Iván Jaramillo Diseño y Diagramación
Wilson López Miguel Ángel Plazas Figueroa
Profesionales del Equipo de Fortalecimiento de Segunda Lengua
ISBN
© Secretaría de Educación Distrital de Bogotá, 2015
Av. El Dorado No 66-63 Bogotá – Colombia
www.educacionbogota.edu.co
Todos los derechos reservados.

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

Coordinator of Second Language Education
Consultores
Agreement Specialists Grupo de trabajo
Diseño
Secretariat of Education in Bogotá British Council Authors
Alejandro Dávila Ana Lorena Molina Liliana Arias
Andrés Vergara
Azucena Parra
EES Project Manager
Ángela Becerra Santana
Diana Peñuela
Juan Carlos Gómez
Autores
Carolina Leal EES Project Coordinator Oscar Montoya
Clara Lozano Carolina Cruz Corzo
Diana Galarza Academic Consultant Editors
Diana Gómez Claudia Karina Santana Jermaine McDougald
Eliana María Rubio EES Project Coordinator Ángela Becerra Santana
Fressman Ávila Carolina Cruz Corzo
Gerardo Urbina
Iván Jaramillo Design
Miguel Ángel Plazas Figueroa
Second Language Educator Specialists
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 Meeting people
1
ty and
rsity
al dive
Identi
UNIT
cultur
ALCALDÍA MAYOR
DE BOGOTÁ D.C.
MODULE 1
Word Bank
Greetings and farewells
Professions
Gender
Commands
Colours
Numbers from 1 to 10
Family members
Domestic animals
Zoo animals
Feelings
Values
Likes and dislikes
Abilities-Can
Parts of the face
Parts of the body
Adjectives to describe people
1
Simple actions to do at the house, at the
school or in the park
Indoors and outdoors toys
Indoors and outdoors games
Places in the neighbourhood and the
school
House rules
Musical Instruments
CYCLE:
11
TOPIC: Greeting people and telling my name
MODULE: 1
UNIT: 1
SESSION: 1
AIMS: • By the end of the session, students will be able to greet people and say goodbye (“Hello”, “Good morning/afternoon/evening”, “Good bye”, “See you”)
• By the end of the session, students will be able to say their names and ask for someone´s name (“What is your name?”, “My name is …”)
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 starts the class by greeting Ss saying “hello, how are you?” And asks Ss to answer: “good thank you”. Then T asks again, to make sure Ss
understood what they must answer.
• Then T asks one S to help him/her and models a small dialogue:

T-Ss
10 To follow simple T says: “hello, how are you?”
Warm up PW
min instructions S answers: “hello, I’m good thank you. How are you?”
T answers: “fine thank you”.
• T tells Ss they are going to work.in pairs repeating what she does with the S S/he’s working. Then T repeats the dialogue, waiting for the rest of
Ss to follow him/her. “Turn around”
For this activity T uses a glove puppet to practice greetings and farewell vocabulary.
• The puppet is sleeping in a bag. The T tells Ss there is a puppet Sleeping. T mimes sleeping and tells them the puppet’s name.
The main idea is that
the puppet says hello
• T tells them they are going to say wake up to the puppet -T mimes wake up.
To encourage to some SS, five or
students to use six, then, T changes to
10 • T says “Wake up (Puppet’s name)!” several times, looking into a sleeping bag and asks each S to shout into the bag. (Puppet’s name) only wakes
Pre task new vocabulary T-Ss “good afternoon” or
min up when the whole class shouts together into the bag.
related to “good morning”, and
greetings. uses the flashcards
• The puppet says “Hello” and the T says Hello and the puppets’ name.
of afternoon and
morning.
• Then the puppet says hello to some of the Ss using his-her name and the T encourages Ss to say hello back to the puppet.
*Additional activity 1
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CYCLE:
IMMERSION ROOM - SESSION PLAN ALCALDÍA MAYOR
DE BOGOTÁ D.C.
12

• After saying “hello” to 3 or 4 Ss, the puppet changes the greeting and says “Good morning” or “Good Afternoon” to the rest of the Ss, depending
on the time of the class. The T helps Ss to answer back to the puppet, - good morning or afternoon-.
• The T uses the good morning and good afternoon flashcards to help Ss understand the difference.
T must encourage
• E.g the puppet says good morning and the T points to the good morning flashcard And the same with good afternoon. each S to say hello,
good morning or
To encourage • After saying hello, good morning or good afternoon, the puppet asks the entire class, What’s my name? and T helps Ss answering, by saying the good afternoon to the
students to use name of the puppet. One extra help could be if the T asks Ss is the puppet’s name… (giving another name) so Ss can answer no, and then after puppet to practice
20 two or three times, the T tells them the real name so Ss can say “Yes”, and then they can tell the puppet it’s real name.
Task new vocabulary T-S vocabulary. And
min
related to encourage the Ss
greetings. • When Ss tell the puppet it’s real name, the puppet says: yes, my name is… (repeating its name) and after this the puppet asks some of the Ss (if to use the complete
it’s a large class) or all of them if there are 10 Ss or less, what’s your name? and each S with the T’s help must answer my name is… (with his/her structure, My name
name). is…; to answer the
puppet’s question.
• T asks two Ss to stand up. T draws with his/her marker a couple of eyes in Ss hands, and tells them that they are going to use their hands as
puppets. T encourages Ss to try to greet the other partner’s puppet using the expressions they have just practiced. T asks the whole class to try
to help their partners remember what they should say to greet each other. T supports and helps Ss do it.
• Finally, T pairs Ss and draws eyes in everybody’s hands. T has Ss try to practice greetings and telling their names using complete sentences as
possible with his/her help and support. T gives group feedback.
To end the class
T also should mime
while reviewing
• T brings back the bag with the puppet and asks students to shout his name out so that he wakes up. T brings out the puppet and repeats the Good bye, so Ss
5 min Wrap up the concepts T-S
same routine of going to each student, saying hello, asking their names, and saying goodbye/see you. understand this is a
learned during
farewell.
the session.
Resources A glove puppet, crayons, good morning and good afternoon flashcards or pictures taken from newspapers or magazines where Ss can see the difference between morning and afternoon.
T must look for a song in which Ss can hear different greetings and farewells as hello, good morning/afternoon/evening and bye-bye, good-bye, good night.
Some links with videos and songs suggested are:
Additional resources
https://www.youtube.com/watch?v=Rh8fI5uIxYs
https://www.youtube.com/watch?v=CpTLdI3Jpn4
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TIME STAGE AIM PROCEDURE

ADDITIONAL ACTIVITY
1 INTERACTION TIPS AND MATERIALS
• T shows different flashcards to present new vocabulary related to greetings and farewells. While showing the flashcards, T supports the meaning of
the words/phrases with gestures and sounds for better word association.
To reinforce
new
10 vocabulary
Pre task 1 T-S
min about
greeting and
farewells
• E.G. “Good morning!”

ADDITIONAL ACTIVITY
• The puppet tells Ss that they are going to listen (T must mime the word listen) to a song and says “Let’s sing a song” and they sing the “Hello Song”
together. T plays the song several times, so that Ss get used to it and start repeating the phrases.
• T models the role play with the puppet.

Teacher: “Hello”, “What is your name?”
Puppet: “My name is ….”
• T moves to the first student and says “Hello” and encourages him/her to say hello back. The puppet must interact with children and let them
touch, cuddle or stroke itself.
To reinforce
T must find a song
new
• The puppet asks each S “What is your name?”, and receives an answer from each student “My name is …” gets everyone to sit at the table with T-Ss or a video that uses
15 vocabulary
Practice him. T asks Ss to get crayons out of their bags (T models by doing the same.) PW greeting and farewells
min about
and the structure,
greeting and
• T reads the names of the Ss and encourages each student to put their hand up and say “Yes”. What’s your name?
farewells
• T hands out the “This is me” worksheet 1.1 to each student.
• T says “Take out a crayon” and has Ss follow his/her actions.
• T models writing his/her name on the line, slowly and carefully. Then, T asks Ss to write their names, T moves around the class, helps and gives lots
of praise. Even if their first attempt is not very successful, T always encourages Ss to do their best)
• When names of the Ss are written, T asks them to draw themselves in the box under their name. T monitors the process.
Ss can now decorate the classroom by sticking their “This is me” worksheet on the wall (worksheet 1.1)
SEN adaptation: If there are Ss who can’t write their own name T can write their name for them on the worksheet before the activity begins.
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TOPIC: Colours
MODULE: 1
UNIT: 1
SESSION: 2
AIMS: By the end of this session, students will be able to ask about their favourite colour “What is your favourite colour?”, and answer the question.

The songs from the
previous sessions are
related to greetings
and farewells. T
can look for a song
• T says hello to Ss and asks them if it’s morning or afternoon. Once they´ve answered correctly, T asks them: “Should we say good morning or good where Ss can listen to
afternoon.” And shows Ss the flashcards or pictures to help them remember the vocabulary from previous class. different people say
To review hello, good morning/
T-Ss
10 previously • T can play one of the songs from the previous session to review vocabulary. afternoon and then
Warm up PW
min learned say good bye, good
vocabulary • If the T doesn’t have the song they can practice with a mini role play like this: T asks Ss to work in pairs. One S says “Good morning/afternoon”, night or byb-bye.
“What’s your name?” The other S answers, “Good morning/afternoon”, “My name is… “and asks his/her classmate what’s your name? The idea is Some songs are:
that the T does it first with one S and then pairs up Ss to do it at least twice. T goes around monitoring their work. https://www.
youtube.com/
watch?v=CpTLdI3Jpn4
https://www.
youtube.com/
watch?v=CpTLdI3Jpn4
• T brings the bag with the puppet and asks Ss to greet him, so he gets out of the bag. The puppet greets all students by saying “Hello”, and T
encourages Ss to answer back.
• T uses the puppet to model a short dialogue:

To introduce Teacher: (Puppet’s name), “What is your favourite colour?” (T shows different colours on the board)
10
Pre task new vocabulary Puppet answers: Red! (Pointing at the flashcard with a corresponding colour). T-Ss
min
about colours
• T continues the conversation with a puppet, asking the puppet “What colour is this?” pointing at other flashcards to introduce different colours
(blue, green, yellow, orange, red, pink, purple, black, and brown). The puppet answers each colour saying: “This is colour…”
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• T passes the flashcards around the class so each student can hold one and say the colour. T starts asking Ss “show me the colour red” and the S
with the colour red must hold the flash card up for the rest Ss to see it. And so on with each colour. As they put the flashcards up, T must have the
class repeat this is colour red, blue, green, etc.
• Stand up and Jump. T hands out all of the coloured papers, 1 colour per student.. T says a colour (e.g. “blue”) and the students holding that colour
have to quickly stand up, jump and then sit down. Start off slowly and then progressively faster. If there are Ss who can’t stand up and jump, T can
ask them to shout, “This is colour… “ and hold the coloured paper high.
To practice T must look for a song
using new • T puts all the flashcards on a desk or on the floor and asks Ss to sit in a circle. T plays the song or video, song about colours or the colours song or a video in which Ss
20
Task vocabulary and asks Ss to touch the colour that is sung in the song or video. T and Ss sing the song together. (Note: If the video will not be shown and only T-Ss can see and hear the
min
in different heard be sure to show the different colours with objects in the classroom.) vocabulary related to
situations colours.
• Ss work in pairs. One S must say a color the other one and he/she must touch an object in the classroom that corresponds to that color. Ss change
roles and redpeat the activity a three or four times.
SEN adaptation: be sure to have a spare set of coloured flashcards for those Ss who can’t stand up or move so they can touch the colours sitting
on their desks.
*Additonal activity 2
• T brings the puppet back.
To end the class • The puppet asks each student “What is your favourite colour?”
while reviewing
5 min Wrap up the concepts • Ss must answer “My favourite colour is …” T-Ss
learned during
the session. • The puppet praises Ss after each answer.
• The puppet says Goodbye and goes to sleep in his bag.

Resources Colours Flashcards, song related to colours, the colour game, glove puppet, coloured paper.
T can use greetings and farewell songs such as: How many ways can you say hello?
Found on: https://www.youtube.com/watch?v=Rh8fI5uIxYs
Additional resources or the Hello song, found on: https://www.youtube.com/watch?v=CpTLdI3Jpn4
That paint is pink-video and song about colours: https://www.youtube.com/watch?v=9n6xHirhSEA
Colours song and video: https://www.youtube.com/watch?v=BGa3AqeqRy0
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ADDITIONAL ACTIVITY
• T shows Ss a picture of the rainbow, and tells them the name of the pictures by saying: “look, this is a rainbow” and asks Ss to repeat the word
rainbow.
T must have a large
• Then T asks Ss “what colours can you see?”, while miming the word see so Ss understand what the T is asking. T elicits different colours that the
To reinforce picture of the rainbow
rainbow has from Ss. Ss are expected to name the colours of the rainbow: red, orange, yellow, blue, green, purple. T-Ss
10 vocabulary and or do one before class
Pre task 2 Wh
min structures learnt with cardboard and
• Then the T asks each S or some if the class is larger than 10 Ss, which one is their favourite colour from the rainbow, and Ss are expected to answer
in the session. colours, markers or
with the name of the colour they like. T asks the S to point at that colour on the rainbow picture.
crayons.
• After that T starts asking Ss “Tell me one thing that has your favourite colour on it” or can ask Ss to move around the classroom and find objects
with their favourite colour on it and show them to the rest of the class.

ADDITIONAL ACTIVITY
T can decide if this
is going to be a Wh
activity if the class is
not too large, if the
• T asks Ss to sit on the floor in a circle and tells them they are going to play the “Colour game”.
To reinforce class is more than 10
T-S
15 vocabulary and Ss, T can divide the Ss
Pre task 3 • Instructions are as follows: Wh
min structures learnt in groups of 3 or 4 Ss
Ss will start playing at the star that says ’start’. One S rolls the dice and goes ahead as many spaces as the dice roll says. When the S lands on a
in the session. and give each group
star, S/he has to say the colour in English. The idea is that each S rolls the dice and goes on playing until one S Makes it to the goal. Worksheet 1.2
a worksheet with the
colour game.
whorksheet 1.2
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TOPIC: Numbers
MODULE: 1
UNIT: 1
SESSION: 3
AIMS: • By the end of the session, students will be able to understand the question “How many” and count from 1 to 10.
• By the end of the session, students will be able to ask and answer the question: How old are you?

• When Ss are ready to start the class, T starts by introducing numbers from 1 to 10, using flashcards. T puts the number flashcards on the board
The idea is that the
and asks the Ss: “What colour is this?” while pointing to number 1. Ss must answer: “It’s colour red, blue, and yellow”, or any colour depending
number flashcards
To introduce on the colour of the number. If there is any number with a new colour for Ss, T can ask if maybe some Ss know the colour; if there is no answer, T
are coloured with the
new vocabulary says the colour and then asks Ss to repeat it. E.g. “This is pink. The number two is colour pink”. Please repeat.
colours they learned
about numbers T-S
10 in the class before
Warm up while activating • T repeats the previous action with every number while counting up to 10. E.g. “What colour is this? Pointing to number 2; Ss must answer “it’s yellow Wh
min (red, yellow, green,
previous or green or blue” and T says “ok, number two is yellow or green or blue. Very good”.
blue, purple, etc.),
knowledge
to review colours
about colours SEN adaptation: another idea to introduce numbers for Ss who have slight difficulties, can be clapping or tapping as many times as the number.
while introducing new
E.g: number 1, T claps one time; number two, claps two times and so on. After a few repetitions, T can clap and ask: “What number was that?” and use
vocabulary.
prompts such as: “Was it number two or one?” Ss must answer according to the number of times they heard the noise. E.g. “It’s number one”.
• T brings the bag with the puppet and asks Ss to greet him, so he can get out of the bag. The puppet greets all the Ss by saying “Hello or good
morning or afternoon” also to review greetings. T encourages them to answer back.
• T uses the puppet to model the activity, like this: T asks the puppet “How old are you?” while pointing to each of the number flashcards which
he/she has on the board. T goes through the numbers until the puppet answers his age, e.g. the puppet answers: “I’m eight.” while the puppet is
pointing to number 8. If the class is large,
To introduce
T-S more than 10 Ss the
10 numbers
Pre task • Then T takes a ball with one hand and gives it to the puppet so the puppet can throw it to a S and asks him/her “how old are you?” and the S is S-S T can only include a
min vocabulary and
expected to answer saying his/her age. few Ss to ask them the
age concept.
question first and then
• Then T repeats this action with a different S throwing the ball and asking him/her “How old are you?” the S is expected to answer the question
with the help of the T, “I’m … years old” and if the answer is correct, the T asks the S to throw it to someone else and ask the question “How old are
you?” the other S holding the ball must answer “I’m…years old”. All this with the T’s prompting.
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To end the class
while reviewing • T asks Ss to sit in a circle on the floor or the chairs, says his/her age: “I’m (number) years old” and passes the ball to the student next to him/her
5 min Wrap up the concepts who says his age, “I’m five.” Then the student passes the ball to the next student who says his age and so on. At one point the T can change the T-S
learned during sentence and say: “My favourite colour is blue (or any colour)” and passes the ball and Ss say their favourite colour.
the session
• Coloured Flashcards with the numbers from 1 to 10. Tape.
Resources • Puppet from previous lessons.
• Small or medium plastic ball.

• The Numbers Song
• Trace 1-10 handout (worksheet 1.3)
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ADDITIONAL ACTIVITY
T can use the video
and song Let’s count
1 to 10” taken from
YouTube: https://www.
• T presents different actions to the classroom as such
youtube.com/watch?
v=85M1yxIcHpw-
• T tells Ss to “stand up and follow me” or “stand up and repeat what I do”. First T jumps, then takes a step forward, then a step back and finally spins
numbers,
around. T repeats these actions four or five times. Then T tells Ss they are going to do them by themselves and T says: “step forward” and Ss are
or look for a song
expected to do as T says so and so on with each action. If there is movement impediment T can also change the actions to: clap, tap on the table,
or video with
To reinforce and shout hurray or so. If the T decides to change these actions, it’s also necessary that the T adapts the song that follows the activity.
T-Ss numbers from 1 to
15 vocabulary and
PreTask 2 Wh 10. Also if there is no
min structures learnt • First time T plays the song suggested in the tips and materials comments or any other song related to numbers from 1 to 10; s/he models the
opportunity to hear
in the session. gestures and encourages Ss to do them with him/her.
a song or listen to a
video T can create
• Second time T plays the song and allows Ss to do the actions by themselves.
a chant that goes
something like this:
• For the third time T plays the song and at some points stops and asks Ss to continue to see if they remember. T can help by prompting what’s next
one, two, three jump;
on the song or the chant. E.g. T can say “seven, eight” and stop to encourage Ss to say number nine, and then continue “step back”.
four, five, six, step
forward; seven, eight,
nine, step back; ten
spin around

ADDITIONAL ACTIVITY
T can use the tracing
• T will shows Ss the Tracing numbers 1-10 worksheet 1.3 number worksheet
attached to the
To reinforce • First T shows Ss how they will trace each number and models with one example on the board. module materials
vocabulary and T-S or look for a similar
10 structures learnt • Then T gives each S the worksheet and asks them to start tracing while T go around monitoring Ss’ work and asking them “what number is this? S worksheet or do the
Pre Task 3
min in the session as Or what number are you tracing? Wh activity on the board
well as practice just by pointing the
some tracing. • Another idea for this activity can be to do it as a whole class activity, T says asks Ss to show her one colour “show me red on from your colour bag, numbers and asking
and when Ss have the red colour T asks them to trace one specific number with the colour red, e.g. with the colour red trace number 2, with the Ss to trace them with
colour blue trace number 5. And so on. T can also ask the support T or another S to name one colour and one number to trace. different coloured
markers.
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TOPIC: Consolidation and assessment
MODULE: 1
UNIT: 1
SESSION: 4
AIMS: By the end of the session, students will be able to greet people, count from 1 to 10 and answer a question about their favourite colour.

• T asks Ss to stand up making two parallel lines in front of the board or a wall.
• T asks each group of Ss to choose one colour as their favourite so they will use it as the name of the team. And after they do, T writes that name
on the board so they can keep score Before the class starts
T needs to prepare
• T explains Ss they are going to play a game, in which one S from each team will run, take and bring to the T the number S/he says. E.g. T says out two sets of flashcards
loud, “bring number 3 please”, and the first two Ss in line must run and look for it and bring it to the T. with numbers from
To review 1 to 10. T places the
T-Ss
10 language from • T can do the first pair of Ss as a drill, to check if they understood the activity and after that T can give each team a happy face or a star every time flashcards in two
Warm up Wh
min the previous one of the participants brings the correct number. lines on the floor or if
sessions. pastes them on two
• T does this activity with each pair of Ss and after each number has been brought T can ask Ss: “what number is this?” holding the flashcard up high, different places of the
so all Ss can see it and they are supposed to answer: “it’s number…”. classroom, like the
sides of the board or
SEN adaptation: if there are Ss with movement impairment T can have Ss sit on their sits making two parallel lines in fron of the wall. As the T claps two different walls.
or makes any noise, Ss will pass along the cards and when the noise stops Ss must look for the number the T mentions. E.g. T says “Show me number
4” and Ss must look in their flashcards for number 4 and show it to the T. T does this activity with each pair of Ss and after each number has been
brought T can ask Ss: “what number is this?” holding the flashcard up high, so all Ss can see it and they are supposed to answer: “it’s number…”.
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Make sure that you
ask Ss to bring all
necessary materials
(crayons, watercolour,
• T gathers Ss in a circle and explains that they are going to create their own monsters. some paper, stickers,
glue, scissors, etc.) in
• Ss will be working in pairs or in groups of 3. They will need some paper, sheets of multi-coloured circles, square stickers, oil crayons and advance or have them
watercolour. In case students do not have stickers, they can use coloured paper, scissors and glue. ready for them when
they enter the class.
• T explains the procedures by creating the 1st monster by himself. If T considers that time
To present Ss T-Ss
or resources are not
5 min Pre task with the activity Pw-Gw
• T dribbles the drops of 3 different colours onto a piece of paper. T takes another piece of paper and places it over the paint and presses down. feasible, T can also
they’ll do
The amount of pressure used will influence the shape of the monster. have Ss draw their
monsters with crayons
• T removes the paper, lets the paint dry and then starts decorating it by putting different details such as eyes, nose, legs, hair, etc. (use crayons, or colours, without
stickers, coloured paper, etc.) using the water colour,
T just needs different
*Additional activity 1 colours and blanc
paper to ask the Ss to
draw and colour their
own monster.
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• Now, it is time for Ss to create their own monsters.
• T divides Ss, and assigns to each pair/group 3 different colours to be used (use the colours taught in the previous sessions).
• T monitors the process, helps Ss when needed. T must encourage Ss to use their imagination in the process of creating the monsters.
• T asks Ss to give a name to their monsters by asking them “what’s your monster’s name?”.
• When the monsters are ready, T takes out his bag with the puppet and passes by each group initiating a short conversation with Ss by greeting
To have Ss them:
use vocabulary
about greetings, • Puppet says to the monster: “Hello!/Good morning!/Good afternoon!” and asks the questions learnt in the previous sessions “What is your name,
25
Task colours and monster?”, “How old are you?”. The idea is that Ss answer with the monster’s information.
min
numbers while
having a hands • Then the Puppet asks to Ss “What colours is your monster?”.
on activity
• T encourages Ss to present their monsters by answering the puppet’s questions, once they are finished, T and assistant T help Ss to hang all the
monsters on one of the classroom’s walls.
*Additional activity 2.
SEN adaptation: T must make sure that those Ss with learning impairment are working in groups with Ss who are more advanced or have a better
understanding of the activity, in this way T asks these advanced Ss to help and support his/her classmate, telling them they will be assisting the
classmates in the activity. For the other Ss T can give them a different role such as captain of colours or captain of materials so they don’t feel left
out.
To give closure
to the unit by
• T invites Ss to look at the other monsters and indistinctively asks them “which one is your favourite monster?” “What colours can you see in this
5 min Wrap up presenting final T-Ss
(point to one of the monsters) monster?” and finally T asks the Ss to say good bye to their monsters and the puppet.
product of the
project
Resources Flashcards with numbers from 1 to 10.
T can use the following websites to learn more about how to create the monster with the Ss.
http://artful-kids.com/blog/2011/05/19/creating-splat-monsters/ - Guidelines on how to create Splat Monsters using colours or tempera paint
http://www.athomewithali.net/2012/03/sticker-monsters.html
Guidelines on how to make coloured monsters using coloured stickers.
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ADDITIONAL ACTIVITY
• T tells Ss they are going to listen and watch a video or just listen to song depending on the material the T prepared for this activity. 10 little airplanes
video or song
• T plays the video Ten little airplanes ( http://learnenglishkids.britishcouncil.org/en/songs/ten-little-aeroplanes ) taken from: http://
learnenglishkids.
• First time T plays the song; he/she uses the flashcards with the numbers to accompany the lyrics. He/she shows each number at the point they britishcouncil.org/
To review are sung in the song. en /songs/ten-little-
and reinforce aeroplanes. Or any
T-S
15 vocabulary • Second time T plays the song; he/she encourages Ss to sing the song together. song or video where
Pre task 2 Gw
min learned in the Ss can listen to
three previous • Third time T plays the song, he/she asks Ss to sing the song and mimic the movements of an airplane. numbers while they
lessons. count objects, such as
• The last time the teacher plays the song and pauses after each airplane appears and asks a question: “What colour is it?” and encourages Ss to ten little fingers song,
answer and move on to the next airplane. which can be found on
You tube: https://www.
• Finally, T can encourage Ss to sing along playing the video without sound or if it’s only the song, T doesn’t play the audio but prompts Ss to sing youtube.com/watch?
by themselves, helping them by showing the numbers on the flashcards. v=TFAyQJKGJRA.

ADDITIONAL ACTIVITY
• T asks Ss to work in groups of four, making sure that each group is made by Ss who created the monster together.
• T tells Ss they are going to create a dialogue between the two monsters they’ve fabricated.
To review
and reinforce • T models the first dialogue between the class puppet and one of the monsters:
T-Ss
10 Task vocabulary Class puppet: Hello my name is (class puppet’s name), what’s your name? the other monster is expected to answer “my name is (monster’s
Gw
min expansion learned in the name).
three previous Class puppet: what colours are you? The monster must name the colours which it’s made of.
lessons. Class puppet: How old are you? The other monster responds “I’m (number) years old.
Class puppet: ok. Bye.
• After this model, T monitors and help Ss with their own dialogues.
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MODULE 1 My body
2
ty and
rsity
al dive
Identi
UNIT
cultur
ALCALDÍA MAYOR
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26
TOPIC: My body
MODULE: 1
UNIT: 2
SESSION: 1
AIMS: By the end of this session, Ss will recognize each part of their face and will be able to name them, describe them, and appreciate their uniqueness.

Play shark and fish:
• T welcomes Ss and asks them to sit on the floor in a circle. T starts reviewing some greetings and commands by playing the game Shark and Fish.
It is a good idea to do
• T organizes the children into pairs. One child is the Shark, the other is the Fish. T explains to the Ss the Fish follows the Shark around and must
this several times with
imitate everything the Shark does.
different commands to
recycle vocabulary.
• The T starts by shouting out commands such as: “Sharks stand up”, the S playing the Shark must stand up and the S playing the Fish must follow.
T can do the activity
To catch Ss with each part of the
• Then the T shouts, “Shark raise your hand” and the Shark raise their hand and the S playing the fish must follow.
attention and face mentioned in the
T-Ss
10 create a positive aim.
Warm up • Also the T can shout, “Shark say hello to the fish”, and all the Ss playing Shark must greet the Ss playing fish and then teacher says, “Sharks say Pw
min atmosphere T might take into
your name to the fish”, and Ss playing sharks must say their names to the fish.
while recycling account that for
vocabulary further activities
• After those commands, T says “Sharks touch your nose” while doing the action him/herself for Ss playing shark to follow it, and sharks must follow
Sharks can be those
the T and fish must imitate the sharks.
advanced Ss and fish
could be Ss with a
• T says “sharks touch your mouth”, sharks touch their mouth and fish also do it.
lower level.
SEN adaptation: T can also have two pictures, one of a shark and another one of a fish and can have also pictures or flashcards of the commands
S/he’ll use for this activity. In this case if there are hearing impaired Ss; T should show the images as S/he says the commands, for these Ss to follow
the pictures. T can also mime the commands while showing the flashcards to reinforce the instructions given.
• T asks Ss to sit in their chairs.
• T draws a face on the board and starts drawing the following parts: Eye, ear, mouth, nose, eyebrow, hair, face, chin, cheek.
• While drawing each part of the face, T must name it and have Ss repeat it. This can be done
To pre-teach several times with
T-Ss
10 vocabulary • Once T is finished drawing each part, T reviews them by pointing to the board and drilling the new words one by one. some Ss, not all of
Pre task T-Ss
min related to the them, in order to avoid
parts of the face • Then the T teaches the word face by showing the entire face and having students touch their faces and repeat each word. having them get bored
or distracted.
• After drilling and repeating for 4 or 5 times and when the T is confident Ss can produce the vocabulary, the T can start asking Ss individually about
the parts of the face. T can either ask: What is this? And point to his/her face and one S who T chooses answers or T can ask a student to show
him/her a specific part of their face, “Show me your mouth, show me your hair, etc” Or T can ask and mime: “Touch your nose; touch your hair, etc.”
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Make a face:
• T asks Ss to sit in their chairs and prepare their pencil case for the next activity.
• T hands out face template B and explains to the Ss that they have to listen carefully to the teacher. They will colour in the part of the face the T
names with the specific colour.
• T gives an example: T says “point to the nose”, and acts out the pointing action, all the Ss must point to the nose on the paper, and then the T says,
“Now colour the nose red” and acts out the action of colouring so Ss can follow. T can also say, “show me the colour red”, before Ss start colouring
to assure all of the Ss understand which colour it is and which part of the face they must colour.
To check Ss’
worksheet 2.1
comprehension • T names several parts of the face as s/he asks Ss to colour each part while T and assistant T, monitor that Ss are colouring the right parts and
(template A)
of the checks Ss’ understanding. T-Ss
20
Task vocabulary IW
min worksheet 2.2
while having • Once Ss finish colouring all the face parts, T tells Ss they are going to use scissors to cut out some parts of the face. T tells Ss s/he will tell them
(template B)
a hands-on which parts of the face to cut out from template B. And asks them to keep them to paste them later.
activity
• Then T hands out template A and asks Ss to paste the parts of the face according to what they hear. T asks one S to name one part of the face,
after S names it, the T repeats it and has Ss paste each part on template A.
• Ss make the face using template A by following instructions given by the T and T aids/monitors every S is doing the activity while giving the
instructions.
• When the Ss have finished, T picks up the papers so Ss don’t get distracted and can paste them on the wall or collect them for the portfolio.
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• T has Ss stand up and make a circle to play Simon says.
• T says “When I say Simon says touch your nose, you must touch your nose”, T models the action to assure Ss understand the activity.
• T says “Simon says touch your ears”, Ss must touch their ears.
To review
5 min Wrap up vocabulary and • T can repeat the activity three times and then ask a S to be Simon and help him/her give the instruction to the rest of the class. T-Ss
end the class
• After a few times T says “Simon says good bye”, and waves with his/her hand to show Ss class is over, T should encourage Ss to wave back and
the class is over.
SEN adaptation: this activity can always be done not standing up but doing the circle sitting on their desks, for those Ss who can’t stand up or move
around the classroom.
Session vocabulary: parts of the face: eye, ear, mouth, nose, eyebrow, hair, face, chin, cheek. Adjectives: long/short and big/small
Session expressions: What is this? Show me the…; point to the….; touch your…; colour the…; Simon says…
Resources Face templates A and B worksheets (WORKSHEETS 2.1 (A) AND 2.2 (B), scissors, glue, tape, different faces cut outs from magazines.
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ADDITIONAL ACTIVITY
• For this activity, the T gives an example with one S. T calls out for a volunteer, “Who wants to help?” T can do it in Spanish if Ss don’t understand
or T can just call out one S’ name and ask him/her to come to the front.
To encourage
• T stands in front of the S and tells him/her that he/she (the T) is going to name one part of the face and the Ss must touch it or point at it, e.g. T
Ss to use the T-Ss
10 says, “Touch your eyes”, and Ss must touch his/her eyes. Then they change roles and one S mentions one part of the face and the T must point
Pre task 2 new vocabulary PW
min or touch. T repeats this activity two times.
and enhance
oral production
• T asks Ss to work in pairs, one in front of the other. T has them do what they just saw. One S will name one part of the body and the other one
touches it; then Ss change roles, and they repeat the activity three or four times with T’s guidance to check comprehension and enhance oral
production and Ss’ participation.

ADDITIONAL ACTIVITY
• T will give each S, if possible, if not in pairs, one cut-out and will ask them to point to the eyes, nose, mouth, etc., each part of the face and after
that T will ask them “What colour are the eyes in your picture?” “What colour is the hair?” etc. to highlight the different features people have.
• T then will introduce the adjectives long/short and big/small through the cut outs by pointing at the difference in hair length or eye size, e.g. T
takes two of the cut out pictures and pastes them on the board and shows Ss how a person has long hair and another one has short hair. T should
Reinforcing mime long and short and then should ask Ss “is your hair long or short?”, showing the pictures so Ss can understand the difference. T will have 10 or
vocabulary 15 cut-outs from
related to parts • T can do the same action with eyes or mouth and the adjectives big/small, to help Ss understand the difference. magazines with
T-Ss
15 of the face, different types of
Pre Task 3 GW
min while presenting • After five or six times asking questions randomly, T can start saying “Look, I have long/short hair” while touching his/her hair or “look I have blue faces, ideally different
some eyes” while pointing to his /her eyes and so on until T has described his/her face features. races, to show Ss we
descriptive are different and have
adjectives • Then T asks Ss to create groups of three and they will look at their classmates and describe two or three features of his/her face. For this activity a unique face.
the T will ask one of the Ss in the group questions about one other classmate and the S is expected to answer correctly e.g. Is Pablo’s hair long or
short? The S looking at Pablo, should answer: “is long or is short” T asks: “Are Ana’s eyes blue or brown?” the S working with Ana should answer:
“are blue” or “blue” or “are brown” or “brown”.
• If there is some time left, T can also ask one S to stand in front of another one and describe him/her saying at least two of his/her features.
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TOPIC: We are unique
MODULE: 1
UNIT: 2
SESSION: 2
AIMS: By the end of this session, Ss will be able to identify and name some parts of their body and recognize differences among their classmates’ and their own body.

• T greets Ss by saying hello/good afternoon, how are you today? Expecting Ss to answer. T must help them to answer the greeting properly, in the
event they don´t respond accordingly.
• Then T asks Ss to stand in a circle and tells them they are going to hear a song (Head and shoulders, knees and toes) and follow the movements
the T makes with his/her body.
To engage Ss’
The head and
attention and • Then the T plays “Head and shoulders, knees and toes” song, while acting it out by touching each part that is mentioned in the audio. T asks Ss to
shoulders, knees and
create a positive “follow me” or “repeat what I’m doing”. In order to have Ss repeat the actions S/he’s doing.
toes song can be
5 min Warm up atmosphere T-Ss
found on internet and
for the class • If time allows, T can play the song a second time, lowering her/his voice to cool down the children and have them sit in their chairs for the next
several preschool and
while recycling activity.
primary English books.
vocabulary
• If the T wants, s/he can also have one S come to the front of the class (Note: If children are hesitant, ask them to do it in pairs or to model with T)
as a model and as the T sings the song point out to the Ss’ body parts.
SEN adaptation: T can have Ss hear the song sitting down in their sits, in case some Ss can’t stand up in a circle. Also if there is the need, T can help
S or Ss (if the case), by tapping in the part of the body mentioned in the song, as they sing, in case they are visually impaired.
• To present descriptive adjectives or activate prior knowledge if they were seen in the previous class (practice 2), T presents or reviews with Ss the
adjectives long/short, big/small by asking them, “Is my hair long or short?” While touching his/her hair and miming long and short; T can also ask Before the class, T
“are my hands (while showing his/her hands) big or small? Once again miming big and small. Also T asks for the colour of his/her eyes, saying are must have some parts
my eyes blue or brown? Then T randomly asks Ss, Is your hair long/short? Are your eyes big/small? Or What colour is your hair, what colour are of the body cut outs
your eyes? etc. T should always help Ss to answer properly. with different sizes,
at least four per each
• When in class, T takes cut-outs of different parts of the body in different sizes, to show children the difference between short/long, big/small and part of the body. Two
asks them Is this big? Is this long? to help them learn those adjectives. big and two small
To present
T-Ss hands, two long and
10 body parts
Pre task • T has Ss sit on the floor and starts giving each S a cut out, some ar big and some ar small or long or short. Wh two short legs, etc.
min vocabulary to
It is important to
the ss.
• T takes tells Ss they are going to classify the cut outs by size. And she starts asking “who has long pictures?” or short pictures or big or small. monitor this activity
Appropriate to include all the Ss and create groups with the different pictures and sizes. E.g. at one side of the classroom it’s a group with all the to help children make
big or long body parts, in another side of the classroom there is the group with the small or short body parts. complete responses.
Also, elicit and prompt
• So that all Ss can participate, T encourages Ss to classify different images in (2) categories - Short and Long-. Now, images can be classified on the children while they are
board, giving Ss some time to think and then T chooses a S to stand up and classify the image in the correct side of the board. . describing themselves
or classmates.
• T ends the activity by repeating the adjectives like this. “look here are the long body parts”, “here are the big body parts”, etc.
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Creating my own mutant activity.
• T gives Ss the opportunity to create their own mutant.

For this activity, if the
• First, T draws his/her own mutant on the board. While explaining to the Ss the characteristics of her/his mutant. For example: “Look, my mutant T sees the possibility
To drill has big eyes” and s/he draws big eyes on the board. instead of having Ss
vocabulary draw their mutants
and obtain • “Look it has three noses” and T draws three noses on the board. “My mutant has a small nose” and draws a small nose. T-Ss they can make them
15
Task comprehension IW out of modelling
min
from Ss while • “My mutant has two heads or my mutant has four arms on each side” and draws it on the board, and so on until the T has created an entire mutant clay. They will need
having a hands and given him/her a name. T should not take more than 5 minutes for this modelling part. different coloured clay
on activity and at least one bar or
• T can also use different markers to practice colours and draw parts in different colours, e.g. one eye blue, another eye, red, etc. one medium sized ball
per colour per S.
• Then T asks Ss to draw a mutant on a piece of paper or in modelling clay and monitors their work, going around and asking “What is this?” Eliciting
body parts from Ss while they work. And reminding them they can do it as they wish, two noses, three arms, four legs, etc.
• To end the class, the idea is that each S presents his/her mutant using the vocabulary learnt in the previous session(s).
• T tells Ss they are going to present their mutant and give them the example by presenting the mutant he/she drew on the board. “This is my
mutant, my mutant has four eyes and points to the eyes, my mutant has three arms, etc”.
• T asks 2 two volunteers, one boy and one girl, to go to the front and present their mutant. With the help of the T and the class, Ss who go to the
front of the class, start to describe the monster they made using face and body parts, numbers (such as two eyes, two arms, three legs) and As the time is limited,
adjectives such as big, small. T can also organize
To encourage
the presentation as
Ss to use the
• T can also support Ss` production by asking them questions about their mutant, e.g. “What colour are your mutant`s eyes” “How many legs does a gallery. T posts
vocabulary
your mutant have, four, six? Etc.” all the mutants on a
related to parts
special wall, chosen
13 of the face and
Wrap up • After the two Ss have presented their mutant, T tells Ss they are going to present their mutant to the person sitting next to them on the right and Wh before class and starts
min body along
has them work in pairs while monitoring Ss work. T can go around asking some questions, like the ones S/he asked to the first two Ss, to elicit asking questions
with some
vocabulary and oral production. randomly to Ss about
descriptive
their mutants, in that
adjectives and
• Once Ss have finished presenting their mutants, T puts the drawings or clay pieces in a specific part of the classroom and asks Ss to listen to the way everyone gets to
to end the class.
homework s/he is going to assign. talk and to see each
other’s work.
*Additonal activity 2
SEN adaptation: T can also elicit vocabulary from Ss who have speaking difficulties or are not able to produce the sentences mentioned above. The
idea is that the T asks Ss questions such as: Is this your mutant? Show me its arms; show me its eyes; how many eyes does it have? Let’s count, and
the T counts with the help of the rest of the class. And so on to allow Ss to feel confident. If time allows it T can als have these Ss to repeat some of
the sentences after saying yes or no to the T’s questions. E.g. show me its legs? How many leg does it have? Three, please repeat it has three legs.
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For homework, it is
up to the T if he/she
assigns an element to
• Homework: for the next session T asks Ss to bring different elements to smell (soap, lotion, perfume, coffee, etc), taste (candy, salt, sugar, lemon,
each S or if they bring
To assign pepper) and/or touch (cotton, fabric, gel, rocks). After assigning homework, T says good bye to Ss.
whatever they want or
2 min Homework homework for T-Ss
can from their homes.
next session • If T prefers S/he can print a small note to send home to inform families about the materials Ss need to bring for next class.
These elements are
for a sense fair that
will take place in the
next session.
Session vocabulary: parts of the face (ears, eyes, chin, cheek, hair, nose, mouth); adjectives small, short, long, straight, curly, big; numbers from 1 to 10; colours (blue, red, yellow, green, pick, orange, purple).
Session expressions: I have…; my name is…and My hair is…; My monster has…
Head and shoulders, knees and toes song, it can be found on the Internet; https://www.youtube.com/watch?v=h4eueDYPTIg
Resources https://www.youtube.com/watch?v=ZanHgPprl-0
recyclable paper and coloured pencils, crayons or modelling clay for making the mutants, plastic or fabric bag with face and body parts cut out from magazines of different sizes.
For some more ideas see: http://learnenglishkids.britishcouncil.org/en/make-your-own/make-your-monster.
Additional resources On the video T can watch ideas on how to create a monster, choosing colours, number of body parts and where to put them. It’s an interactive video, that T can use with Ss, if S/he has the facility of a computer
and internet connection.
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ADDITIONAL ACTIVITY
To reinforce • T tells Ss S/he is going to describe a S and starts describing one classmate naming characteristics of his/her body by saying “S/he has long
the vocabulary hair”, while miming long, “S/he has big eyes” “His/her eyes are colour brown” while touching the nose, etc. with several body and face parts.
T-Ss
10 Task learned during
PW
min expansion the session • Then T invites two Ss to present each other. One S starts by saying “hello, this is (classmate’s name)…” and following the T example to present
while enhancing his/her body. Then the other S presents his/her classmate. T monitors and offers support with sentences and vocabulary. The idea is that at this
oral production. stage each student presents another classmate and describes some of his/her body parts.

ADDITIONAL ACTIVITY
Play what’s in the bag?
• Ss can be sitting in their chairs or in a circle on the floor.
• T starts clapping and Ss are passing around a bag with different body parts of different sizes, cut out from magazines: hands, face, head, legs, feet,
toes, and shoulders. T should have at least six cut-outs of each body part.
To reinforce
• When T stops clapping, the S who is holding the bag, takes out a cut out from it and the T says: “What is this”? The T shows the cut-out to the rest
the vocabulary
of Ss, and answers, “This is a leg” or “This is a face” or any other part of the body that’s on the picture and has Ss repeat. T-Ss
15 learned during
Wrap up 2 Wh
min the session
• T continues passing the bag around and repeats the activity with different Ss. The idea is that Ss review every part of the body mentioned before
while enhancing
and also start relating them with adjectives such as long, short, big, small.
oral production.
• T asks Ss to repeat the vocabulary but this time touching the part of the body mentioned on their own body by saying “touch your legs, touch
your shoulders,” etc.
• After drilling the vocabulary four or five times, T can call on individual Ss to touch a specific part of the body, The T says: “Touch your head” or
“show me your arms” at this point T can recycle some parts of the face.
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TOPIC: Who do I look like?
MODULE: 1
UNIT: 2
SESSION: 3
AIMS: • By the end of this session, Ss will be able to: name their face and body parts and relate them to the five senses.
• identify and name the sense of touch, smell, sight, hearing and taste and relate the parts of the body used by them.

• T has Ss standing in a circle and lets them take turns rolling the ‘dice’ and then chanting (repeat the following sentences) When (Child’s Name)
T should’ve made a
• Rolls the dice, we touch our (names a part of the body or face),
large cube and pasted
To recycle
pictures of different
vocabulary from • Rolls the dice, we touch our (names a part of the body or face),
body parts or a face
the previous When (Child’s Name) rolls the dice, we touch our (names a part of the body or face), Wh
on it to play body part
5 min Warm up sessions while We reach up high, When (Child’s Name), T-Ss
dice. T can chant at
setting the
any pace slower or
ambience for • Rolls the dice, we touch our (names a part of the body or face)
faster to have Ss move
the class.
and activate their
• The T helps and leads Ss in the activity by acting out every single action.
interest.
• T can do this activity once or twice depending on time issues.
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• While reviewing each part of the face (eyes, ears, nose, mouth, tongue (new word for Ss) and hands with Ss, T acts out what people can do with
each part of the body to introduce the five senses (taste, smell, hear, touch, sight) E.g. “Mouth, with my mouth I can taste, nose, with my nose, I can
smell with my nose.” This while pointing or touching the part of the body mentioned. As the flashcards set
contains a lot of face
• T must drill the vocabulary related to the five senses, five or six times, by saying “I can smell with my nose, I can see with my eyes, I can touch with and body parts, T can
my hands, I can taste with my tongue and I can hear with my ears.” And have Ss repeat each sentence. choose which ones to
photocopy.
• Then the T acts out without naming each word and asks Ss: What can I do with my eyes? What can I do with my ears? etc. e.g. T acts out the action
of seeing by pointing at her/his eyes and looking around the room. The T tries to elicit the word see from Ss; or T acts out the action of tasting It is important to act
To review
with his/her tongue and tries to elicit the word taste from Ss. out every sentence,
vocabulary
to give Ss the chance
related to face
• After doing this two times per sense, T does the same but this time emphasizes the word can and says: With my nose I can… (Acts out smelling) T-Ss to understand
10 and body and
Pre task smell, with my eyes I can… (Acts out seeing) see. SS vocabulary better.
min present the
five senses
• T does the same with every single sense and part of the face or body related. Before the activity
vocabulary to
begins, it is advisable
the Ss.
• T continues drilling and having Ss also act out the vocabulary of each sense: smell, touch, hear, see and taste. to review the
Before the core activity begins, T must review the vocabulary from all the elements Ss brought for the five senses fair, showing every element and vocabulary from the
naming it so Ss are familiarized with them. e.g. “What are these?” “These are marbles” while showing the marbles and have Ss repeat what they elements children are
are. “What is this? This is a rock”, while showing the rock. This must be done with every single element the Ss are going to present and use during going to have in every
the fair. stand.
• The stands are organised according to each of the senses as is it explained in the practice stage.
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Before the class starts,
T must set up different
parts of the classroom
with different stands,
using the elements
During the fair Ss will: each S brought from
their homes and
• Touch: feel the textures: T sets up the station with different things for Ss to touch like toys, fabric, cotton, sand, rocks, etc, Ss will close their eyes the elements the T
and touch, T or S will ask, “What can you touch?” They must say in Spanish what they think it is they’re touching and T helps them to say the word collected or has in the
in English. classroom.
T can assign one or
• See: T sets up the station with different images of vocabulary children already know and T asks: “What can you see?” Children can take turns to two Ss to be in charge
name the pictures or images, and colours of one stand, if the
t feels they are well
• Taste: T must bring or ask Ss to bring different foods that taste very different (e.g. orange and lemon, mango and banana, pineapple and granadilla, prepared to be in
To have Ss learn
sugar and salt, yogurt and sour cream, etc.) Put them on plates next to each other. Let children use their 5 senses to try to determine which is charge of asking their
vocabulary
which. Finally, T allows them to taste each food and asks them, “What can you taste?” Again T helps Ss with vocabulary in English. T-S classmates questions.
related to the
25 Wh However, there should
Task five senses
min • Hear: sound counting: T places a jar behind him/herself or asks Ss to close their eyes (Note: remember to bring something to blindfold students, Mingle be a 5 min rotation
while having
be sure to organise small groups where 1 student in each group helps T blindfolds and monitors students); T starts to drop items in, one at a time, of all stands, so that
a hands on
while children try to count, the items he/she is dropping in (use coins or marbles.). Also T or S can throw a ball and ask Ss, “What can you hear?” Ss are able to move
activity
And count how many times the ball bounces. around, interact and
talk while T monitors.
• Smell: T puts different scents (peppermint, garlic, lemon, vanilla scent, perfume, hand lotion, etc.) on several cotton balls and places them in It is important to elicit
separate plastic containers or cups with tops or inside plastic bags. T asks children to smell and asks, “What can you smell?” Again, children might and prompt Ss while
answer in Spanish and T helps them answer in English. answering questions
and helping them with
SEN adaptation: For those SS with any movement impairment, T can ask other Ss to bring the different elements and ask their classmate the vocabulary in English
questions related to each sense. E.g. What can you hear? What can you smell? Also if there are Ss with sight or hearing impairment, T can only have they might not know.
them do the other stations and just have them go by the specific stations in which they present difficulties and watch their classmates do the activity The idea is that each S
and listen to what they can hear or see. gets to do at least one
of the activities, if the
class is too large T can
divide the group and
take turns visiting the
stations.
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• T asks Ss to come back to their seats and asks them to pay attention to the part of the body S/he is going to point out. They must say what can
they do with that part of the body and the T points at. E.g. T points at his/her nose and Ss must say “smell” or “with my nose I can smell”.
To review
5 min Wrap up vocabulary and • T helps Ss with answers by prompting vocabulary. T-Ss
end the class.
• T repeats this action at least onceper sense and then ends the class.
Session vocabulary: body and face parts vocabulary; five senses: smell, touch, hear, taste, and see, vocabulary related to the elements used in the five senses fair.
Session expressions: What can you see/hear/smell/touch/taste? I can…with my…;
Resources All the elements needed for the five senses fair mentioned above.
T can use one of the following links as the song or video for the five senses topic:
http://www.youtube.com/watch?v=OWW5IaDCj1g
https://www.youtube.com/watch?v=lvBXWMvOGOk
Additional resources https://www.youtube.com/watch?v=XL2Y5EXLTpY
https://www.youtube.com/watch?v=lvBXWMvOGOk
T can also look for any other song where Ss can hear body parts and the five senses and actions they can do with each part of the body related to that particular sense. T can also previously listen to any of
the songs mentioned, to get familiar with the music and can chant the song with Ss without downloading it from Internet.
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ADDITIONAL ACTIVITY
1
• T has the Ss make a circle and plays a song about the five senses.
• T will play the 5 senses song in the background while setting up for the fair. http://www.youtube.com/watch?v=OWW5IaDCj1g, the song should be
mimicked while being played. T invites students to follow. T can use the song
that was used for the
To review T-Ss
10 • T has Ss watch the video once without stopping or listen to the song. The T should sing along with the video/song and point to the parts of the sense fair or any of
Pre task 2 and practice Gw
min body as they appear on the lyrics. Ss can join in as they want. the videos mentioned
vocabulary
in the additional
• Then Ss listen to it again, T stopping the music after every sense and asking them what they heard or saw and what part of the face or body they resource column.
need for each sense.
• The T plays the song again and has the Ss sing along and point to the part of the body.
ADDITIONAL ACTIVITY
2
• T brings some of the material used in the Five Senses Fair in front of the class. Also T can have some pictures from different objects such as ice-
cream, computer, perfume, pet, to have Ss name the sense they use with each one of those objects.
• T tells Ss they will see some objects and they must name the part of the body and the sense they use to feel those objects. e.g. T takes out the
15 To review ice cream picture and says “This is an ice cream.”, and mimes as if S/he’s eating it or tasting it, then T asks Ss “What part of the body do I need to
Wrap up 2 T-Ss
min vocabulary taste this Ice cream?”, Ss should answer “tongue” or “mouth” but if they are having difficulties remembering the word, T can show the flash cards
with different parts of the body and say “Do I need a nose? Do I need a mouth? A tongue?” etc. to elicit vocabulary from Ss.
• T repeats this activity several times, asking different questions with different elements from the Five Senses Fair, from pictures or even from the
objects Ss can find in the classroom.
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TOPIC: My Senses
MODULE: 1
UNIT: 2
SESSION: 4
AIMS: • By the end of this session, Ss will be able to describe their bodies and recognize some differences among themselves and their classmates’ bodies
• Name the five senses and identify the sensory function of their eyes, ears, nose, mouth, hands

• T tells Ss they are going to play a concentration game.
• T must have two pictures of each word Ss have learned about parts of the face and body, T can use the flashcards set from the previous session
on parts of the body or the cut-outs used in each of the previous sessions.
• T places each flashcard on the floor facing up and gives Ss 1 minute to look at where they are. Then T asks Ss to turn around.
To review • T turns the flashcards face down so Ss cannot see the pictures. Then T asks Ss to turn around again and explains that they need to turn over two
language from cards to find the pairs. The T shows Ss an example.
Be sure to bring parts
10 the unit while T-SS
Warm up of the body flash
min improving Ss’ • Ss take turns standing up and turn over two cards - shouting out the part of the body after they turn the card over. If the cards match they get to Ss-Ss
cards.
concentration keep the cards, if the cards don’t match they miss one turn.
skills.
• The S with the most cards at the end wins the game.
• If time allows it, T can also review the senses vocabulary by asking the S who matches up two cards, what they can do with that part of the body
or face. E.g. If the S matches hand, T asks, “Can you see with your hand?” “Can you touch?” And T can guide Ss into answering “Yes, I can touch
my hand”, or “No, I cannot taste my ear.”
• T gathers Ss in a circle and explains that they are going to create their own body poster. If the T can can have their own poster already traced to T must start tracing
show Ss what they will have to work on. the Ss’ bodies in
To create a advance during the
bulletin board • T asks each S to lie on a large piece of paper. T traces the child’s body. This must be done in advance as it’s really time consuming. previous session if
and present T-Ss there are several Ss,
15
Pre Task have Ss present • T tells Ss they will decorate the tracing with their own specific features such as long or short hair, the colour of the eyes, draw nice clothes or S as this takes quite
min
their bodies and accessories, etc. some time. Also if
features to the T sees the need, he/
class. SEN adaptation: for Ss who can’t lie on the floor to have their bodies traced, T can bring a white piece of paper and have Ss draw themselves and she can ask each S
decorate the drawing with all the features that make them unique. Also T can bring a blanc piece of paper with a figure of a body and have S make to bring his/her own
the colouring and the decoration they want. paper for this activity.
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• T should monitor each Ss´ work and guide them into drawing his/her own features. Asking each S, “What colour is your hair?” “What colour are
your eyes” “Is your hair long or short?” So each S decorates his/her poster accurately.
To give closure
• T tells Ss to work in groups of 3 or 4, as they will present their posters to the class. At this stage Ss´
to the unit
should be able to
while practicing
• T must provide Ss with a model on how to present their poster. The T presents his/her own poster and says: “My name is…I’m …years old and S produce longer
15 body and face
Task this is my body. I have.” (Have ss describe their body features) and have them say their favourite part of their body by asking them which is your Wh responses, so
min vocabulary and
favourite part? “My favourite part of the body is… (my hair, my eyes, my nose, etc)”. “With my (names part of the body) I can taste chocolate, or I can remember this while
relating them
see animals, etc”. monitoring, eliciting or
with the five
correcting.
senses.
• T allows Ss to start their presentations and goes around monitoring their work, asking Ss to look at how similar or different they are by having them
compare their picture with a classmate and identify different features, e.g. “My eyes are brown and big, my friend’s eyes are small and green. With
our eyes we can see”, “my hands are big, my friend’s hands are small, with our hands we can touch”
Remember to
reward Ss´ for their
• T sings the “Head and shoulders, knees and toes” song with Ss miming it to review body parts.
achievements in
singing & acting out
5 min Wrap up • The first time T sings along with Ss, for the second time T just mimes the song and let’s Ss sing by themselves, if they get lost with the song T can T-Ss
the song. The link
start singing but lowering his/her voice when he/she hears Ss are singing along.
for the song can be
found in the additional
resources column.
Session vocabulary: parts of the body and face and five senses.
Session expressions: My name is…; I’m …years old; this is my body; this is my…; I have…; my favourite part of the body is…
Resources 2 copies of Body and Face parts flashcards used in the previous session; craft or bulletin board paper, markers, coloured pencils, crayons, masking tape
“Head and Shoulders, Knees and toes song or chant. It can be found in several links on internet such as:
Additional resources https://www.youtube.com/watch?v=h4eueDYPTIg
https://www.youtube.com/watch?v=ZanHgPprl-0
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ADDITIONAL ACTIVITY
• T tells Ss they are going to play Simon says, and reminds Ss how to play it.
To review
and practice
• First T can be Simon and give Ss commands such as “Simons says: touch your mouth” or “Simons says touch your eyes”. Also T can ask Ss to touch T-S
10 vocabulary
Warm up 2 one specific colour like this: “Simons says look and touch colour red” or “Simon says touch colour blue”. Etc. Wh
min learned through
the previous
• After two or three times, T can ask a S to be Simon and S/he can be the person in charge of saying the commands. Several Ss can be Simon,
lessons
depending on how much time the T has left to do this activity.

ADDITIONAL ACTIVITY
To learn more how to
play I spy with my little
• T tells Ss they are going play “I spy with my little eye.” The idea is to look for what the T asks them to look for. Every time the T says “I spy with eye, T can look for the
my little eye”, Ss have to look for the specific thing that the T is describing. following videos:
http://www.howcast.
• T starts by saying: “I spy, I spy with my little eye, something that I can smell” miming smell with his/her nose. Ss must look for that thing that T can com/videos/391420-
To review
smell, or things that the T can smell. how-to-play-i-spy-with-
and practice T-S my-little-eye/
15 vocabulary Wh
Pre task 2 • T can repeat this activity with several objects from the classroom and all the body parts saying sentences such as: http://www.wikihow.
min learned through S-S
“I spy with my little eye a part of my face that I use to see” and mimes the word see so Ss can touch the eyes. “I spy with my little eye an object com/Play-the-I-Spy-
the previous
that is colour yellow, or colour blue, red, etc.” Game
lessons
Or simple instructions
• T can ask several Ss to be the ones saying “I spy with my little eye” and allow them to say something they can see and the rest of the class must on how to play it can
discover what the S is describing. be found on the link:
http://www.simplyesl.
com/articles/i-spy-
with-my-little-eye.html
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MODULE 1 My personality
3
ty and
rsity
al dive
Identi
UNIT
cultur
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TOPIC: This is who I am
MODULE: 1
UNIT: 3
SESSION: 1
AIMS: By the end of the session, Ss will be able to talk about their own personalities and their most outstanding qualities using descriptive adjectives.
T can look for

• T starts the session by asking Ss “How are you today? And helps Ss to answer: “I’m good”, “I’m happy”, “I’m sad”, “I’m tired”, etc. Ss might even
flashcards with
answer in Spanish and T can help them by saying the sentence in English and then asking them to repeat.
the most common
Follow simple adjectives used when
5 min Warm-up • T should emphasise in adjectives such as - good, happy, sad, tired- since these are adjectives and Ss need to start getting familiarized with them T-Ss
instructions a person says how
S/he is, so T can
reinforce vocabulary
with Ss.
If the T doesn’t have

the story at school, T
can find the story of
the Tortoise and the
Hare in several links
on internet. Some
links are mentioned
• T asks Ss to sit in a circle and starts sharing with them the story of the Tortoise and the Hare (Worksheet 3.1). T starts reading the story and pausing
in the additional
to emphasize important vocabulary with Ss, such as tortoise, hare and adjectives such as fast, slow, intelligent, last to describe the characters.
resource column.
Introduce basic
15 T can also use the
Pre task adjectives by • When the story is over T reviews the following vocabulary with Ss, acting out each word to assure Ss understand the meaning: fast-slow-intelligent-
min Wh PDF version of the
association lazy.
story that can be
found in the annex
• T says and asks Ss to repeat: “The hare is fast.”, “The tortoise is slow.”, “The hare is lazy.”, “The tortoise is intelligent”.
from the unit and
use flashcards to
present the two main
characters.
Worksheet 3.1
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• T tells Ss that different animals have different characteristics. And starts showing Ss images of different animals (C1M1U3S1 WORKSHEET A), e.g.
dog, cat, rabbit, giraffe, monkey, etc. T holds up each animal and says: “this is a cat”, “this is a dog”, etc. T has Ss repeat, using complete sentences.
• Now, using the same cards, T says, “I am a cat.”, and asks Ss to repeat …, then the T says: “I’m playful and intelligent”. T has Ss repeat the entire
phrase. Use these adjectives:
smart
• T repeats this action with all of the animals, e.g. “I am a rabbit, I am respectful and honest.” honest
respectful
• T shows a picture of an animal, e.g. rabbit, and conveys the idea of a rabbit with gestures, sounds and mimics for better word-association. (e. g for responsible
a rabbit, T puts hands above his/her head like two rabbit ears.) curious
friendly
• T elicits from Ss a word that describes the animal, Ss can respond in Spanish. T provides Ss with the correct word in English, always modelling the helpful
correct word and inviting Ss to repeat. creative
fast
• After doing the activity with each animal, T tells Ss “Now, it’s time for us to describe ourselves”. T starts by describing him/herself using two
adjectives of the ones mentioned above. T can say: “I’m intelligent and responsible”, or “I am helpful and friendly”.
20 Ss practice
Task PW Give feedback based
min basic adjectives
• T shows the flashcards again and asks Ss to identify themselves with an animal according to their personalities. T tries to pair Ss with others who on the use of the
have a different animal, if possible. language model
but not about their
• T passes out the worksheet (C1M1U3S1 WORKSHEET B). T tells Ss that they are going to circle 4 images that represent adjectives that describe choices.
themselves.
• T goes over the adjectives using the flashcards, to define each of them. As Ss complete the
worksheet, T checks
• Then T asks Ss to describe themselves using the 4 images that they circled. T makes sure to have Ss produce the following, “I am intelligent”, “I for understanding.
am playful”, etc. Then check the use of
language.
SEN adaptation: for visual impaired Ss, T can also make noises and emphasise each animal, when showing the flashcards and describing them with
adjectives so these Ss can also understand T is describing each animal. E.g. when showing the flashcard of the cat, T can make the sound of a cat
and then say “the cat (meow, sound of the cat) is playful” “the dog (guau, sound of a dog) is intelligent”, etc.
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If a T doesn’t’ know
• Play “Tingo, tingo, tango”: T asks Ss to make a circle and they start passing around a plastic ball as the T says “Tingo, tingo” when the T says “tango”, how to play “tingo,
the Ss must stop passing the ball and the S who has the ball must choose a classmate to describe his/her personality using the adjectives learned tingo, tango”, S/he
during the lesson. can look at the link
T conclude the Wh suggested in the
5 min Wrap up
class • T can model the first time so Ss understand better what they have to do if they get the ball. T chooses one S and says: “Cristina is friendly and T-Ss additional resources
fast” or “Jose is intelligent and playful” column where they
show a video in which
*Additional activity 2 the T can watch what
the game is about.
Flashcards with animals-personality, worksheet with characters and adjectives.
Resources
Worksheet 3.1
A link suggested to watch the story of the Tortoise and the Hare story is:
https://www.bforball.com/hare-and-tortoise.php
Tingo, tingo, tango game can be found on the following link on internet. T must look for minute 4:22 to watch how Ss play the game.
https://www.youtube.com/results?search_query=tingo+tingo+tango+en+ingles
T can also look at this other link, to learn how to play tingo, tingo, tango.
https://www.youtube.com/watch?v=zLUufV4XoYM
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ADDITIONAL ACTIVITY
• T instructs Ss to draw an animal and then paste 5 adjectives from the task activity around their animal. As an example, T can draw an animal on
the board in order to simulate the task.
Ss consolidate
A blank piece of
the vocabulary
• T asks Ss to make an onion ring (inner and outer circle) in order to show their partners their drawing and read their personality mini-poster (go paper or cardboard,
about
over 5 or six rounds as you consider) T-Ss coloured pencils,
personality by
15 Task IW markers.
identifying the
min expansion • Finally, T asks Ss to discuss with the person next to them about the 2 most common animals chosen in the activity. (Model their conclusion) Mingle
most common
T gives feedback as
adjectives of the
• The most popular animals are _______________ necessary.
class through an
animal.
SEN adaptation: if a S can’t do the onion ring because of movement impairment, T can have Ss work in groups of 3 or 4 and do the activity.

ADDITIONAL ACTIVITY
• T tells Ss that they are going to play a game called “What are you like?”
Ss consolidate
the vocabulary
• T introduces the question(s), What are you like? What is he like? What is she like?
about
T has to move around
personality by
• Ss use the images from the task activity. T asks Ss to pick at least 3 of the adjectives (pictures) that best describe them, and 3 of the adjectives T-Ss the class helping Ss
10 identifying the
Wrap up 2 (pictures) to describe their classmate (could be the person on their left or right). PW with the adjectives.
min most common
for the feedback
adjectives of
• T models what the Ss will do in pairs:
the class while
S1 asks classmate, What are you like?
presenting a
S2 holds up one of the adjectives (pictures) and says, I am intelligent.
classmate.
Now, S2 asks his classmates the same question, what are you like? and Ss go back and forth until all pictures have been expressed.
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TOPIC: People I know
MODULE: 1
UNIT: 3
SESSION: 2
AIMS: By the end of the session, Ss will be able to talk about the personality of people they are close to and compare themselves to them.

• T starts class with a game called “Switch” where Ss can reinforce vocabulary.
• T tells each student to choose one of the animals that they learned in the previous session. After this T asks Ss with the same animal to get
together in a group. T can recycle the
worksheet used in
T-Ss
• After Ss have made their groups T gives them the name for the team and tells them they are going to describe the personality of the animal they the previous session
To activate prior
chose while miming the animal. (worksheet 3.1)
5 Warm up knowledge on
used in the previous
the topic GW
• T gives an example by choosing one animal, acting out and saying: “My animal is the cat, the cat is playful, smart and slow”. session, to review
vocabulary.
• If T sees that Ss are struggling with vocabulary, S/he can use the flashcards from the previous session to reinforce the adjectives learned.
• After modelling the activity, T gives each group time to act out their animal and describe its personality.
• Now, T tells Ss that they will be talking about “Important People.”
• T tells Ss to think about the previous class on the different types of personalities (smart, intelligent, fast, and responsible, playful, etc.).
• Ss stay in the same groups as the warm-up activity, but now explains that they are going to think about adjectives for personality and remember
them in the same groups.
• T starts by introducing the flashcards from session 1. The T only holds up the card and gestures for Ss to respond. (T might have to provide a
model to get started.)
10 “I remember honest”.
Pre Task T-Ss
min “I remember intelligent”.
“ I remember honest”.
• T asks, What kind of person is Pablo (random name of S)?
• T models, Pablo is fast. Pablo is friendly.
• T shows the different flash cards and invites Ss to ask each other questions in their groups and describe each other.
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• T changes topic and asks Ss about their family members. (father/dad, mother/mom, brother, sister, grandmother, grandfather, aunt, and uncle)
• T uses flashcards to introduce each member of the family. T takes out the puppet used in the first unit (it the T doesn’t have it S/he can use paper
bag or any other puppet available). T asks Ss if they remember the name of the puppet, if they do T repeats the name, saying: “Correct, this is
(name of the puppet)”, if they don’t remember T introduces the puppet again by saying its name. then T tells Ss the puppet is going to introduce
his/her family.
• T shows the father flashcard (Worksheet 3.2 FAMILY FLASHCARDS) and the puppet says, “This is my father/dad. His name is XXX”. T invites Ss to
respond by saying, “Hi Mr. XX. (name of father).
It’s important to
remember to model
Ss associate • Puppet says, “My father is responsible and honest. T goes through various family members, where the puppet introduces the different members.
the desired language.
people they
20
Task know with • Now, the puppet starts interacting with Ss, by asking them questions like:
min
adjectives they “What is your father like?” “What is your mother like?”
Worksheet 3.2
already met
(flashcards)
• In order to help Ss, T provides certain adjectives (honest, friendly and smart) and invites Ss to respond (if their hands are raised) eliciting, “My
mother is smart and honest”, etc.
• Now, to involve the whole class, T asks, Who is creative? While pointing to the “playful” flash card. T encourages Ss to say “My sister is playful”,
“My mother is intelligent” and so on.
SEN adaptation: T should be careful how the family concept is introduced, Ss may have families with different family members such as grandmother,
mother and uncle or only grandparents or only mother and sister, etc.
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T can look for any
• T closes the session by introducing the Ss to the “How do you feel?” song. song related to
feeling, description
• T plays the song once singing and miming/acting out the emotions (tired – T yawns, hungry – T rubs stomach, cold T simulates being cold, etc.) and suggestions
can be found in the
• Then T plays the song a second time inviting Ss to join in singing. T might have to extract the words from the video and practice pronunciation resources column.
as well as model the questions from the song, “How do you feel? Are you happy? Are you sad?” etc. T can also extract
Wrap up the T-S
the melody of the
10 session and
Wrap up • T plays the song as many times as possible, in order to get Ss involved in the song. T makes room in the classroom so that Ss can move around song and bring some
min assess Ss´ S-S
and act out the movements to the song. flashcards with the
comprehension
feelings mentioned
• If there is time T can ask 3-5 volunteers to ask and answer questions on their feelings. “How do you feel? Are you cold? I am hungry. I am tired. I to have Ss play along
am not cold. I am hot”., etc. with Him/her, in case
internet and computer
SEN adaptation: Ss can be sitting at their desks listening to the song and acting out the feelings with the T, while S/he points out to every feeling are not available to
on the screen, just in case some Ss are not able to hear the words and/or move around the classroom while listening to it. watch and listen to the
video.
• Dry erase markers for the board per group, coloured pencils for Ss
• T can look for any song or video in which Ss can listen and preferably watch different feelings, such as happy, glad, mad, sad, tired, hungry, etc.
• The how do you feel song can be found on internet on the link:
Resources https://www.youtube.com/watch?v=k9vpbFJK6IA
• Another song related to feelings can be found on the link
https://www.youtube.com/watch?v=UsISd1AMNYU
• Flashcards (worksheet 3.2)
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ADDITIONAL ACTIVITY
• T tells Ss that they are going to learn about important qualities that people should have.
• T shows Ss a picture of his/her best friend and introduces the friend to the class saying: “This is my best friend. His/her name is…” Now T makes
reference to an adjective they have in common. “My friend and I are very fast”, “My friend and I are very responsible”. T-SS
Ss are
introduced to • Now, T invites Ss to think about their best friend and draw a picture of both of them together doing something that they like and to think of one
15 the qualities quality they share / or have in common.
Pre task 2
min that a model like
person should • T pastes the different pictures of the personality adjectives around the classroom and has Ss in groups of 4 (different if possible) rotate to each
have one of the sections. T asks them to stick their picture with their best friend in the appropriate adjective. GW
• Once this is done, T asks for volunteers to “describe” their picture by having the Ss go around and say:
This is my best friend. His/her name is XXX. S/he is responsible.

ADDITIONAL ACTIVITY
• T ask Ss to think about two members of their family and one personality characteristic they have in common with those two people.
Ss compare
• Ss stand up and model the following conversation with their peers:
themselves to
Who is your person? IW
a person they
3 min
10 Task know and find
• It´s my _____ Mingle / model
min extension out the most
How are you similar? 7 min
common person
We are _______
their partners`
chose.
• They should talk to different people for 7 minutes while T monitors Ss are using the vocabulary.
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TOPIC: How do you feel?
MODULE: 1
UNIT: 3
SESSION: 3
AIMS: By the end of the session, students will be able to talk about their own feelings and emotions in different situations.

To present
• T asks Ss the questions, “How are you today?” “How do you feel?”, eliciting from Ss answers such as: “I’m OK”. “I am fine”. “I am hot”. “I am tired”. “I
adjectives T-S
am hungry”. Remember it is key
on feelings &
5 min Warm up that T act out each
emotions and
• T helps/encourages Ss to respond first as a Wh activity. Then when the T feels they can handle a mini conversation. T models the dialogue with a feeling.
practice them in S-S
S and then has Ss work in pairs asking and answering the questions how are you today? How do you feel?
a song.
• T tells Ss that they are going to play Bingo.
• T passes out the Bingo Cards (Worksheet 3.3) and counters (Worksheet 3.4); each S will receive 4 counters.
.
• Then T explains that there is going to be one caller and s/he is going to call out the feelings or emotions. The caller will say each word 3 times. The instructions on
how to play with the
Ss play a T-Ss
• T explains that when Ss hear the word, they have to uncover the picture. The first person to have their words uncovered (4) shouts: BINGO, I HAVE bingo board can be
game in order
15 BINGO. found on the
Pre-Task associate Wh
min
images with
• The S that wins now becomes the caller and so on. The game is played as many times as T considers necessary. Worksheet 3.3
emotions.
SEN adaptation: in case there are Ss with visual or hearing impairment T can think of having Ss work in pairs so these Ss are working with a classmate Worksheet 3.4
and the classmate helps them complete the bingo board. If it’s visual impairment the classmate can hand out the card to the S and direct him/her
where to place it and if it’s hearing impairment, the classmate can show the S the card or mime the feeling so the S knows which card to look for.
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• T shows the feelings flashcards (Worksheet 3.5) and the feelings and situations flashcard (worksheet 3.6) and elicits information about feelings and
emotions from the flashcards, recycling vocabulary learned in the previous session.
• T aks Ss: “How do you feel when you play at school?” T elicits answers from Ss “I feel happy” “I feel good” etc. T asks “how do you feel at night? T
elicits from Ss answers such as “I feel tired” “I feel scared” “I feel sleepy”, etc.
When presenting
• T uses all the flashcards, pictures or images that help display a clear meaning for Ss, e.g. T shows a picture of ice-cream or some dessert and asks vocabulary about
Ss, how do you feel when you eat ice-cream? T encourages Ss to use the emotions and answer: “I feel excited”. “I feel happy”. “I feel cold”. contexts, confirm
answers with Ss
• T asks Ss to form a circle. T explains that they are going to play a game called “Charades.” by repeating what
T-Ss Ss answered (tag
20
Task T • T explains to Ss the rules and models the task using 2 or 3 words from the list. questions), and also
min
Wh elicit different answers
• One S will stand up where he/ she is, T will show him/her a flashcard with the emotion or feeling from some Ss.
• T tells S that they have to act out the emotion or feeling without using words or sound. Flashcards (worksheet
3.5)
• T explains to other Ss that they have to shout out the word tired, sleepy. After the word is shouted out, T encourages Ss to use complete sentences
T tells Ss to repeat She is tired. She is sleepy.
• Ss can also be divided into 2 groups and they compete against each other, allowing team members to work together.
SEN adaptation: for visual impaired Ss, T can whisper the word to the S and the S acts it out for the class to guess which feeling it is.
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• T organizes the room so that Ss have space to move. They can also be put into a circle.
• T tells Ss that they will be listening to a new song about “Feelings” and that they are going to learn to dance and sing,
T can look for his/her
own song related to
• T plays “If you`re happy” song
the activity
T-S
To provide Ss • T plays the video or the audio once singing and imitating the actions.
5 Wrap up Wh A brief description
with feedback
of the song and/or
• T plays the video or audio a 2nd time and encourages Ss to join in.
suggested video is
in the resources file
bellow.
SEN adaptation: for Ss who can’t move around the room, T can have Ss listen to the song and mime the words sitting on their chairs. For the part
that says “If you’re happy and you know it stomp your feet”, T can change it for “touch your feet or move your feet, if possible”.
• T can look for any song or video in which Ss can listen and preferably watch different feelings, such as happy, glad, mad, sad, tired, hungry, etc.
• The how do you feel song can be found on internet on the link:
https://www.youtube.com/watch?v=k9vpbFJK6IA
• Another song related to feelings can be found on the link

Resources https://www.youtube.com/watch?v=UsISd1AMNYU
• Feeling situations flashcards, feelings Bingo Card, Feelings Bingo counters
• There are many versions to the if you’re happy and you know it song, T can select one that is appropriate to the context.
A suggested version can be found on the link:
https://www.youtube.com/watch?v=l4WNrvVjiTwhttps://www.youtube.com/watch?v=l4WNrvVjiTw
T can use any video in which Ss are able to listen and see different feelings vocabulary.
Additional resources Some suggested videos can be found on the following links:
https://www.youtube.com/watch?v=zEk48QQSPo4
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ADDITIONAL ACTIVITY
The adjectives on the
video are:
happy
sad
hungry
thirsty
• T tells Ss they will watch a video about feelings and emotions. Ss listen and watch as T chants along with the video expressing feelings with
hot
gestures.
cold
tired
• T asks Ss to practice the chant little by little by pausing the video after each word (see list in the comments column). T has Ss repeat the word(s)
sleepy
by saying, “Happy, happy, she is happy, the girl is happy.”
T-Ss surprised
scared
• T has Ss act out the video. T plays the audio at least two times or as many times necessary in order to Ss to understand.
Ss practice excited
adjectives bored
• T divides the class in two groups for a contest. T tells Ss that the best group not only has to chant well, but also has to be really expressive.
15 on emotions A brief description
Pre-task 1
min & feelings of the video and the
• T gives Ss a couple of minutes for both groups to practice their presentation (T plays the audio for them to practice).
through oral link suggested can be
expression. found in the additional
• T encourages Ss to act out the expressions: PW resources column.
chant louder. Try again. That’s great.
If the T can’t play
• Ss deliver their presentations for their partners and Ts.
the video in class, T
can watch the video
• T congratulates Ss for their good job and gives feedback pointing out the importance of being expressive.
before class, to get
an idea of the chant;
when in class T brings
feelings flashcards
and chant by him/
herself in order for Ss
to follow him/her.
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ADDITIONAL ACTIVITY
T-SS
• T plays the song If you’re happy and you know it. One more time but this time T stops the music/video and starts to imitate the song, but
not completing all of the sentences and allowing Ss to finish, e.g. (T) If you are happy and you know it …. Ss continue to sing and clap. This is The song is the one
To review repeated two times. that T used for the
10
Wrap up 2 feelings wrap up stage, the link
min
vocabulary • Then, T Invites 2 volunteers to lead the song, where other Ss only perform the action (stomp your feet, clap your hands, etc.) and the 2 Ss can be found in the
continue singing. Once they are done, T asks these Ss to pick 2 more volunteers and so on until time allows it. resource column.
GW
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TOPIC: Consolidation and Assessment
MODULE: 1
UNIT: 3
SESSION: 4
AIMS: By the end of the session, Ss will be able to express their own feelings and talk about their qualities by presenting a collage: Who I am.

T can stick the
flashcards around the
classroom for Ss to
• T goes over vocabulary from previous lessons using the flashcards from Sessions 1, 2 and 3. remember vocabulary
Introduce the easily during the
T-Ss
topic and the • T shows flashcards, eliciting responses from Ss. Is the boy hungry? I am hungry. practice stage.
5 min Warm up Wh
project activity Flashcards can be
for the lesson • Once this is done with a few flashcards (3 or 4), T chooses a S to continue showing the cards, asking other Ss, how does she feel? Is she happy? found in the annexes
Expecting the other S to answer “yes, she is” “no, she’s not” as family flashcards,
feelings flashcards and
feelings and situations
flashcards.
T may make the cut-
outs before class or,
could ask students to
• T tells Ss that they are going to make a collage about feelings and emotions. bring cut-outs made
as homework in the
• T presents the objectives of the project and shows a model of collages made by other children, if possible, some samples can be found in the link previous class.
mentioned in the resource column or T can use worksheet 3.7, as an example of a collage.
T will have to deliver
• Now, using some flashcards from the previous sessions, T models on the board how the activity is going to be carried out. these instructions in
L1(Spanish), to ensure
Clarify following • Now, T shows the Ss the cut-outs, worksheet 3.8, and explains that a collage is made with different pictures that we paste/glue /stick on a piece of that Ss are clear
10
Pre task task outcomes paper. T starts sticking the cut outs on the board. T-Ss on how they will be
min
and criteria evaluated,
• T invites Ss to stick one picture from the cut-outs on the class collage sample as well.
T can write the
• T gives Ss the evaluation criteria and writes these key words on the board: keywords ONLY on
Creativity (Use your own ideas, something different, original) the board and explain
Organization (Cut-outs should be in some kind of order). once in L2 and the
Variety of items from the unit (Use feelings and emotions introduced in the unit). explain it all over again
Attitude (Listens to instructions, pays attention to T, respects classmates) in L1.
Worksheet 3.7
worksheet 3.8
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Materials needed for
this collage: craft
paper
scissors
pencil case (crayons,
• T makes sure Ss have enough space to work on their collage and distributes the material for Ss.
coloured pencils,
markers)
• T should arrange for Ss to work on the floor in class or in the hallway so that there is enough space. If not, T has Ss work at their desks ensuring
glue stick
that everything is put away.
feelings cut-outs
• Ss draw themselves in the centre of the poster.
T should monitor Ss’
Ss work on their work to make sure
• T tells Ss to cut related images from magazines and glue them around their picture in order to start creating their collage. If you have asked them
20 own project and they make the most of
Task to bring cut-outs from home, you can skip this step. IW
min present it to the the time they have to
class. work on their projects.
• T walks around to ensure that instructions are being followed. T instructs Ss that they are going to present their collages to the rest of the class.
T can tell Ss that if
they can`t find the
image they need; they
can draw too.
SEN adaptation: T can also allow Ss who can’t work on the floor, to make their collage on a piece of blank paper that they can easily put on their
desks. If there are Ss who have difficulties to cut the images, T should ask S in advance to bring the cut outs ready from home or have them ready
If the class is too
for the S, so S/he can go directly to making the collage.
large, more than 10 Ss,
T can have ss work in
pairs so they’ll have
enough time to make
the collage.
• T tells Ss that when they finish their collages, they can come up to him/her so S/he will help them putting them on the classroom walls.
To close the • As Ss put their collages on the wall, T can look at them, ask them simple questions such as, What feelings did you include? Which feeling do you like
5 min Wrap up T-S
session the most? and congratulate them on their work. This can be done with some Ss while the other ones are ending their work.
Language model paper, magazines to cut, glue stick, scissors, coloured pencils, poster markers and craft paper.
T can visit the following link, to obtain some ideas and images on how pre-schooler’s collages look:
https://www.google.com.co/search?q=how+to+make+a+collage+for+preschoolers&tbm=isch&tbo=u&source=univ&sa=X&ei=QuvsU5GzMubksATIvYHgDQ&ved=0CCcQ7Ak&biw=1366&bih=622)
Resources
Worksheet 3.7
Worksheet 3.8
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ADDITIONAL ACTIVITY
• T models a presentation using the collage that was made during the task stage. T can use as an example one of the Ss collages.
T must be aware of
• T instructs Ss that they must use a single language model to interact during the presentation: L1 use and help and
A: Hello. This is my collage. encourage Ss to use
B: Hi, it is (nice, beautiful, original) L2 vocabulary such
A: I’m happy, glad, excited, etc. as:
B: Good. Thanks. Bye.
•It is beautiful.
• Now, T divides the class into two groups (presenters and audience) Presenters sit down in a circle. •It is nice.
•I like it.
To enhance oral
• Each S in the audience sits down in front of one of the presenters. Presenters have around 1 minute to present their collage to each S from the •My favourite thing
skills from Ss by T-Ss
15 Task audience. on the collage is
presenting their Gw
min extension ( S names his/her
project to the
• T calls “STOP” so that the audience stands up and rotates moving to their left to listen to the next presenter. favourite picture)
class
T must always
• When Ss finish the first presentation round, T gets Ss to change roles. encourage Ss to use
L2 with the help of the
• T reminds Ss about how to use the desired language model to interact during the presentation (See above). sentences above, or
similar. Do not let Ss
• Finally, T gives feedback to Ss taking into account the criteria previously mentioned and emphasizes to them, checking the most outstanding pros to communicate only
and cons regarding job and use of language. in L1.
• T congratulates all Ss on doing a great job expressing their emotions and feelings.
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ADDITIONAL ACTIVITY
• T invites Ss to go around and look at their classmates’ work for 2 min.
• Then T asks Ss to stand next to the collage (not their own), that they like the most.
• T starts asking Ss why did they chose that collage? Eliciting ideas from Ss about what they like from their classmates’ work, T can ask questions 2 min
such as: IW
10
Wrap up 2 Collage fair “Show me the picture that you like the most”
min 8 min
“What do you like about that collage?” GW
“What feelings can you see in that collage?”
SEN adaptation: if there are Ss who can’t move around the classroom to look at their classmates’ work, T can encourage some Ss to go and
present their collage to their classmate and then the S chooses the one that S/he likes the most and the T can ask the questions suggested above.
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4
ty and
rsity
al dive
Identi
UNIT
cultur
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TOPIC: Who do I look like?
MODULE: 1
UNIT: 4
SESSION: 1
AIMS: By the end of the session, Ss will be able to identify and name family members (father, mother, sister, brother, grandmother and grandfather)

• Before the class begins T posts some flashcards, internet images or cut outs related to vocabulary Ss have learnt from family members: father/
dad, mother/mom, brother, sister, grandmother, grandfather, aunt, and uncle.
• T asks Ss to stand in a line and tell them that they are going to hear commands and they must follow them.
To catch Ss’
T can help Ss with the
attention and
• T shouts commands like: “Show me the mother, father, etc”. Ss must go and stand in front of the flashcard of the family member mentioned by the vocabulary related to
5 min Warm up get them T-Ss
T. “Show me the grandmother”, Ss must go and point to the flashcard with the grandmother. The idea is that T does this activity twice with Ss to family members and
involved in the
check comprehension and then T just says the commands and allows Ss to follow them by themselves to check comprehension. Command can elicit names from Ss.
class
change according to what the T wants Ss to do. The game can go on for several times, about 5 times, with different family members.
SEN adaptation: T can also ask Ss to mime the family member S/he mentions in case there are Ss who can’t move around the classroom.
• T takes out a picture of his/her family and presents it to the class by saying: “This is my family”. T presents each member of the family with their
names, e.g. “This is Alex, he’s my father; this is Nora, she’s my sister, etc”. The idea is that the T reviews the following vocabulary: mother, father,
sister, brother, grandmother, grandfather.
• After the T presents his/her family, s/he starts checking for Ss comprehension by saying, “OK, who is this? Is this my mother and points to the
mother” and waits for Ss to say yes or no, T reinforces Ss’ answer by saying, “Yes, she’s my mother, her name is…”; and then T does the same with
For the family picture
each family member presented in the picture.
if the T doesn’t have
a picture with his/
• After doing this twice, T can change and point to one family member but asking for another name to challenge Ss., e.g. T points to the father and
To familiarize her family, s/he
asks “is this my brother?” T waits for Ss to answer yes or no and reinforces their answer by saying, “No, this is not my brother, he is my father, his
Ss with the can bring different
10 name is…”; T does the same with all the members in the picture.
Pre task vocabulary pictures where s/he
min
related to family can present the family
• Then, when the T finishes presenting his/her family, T asks Ss about Ss family, e.g. “Luis, what is your father’s name?” “Marcela, what is your brother’s
members members mentioned
name?” “Andrea, what is your sister’s name?” etc.
(father, mother, sister,
brother, grandmother,
grandfather)
SEN adaptation: If Ss don’t have one of the family members mentioned in their family, e.g. they don’t have a father or a brother, T can teach them
how to say that in English, “I don’t have a father/ brother/sister/ grandfather/grandmother”. But it is not expected for Ss to learn this structure, so
T needs to drill it and repeat it every time is needed. Also T can help them in case they want to name another family member not taught so far, to
avoid Ss feeling excluded from the activity for not having any of the family members their classmates have.
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Family tree poster:
• Before the class, T prepares a handout of a large tree on a piece of paper for every S, T can use worksheet 4.1 -FAMILY TREE.
• Before giving the worksheet to Ss, T models the activity by drawing a tree on the board and drawing his/her family, starting with grandparents,
To reinforce then parents and then him/her and brothers and/or sisters.
T should walk around
family members
the class to check if Ss
vocabulary • While drawing the T’s family tree, T can have Ss practice family members’ vocabulary by asking them to repeat each name. T must leave the
T-Ss need help.
20 while working family tree on the board to model a presentation later on the session.
Task IW
min on a listening
worksheet 4.1
activity and • After this modelling, T gives each S one sheet of paper with the tree and explains they are going to draw their family members. E.g. T says,
family tree
following “Now please draw your family”, and T monitors to ensure that every S is drawing their family members and goes around asking Ss who they are
instructions drawing by saying “who is this?” while pointing at the drawing and helping Ss with family members vocabulary.
SEN adaptation: If there is a case that one S doesn’t have a father, T can instruct that specific S to draw another family member. T can also pair
up Ss who might need some help due to hearing impairment, so his/her classmate can help them repeating the name of the family member they
must draw.
• T pairs Ss and tells them that they are about to share their family trees with a partner.
• with the family tree sample that is on the board, T models how Ss should ask and answer questions about others family tree. To do so, T calls a
To encourage
high achiever to model the questions and answers:
Ss to produce
“who is this?” T must encourage
simple
10 “this is my mother. her name is Aura” (T and S must point at the picture they are talking about) Ss’ production by
Wrap up sentences by
min prompting vocabulary
presenting their
• T encourages Ss to repeat the expressions some times. and sentences.
work and close
the session
• Ss start working in pairs asking and answering questions while T monitors and helps them to use the correct vocabulary
Session vocabulary: father, mother, sister, brother, grandmother and grandfather; family tree
Session expressions: who is this? This is my…; my father/mother/brother’s etc., name is…; his name is…; her name is…
Resources Teacher’s family picture(s), family members’ cut-outs (father, mother, brother, sister, grandmother and grandfather), family tree handout per S (worksheet 4.1)
T can look for a song and/or video in which Ss listen to the members of the family presented in this lesson.
Additional resources A suggested video is named the “Tooth family song” and can be found at:
http://learnenglishkids.britishcouncil.org/en/songs/tooth-family
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ADDITIONAL ACTIVITY
• T draws 6 squares on the board in a row (see image below).
To reinforce father mother sister brother grandfather grandmother

T-Ss
15 vocabulary
Pre task 2 • T takes out a cut-out with a picture of a family member, and asks, “Who is this?” Wh
min related to family
members.
• T tries to elicit family members’ vocabulary from Ss by prompting the names of each family member.
• When a S guesses the name of one family member the T sticks the cut-out on the board right on the square below the correct name.
• T repeats this activity with each family member, until all the squares have one picture.
• Then T asks Ss to cover their eyes and takes one picture off the board. T asks Ss to uncover their eyes and asks which family member is missing.
• This activity must be done, at least twice with each family member to have Ss practice the new vocabulary.

ADDITIONAL ACTIVITY
This activity is good
• T plays the “Tooth family song” to have Ss listen to it and start getting Ss familiarized with it. to review family
members’ vocabulary
To review • After Ss listen once, T stops and asks them which family members they heard. T-Ss and body parts.
10
Wrap up 2 vocabulary and Wh T can find the link for
min
end the class • Once Ss mention the family members in the song, T plays the song again and this time encourages Ss to sing along. the song and a brief
description in the
• T can stop the video at some points and ask Ss which family member they are watching on the screen. additional resources
column.
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TOPIC: We all are different
MODULE: 1
UNIT: 4
SESSION: 2
AIMS: By the end of the session, Ss will be able to describe their family members using some descriptive adjectives.

T should remind Ss
about colours from
Describe yourself:
previous lessons.
• T and invites one S to work with him/her to show the class how they’ll work in pairs further during the activity.
Preferably the T
• T stands in front of the S chosen to model the activity and starts describing his/her physical appearance, reviewing parts of the body Example: T-Ss
To review should choose a
“What are these?” Pointing at his/her eyes. When Ss answer, T says “My eyes are big/small, my eyes are (colour), My hair is (colour), my hair is long/
colours and student with blonde
short, My hands are big/small, My feet are big/small, I’m tall/short”, always miming and pointing at the part mentioned.
parts of the face hair, to introduce
10 min Warm up T-Ss
and body while the word into the Ss’
• Then T helps the S to do the same, eliciting and prompting vocabulary and the entire structure mentioned.
connecting Ss vocabulary. If not
PW
with the class possible, T could use
• Then T asks Ss to stand up and pair up to work with a partner describing their face and bodies. T must be attentive in case there is a S or some
a cut out to teach that
Ss who are blonde, so T can introduce that word into the vocabulary.
word to Ss due to the
fact they’ll need it
• T monitors Ss’ work and helps Ss with structures and vocabulary.
later.
• T tells Ss they are going to help/him draw a family member on the board and takes different coloured markers (black, red, green, blue, purple,
yellow, etc.) T pastes a large piece of craft paper on the board and draws a circle. T and Ss decide which family member they are going to draw
and then T starts drawing and says, “this is the head”.
To encourage
Ss to describe
• Then T starts asking what goes in every part of the circle to elicit parts of the face vocabulary and starts asking, “How many eyes, one, two…?” Then, T-Ss
family members
5 min Pre task “What colour?” And shows the markers to Ss so they can decide what colour for the eyes, the face and so on. Ss
by using some
descriptive
• Then, to draw the body T asks the Ss if the person is going to be tall or short and acts out the words, then if the arms are long or short and then
adjectives.
hands, legs and feet
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• With Ss sitting on their chairs, T explains that they are going to create their own family member by using clay.
• T mimes to the Ss that they are going to create a person with different body parts and different colours of clay.
To create a
funny person
• Then T pairs up Ss and hands out the clay and tells them to start working on their family member, reminding Ss that each model can be different
with clay T-Ss
and inviting them to be creative. E.g. “Remember to use different colours, and sizes for the body parts, etc”.
15 min Task for an oral PW
presentation
• T monitors Ss’ work and goes around asking them to describe what they are doing and the colours of each part of the body.
using new
vocabulary.
SEN adaptation: T can have those Ss who show better comprehension of the topic and the activity with those Ss who have any impairment or have
difficulties with the vocabulary, so they can help them out and both prepare the presentation.
• When Ss are finished creating their family member, T asks one Ss if S/he can take his/her model to use it as an example.
• Once T has taken one of the models from one S, T starts describing the clay model, e.g. Look, Pablo and Juan’s family member, is a father, a mother,
etc. S/he has two eyes, pointing at the eyes and counting one, two; his/her eyes are colour brown. Then T starts eliciting from Ss what else they
To encourage T might want to keep
can say about the clay model, e.g. What colour is the body? What colour are his/her legs? Or how many ears does it have?
Ss to increase T-Ss the clay models
Report and
15 min their oral skill by PW made by the Ss in the
wrap up • After the Ss have described the entire model, T can choose another pair of Ss to go out front and present his/her family member. T should model
presenting their classroom for other
desired language when necessary and help Ss to use complete sentences.
clay model. sessions.
• When T sees that time is almost over and it’s time to say good-bye to the Ss, T must ask all of the Ss to put their clay models in a specific part of
the classroom (a corner, a table or a cabinet).
Session vocabulary: parts of the face and body from previous sessions; descriptive adjectives from previous sessions, colours, blonde, monster, funny person
Session expressions: My funny person has…
Resources Modelling clay with different colours for Ss (the quantity depends on how many Ss the T has in class, but it should be at least one bar of each colour per each pair of Ss)
T can look for the video of the story “My Dad” on the following link:
Additional resources http://learnenglishkids.britishcouncil.org/en/short-stories/my-dad
Or can use any big book where Ss can see different family members and their different body features.
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ADDITIONAL ACTIVITY
The language focus
of this lesson is
To familiarize vocabulary related
Ss with the • T sits Ss in a circle on the floor and shows them the reading: My Dad (Worksheet 4.2 -READING MY DAD). to simple descriptive
vocabulary adjectives such as
T-Ss
15 related to family • T has Ss look at the video and stops at some points to ask Ss to describe the girl and her dad using body parts and descriptive adjectives such colours and size.
Pre task 2 Wh
min members and as sizes and colours. The link for the story
some adjectives My Dad and a brief
for physical • T can elicit vocabulary from Ss by asking questions such as: “What colour is her dad’s hair?” “What colour are the girl’s eyes?”. description can be
description found in the resources
column.
worksheet 4.2

ADDITIONAL ACTIVITY
• T brings a small or medium plastic ball to the class for this activity.
• T asks Ss to stand in a circle in the middle of the classroom and that they are going to start passing around the plastic ball as S/he claps, when the T
To describe stops the person who is holding the ball must choose one of his/her family members and describe him/her saying at least 3 descriptive adjectives.
one family T-Ss
10 Task
member using • T models the activity the first time giving examples such as. “My mother has long hair her hair is blonde and her eyes are brown”. IW
min extension
descriptive
adjectives • After modelling, T starts the activity, helping Ss with vocabulary or eliciting questions when they are not sure what to say.
SEN adaptation: T can also have Ss sitting on their chairs in case they are not able to stand up in the middle of the classroom.
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TOPIC: Sharing time with my family
MODULE: 1
UNIT: 4
SESSION: 3
AIMS: By the end of the session, Ss will be able to identify and name different leisure activities they do with their family.

• T welcomes Ss and reviews family members by asking them the name of their father, mother, grandmother, etc. T asks one S “Pablo, what’s your
To review T drills the correct use
mother’s name?”, the S is expected to say “is (name) or my mother’s name is (name)”. T can help Ss with structure and answers.
vocabulary from of sentence structure.
T-Ss
5 min Warm up last session and E.g. My father’s name
• T can have one S ask another one so all of them are involved in the activity. PW
connect Ss with is…; my sister’s name
the class is…; etc.
T can choose at least
10 flashcards to show
some leisure time
Families are different:
activities to Ss.
• Before this next activity, T must prepare cut-outs of different families doing different activities togethere.g. one family with father, mother, brother
T can help Ss with
and baby in the park; another family with only the mother; brother and sister at the grocery store, another family with grandmother, grandfather,
vocabulary related to
father, mother, brother and sister, watching TV etc. The idea is that T prepares at least one cut out per each pair of Ss.
leisure time activities
since the pictures
To review the • T asks Ss to sit in a circle but in their chairs and hands them different cut-outs with different families. T decides if S/he has enough cut-outs for
can show different
vocabulary Ss to work individually or in pairs.
activities such as: play
15 related to family
Pre task T-Ss with toys, play video
min members and • Then T starts asking Ss, “Who has a family with a father, mother, brother and a baby?” And the S or Ss who have that picture must show it. Then T
games, read, complete
descriptive says: “Look they are at the park”.
the album, play with a
adjectives
board game, watch TV,
• T holds the picture up high and reviews family members’ vocabulary and introduces some leisure activities vocabulary. Depending on the pictures
paint, etc.
T drills vocabulary with Ss.
Ss might use L1 to
describe the activities
• T asks the question again describing another family and does the same procedure with every cut out until Ss have seen them all.
and T can help them
by saying the same
sentences in L2 and
have them repeat.
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Draw your family:
• T tells Ss they are going to draw their family and one activity they do together on a sheet of paper.
To check
Ss’ ability to • T invites Ss to sit on the floor and gives them a piece of paper and asks them to draw.
T can help Ss with
communicate
5 min Task IW leisure time activity
orally while • T monitors as Ss make the drawings and can ask Ss follow up questions like, “Who is this? Is this your mom/mother?” “What activity are you
vocabulary.
personalizing doing?” etc. to check vocabulary and activity comprehension
the topic.
SEN adaptation: T can pair up Ss to work while drawing so if there are Ss who have difficulties with the activity, other Ss can support them by
showing them their work. Also T can have Ss do a representation of their families by miming the family members, if they are not able to draw the
family picture. For those Ss who can’t sit on the floor, T can invite them to sit on the desk next to their classmates.
• T asks Ss to make groups of three. After groups are made, T asks the first group to come up front and show their family drawing.
• Then T asks Ss to see how those pictures are similar, what they have in common and how they are different, e.g. “OK, look at Pedro, Juanita and
To compare Lucia’s picture, which family members do you see? What activity are they doing?” Look in this family there are two brothers and they are watching TV.
20 Report and families and tell
GW
min wrap up why they are • The idea is that Ss start seeing how all families can be different because they have different family members.
different.
• T can also ask Ss to see how the family members are different, e.g. Look Pablo’s mother is blonde and Lucy’s mother has black hair, Luisa’s sister
is a short and Pablo’s sister is tall, etc.
Session vocabulary: body and face vocabulary, descriptive adjectives, similar, different.
Session expressions: this is my…; my brother’s hair is…; my mother’s eyes are…; I don’t have a father/mother/grandfather, etc.
Homework For next session, each student must bring two or three pictures of his/her family for the consolidation and assessment session.
Different family cut outs, Family members flashcards used in unit 3 (Annex C1M1U3S2-FAMILY FLASHCARDS), Leisure time activities flashcards (Annex C1M1U4S3-LEISURE TIME ACTIVITIES-FLASCHARDS, there
Resources
are two files, one with large flashcards and another one with small flashcards), coloured pencils, pencils, one sheet of paper per student.
T can use any family song where Ss can hear the vocabulary related to family members.
Some suggested links are
Additional Resources
https://www.youtube.com/watch?v=dH5RTW0gh30
https://www.youtube.com/watch?v=GiRUF7hvWuM
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ADDITIONAL ACTIVITY
Play cross the river.
• T places the family members’ flashcards on the floor in a zigzag manner. Each card represents a stepping-stone in the river. Each S must say a
word or a phrase related to the flashcard in order to step on it and cross the river. If the S says it right, S/he goes to the next one if the S says it
wrong he/she must go back one flashcard or stone.
To review IW
15
Wrap up 2 vocabulary GW
min • The S who reaches the last flashcard first, crosses the river and wins.
comprehension
SEN adaptation: T can ask a S to represent a classmate who can’t step and move over the flashcards and once it’s the S turn, the classmate who
is representing him/her only moves and the other S is the one who must answer the question related to the flashcard.

ADDITIONAL ACTIVITY
• T gathers Ss in a circle and plays a family song to review vocabulary.
The links for some
• T can play the song for two times and have Ss repeat the words they recognize and try to follow the lyrics while they dance. family songs and
10 To review a brief description
Warm up 2 Wh
min vocabulary • T can also have Ss look at the video without any sound so they can name the family members as they appear on the screen. are found on the
additional resources
SEN adaptation: Ss who can’t dance can be invited to join and follow the lyrics and clap while they hear the song. column.
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TOPIC: This is my family
MODULE: 1
UNIT: 4
SESSION: 4
AIMS: By the end of the session, Ss will be able to present their families, naming each member and describing some of his/her features.

• Before the warm up activity begins, T must ask Ss, as they enter the classroom, for the family pictures S/he asked them to bring the class before,
T collects the pictures, to display them on a poster, previously prepared and set in one corner of the classroom. T can post the pictures while Ss
are doing the puppet activity. (see additional activity 1)
• After collecting the pictures, T tells Ss they are going to play “Freeze” while listening to one of the family songs or videos suggested in the previous
lessons.
• T asks Ss to stand up and dance while they listen to the song, but T tells Ss that when they hear one specific word they need to stop moving, e.g.
“You’re going to listen to the song or video again but when you hear the word brother you have to freeze/or stop moving”.
• The first time, T models what needs to be done and invites Ss to help him/her to understand the game.
T-Ss
10 To engage Ss
Warm up Ss/Ss
min with the class • T says, “now when you hear the word father you freeze” (T acts out freeze) plays the song or video again and when the word father comes up, T
and Ss must freeze.
• T says another family member, e.g. brother, and then plays the song or video and when the word brother comes, Ss must freeze.
• Ss that froze stay in the game, the rest are out and so on until one or two Ss are left.
• SEN adaptation: For those Ss who can’t stand up and move or dance while the music is playing, T can ask them that when they hear the music
they can clap or move on their chairs and when they heard the specific word they can raise their hands, clap, repeat the word they heard or freeze
on their chairs. If any S forgot or couldn’t bring the family picture, T can use the drawing from lesson 4 or can have the S draw a picture of his/
her family to post on the poster.
• T takes Ss to the corner where the family poster will be hung.
• T asks Ss to sit on the floor or chair in a circle for this activity.

To model how
• T shows his/her family picture already pasted on the family poster and circles it while saying: “This is my family” as a model for Ss to follow during GW
10 the Ss will do
Pre task their presentations. Ss-WH
min their family
presentation
• T says, “This is my family. This is me (name) pointing at him/herself, I am tall/short, my hair is black, brown; This is my father (name), his hair is short,
he is tall. We like to watch TV” T models the entire family presentation.
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• T starts showing the pictures and asking, Who’s family is this? Pointing at one family picture or pictures. Pablo is this your family? Maria is this your
family? When a S says YES, T circles that family and writes the name of the S. T is prompting and
eliciting vocabulary
• Then after all families have been circled and recognized, T chooses one S to go out front and present his/her family picture; Ss don’t have to from Ss by asking.
To check describe all the family members, they can only describe one or two, and say one activity they do together. This depends on the number of Ss, the “Who is he/she? Is he
Ss’ ability to fluency they have and the time for the rest of Ss. your father, mother,
T-Ss
20 communicate etc? What colour are
Task IW
min orally while • As this activity might take all the time left for class, T must monitor time carefully to make sure all Ss have time to show their picture and at least his/her eyes? Is he/
personalizing one member of their family. she tall or short?
the topic. What’s his/her name?”
SEN adaptation: for those Ss who might have difficulties speaking, T can check comprehension by asking questions related to their family, like: “Who Ss are expected to
is this? Is this your mother? Does she have long or short hair? Is this your brother? Do you like to play with your father?” Expecting Ss to say “yes or answer with simple
no”. Also T can allow Ss to mime the activities they do together and the rest of the class guesses which activity is it, like a Charade´s game. sentences.
With this activity, T

• As the presentation activity might take a long time, T can close the class by congratulating all Ss for their special families and telling them to give can recycle and check
To review all families a big applause. Then T ends the class and leaves the family poster on the wall. vocabulary related
5
Wrap up vocabulary T-SS parts of the body,
min
comprehension • *Additional activity 2 face, descriptive
adjectives and family
members.
Session vocabulary: puppet, freeze, different, similar

Session expressions: This is my family, this is me, this is my …; is your family different?; is your father/mother/grandmother, etc, different from…?
Resources Ss’ family pictures, craft paper to prepare the family poster.
T can use any of the other songs and links suggested in previous lesson for this activity, the important matter is that T uses a song where Ss can listen to each family member and they can use their
puppets to act out the song. Family members’ puppets cut out WORKSHEET 4.3, Popsicles sticks, coloured pencils,
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ADDITIONAL ACTIVITY
• T gives each S the family puppets cut-outs worksheet 4.3
• T reviews the name of each family member and then tells Ss to colour in the puppets according to the T instructions. Family song’s link to
be used on this stage
• T starts telling Ss which family member to colour and if the T wants s/he can give specific descriptions like: “Colour the father’s hair brown; and a brief description
To review the
colour the mother’s eyes blue, colour the brother’s hair blonde, etc”. can be found on the
15 vocabulary
Pre-task 2 T-Ss additional resources
min related to family
• Once Ss are done colouring, they can paste each cut out on a Popsicle stick to make puppets or they can put them around their fingers or paste column.
members and
them on coloured pens or pencils and show them as the song names each one of them.
Worksheet 4.3
SEN adaptation: T can also show the colours flashcards used in previous sessions or show a colour according and the part of the body S are
supposed to colour for those Ss who have hearing impairment.

ADDITIONAL ACTIVITY
• T might want to check vocabulary and Ss’ understanding by choosing one family picture from the family poster and asking different Ss who the
person in the picture is and having the S describe what S/he sees on the picture.
To review T-S
10 PW
Warm up 2 concepts • T might also want to review how family and family members are different by asking one S, “Pablo, is your family different from Maria’s?” “Yes or no,
min GW
learned why?”
• T elicits from Ss the differences, with the structure learned in the previous lesson.
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5
ty and
rsity
al dive
Identi
UNIT
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TOPIC: My favourite toys
MODULE: 1
UNIT: 5
SESSION: 1
AIMS: By the end of the session, Ss will be able to talk about their favourite toys and games at home.

• T will start the activity by bringing in a plastic bag with toys and asks Ss to guess what is in the bag.
• T starts passing the bag and asks Ss to touch without looking. Then T asks them “What do you think is in the bag?” T allows ss to name what they
Ss meet think is there to create interest and expectation. It is OK if Ss respond in Spanish. T should make sure to repeat the word in English so that they
vocabulary can start getting familiarized. T-S
5 min Warm up related to toys
S-S
they find at • Then T asks one S to take out one object from the bag and show it to the class. T asks again? “What’s that?” again t can allow Ss to answer in
home Spanish and T translates to English and asks them to repeat.
• T starts asking Ss what colours they can see on each toy. T says: “What colour is this?” while pointing at each colour. And then T says “this is a
ball” “the ball is colour green, blue, and red” and asks Ss “what is this?” To have them start familiarizing with toys’ vocabulary.
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T must prepare a mini
poster in which Ss will
see some toys such
as:
1. doll
2. teddy bear
3. story book
• T goes over the mini poster that s/he has already stuck on the wall or prepared on a power point presentation if possible.
4. toy train
5. robot
• T points at one the flashcards or shows a slide and says, “This is a doll”. T has Ss repeat, “This is a doll”. T has Ss repeat this as many times as
6. ball
necessary to get them familiarized with new vocabulary.
7. toy blocks
Ss identify,
8. toy box
associate • Once all of the new words have been introduced, T randomly selects Ss and holds up / points at a flash card or image and asks Ss “what is this?,
15 9. toy car
Pre task and practice ss are expected to answer: “It is a car” “It is a ball” etc, on their own. T-S
mins 10. scooter
vocabulary
11. toy soldier
about toys • T can ask to the WH a few times (3 or 4) and then choose other toys to ask one S randomly.
12. baby buggy
Or any other toy T
SEN adaptation: for Ss who might have difficulties producing orally, T can ask them to show or point to the flashcard or real toy to check
want sot include. No
comprehension of vocabulary.
more than 10 pictures.
While Ss use the

conversation model,
T encourages them to
use “it’s” properly and
complete sentences
following the model.
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• T asks Ss to work in pairs. They point to the pictures and ask and answer with their partners:
A: What’s this?
Monitor Ss’ use of the
B: It’s a train. T-S
language model. Try
Ss make a class A: Great!
to keep the language
20 survey to find B: What’s this?
model basic, using
min Task out who has the A: It’s a doll IW
What is, This and
same toys they B: Good! What’s this?
the toys that were
have. A: It’s a….
introduced at the
When Ss are done T checks the activity by eliciting some of the answers from Ss in general. Mingle
beginning of the unit.
T closes the
• T elicits some of the objects Ss chose and the names of their partners. T can also draw a conclusion about the top 5 favourite objects in the class.
Closing activity by
5 Mins activity / summarizing T-Ss
Wrap-up toys that are
used most often.
Bedroom mini poster, toys flashcards, bedroom worksheet.
T can use one of the following videos:
Where is my teddy? http://www.eslgamesplus.com/videos/toys-where-is-my-teddy-dialogue-esl-video/ .
Resources
Outside toys: https://www.youtube.com/watch?v=ywGqdI37ipI
Inside toys: https://www.youtube.com/watch?v=aozX-ORODYk
Or any other video in which Ss can listen and see different toys’ images and vocabulary.
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ADDITIONAL ACTIVITY
T can allow Ss to
• Before this activity, T has stuck all the toys’ vocabulary flashcards activity around the classroom for Ss to have a word reference.
answer in Spanish and
then help them to say
• T can ask Ss questions related to the toys, e.g. What can you play with a teddy bear? What can you do with a toy car? Legos? Building Blocks? T asks
the same sentence in
Ss to think about the games they usually play using those toys at home. Vocabulary must be provided. Ss respond, I build a house/robot with Legos,
English.
with blocks. I play family with my teddy bear/my baby doll. The idea is that Ss have enough time to respond to at least 3-5 games using the desired
Be sure that for every
To review the language.
toy that is introduced
vocabulary
Ss are provided with
related to • T can draw a chart information with ideas of what Ss say they can play with each toy they name, to allow Ss remember when they have to produce
basic vocabulary as
toys and sentences on their own.
to what they can do.
15 invite Ss to
Wrap up 2 T-Ss Limit the amount
min associate • T has Ss play “Hot potato” by making potatoes from paper or by bringing in a real potato, a ball, a book or a toy to serve as the “hot potato.” T makes
of games and toys
toys with sure that a music player is readily available, and plays songs that Ss have already been introduced to in order to recycle the information. The Ss get
introduced, otherwise
their into a circle and the music starts. As the music plays, players must pass the “hot potato” around. The player caught holding the “hot potato” when
you will have to
favourite the music stops is out, and the game begins again. Players must pass the “hot potato” in consecutive order -- no one can be skipped. Then Ss make
introduce a lot of new
games. sentences using the chart information in pairs. T models the sentence construction by showing them the pictures made on the chart.
vocabulary.
Note: If there is no
• T helps Ss produce sentences such as: “We play “Ponchados” with balls”. “I play house with dolls” “ we play races with cars”
music T can –shout
out Burn fast to save
• SEN adaptation: T can also show the colours flashcards used in previous sessions or show a colour according and the part of the body S are
time Hot potato, hot
supposed to colour for those Ss who have hearing impairment.
potato…burn!
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ADDITIONAL ACTIVITY
• T asks Ss to choose 3 of their favourite objects from the class flashcards. Ss draw the toys on a sheet of paper given by the T.
After they drew their favourite toys, T asks Ss to move around the class and try to find someone who also likes the same toys by asking questions.
When Ss find someone who has the item, they write a check mark or an X next to it. T models the activity with a S who volunteers to help or T
chooses a S to work with him/her.
A: Hi What is your name?
B: My name is ….
To review the
A: What is your toy?
vocabulary
B. This is a car/ baby doll. T-SS
10 Task related to
A: What is your toy? PW
min extension toys and
B. This is a teddy bear.
enhance oral
T gives Ss a limit of time to complete the task. When the time is over, T calls, Time’s up. Stop!
production
Congratulate all Ss for a job well done.
SEN adaptation: T can also pair up Ss and ask them to mimic their favourite toys, in case any of them have difficulty to communicate orally or can’t
draw so they can express their preferences.
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TOPIC: I can play with other objects at school too.
MODULE: 1
UNIT: 5
SESSION: 2
AIMS: By the end of this session, Ss. should be able to talk about the objects they have at school to play with.

• T holds up a few flash cards used from previous session and asks Ss, “What is this?” “Is this a doll?”; “Is this a car?” T repeats this a few times then,
T asks 2 or 3 volunteers to do the same.
Review of
10 Warm-up / • Then, a S holds up a flashcard and asks the class, “What is this?” and the rest of the class or a S who volunteers is expected to answer by naming T-S
previous
min Review the toy on the flashcard. S-S
session on toys
• T can repeat this activity a few times with different Ss.
T can use worksheet

5.1 Musical
Instruments:
1.Violin
2. Trumpet
3. Saxophone
4. Drum set / drums
T-SS
• T tells Ss they are going to learn about musical instruments and sports. 5. Piano
6. Electric Guitar
Ss get
• T uses flashcards, internet images or images from magazines for each word in order to explain them. 7. Accordion
10 introduced to
Pre-task 8. Harp
min basic adjectives
• T points at each instrument or sport and says their name and invites Ss to repeat. The words should be repeated at least three times in order for 9. Acoustic Guitar
by association
Ss to get familiarized with them. T should limit the vocabulary to 6 words from each list, not all, to avoid Ss from getting confused.
Sports
WH
1. Tennis
2. Basketball
3. Baseball
4. Football (American
Football)
5. Soccer
6. Tennis
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• T explains the difference between “play an instrument” and “play a sport”
• T holds up one of the flashcards (the same cards that were used at the beginning of the session) and says “I play baseball” I like to play baseball”,
T acts out the sport and invites Ss to do the same.
• Now, the T does the same for musical instruments.
• After this is completed, T introduces the question: “Do you play tennis?” S: “Yes I do / No I don’t,” or “Yes, I play tennis, or No, I do not play tennis.”
Ss practice T-SS Provide Ss. with a
15 • T should repeat this activity while acting out the sport or instrument with Ss, inviting them to go along.
Task basic adjectives WH short response and a
min
in oral way long response.
• T asks Ss to get into groups of four and sit on the floor and they are going to choose their favorite musical instrument and sport.
• T asks each group to act out so the rest of Ss guess which is their favorite instrument and sport.
SEN adaptation: T can have Ss mime the instruments and or sports they play, or point to the images in case they have difficulties speaking. Also
if there are hearing impaired Ss in the class, T and the rest of the Ss can mime the instruments and sports they can play to help Ss understand what
they are saying.
T has to walk around
Ss consolidate
• As groups go to the front of the classroom and the rest of Ss guess which instrument and sport are they acting, T writes on the board their and monitor all
the vocabulary T-S
preferences to conclude at the end which is the most popular instrument and sport. groups, helping and
about musical
10 encouraging them
Wrap-up instruments
min • At the end T says: “the most popular instrument is…” “The most popular sport is…” with questions and
and sports,
answers. T should
expressing likes S-S
*Additional activity 2 collect data for the
or dislikes.
feedback.
Flashcards with musical Instruments-Worksheet 5.1 -MUSIC INSTRUMENTS FLASHCARDS and with objects to play sports. Realia, if possible, have Ss bring in sports equipment, cut outs of instruments and or
Resources use instruments from the school, etc.
Crayons, colored pencils, glue stick
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ADDITIONAL ACTIVITY
• T draws a chart on the board to model the activity to Ss. T can use flashcards, cut outs or drawings to classify his/her likes related to instruments
and sports.
• T tells Ss, while completing the chart “I like the guitar, I play the guitar” and puts the guitar image on the column I like; then T tells Ss “I don’t like T-Ss
15 Task To reinforce to play soccer” and puts the flashcard or draws an image that represent play soccer on the I don’t like column. IW
Worksheet 5.2
min extension vocabulary GH
• Ss can use the “I like /I play chart” in Worksheet 5.2 to classify objects. Ss should use the cut-outs of the objects that they brought to class and
paste them in the correct column. T asks Ss to include 3 images on each column.
• If time permits, T has 2 or 3 Ss talk about their chart, e.g. “This is my chart, I like to play…, I do not like to play … “

ADDITIONAL ACTIVITY
• T asks Ss to make groups of 4 and hands each group the bingo cards and board using the Worksheet 5.3-MUSIC INSTRUMENTS BINGO.
To reinforce
• T can start calling out the names and Ss can start covering their boards. T tells Ss that when they have finish covering the board they must shout T-Ss
10 musical
Wrap up 2 bingo! GW Worksheet 5.3
min instruments
vocabulary
• T can also ask some Ss to be the ones calling out the names of the instruments while their classmates cover the boards.
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TOPIC: Playing and sharing together
MODULE: 1
UNIT: 5
SESSION: 3
AIMS: By the end of this session, Ss will be able to play their favourite games by naming the rules and selecting the most interesting ones.

• T tells Ss that they are going to listen to different sounds of instruments and they have to say which instrument they are listening to. T must encourage
Ss to use the correct
Students
• T can help Ss with the same sound so they know how to answer. T can say “I hear a guitar”. “It’s a flute”. language model(s).
will review
T-Ss
vocabulary from
5 min Warm up • Then, T continues with four or five more instruments or as much as time allows. T can look for and use
the previous
GW different audios from
session about
SEN adaptation: for those Ss who have hearing impairment T can ask a S to mime the instrument they are listening to, so those Ss can guess the musical instruments
different games
instrument by watching his/her classmate’s mime. suggested on the
resource column.
• T tells Ss that they will learn about rules and behaviours when playing games.
Remember it is
key to model the
• T shows Ss some pictures, Worksheet 5.4 -RULES FLASHCARDS related to basic rules for games when playing with others. Ss repeat as teacher
conversation. T
mentions them.
Students can model it with a
will learn colleague or with a
• Now that the T has introduced each one of the rules, the T reminds Ss that these are “Rules” and that “Every Game” has rules to follow.
15 expressions to high achiever.
Pre task
min describe rules
• T shows pictures again and asks Ss to repeat the phrases for each picture: Respect others, Respect our turn, etc.
and cooperate Links for the videos
in groups suggested and a brief
• T tells Ss they are going to watch a video about “Class rules”.
description can be
found on the resource
• T plays the video and stops it periodically in order to reinforce the rules that appear in the video. Asking Ss to repeat the rule or ask Ss simple
column.
questions regarding the rules in the video and make a relation to their classroom.
• T asks Ss to make groups of four or five and they will prepare a small role play in which they’ll represent one game they play and the rules they
Students
need to follow. T-S
consolidate
Monitor Ss during
the vocabulary
• T gives Ss time and support to prepare their mini role play and monitors their work. interaction time and
20 about games
Task provide example and
mins and how to
• T asks Ss to start presenting their role plays and as they do T starts naming the rules they represented. E.g. if Ss get in line T says “look, one rule: models of desired
describe rules
make a line”, T asks the rest of the class to repeat the rule and Ss must repeat “make a line”. language.
by playing in
GW
class.
• T can make a list on the board of the rules T represent when doing their role play.
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To wrap up
and assess
5 min Closure T will question students about the rule they consider to be the most important. Then, T will have students rephrase all the rules learned. T - Ss
students`
performance
Rules flashcards: Worksheet 5.4

For the warm up stage T can use the link http://www.dsokids.com/listen/by-instrument/.aspx, and play some of the audios found there. Also T can use real instruments that can be found at school.
To show examples of rules in the classroom T can use one of the following videos:
Resources http://www.youtube.com/watch?v=RyLzsQKFpB0
http://www.youtube.com/watch?v=uWXPCP8t00M
http://www.youtube.com/watch?v=MaKGqYs-yhQ
Or T can use any video where Ss can see how rules are set for each activity in the class. If there is no opportunity to present a video T can use their own class rules to give an example to Ss.
Additional resources Coloured pencils, Markers and cut-outs prepared by T in advance.
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ADDITIONAL ACTIVITY
• T places the images of the rules around the classroom. T organizes Ss in groups of 4-5. Each group will start at a different rule and will try to match
the games or classroom actions that is an appropriate action for each.
To reinforce
• T models the activity with one group, to ensure that instructions are clear, Materials needed
vocabulary T-Ss
Task are suggested on
15 min and concepts GW
extension • T hands out images (cut-outs T should have prepared in advance) about games or classroom tasks used in previous sessions and instructs Ss to additional resources
learned in the
get started. column.
session.
• Once all groups have been able to visit each image, T will ask for a volunteer to share / explain the rule and sport or classroom action: Raise your
hand, wait in line, be nice, be quiet, T makes sure to help Ss with language.

ADDITIONAL ACTIVITY
• T hands out a sheet of paper to each S and tells them they are going to make a drawing of one of the rules they have at home.
To personalize
IW
the topic by • T monitors Ss’ work and when they are finished T asks Ss to present their drawing and the rule they choose from home.
10 min Wrap up 2 GW
reflecting on
house rules • T can allow Ss to use L1 and help them with L2 vocabulary to have them name the house rule in English.
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MODULE: 1
UNIT: 5
SESSION: 4
AIMS: By the end of the session, Ss will be able to apply principles of friendship and communal living by talking about their favourite game at school.

• T starts the class by going over vocabulary from previous lessons using the flashcards from lessons 1, 2 and 3 and pointing to the games that can
be played using different toys
• T elicits from Ss while pointing at flashcards, “What is this?” expecting Ss to answer “This is a ball” “This is a car” or “What sport is this?” Ss should
To review Ss at this stage should
answer “it’s soccer” “it’s tennis”. T rotates around the classroom randomly selecting Ss or asking for volunteers to respond. T
5 previously be able to describe
Warm-up S-S
mins. learned sports, activities,
• T can also remind Ss to use I like…. “I do not like…” when responding.
vocabulary instruments, etc.
• T can get 1 or 2 Ss to select the flashcards and hold them up and ask questions to classmates.
• T tells Ss that they are going to work in pairs to do a project titled “All About me”
• T explains to Ss that they are going to create and draw a story poster where they represent their preferences in terms of toys, musical instrument,
and games they play at school.
Introduce and
15 get Ss familiar
Presentation • T uses cut outs or flashcards to model and explain to Ss what they have to do. On the board the T starts creating his/her own poster so Ss know T-Ss
min with the unit
how to proceed when they start creating theirs.
project
“T starts saying: My favourite toy is the doll, and S/he puts the doll on the board, when I play with the doll, I like to be with my friend from school
and play house and T puts or draws an image that represents that and finally I like to listen or play the guitar, and puts an image of a guitar. “
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• T makes sure Ss have the materials and enough space to work on the poster previously discussed.
• T asks Ss to work in pairs, if possible T joins desks together or organizes the desks so that Ss can work on the floor.
• T gives materials to Ss.

Materials
• T monitors and guides each pair and briefly helps them with vocabulary needed for their presentation.
Ss work in pairs craft paper
cooperatively scissors
20 • T monitors Ss’ work constantly and makes sure everyone cooperates with his or her peers. T also encourages Ss to use the language with their
Task in order to T-S/S-S cut-outs
min partners.
develop their glue stick
project poster. coloured pencils
• T can practice the presentations with Ss as needed.
SEN adaptation: T can pair up Ss who might have visual impairment or difficulties drawing with other Ss who can be in charge of making the pictures
or can use cut outs and Ss just past them on the poster. Also T can pair up Ss in a way that those who have some difficulties communicating orally
can work with some who are fluent in order to help them present the poster to his/her classmates.
• As Ss are ending their posters T has them work together with another pair of Ss and each pair is going to present their poster to the other Ss.
Students T-Ss
• T goes around monitoring Ss’ work and presentations.
describe their
5 min Wrap up favourite toy, PW
• T might allow Ss to use L1 and help them by repeating the same sentence in L2 and has them repeat so they use the vocabulary they learned
Report game and
during the unit.
instrument. Mingle
• T pastes posters around the classroom.
Resources Craft paper, markers, coloured pencils, Songs readily available from previous sessions,
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ADDITIONAL ACTIVITY 1 INTERACTION TIPS AND MATERIALS
• T asks Ss to stand in a circle in the middle of the classroom and in the middle of the circle the T puts a set of flashcards with vocabulary related
to toys, classroom rules, games at school and musical instruments.
To reinforce
• T tells them they are going to play tingo-tingo-tango. T gives Ss a ball or any other object to start passing while T or a S who want to volunteer,
vocabulary
starts saying tingo-tingo-tango. IW
15 learned during
Warm up GW
min the unit while
• When the T or S stop, the S who has the ball must choose one of the flashcards from the set the T put on the floor and the S must create a short
enhancing oral
and simple sentence related to that flashcard.
production.
• T can help the Ss with examples and vocabulary. T can elicit oral production by asking questions related to the flashcard, such as “look, the
drums, do you like the sound of the drums? Do you play the drums?”

ADDITIONAL ACTIVITY
To analyse
similarities • T asks Ss to look at their classmates’ posters and see which ones have similar preferences with them.
among each T-Ss
10 Task
other while • T asks volunteers to go up front and name those similarities they found on their classmates’ posters. Wh
min extension
reviewing
the unit’s • T can help Ss by modelling the activity like this: T says, “look Pablo and Juan’s poster is similar to mine, I like the guitar and they like the guitar”
vocabulary
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worksheet
MODULE 1
WORKSHEETS – LIST
1.1 This is me
1.2 Board game
1.3 Trace numbers
2.1 Scrambled face
2.2 Face shape
3.1 The tortoise and the hare
3.2 Family
3.3 Feelings Bingo
3.4 Bingo counters
3.5 Feelings and emotions
3.6 Playing at school
3.7 Sample collage
3.8 Emotions cut-outs
4.1 Family tree
4.2 My dad
4.3 Finger family puppets
5.1 Flashcards Instruments
5.2 I like – I don’t like chart
5.3 Instruments bingo
5.4 Respect behaviours
worksheet
91
CYCLE: 1 MODULE: 1 UNIT: 1 SESSION: 1
1.1 / This is me
THIS IS ME!
MY NAME IS
MY NAME IS
MY NAME IS
worksheet
92
Go ahead
3 stars!
1.2 / board game

Start!
Go back
2 stars!
Goal!
worksheet
93
Instructions: CYCLE: 1 MODULE: 1 UNIT: 1 SESSION: 3

1. My name is:________________________________________________________
2. Trace the numbers

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1.3 / Trace Numbers

2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
5 5 5 5 5 5 5 5 5 5 5 5 5 5 5
1 2 3 4 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6
7 7 7 7 7 7 7 7 7 7 7 7 7 7 7
8 8 8 8 8 8 8 8 8 8 8 8 8 8 8
9 9 9 9 9 9 9 9 9 9 9 9 9 9 9
10 10 10 10 10 10 10 10 10 10
worksheet
94
2.1 / Scrambled face

worksheet
95
2.2 / Face shape

worksheet
96
3.1 / The tortoise and the hare

The Tortoise and The Hare
VERSION I VERSION II
There once was a speedy hare who bragged about how fast he could run. A Hare one day ridiculed the short feet and slow pace of the Tortoise, who replied,
Tired of hearing him boast, Slow and Steady, the tortoise, challenged him laughing: “Though you be swift as the wind, I will beat you in a race.” The Hare, believing
to a race. All the animals in the forest gathered to watch. his assertion to be simply impossible, assented to the proposal; and they agreed that

Hare ran down the road for a while and then and paused to rest. He the Fox should choose the course and fix the goal. On the day appointed for the race
looked back at Slow and Steady and cried out, “How do you expect to the two started together. The Tortoise never for a moment stopped, but went on with
win this race when you are walking along at your slow, slow pace?” a slow but steady pace straight to the end of the course. The Hare, lying down by the
Hare stretched himself out alongside the road and fell asleep, thinking, wayside, fell fast asleep. At last waking up, and moving as fast as he could, he was the
“There is plenty of time to relax.” Tortoise had reached the goal, and was comfortably dozing after his fatigue.
Slow and Steady walked and walked. He never, ever stopped until he
came to the finish line.
The animals who were watching cheered so loudly for Tortoise, they
woke up Hare.
Hare stretched and yawned and began to run again, but it was too late.
Tortoise was over the line.
After that, Hare always reminded himself, “Don’t brag about your lightning
pace, for Slow and Steady won the race!”
worksheet
97
3.2 / Family
SCARED SURPRISED ANGRY
BORED HAPPY HOT
SAD SLEEPY COLD

CYCLE:
1
MODULE:
1
UNIT:
3
SESSION:
3
worksheet
98
3.3 / Feelings Bingo

worksheet
99

1. Print our your Bingo! cards
and counters
2. Give one Bingo cardand four
Bingo! Bingo! Bingo!

counters to each player.
3. Kids choose four picture (or

words), the cover them with
3.4 / Bingo counters

counters
4. The caller calls out words for
any of the pictures on the
Bingo! card at random
5. kids uncover each for their
chosen pictures that they
hear the caller names
6. The first person to uncover
all four pictures calls Bingo!
7. He or she then becomes the
caller and the game can be

repeated
worksheet
100
3.5 / Feelings and emotions

ANGRY
BORED
FINE GREAT
OKAY
SAD
SICK TIRED
SCARED
HAPPY SECRETARÍA DE EDUCACIÓN
worksheet
101

Playing at school
3.6 / Playing at school

My parents ground me
After school
School bus
Night
worksheet
102
3.7 / Sample collage

Who I am
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
worksheet
103
3.8 / Emotions cut-outs

worksheet
104

1. Draw your family tree
4.1 / Family tree

worksheet
105
Hello, I’m Lottie. I’m 10 years old. I live with my dad and my sister in England. I’m going to tell you
about my dad.
This is my dad. His name is Paul. He’s 46 years old. His hair is black and grey. He’s got green eyes.
I’ve got green eyes too!
4.2 / My dad
My dad gets up early most days. He makes our breakfast, and sometimes he takes me to school.
My dad’s making my breakfast in this picture.
My dad is a teacher. He doesn’t teach children. He teaches other people who work with him. Dad’s
at work in this picture.
My dad gets home at 5 o’clock. Sometimes I help him cook our tea. In this picture I’m helping to
make a pasta sauce.
After tea my dad sometimes helps me with my homework. He’s helping me with maths here. I like
maths!
In the evening we sometimes watch TV. Or my dad reads. He loves reading. I love reading too!
At the weekends we do different things. Sometimes we go to the library. I’m choosing some books
here.
Sometimes at the weekend we go to the cinema, or to a concert. My dad loves music. Sometimes
the concerts are a bit boring.
It’s great living with my dad and my sister.
Listen to this story http://learnenglishkids.britishcouncil.org/en/short-stories/my-dad
worksheet
106
4.3 / Finger family puppets

father mother sister brother grandfather grandmother
worksheet
107
5.1 / Flashcards Instruments

FRENCH HORN
TRUMPET
GUITAR
CLARINET
VIOLIN
BASS
PIANO
DRUM SET
worksheet
108
5.2 / I like – I don’t like chart

I like I don’t like
worksheet
109
5.3 / Instruments bingo

Bingo
Bingo
worksheet
110

Bingo
Bingo
worksheet
111

Bingo
Bingo
worksheet
112

Bingo
Bingo
worksheet
113

Bingo
Bingo
worksheet
114

Bingo
Bingo
worksheet
115
Be nice to others Learn to share
5.4 / Respect BEHAVIOURS

Respect others
Respect your turn
Be careful with school objects
MODULE 2 My eating habits
1
les
lifesty
y
UNIT
Health
ALCALDÍA MAYOR
DE BOGOTÁ D.C.
MODULE 2
Word Bank
Make predictions
Elicit
4
Modeling
Conversation model
Mingling
Drilling
Eating habits
Braille
Healthy and unhealthy habits
Foods
Days of the week
Personalize models
School routines
Schedule
Realia
Sports
1
Collaboration
Competition
Playground
Abilities
School habits
Playing safely
Treasure hunt
Ailment
Role playing
braille
House chores
Strategies
Healthy Environment
CYCLE:
119
TOPIC: My eating habits
MODULE: 2
UNIT: 1
SESSION: 1
AIMS: By the end of the session, Ss will be able to name and classify some fruits and vegetables, and express which is their favourite.

Materials:Ball a puppet
• T can use a glove puppet or any other dummy to introduce the story of The Very Hungry Dragon, which will be used throughout the lesson (please,
check it in advance). SS sit down on the floor. Tips: monitor ss’
pronunciation but
To introduce
• T can introduce the main character: “This is a dragon” “Hi! My name is dragon. What´s your name? T can ask ss’ names to get their attention and T-S avoid correcting every
the character
5 min warm up interest. “I´m very hungry! -yawning- Do you have some food for me? I want to eat some cake” S-S single mistake they
and context of a
make since the main
story
• T can pretend the dragon is desperately eating cake or any other food flashcard available. goal of this activity
is to help ss feel
*Additional activity 1. comfortable when
speaking English
Material: Video
• With Ss still sitting on the floor, T presents the topic of the day “my eating habits” by using body language or transparent synonyms to illustrate
the words eating and habits (daily eating routines).
TIPS:
Listening to ss’
• First T tells Ss that they are going to watch and listen to a story about a hungry dragon’s eating habits. T should try to show what hungry is (perhaps
predictions may
rubbing his/her stomach or yawning).
activate previous
To introduce
10 knowledge and
Pre-task 1 new vocabulary • T asks Ss to make predictions about what dragons usually eat by using familiar words. Example: Do dragons eat banana? Do they eat apple? Do T-S
min give a purpose to
about food they eat children?
the video watching.
Although not every
• T encourages Ss to watch the video: “The hungry dragon” and pay attention to the foods the dragon eats.
student participates,
eliciting may help high
• After Ss have watched, T asks “what foods does the dragon eat for breakfast? And elicits from students (Ss may answer using some Spanish, but
achievers be involved
T welcomes their contributions and repeat their food words in English so the start getting familiar with lesson vocabulary)
and challenged.
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Material: Hand out
• T asks Ss to watch the video again to understand more details. But, this time T provides students with a worksheet (see worksheet 1.1) for students
TIPS: Conversation
to watch the video and check the foods the dragon eats and doesn’t eat.
models may raise
phonemic awareness,
• Before playing the video again, T models pronunciation of the foods included in the hand out. T pronounces and Ss repeat. T provides feedback
an important skill
accordingly.
for young learners.
T-S T should write
• Ss watch the video and check yes or no according to the information they see/hear in the video.
the model on the
board, model the
15 To practice with • T encourages students to compare their notes by introducing a conversation model, for example: “does he eat food?” “Yes/no”. The idea is to find
Pre task 2 conversation with a
min new vocabulary similarities.
student and having Ss
S-S repeat it a couple of
• Once students have compared, T elicits similarities from them to correct with the whole class. T may play excerpts from the video to confirm their
times before asking
answers.
the group to compare.
T should also remind
• T asks Ss what colour each of the fruit and vegetables presented are e.g. What colour are mangoes?, pointing to the mangoes. Are mangoes fruit
them that they should
or vegetables?
replace the last word
according to the food
• After this activity is finished, T asks Ss to go sit in their chairs for the next activity.
they want to compare.
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• T tells students they are going to play a game and that it is going to be a competition: Chinese whispers. T can use the Spanish name too as a
reference: Telefono roto.
• For this activity Ss need to be organized in groups of 4 or 5 members maximum.
• They will be organized in (a) line(s) in front of the board.

Materials: Flashcards
• T will draw two columns on the board: Fruits and vegetables and will display on the floor or on a table, different flashcards or images corresponding or images, board.
to the vocabulary studied (mangoes, apples, oranges, grapes, cabbage, tomatoes, beans, mushrooms.) TIPS: Set clear and
specific rules before
• T will tell the first student in the line one of the words studied. He/she will tell it to his/her peer and so will the others do one by one until the last organizing ss in lines
person hears the word. The last student in the team will have to find the corresponding image in the group of flashcards displayed and stick it T-S e.g. one by one, tell
To use new quickly on the corresponding column on the board. the word secretly,
10 language and don’t yell, etc. Ask
Task
min compare ss’ • The winner will be the first team who sticks the correct flashcard on the board in every round. T will ask ss to name the food to provide feedback one student to re-
eating habits. on pronunciation. S-S tell the instructions
before starting. Keep
• This game is to be played from 3 to 5 times. At the end, T will practice the following conversation model with Ss: what’s your favourite fruit/ instructions simple
vegetable? My favourite fruit/vegetable is _____. (T has Ss repeat it a couple of times before using it) and clear: eg. Listen,
tell, select an image,
• T encourages ss to ask and answer the question in groups. stick image, etc.
SEN ADAPTATION: For Ss with hearing disabilities, T can ask them to be the first in the line so they can see the word, not listen to it. To pass it to the
next student, he/she will have to “write” it on his/her partner’s hand with his/her finger. This can be done with visually impaired ss. They can be the
first in line and T can “write” on their hands so they do the same to pass the word to the other ss.
Praise ss’ efforts to

To provide To conclude, T elicits what Ss’ favourite foods are and provides group feedback about Ss’ team work, following conversation models, pronunciation,
5 min Wrap up T-S speak English and to
feedback and behaviour.
work in teams.
Resources A ball, a pupet, hand outs for every student (worksheet 1.1)
The Hungry dragon video: http://learnenglishkids.britishcouncil.org/es/short-stories/the-hungry-dragon . Also available at https://www.youtube.com/watch?v=oHSb4178Mt4
Additional resources This link displays a short and simple video about a dragon who eats different foods.
NOTE: Ask ss to bring their favorite fruit for the next session
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ADDITIONAL ACTIVITY
To introduce • If no computers are available in the classroom to display the video story, or if T wants to also present the story to Ss in another way, T can sign up
15 MATERIALS: 2 glove
Warm up 2 new vocabulary for free at http://learnenglishkids.britishcouncil.org/es to download the scripts of the story. In class, T can perform the story by means of 2 glove T-S
min puppets
about foods puppets (one for the dragon and the other for the child who feeds it).

ADDITIONAL ACTIVITY
• T asks Ss to draw their favourite fruit and vegetable. Then Ss mingle and survey 5 of their peers by asking: what´s your favourite fruit/vegetable?
To use new T-S
10 My favourite fruit/vegetable is…. The idea is to find out the most common favourite fruits and vegetables in the class. So at the end, T asks Ss in Magazines (If it’s
task 2 language about S-S
min general about the most common fruits and vegetables they listened from their partners. Alternatively, T can provide Ss with magazines or images preferable)
favourite food
of different fruits and vegetables for learners to cut their favourite.
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TOPIC: My eating likes and dislikes
MODULE: 2
UNIT: 1
SESSION: 2
AIMS: By the end of the session, Ss will be able to name foods, such as ice cream, pizza, soup, popcorn, and drinks and express whether they like them or not.

• T starts by eliciting information from Ss in order to remind them about the previous session content. Example: “Do you remember our topic from
MATERIALS: Flashcards
the last class? Was it about transportation? Food? What foods did we talk about? T can show images related to previously studied vocabulary to
about ice-cream and
review and to activate previous knowledge.
To recycle broccoli, video.
vocabulary TIPS: Realia can
• T tells Ss they are going to watch a video called “Do you like broccoli ice cream?” T may use flashcards here to facilitate Ss’ understanding of T-S
of fruits and replace flashcards.
these two foods.
5 min Warm up vegetables It is engaging and
while meaningful for Ss.
• T plays the video one time without stopping, so that Ss get familiarized. T asks Ss to pay attention to the foods they see in the video.
connecting Ss It can be easy to
with the class. understand for visually
• Then T asks the class: “What foods did you see?” T elicits familiar vocabulary from Ss. While Ss name the food they remember, T can show images
or auditory impaired
of those words and repeating their name in English at the same time.
ss.
• T uses any kind of puppet available to ask Ss: Do you like ice cream? T may use a flashcard or point at an ice cream from the video, or use realia
to help Ss understand. Ss might say yes/no so, T encourages Ss to follow the model presented in the video to answer “Yes, I do / no, I don’t.” MATERIALS: Puppet.
TIPS: Puppets are
• After modelling with a couple of Ss, T gives the puppet to one of the Ss and shows him the image of a familiar food (i.e. banana). T encourages usually young
lT-S
the student to ask their classmates use following the model. Then the puppet is given to at least two other Ss for them to do the same thing. T learners’ favourite
Pre-task 1 To introduce
15 praises Ss efforts to use English and provides feedback on pronunciation of familiar words. material. They should
(presentation) new vocabulary
min be a part of every
about foods. S-S
• T tells Ss that they are going to ask about other foods and plays the video again. This time T stops the video every time a fruit, food or drink class so that Ss
appears, to drill the new vocabulary: doughnut, juice, popcorn, pizza, soup. become familiarized
with using puppets
• After drilling the new vocabulary, T plays the video one more time for Ss to sing along and review the words presented.
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• Before class, T can print the flashcards related to the video (worksheet 1.2) or look for flashcards or cut outs that represent the vocabulary
presented in the video. T may need some signs to represent I like and I don’t like. It could be a happy face or thumbs up sign for I like expression
and a sad face or thumbs down for I don’t like.
MATERIALS: Big signs
• T shows the flashcards to Ss and asks them, “Do you like doughnut/bananas/ice cream?” etc. While asking them T pastes flashcards on the board for the teacher and
To encourage or the wall for Ss to see them and remember the vocabulary. T-S small signs for Ss.
10
Pre-task 2 students to use S-S TIPS: I like/don’t like
min
new vocabulary • When one S answers yes, T shows the I like expression sign and when a S says no, T shows the I don’t like expression sign. signs can be recycled
for purposes of self
• Ss can be divided in groups of 3 or 4 and they can be asked to follow the T’s model to ask one another about two of the foods from the wall. Ss and peer assessment.
can be given similar signs from the ones used by the teacher or they can use their body language to accompany their response
• T should monitor Ss’ work and correct their pronunciation while encouraging them to use only English, not just the signs.
• T tells Ss that with the fruits they brought from home they are going to create a fruit salad to share. However, this fruit salad is going to include
only those fruits that everybody in the class likes.
MATERIALS: Fruit and
• To make sure everybody likes the fruits, Ss are going to be asked to bring their fruit to a table in the middle of the classroom, where the salad is
disposables brought
going to be prepared.
by Ss.
TIPS: If both Ts are in
To use • T starts by presenting the fruit he /she brought for the fruit salad. e.g., My name is Lili and my favourite fruit is papaya and T shows the slices of T-S
the classroom, one of
vocabulary papaya. Do you like papaya? Ss should use their I like / I don’t like signs to accompany their answers: yes, I do / no, I don’t.
them can be in charge
15 about fruits and
Task of the salad while
min expressions to • Each S should come to the table and follow the teacher´s model to introduce him/herself and to present his/her favourite fruit.
the other monitors
talk about likes/ S-SS
Ss’ work. Team work
dislikes. • Once this activity is over, T asks Ss to sit down and watch the video once again while he/she mixes up the fruits for the fruit salad. Once the salad
is expected from
is ready Ss can eat it together.
teachers in activities
like this.
SEN ADAPTATION: Ss who are unable to speak due to a special condition may just stand up and put the fruit on the table, if the S knows how to
write, he/she can write its name on the board.
Suggested video: Do you like broccoli ice cream video taken from https://www.youtube.com/watch?v=frN3nvhIHUk
This link displays a short and simple song to introduce the question Do you like ____? And the corresponding answers yes, I do/ no, I don’t. (T can look for another video or material to work with)
Resources A glove puppet
Disposable plates and forks, fruits brought by T and Ss, napkins
Worksheet 1.2
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ADDITIONAL ACTIVITY
• While eating the fruit salad, T can go around the classroom and ask Ss to name the fruits they are eating by asking “What’s that?” “what are you
To use new
eating?
language about
15
Task 2 fruits and S-S
min • T helps Ss answer the questions.
expression to
state likes
• Also, T can encourage Ss talk with their partners, for example: my fruit is apple. Do you like apple? Yes, I do. /no, I don’t.

ADDITIONAL ACTIVITY
• If no fruits are available, T can present the fruit salad worksheet (worksheet 1.3) to Ss. T tells Ss that they will listen to the name of one fruit and
they must colour it. T can decide if he/she tells them the colour or if Ss are free to colour using any colour they want.
• Later, T can encourage Ss to imitate him/her by naming the fruit and colour for their classmates to colour accordingly. At the end, they can
compare worksheets and ask do you like fruit? By pointing at the fruits from the worksheet. Ss can answer according to their own likes. The idea is
To use new
to find the most and least favourite fruits in the class. To keep recycling language, T can encourage ss to expand their answers:
language about
10 This is a …
Task 3 fruits and worksheet 1.3
min This is not a
expression to
My fruit is red…
state likes
My fruit is not green
Marco likes apples
Juliana does not like-..
My favorite fruit is
My favorites are…
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TOPIC: Healthy and unhealthy food
MODULE: 2
UNIT: 1
SESSION: 3
AIMS: By the end of the session Ss will classify healthy and unhealthy foods using vocabulary learned in previous sessions related to fruit, vegetables and other food and drinks
• T welcomes Ss into the class and has them stand in a circle.
• Using the “Do you like broccoli ice cream” rhythm T starts singing the song to encourage Ss to review vocabulary and practice the structure from
the last class.
MATERIALS: Suggested
Video: do you like
• T can start singing the song ”Do you like broccoli…” etc. and encourage Ss to answer, Yes, I do or No, I don’t by showing them the expressions signs
broccoli ice cream
10 To review used in the previous class.
Warm up T-S available at: https://
min vocabulary
www.youtube.com/
• T can even change the vocabulary for some other fruits and vegetables Ss learned in Session 1, e.g. Do you like carrots/cabbage etc. can sing the
watch?v=frN3nvhIHUk
song two or three times and have Ss mime the expressions and dance while singing along
SEN ADAPTATION: For visually impaired ss, T may pre-teach a few words related to food in Braille. This can be done by using worksheet 1.5
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• Before the activity, T will use the flashcards he/she has been using from the previous two sessions to review the vocabulary presented.
• T also needs to prepare other flashcards with the following vocabulary: milk, water, soda, bread, cheese, and meat, chicken, chocolate bar, and
sandwich.
• T presents the new vocabulary by showing each flashcard to Ss and asking them to repeat. Then T asks: Do you like..? (Name of food or drink). T
waits for Ss to answer by recycling language from previous lessons.
For this activity, T
• T organizes Ss in pairs or in groups of 3 and tells them they are going to play Bingo. T provides ss with worksheet 1.3 and explains that they need
needs a bingo card
to cross out the words they hear according to the Bingo letter they decide to play. So if they have to complete the letter “L”, for instance, they will
per pair of students
have to listen to the teacher and cross out all the words that are called out in the first column and the last row.
and a master bingo
card for the T.
• Each S gets a Bingo card. Before starting, T elicits from Ss all the words they will see on their Bingo cards. This is to make sure Ss remember the
To familiarize T-S TIPS: T may elicit ideas
vocabulary to be used.
15 and practice from ss on how to
Pre-task 1
min with new S-S play Bingo as some
• T uses the Master bingo card to call out the words Ss need to cross out. T monitors that Ss cross out only the words in the spaces corresponding
vocabulary ss may not be familiar
to the letter previously agreed (L, O, X, U, N.)
with the game. T
clarifies the rules and
• Once Ss have completed the letter, they will shout BINGO,
instructions before the
game starts.
• This game is to be played at least twice with the whole class.
• Once Ss are familiar with the mechanics of the game, T encourages them to work with another group so that this time one Ss call out the foods
for his/her classmates to cross out.
• T monitors while Ss play at least twice. Finally, T stops the game and provides feedback about vocabulary, pronunciation and use of English.
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• Prior to this activity, T should have hidden all around the classroom some slips of paper with the images and names of the foods studied during
this and the previous two sessions.
• T divides the group into two teams. T explains that for the following competition they will have to find as many slips of paper with words as possible.
The winner is the team that finds the most words.
• Ss are given 5 minutes to find the words. In the meantime, T goes to the board and divides it in two columns drawing a line with a coloured marker.
In one column, T can draw a happy face or paste the picture of a healthy child taken from a magazine (it can be a boy or a girl smiling, jumping MATERIALS: Slips of
or playing) and in the other column T can draw a frowny face or paste the picture of a sad child (a child who looks sick or bored) to represent paper with pictures
unhealthy. and names of food.
T-S Alternatively, T can
To encourage
• Once Ss find the words, they will count them to find a winner and they will have to get together with their teams and sit down together. hide flashcards.
students to
15 TIPS: T needs to make
Task classify foods
min • T draws Ss attention to the board and explains that one face is happy because it is healthy. Then, T mimes happy and healthy for the Ss and the sure to know exactly
as healthy or
other face has a frown or is sad because it is unhealthy and mimes sad, sick and unhealthy. S-S how many words she/
unhealthy
he hid so that ss don’
• Then, T takes one of the words collected by the teams and asks for its name. waste time looking for
them.
• When the Ss answer, T classifies the food, fruit or drink in the healthy or unhealthy column and says, “This is broccoli. Broccoli is a healthy food,
or This is soda. Soda is an unhealthy drink.”
• T does this activity twice and then asks Ss to do the same in groups. Each member of both teams will have to describe one of the words found and
classify it as healthy or unhealthy. T encourages ss to express their ideas completely, e.g. “This is chocolate bar. Chocolate is unhealthy”
• When Ss are done, T will finish the class by guiding Ss to reflect upon the fact that all food is good and we can eat everything, but we must take
To reflect upon
care of our bodies and avoid eating a lot of junk food, candy or sodas and that we must eat a lot of vegetables and drink fresh juice. T can ask
5 min Wrap up the importance T-S
questions like: “What healthy foods do you like? What unhealthy foods do you like? Is it a good idea to eat all kinds of food? Do you usually eat healthy
of eating well.
or unhealthy food?
Flashcards about food
Bingo cards available in worksheet 1.3
Resources Do you like broccoli ice cream video taken from https://www.youtube.com/watch?v=frN3nvhIHUk
This link displays a short and simple song about foods that can be used to review the questions Do you like_____? and its corresponding affirmative and negative answers.
Slips of paper with names of food.
Additional Resources T can use the following video to start the final reflection about healthy vs unhealthy foods https://www.youtube.com/watch?v=cZ60zhvMlGk
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ADDITIONAL ACTIVITY
To encourage
• T can ask Ss to make two lines. T gives a mini image related to food to the last S in the line so he/she can “draw” it on his/her partner’s hand by T can recycle the
students to
10 using his/her finger. This implies that all members of the team use their kinaesthetic intelligence to feel the image that is being drawn on their images used during
task 2 classify foods S-S
mins hands. The last person in line will have to come to the board and draw the item explaining if it is healthy or unhealthy. T can instruct Ss to draw the the task (slips of
as healthy or
item slowly on their partners’ hands. paper)
unhealthy

ADDITIONAL ACTIVITY
• Ss can play a guessing game like Charades. In this activity, Ss will work in two or more teams.
• One S gets an image from a set of images prepared by the teacher.

To familiarize
15 and practice
Pre- task 2 • He/she sticks it on his/her forehead. The rest of the team will have to give him/her clues for him/her to guess what food it is. E.g “it’s a fruit/it’s a S-S MATERIALS: Post Its
mins with new
vegetable…It’s red /It’s green…It’s big/small, etc. Is it apple? Is it broccoli? , etc.
vocabulary
• To use this activity, it is necessary for the teacher to review with the Ss some basic adjectives before starting. This will provide them with the
vocabulary they may need to describe the foods. This activity can be done as a competition among groups.
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TOPIC: I know what to eat.
MODULE: 2
UNIT: 1
SESSION: 4
AIMS: By the end of the session, Ss will talk about their favourite fruit, vegetable, food and drink and will classify them into healthy or unhealthy meals

• T asks Ss to sit on the floor in two rows.
• T explains to the Ss that they are going to play Eraser races.
• T will show four different flashcards or cut outs related to fruit, vegetables, drinks or food that Ss have worked with during the previous 3
sessions.
• The flashcards or cut-outs must be on the floor and at a good distance from where Ss are sitting, so Ss have the chance to run towards the
images when the activity begins.
• T explains to the Ss that the first S in the row is going to have an eraser and when he/she listens to the word, the T mentions both Ss in the first
chair in both rows must run to put the eraser on top of the correct flashcard.
To review T-S
vocabulary Materials: Flashcards
10 • T models how the Ss are going to play the eraser race game by acting out the first time, e.g. T puts four flashcards with the images of a
Warm up and structures or cut-outs form the 3
min coconut, a carrot, a piece of meat and a soda. T says, “Put the eraser on top of the unhealthy image”, and Ss run to put the eraser on top of the
learned in the S-S previous sessions
soda.
previous units
• Once T explains the game, T writes each team name on the board. T starts calling out images and Ss start playing. Every time a S from one team
wins the T draws a happy face or a star next to the name or colour of the team.
• After 3 times, T can delegate more responsibility to ss by asking one of them to call out the name of the foods.
• The activity can be done several times until every S has had the chance to participate either running or calling out names of foods at least once.
SEN ADAPTATION: physically challenged ss can be chosen to call out the names of the foods for other ss to run and identify in the flashcards. This
may give them an active role and responsibility in the class.
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• Before class, T should prepare a paper plate model to show Ss healthy and unhealthy plates with different cut- outs from magazines, e.g. in a
disposable paper plate the T pastes healthy foods such as lettuce, apple, chicken, rice and tomatoes in one side of the plate and in the other side
T pastes unhealthy foods such as hamburger, cookies, soda and candy.
• T tells Ss: These are my favourite fruits, vegetables and drink, but one side of the plate is healthy and the other one is unhealthy.
To review
10 healthy and MATERIALS: paper
Pre task • T shows the foods included in the plates and elicits their names from ss. Then, T asks Ss, What side do you think is healthy? This one, pointing to T-S
min unhealthy food plate model
one of the sides, or this one, pointing to the other side.
concept with Ss
• T allows Ss to answer and when they finish, T tells them which side is healthy and writes a model on the board: My favourite fruits are…; My favourite
food is…; My favourite drink is…; This is healthy food and This is unhealthy food”.
• Then, T explains to the Ss that with the cut-outs they brought from their house, they are going to create their own healthy and unhealthy plates.
• T gives a paper, disposable, or cut-out plate to each S and tells them they are going to start pasting the pictures they brought and classifying them
into healthy and unhealthy.
MATERIALS: Pictures
To classify Ss’ • While Ss work on classifying and pasting their plates, T monitors their work and goes around helping them with new vocabulary from the pictures of food Ss should have
T-S
20 favourite food they brought. brought as homework.
Task S-S
min in healthy and Paper plates one per
unhealthy • After all Ss have finished their plates. Ss sit down in circles (groups of 4 or 5 Ss) and present their plates in order to identify similarities or S, markers, coloured
differences. T reminds them how they are going to present: My favourite fruits are…; My favourite food is…; My favourite drink is…; This is healthy food pencils, scissors, glue.
and This is unhealthy food. T helps them with vocabulary if they have pictures of food they have not worked on in class.
To have
ss report When all ss have presented, T asks one member of each group to report the similarities they found to the class. The following model can be
5 min Wrap up S-S
commonalities introduced and practiced: “We like_____ , It is healthy/unhealthy.”
or differences
• Flashcards or cut-outs form the 3 previous sessions.
Resources • Paper plate model
• Pictures of food Ss should have brought as homework. Paper plates one per S, markers, coloured pencils, scissors, and glue.
Additional Resources • Extra cut-outs about the vocabulary previously studied for Ss who may have forgotten their homework.
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ADDITIONAL ACTIVITY
• Ss get in groups of 2 or 3 and are given one of the Fruits and Vegetables Dominoes game available in worksheet 1.4. The pieces should be cut out
by T and provided to ss. One set per group or couple. Cards should be placed face down.
To review
MATERIALS: a copy
vocabulary
15 • T tell Ss that they are going to take turns to play. The first student takes one of the cards provided and places it on the table. The other student worksheet 1.4
Warm up 2 and structures S-S
min takes another and tries to match one side of the previous card. If it is not possible, the student needs to take another one until he gets a matching per group.
learned in the
side.
previous units
• T encourages Ss to read the foods in each card out loud.

ADDITIONAL ACTIVITY
• T can provide each group of Ss with magazines for them to cut out the all the food they can find in 3 minutes.
• While Ss cut the images, T sticks two posters on the board with the following titles accordingly: “healthy food” (with a happy face) and “unhealthy
To classify Ss’ food” (with a sad face”
MATERIAL: scissors,
favourite food
10min TASK 2 S-S glue, cardboard,
in healthy and • Ss will be given 2 minutes to stand up and glue the cut-outs on any of the two category posters on the board according to their own criteria.
magazines
unhealthy
• Ss will have 2 minutes to analyse the posters final version and decide if they agree with the final classification of food.
• T gives general feedback about the task.
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2
les
lifesty
y
UNIT
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TOPIC: My everyday life
MODULE: 2
UNIT: 2
SESSION: 1
AIMS: By the end of the session Ss will identify and name the days of the week and will name one activity they do on each day using simple action verbs such as play, study, watch
TV, swim.

• Before class, T prepares a paper ball in the following way: T prints images with different pictures of the vocabulary Ss have studied in the previous
sessions related to fruits, vegetables, foods and drinks. T makes a paper ball by wrapping a paper with one image over another and another, and
so on, with all of the images.
• While in class, T welcomes Ss to the classroom and asks them to stand in a circle, T tells them they are going to play “Hot potato”.
To review
vocabulary T-Ss MATERIALS: Images
10 • The T will start clapping while Ss pass around the hot potato (paper ball). When T stops clapping, the S who has the hot potato unwraps the first
Warm up and structures about food (paper
min paper and shows the image.
learned in the ball)
previous units
• The T can elicit the word from the S by asking, What is it? T elicits more oral production by asking the S to describe the picture by asking questions
about the colour or the size of the image, e.g. What colour is that? Is it big/small? When the S finishes answering the questions, T starts clapping
again and the Ss continue passing the hot potato until T stops again and the procedure is repeated with a different S.
• T asks Ss to sit on their chairs and tells them they are going to watch a video called “The Very Hungry Caterpillar.” T can use the book instead if
the school has it. MATERIALS: Suggested
video: The very
• T plays the video without stopping it. But the names of the days of the week appear, T takes the name of the week sign and pastes it on the board. hungry caterpillar
Signs must be in different colours to help Ss identify them easily later. T reads the name of the day aloud and asks Ss to repeat. video available
at https://www.
• When the video / book ends, T asks Ss what fruits they saw in the video / book. T elicits vocabulary by showing Ss flashcards and asking, “What is youtube.com/watch?
To present days T-S
15 this?” Ss should recognize all the fruits except for plum; T can help them with that new word. v=Q7IFoWmRqiw or
Pre-task 1 of the week S-S
min book.
vocabulary
• T sticks every fruit image under the corresponding day of the week sign with the Ss’ help. If Ss do not remember, T can play that part of the video
again or re-read it. Signs about the days
of the week, and
• Finally, T asks Ss to tell the story in pairs by taking turns for each day. To do it, T presents and practices the following conversation model: On flashcards about the
Monday, the caterpillar eats an apple. T monitors to make sure Ss follow the model and personalize it correctly (T must model it and have Ss try it fruits from the video.
a couple of times as a group).
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• T asks Ss “What do you think is the caterpillar’s favorite day? Ss may answer any day of the week so T keeps eliciting information from them: “When
does he eat a delicious fruit? T may point at the flashcards pasted on the board to help Ss answer.
• Later T asks ss “and what is YOUR favorite day? Ss may answer any day of the week so T models a complete sentence about him/herself “My
favourite day is Saturday because I sleep”
• T uses a flashcard to help Ss understand the new word. Later T shows Ss other images: play, study, watch TV, swim, play video games. T reads them
loudly and asks ss to repeat.
To have ss
• Finally, T provides ss with a piece of cardboard or paper, as well as cut-outs of the activities studied, to create a mini poster about their favourite T-S
15 report what
Task day. Ss write with help of T: my favorite day is ______ and stick the cut-outs of the activities they do on that day. S-S
min they do on their
favourite day.
• Once Ss have finished their mini poster, they get in groups of three and present it. T encourages Ss to practice and use the following conversation
model: My favorite day is ______ because I ______, _______, and _________.
• Ss personalize the model by looking at the images they pasted on their mini poster.
• T monitors that Ss follow and personalize the model and helps them with structures and words if necessary.
• T asks Ss what day is their favourite and asks Ss to say the complete idea: My favourite day is Monday. Once Ss have identified the class favorite
To identify the
day, T will ask why and elicit ideas from learners. T encourages Ss to say complete ideas by following the model provided.
5 min Wrap up class favourite T-S
day
• Finally, T gives feedback by praising Ss’ efforts to communicate in English and by correcting mistakes.
• The very hungry caterpillar video or book. The video is available on https://www.youtube.com/watch?v=Q7IFoWmRqiw . This link displays the animated story of the Very hungry caterpillar. This is only one
example but there are a number of versions so T can choose the one that he/she likes best.
Resources
• Signs about the days of the week
• Flashcards about the fruits from the video.
• http://www.penguin.com/static/images/yr/pdf/tl-guide-hungry-cater-activity.pdf This link displays an activity booklet that suggests interdisciplinary or extra activities based on the story of the Very hungry
caterpillar.
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ADDITIONAL ACTIVITY
• T tells Ss they are going to play hangman. T explains the activity by drawing the lines corresponding to the word CATERPILLAR on the board.
• T asks Ss to say letters from the alphabet in order to complete the word. T may show the image of a caterpillar. Ss may not know how to write the
word, but they do recognize the alphabet letters. In this way they can start getting familiarized with short words. MATERIALS: board,
realia (fuits or candy
10 To introduce
Warm-up 2 • Once Ss have guessed the word, T may continue with other key words in the story such as APPLE, PEAR, PLUM, EAT and explaining by means of T-S caterpillar) or the
min new vocabulary
images or realia. This activity may help ss review and activate useful vocabulary for the class. corresponding
images.
SEN ADAPTATION: For classes with visually impaired ss T may use a candy caterpillar and rotate it for Ss to feel it and identify the animal. This can
be done with real fruits as well.
Resources Worksheet 2.1. TV, electronic board or video beam, bond or recycled paper

ADDITIONAL ACTIVITY
• Ss create their own story by following the model of The very hungry caterpillar.
• Now, the , T may provide Ss with magazines and scissors so they can cut 6 images: one about the main character of their story. It can be an animal TIP: It is important
or person. The other five images will be foods. to set a clear limit of
To have ss time for learners to
20 follow the • Ss cut and paste their images on a piece of paper. explore the magazines
Task 2 S-S
min model to tell and cut. 10 minutes
their own story • Then, Ss get in pairs and try to tell the story by naming key words in every image. Complete sentences are not a must, but T can monitor each may be enough for
group as much as possible and support Ss with the correct use of words or short sentences. them to do so without
losing their focus.
• T provides general feedback and can name a story he/she liked a lot.
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TOPIC: My everyday activities.
MODULE: 2
UNIT: 2
SESSION: 2
AIMS: By the end of the session Ss will practice the days of the week and name activities they do each day.
• T presents the topic of the day and explains that in this session they are going to talk about the activities they do during the week.
• To begin, T explains that they are going to watch a video about some children’s everyday activities in another country. T asks Ss to stand up, watch
video: available
and imitate the activity the children perform. T monitors to ensure all Ss are performing the same activity and make sure they understand what
at https://www.
the verbs (actions) are.
youtube.com/watch?
10 To introduce v=hzo9me2fdzg
Warm up • Once Ss have watched and imitated, T asks them to watch again but this time to imitate both the action and the pronunciation of the words they T-S
min new vocabulary
hear. T plays the video and stops after each word is pronounced to listen to Ss and help them imitate the pronunciation.
T can look for a video
or story where daily
• Finally, Ss perform some of the action words from the video. T asks Ss to guess what the corresponding word is. To confirm Ss’ answers, T plays
actions
the part of the video where that activity is performed and drills pronunciation.
• Ss are told that now they are going to do a similar activity but in pairs. T pairs Ss up and provides them with slips of paper in which they can find
little images of the verbs presented in the video. These slips can be found in worksheet 2.1
• Ss are numbered 1 and 2 in each pair. Student 1 takes one of the slips of paper and performs the corresponding activity. Student 2 needs to guess
TIP: Ss should be given
what the word is.
a couple of minutes
To practice with
10 to read the verbs and
Pre-task new vocabulary • T monitors Ss’ work and helps them correct pronunciation. S-S
min remember the words
about
before actually playing
SEN ADAPTATION: Ss with visual difficulties may participate by listening to the word, instead of looking at it. T can pronounce it or use an online
the game.
dictionary to produce the auditory stimulus.
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• T asks Ss “Do you do [add name of the action]? and tells them that now they are going to explain when they do them.
• T shows a calendar of the current month (ideally a big one in which the days of the week can be seen easily).
• T asks Ss about today’s date. E.g. “Is today November 1st?” (Although ordinal numbers should be used for dates in English, T can accept cardinal
numbers since these are the ones Ss already know and they are not the main focus of the activity.)
• T continues modelling by saying today’s day of the week. E.g “Today is Monday”. T asks Ss to repeat the day and continues presenting and drilling
MATERIALS: Worksheet
the other days of the week.
2.2 and cut-outs.
To encourage • T uses flashcards or images of the activities studied to continue modelling the activity. E.g T can say “On Monday I swim” and sticks the corresponding T-S
20 T can draw a single
Task students to use image on that day. T can ask Ss “What do you do on Tuesday?” and ask one of them to pick one image and stick it on the corresponding calendar. S-S
min calendar of the week
new vocabulary When all the days of the week have an image, T can read aloud and ask ss to repeat the complete sentence. E.g “On Monday I swim, on Tuesday, I
on the board to do the
play soccer, etc.”
first part of the activity
• Finally, Ss are provided with worksheet 2.2 in which they can see a calendar and cut-outs. Ss complete the numbers according to the current
month.
• Later, Ss paste the images according to the activities they do each day of the week.
• Finally, Ss are grouped in pairs. They present their calendar and the activities they do during the week to their partner. T may present and practice
the following conversation model with Ss to personalize according to the information they included in the calendar: On Monday I swim.
To find out the

most common • T elicits similarities from Ss. T asks “What similar activities do you do?” Ss report the commonalities they found and T provides feedback on
5 min Wrap up T-S
everyday pronunciation, use of complete sentences, and vocabulary.
activities
Video about everyday activities available on https://www.youtube.com/watch?v=hzo9me2fdzg
The link displays a short video about children performing everyday activities. Ss can listen to the words and relate them to the images they see.
Resources Worksheet 2.1
Flashcards or images from magazines about basic action verbs,
Worksheet 2.2 and cut-outs, glue.
Additional Resources Newspapers advertisements
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ADDITIONAL ACTIVITY
• If no internet connection or computers are available, T can use flashcards magazine images. T may need to prepare the flashcards or images in
advance. In class, T shows the image and word, says the word and performs the corresponding activity, asking Ss to imitate him/her.
• Later, T shows the image and says the corresponding word. T asks Ss to imitate his/her pronunciation.
15 To introduce Flashcards or
Warm up 2 T-S
min new vocabulary magazine images
• Finally, T performs one of the actions from the flashcards and asks ss to guess what the action is.
• T provides feedback on pronunciation.

ADDITIONAL ACTIVITY
• Ss are told that now they are going to play a very popular game called Simon says. T writes the name of the game on the board to see if any student
is familiar with the mechanics of the game.
• T gives the instructions for the game by modelling with a high achiever. T starts saying Simon says _____ and encourages the S to act it out. T
continues with another activity but if she/he does not say Simon says the S doesn’t have to act the activity out.”
To practice with • T models the game by saying Simon says “run”. T monitors that all Ss run. Then T changes to another activity e.g Simon says “jump” and monitors T-S
10
Pre-task 2 new vocabulary again. Eventually T only says the activity. E.g swim! And checks that Ss don’t do the activity. If some Ss do it, T helps them realize he/she didn’t say S-S MATERIALS. Board
min
about everyday Simon says.
• Once the activity is clear, Ss are organized in groups of 4. T selects one student to be Simon. Ss listen and perform the activities. Then, they switch
roles. T monitors to make sure all Ss are participating, performing the right activities and playing the game correctly.
SEN ADAPTATION: For hearing impaired Ss, T can use slips of paper with the vocabulary studied and ask their classmates to show them the word
instead of just saying it.
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TOPIC: My everyday life at school.
MODULE: 2
UNIT: 2
SESSION: 3
AIMS: By the end of the session, Ss will name some activities they do as part of their school routine and the days they do them.

• T welcomes Ss and tells them that today they are going to talk about the activities they do at school. T reminds Ss about the meaning of the word
school by exemplifying with the name of their school.
• T plays the “Days of the week” suggested video and Ss sing along the first time.
MATERIALS: Days of
To connect Ss • For the second time, T plays the video he/she asks Ss to look at which activities the beavers do in the school, T tells Ss that when they see them the week suggested
with the class they must shout “School”. video available
10
Warm up and review days T-Ss at https://www.
min
of the week • The idea is that through the images, Ss identify some activities that are done outside school and others that are done in school. youtube.com/
vocabulary. watch?v=mesIpno8ulU
• To confirm Ss’ predictions, T plays the video for the last time and stops after each day of the week. T helps Ss read the activities aloud and corrects
pronunciation.
• T tells Ss that they are going to look at some images and they are going to classify the images in activities they do at home and at the school.
• T can paste one picture of a house and one of a school on the board to help Ss understand the categories better.
TIP: Focus on the
most popular classes
• T shows Ss flashcards or cut outs about some of the activities they studied in the previous sessions (swim, play soccer, ride a bike, watch TV, etc.
and school activities.
T elicits the names of the activities from Ss and drills the ones they don’t remember.
Introducing the
To present T-Ss
10 names of all the
Pre task 1 activities Ss do • T also introduces some new activities like: take an English class, take a math class, take a break, take P.E, eat a snack, etc. Ss-ss
min subjects Ss take may
at school
be overwhelming
• Images should be mixed up to give Ss the chance to analyse whether they are school or home activities.
and difficult for Ss to
handle in only one
• As images are shown and vocabulary is presented T asks Ss “where do you do this activity at school or home?” T elicits the answer from Ss. Then,
session.
T gives the flashcard or cut out to one student and asks him/her to stick it on the corresponding part of the board.
• T pairs Ss and have them decide where other flashcards should go before choosing a S to place the image in the right category.
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• T points at each of the images on the board to elicit its name from Ss. While doing so, T asks Ss whether they like those activities or not. E.g “do
you like to take an English class?”
MATERIALS: Butcher
• Then T tells Ss that they are going to create their dream schedule. T explains this word by showing Ss a real schedule (it may be a poster in the paper, cardboard or
classroom or one of the schedules that can be found in notebooks). T tells a schedule is a list of activities to do during each day. bond paper, scissors,
glue, markers, cut-outs
To have Ss • Ss are organized in groups of 3 or 4. T assigns each group one day of the week and provides them with a piece of paper or cardboard, and cut-
create their outs for them to create their schedule. These cut outs are available at worksheet 2.3. T-S TIP:
20
Task 1 dream schedule S-S T gives to Ss a limit of
min
for one day of • T encourages Ss to use their imagination and create the schedule with their favourite activities. They can include the new class activities introduced time for creating their
the week. during this session, or any of the previously studied. schedule and monitor
them constantly to
• Ss stick their cut-outs on the paper and then present their dream schedule to the class. To do it, T can present and practice the following help Ss finish it on
conversation model with Ss: On Monday, we ride a bike, take an English class, take a break, and have Physical Education (P.E.) time.
To choose the
• Once all groups have presented, T asks the class about their favourite schedule from the ones presented. T elicits from Ss and praises the group
5 min Wrap up class favourite T-S
whose schedule is chosen.
schedule
Days of the week video available at https://www.youtube.com/watch?v=mesIpno8ulU. This link displays a 2-minute song to review the days of the week. It shows images of activities children may do each day.
Resources Kraft paper, cardboard or bond paper, scissors, glue, markers, cut-outs
Worksheet 2.3
Additional Resources Suggested video: https://www.youtube.com/watch?v=36n93jvjkDs This link displays a simple 2-minute song to review the pronunciation of the days of the week
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ADDITIONAL ACTIVITY
• T welcomes Ss and asks them if they remember about the days of the week, the topic from the previous session. T encourages to try to
remember and tells them that they are going to sing a song to remember them more easily. Songs may help young learners internalize
vocabulary.
MATERIALS:
• T plays the days of the week song available at https://www.youtube.com/watch?v=36n93jvjkDs. T encourages Ss to listen and sing along. T
Suggested days
clarifies pronunciation if necessary.
To review days of the week song
10
Warm up of the week T-S available at https://
min • Then T plays it again and lowers the volume at some parts of the song to have Ss sing by themselves.
vocabulary. www.youtube.com/
watch?v=36n93jvjkDs
• Finally, T plays the intro of the song and lowers the volume to encourage Ss to sing the whole song by themselves. T sings too and checks that
everybody does it.
SEN ADAPTATION: For Ss with hearing disabilities, T may guide them to perform the movements shown in the video.

ADDITIONAL ACTIVITY
• T tells Ss that they are going to play Chinese whispers. T may use “broken telephone” to facilitate Ss’ understanding.
• Ss get organized in two or three lines in front of the board. T explains for this game they need to work as a team, they need to whisper (T uses her
voice to illustrate) a secret word to his/her next partner, who has to do the same until the last person in the line gets the secret word. Then, he/
she needs to come to the board and write it. The winner is the first group to write the word correctly.
MATERIALS
To say when • T shows the first student an image about one of the activities studied during the session. Once the word is written on the board (correct spelling is T-S
15 Cut outs and board
Pre task 2 Ss do school desirable but not necessary at this point), T asks Ss from that group to follow the oral model to say when they do this activity: we take math class S-S
min markers
activities. on Monday.
• T continues showing 3 or 4 school activities and encouraging Ss to say when they do them.
• Finally, T gives feedback on the use of complete sentences and the use of the model provided.
SEN ADAPTATION: This activity may involve visually impaired Ss in team work.
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TOPIC: My everyday life book.
MODULE: 2
UNIT: 2
SESSION: 4
AIMS: By the end of the session, Ss will able to talk about favourite weekly activities they do at home and at school

• T welcomes Ss and tells them they are going to watch a video about a boy and a girl and the activities they do during the week.
• The idea is that Ss watch the video one time without stopping it.
• When the video stops, T asks general questions such as: “Are Kim and Ken friends? Are they brother and sister? Do they live in the zoo or in a house? MATERIALS: Suggested
What activities do they do during the week? Do they go to the park or stay in the zoo?” etc. T elicits answers from Ss even if they are incomplete. T video available
To review days
tries to help them understand general ideas. at http://
of the week
10 learnenglishkids.
Warm up and vocabulary T-S
min • The second time, the T stops on each day and reviews vocabulary with Ss, since the video has a lot of new words related to animals, T can review britishcouncil.org/en/
about everyday
the vocabulary Ss already know from previous sessions such as: father, watch TV, eat, ride the bike, play football and swim. E.g., T stops the video short-stories/twins-
activities
on the first day Monday and says Look at what do they do or what do Kim and Karen do on Monday? T proceeds similarly with the other days of week
the week.
• Then, T tells Ss that today, they are going to see what their classmates and teachers do during their week.
• Before the class, T must prepare a mini book with images activities he/she does every day.
• For the mini-book, T takes a piece of paper and cuts 8 pieces of 15 x 15 cm each. The idea is that one of the pieces is the cover of the book and
the rest are one per day of the week.
• On each piece of paper, T writes the name of the day of the week and draws or pastes and activity he/she does, it can include a member of the
family or a friend, e.g., On Mondays I eat with my friend Camilo.
To present the • In class, T can ask Ss to sit on the floor or T can evaluate the possibility of having Ss go to a different part of the school, playground or a backyard,
10 mini-book, My if possible. Then, T sits with Ss in the circle and presents his/her mini book, telling Ss that the book is about his/her favourite activities during the MATTERIALS: T’s
Pre task T-S
min Busy Week, to week. minibook
Ss
• T starts by showing the cover, where he/she can draw him/herself or paste a picture and can show the Ss the name of the book: My Busy Week.
• Then, T starts by showing each page and presenting to Ss what he/she does. On Mondays I eat with my friend; then goes on to the next page, On
Tuesdays, I go swimming; always pointing at the pictures.
T can also ask Ss what day is next. Is it Wednesday or Thursday? To check their comprehension of the order of the days of the week.
SEN ADAPTATION: T can use other materials in his/her mini book so that visually impaired Ss can touch. Fabric, buttons, cellophane paper, etc. may
stimulate them and facilitate their understanding.
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• As homework, T can ask Ss to bring 8 images of themselves in their everyday life for this session (wearing school uniform, playing, sharing with
their family, etc). These can be traditional paper pictures or printed images.
• In class, T explains they are going to create their own mini book.
• Ss are organized in groups of 4 and sit down around one table. Each group is provided with some glue and one student is assigned to be the group
monitor. He/she is in charge of checking that his/her classmates follow the instructions and use the material properly.
• T gives each S the mini-book worksheet 2.4 and tells them they are going to start with the cover. T shows them the first page. Ss choose a picture
of themselves and paste it.
Ss create mini-
books about • Then, T asks Ss to choose an image about the activity they do on Monday. Ss paste their picture and T monitors their work. T also writes the S’s
their favourite name on the mini-book so they don’t lose it during the report stage. T-S MATERIALS: Ss’
20
Task everyday S-S pictures and mini-
min
activity and • T keeps guiding Ss through the mini-book and monitoring their work. book worksheet
present them to
the class • Once Ss have completed their mini-book, T tells them they are going to show it to others. To do it, T takes away the glue and materials provided
and tells Ss to present their mini book to the classmates from the group.
• To start, Ss show their cover and introduce themselves. T may elicit useful language from Ss so they can say “Hello, my name is ____, and other
useful language recycled from previous units.
• Then, Ss present each of the days of the week. T may present and practice with Ss the following conversation model: on Monday I do homework,
how about you? All s from the group present the activities they do on that day and when all of them have finished, they go on with the next day
and so forth until they finish.
• T can choose a spot in the classroom to paste the mini books.
To wrap up
• Once they have been pasted in that place, T shows some to the class and elicits ideas from Ss based on the pictures. E.g. What does Juanita do on
by identifying
Monday? T encourages Ss to provide a complete answer such as On Monday, she watches TV.
5 min Wrap up activities Ss do T-S
according to
• T keeps asking Ss to report what their classmates by naming the images they see.
their pictures.
• Finally, T gives feedback about their use of complete sentences and team work.
Video The twins’ week available at: http://learnenglishkids.britishcouncil.org/en/short-stories/twins-week
The link displays a short video about a couple of twins and the activities they do every day in their home, the zoo. The vocabulary about everyday activities is basic, although ss may have difficulty to
Resources
understand some vocabulary about zoo animals.
Mini book (worksheet 2.4) glue, pictures brought by Ss.
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ADDITIONAL ACTIVITY
• T may use 1 glove puppet or any other he/she has at hand. T introduces the character to the class by telling them its name and age: E.g “This is
Nicky, he is 5 years old.”
• Then, T tells Ss they are going to guess the activities the puppet does.
To review • T places the puppet next to the days-of-the-week signs in the classroom and points at one of them. Then, T uses the puppet to perform one of the
MATERIALS: 1 glove
vocabulary activities Ss know (swim, play soccer, etc.).
puppet
15 about days
Warm up 2 T-S Days of the week
min of the week • T asks Ss about the day of the week that is being pointed and the activity that is being performed. E.g. “What does Nicky do?
colourful signs
and everyday
activities • T elicits answers from Ss and each time, he/she encourages them to answer with more complete ideas.
• Once Ss have guessed activities for each day of the week, T wraps up by asking Ss if they remember what the character does on each day of the
week.
• Finally, T tells Ss they are going to listen to their teacher and classmates talking about their week too.

ADDITIONAL ACTIVITY
TIP:
• Ss sit down on the floor forming a circle and T tells them they are going to play a memory game. T asks Ss if they have a good memory or not. T T must model the
chooses a S randomly and asks him/her to try to remember all days of the week in order. Then T asks the rest of the class to check if the answer activity with the ball a
was correct or not. couple of times with
To describe
T-S Ss before starting with
10 activities Ss
Pre Task 2 • T tells Ss that he/she is going to take turns to throw a ball to any of them in the circle, and that S has to name the first day of the week (Monday) S-S the game officially.
min do during the
and say an activity. Example: “on Mondays I play soccer” then, the same S has to throw the ball to anyone in the circle, and that S has to continue
week.
with the next day (Tuesday) and say a different activity (activities can not be repeated). Then, that S chooses another partner to get the ball and MATERIAL:
continue with the next day (Wednesday) and so on. The S who forgets the sequence of the days or the one who repeats the activity is placed in a
list on the board called “Penalty List”. By the end of the activity, the penalty list Ss must do something special to pay for their penalty. A small ball, preferable
a foamy one.
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3
les
lifesty
y
UNIT
Health
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TOPIC: Different fun activities are healthy
MODULE: 2
UNIT: 3
SESSION: 1
AIMS: By the end of the session, Ss identify and name some actions (run, walk, jump, play, play soccer, dance, swim) that benefit their health and some (watch TV, play video games)
that don’t.

• T recycles all the flashcards or cut-outs of the action verbs Ss learnt in previous units: ride a bike, play, swim, play soccer, run, and can introduce
three new verbs jump, dance and walk.
• T tells Ss they are going to pass around the flashcards while T claps. When T stops clapping the S who is holding a flashcard shows it and the rest
of the Ss-with the T’s help- say the name of the action.
• When a S shows one of the flashcards of the new vocabulary, T names the flashcard and asks Ss to repeat its name.
T-Ss MATERIALS: Flashcards
10 To review action
Warm up Ss or cut-outs recycled
min verbs • Once all the vocabulary has been clarified, Ss are divided into two groups and continue playing the game.
from previous units
• Each group gets half of the whole set of flashcards.
• One student is in charge of clapping while the others rotate the flashcards. When the clapping stops, the student who is holding the flashcard says
the name of the action
• T walks around monitoring Ss work and helping them out with new vocabulary.
• T asks Ss which of the activities on the flashcards are their favourite ones; including the new verbs jump, walk and dance, e.g. “Pablo, which of
these activities do you like?” T shows the flashcards and allows Ss to point and name each activity.
• T asks Ss whether their favourite activities are healthy or unhealthy. To remind Ss about the concept of healthy and unhealthy, T can recycle the
To work on MATERIALS: healthy
signs used in the previous unit (thumbs up and down, happy and sad face, etc). T pastes them on the board and explains that healthy activities are
the concept vs unhealthy signs
good for you and that they make you stronger, while unhealthy activities are bad for you and get you weak and sick. T use of body language is
10 of healthy and recycled from
Pre task essential for Ss to understand these concepts. T-Ss
min unhealthy while previous unit.
learning action Flashcards
• To make sure Ss understand, T takes out 4 other flashcards (or T can show images in a projector or smart board) about healthy and unhealthy
vocabulary
activities and asks children to classify them. T models with one flashcard about healthy and one about unhealthy activities and then he/she allows
Ss to come to the board and paste the other two in the corresponding group after T has divided the board into two categories.
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• Prior to the class, T hides some objects related to the vocabulary studied during the class all around the classroom (a soccer ball, tennis shoes, a
jumping rope, a basketball ball, a CD, a swimming cap, a remote control, a video game or control, etc.)
• Ss are told that they are going to participate in a competition. They are paired up and told that they need to look for objects related to the class
vocabulary. One object per pair at least, depending on the number of Ss in the class.
• Ss go in pairs and find one of the objects. When they do so, they sit down in a line. To make it easy for the T to identify who was the first person
MATERIALS: real
to find the object, Ss will sit down in order of arrival.
objects about
activities
• Once the whole class has found one of the hidden objects, the class praises the winners with applause or any prize the teacher wants to use.
20 To classify T-S TIP:
Task • Then, T asks Ss to look at the objects they found and the activities they represent. T asks Ss what they can do with the objects found. E.g. “What
mins vocabulary S-S T can adapt
can you do with a soccer ball?” Ss are expected to answer with the name of the activity in English. Then T asks Ss if the activities represented by
conversation models
the objects are healthy or unhealthy. E.g “is playing soccer healthy or unhealthy?” T can provide a simple conversation model for Ss to follow and
according to Ss level
present their activity to the class (T must support Ss as much as possible when dealing with language models), for example: our activity is playing
and abilities
soccer. It is a healthy activity. We play soccer every day. Do you play soccer? Ss choose another couple to answer. They do by saying yes, we do
or no, we don’t. And they continue talking about their activity by following the model provided.
• SEN ADAPTATION: Realia may facilitate learning for students with visual or hearing disabilities. However, they may need extra time to touch the
objects and to relate them to their visual or hearing stimulus.
To provide
• When all Ss finish, T praises their use of English and provides feedback on the use of the model.
5 min Wrap up feedback and T-S
reflect • T asks Ss which activities are a good idea to do in order to have a healthy life and elicits information from Ss.
Resources Flashcards about previously studied and new verbs, realia about those activities, healthy vs unhealthy signs
Suggested song: The healthy habits song available at : https://www.youtube.com/watch?v=9Fr1iDqemjY
Additional Resources This link displays a song about activities that keep you healthy, make you grow, strong, etc. The song has a catchy rhythm although I may contain a number of new expressions and vocabulary. However, the
video can be useful as a warm up or wrap up activity.
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ADDITIONAL ACTIVITY
• T asks Ss to sit in their chairs and review the concept of healthy and unhealthy by showing them images or cut outs T recycles from previous
MATERIALS:
lessons or prepares for this one.
Suggested video:
• T asks Ss “Is this healthy or unhealthy?” Showing the images. The Idea is that Ss refresh the concept of healthy and unhealthy.
Healthy Habits
To review • Then T tells Ss they are going to watch a video on healthy and unhealthy habits, and plays the suggested video Healthy Habits found in YouTube.
available at https://
healthy or If T can’t find the video he/she can try to look for a similar one or if he/she can’t download it T can try to show images of healthy and unhealthy
www.youtube.com/
unhealthy food and habits similar to the ones in the video.
watch?v=9Fr1iDqemjY
15 concept while • T plays the video once and when they present the food, T stops the video and asks Ss to work in pairs in order to recall healthy aspects seen in
Pre-task 2 T-Ss The video on Healthy
min speaking about the video.
Habits is a great way
actions Ss do • Then, T lets the Ss watch the sports part stopping in every sport they present to drill vocabulary with Ss, e.g. Look, karate. Look, strong, and acts
for S to recognize
at home and at out each word.
healthy & unhealthy
school • T plays the video for the second time asking Ss to dance and act out the words.
habits, however T
must be prepared to
SEN ADAPTATION: In order to help an S with visual impairments, He or she must work with a partner or even with T, so that he/she can receive a
introduce other habits
description of the content after the video finishes.
not found in the video.

ADDITIONAL ACTIVITY
MATERIALS: craft
paper, cardboard,
Healthy and unhealthy poster markers, scissors,
• The class is divided into two big groups. Half of the class is assigned the topic of unhealthy habits and the other class is assigned the healthy habits. glue, markers, and
• If the class is too large, T can divide Ss into groups of 3 or 4. other materials Ss
To present
• T tells Ss that they are going to create a poster to illustrate their topic. To do so, T provides Ss with magazines, scissors and glue. Ss in groups of T-Ss may need to create
the healthy-
three or 4 and T tells them they are going to create a poster where they stick/paste images about two healthy habits and two unhealthy habits. their posters.
25 unhealthy
Task 2 • T tells them the healthy habits are going to have a happy face next to the picture and the unhealthy habits are going to have a sad face. Ss-Ss TIPS: T should assign
min poster while
• T gives Ss the craft paper and coloured pencils or markers and allows them to start working. a limit of for Ss to
enhancing oral
• T monitors Ss’ work. create their posters.
production.
• When Ss are finished with the posters, T asks Ss to present it to the class and then T can have them post the posters on a wall of the classroom T can use music to
or even T can ask school’s principal or coordinators if they allow Ss to post their posters on different parts of the school to create consciousness control time. He/she
of healthy habits. can play songs on the
PC so that at the end
of the songs, Ss stop.
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TOPIC: Sports are good for my health
MODULE: 2
UNIT: 3
SESSION: 2
AIMS: By the end of the session, Ss will identify and name some sports and will name the ones they like and play.

• T tells Ss that today they are going to continue talking about healthy vs. unhealthy activities. T elicits vocabulary about each category by asking
Ss “Can you give me examples of healthy/unhealthy activities?” T listens to Ss’ answers and supports them with images used in the previous lesson.
MATERIALS: Sports
worksheet 3.1
• Ss may remember play soccer so T uses it as a transition to introduce today’s topic. T explains that today they are going to focus on sports.
TIP: Although Ss may
• To do so , T shows Ss worksheet 3.1. It is about famous sports. T uses body language to illustrate some of the sports included in the worksheet
want to spend longer
and to elicit some previous knowledge. E.g. swimming, basketball, tennis, etc.
finding all the words
by themselves to win
• T pairs up Ss and tells them they are going to complete a word search puzzle. T can show the image to Ss so they understand what the activity is
the competition, it is
10 To introduce about.
Warm up T-S important to set an
min new vocabulary
atmosphere of healthy
• First, T provides each pair of Ss with a worksheet 3.1 and asks them to look at the images. T reads aloud the names of the sports and asks Ss to
competition. Assigning
write the word in the corresponding image.
a limit of time may
challenge them and
• When all images are labelled, T reads them out loud and asks Ss to repeat. After vocabulary has been drilled, T tells Ss they are going to participate
completing the puzzle
in a competition to find as many names of sports as possible in the word search puzzle.
together may foster
collaboration.
• T gives Ss 10 minutes for them to complete the activity. At the end of the 10 minutes, T elicits answers from Ss to complete it as a class.
SEN ADAPTATION: Matching Images and words may facilitate learning in the case of Ss with hearing disabilities.
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• T pastes flashcards with each of the sports mentioned in the puzzle in different parts of the classroom.
• T tells Ss he/she is going to name one sport and Ss need to go and stand next to that flashcard
• T starts naming sports and Ss must start moving across the classroom to find that flashcard and stand next to the sport.
• Then T tells Ss this time he/she is going to point at a flashcard for them to shout its name. T does so to elicit 2 or 3 sports names from the
flashcards. Then, T delegates some responsibility to Ss so they chose one of them to point at flashcards quickly so that the others think and shout MATERIALS: as many
10 To drill sports
Pre task fast. E.g. T points at the flashcard about soccer and Ss shout “Play soccer!” T-Ss sets of vocabulary as
min vocabulary
groups in the class
• Finally, T asks some Ss if they like the last sport pointed to make a transition between this and the next activity. T teaches the following conversation
model on the board for Ss to follow but T must model it a couple of times with different Ss for them to internalize it: Do you like soccer?
yes, I do No, I don’t.
SEN ADAPTATION: If there are Ss with hearing disabilities, T can also show an image to the group for them to identify the word
• T tells Ss that they are going to play a guessing game. T should have prepared some slips of paper with the vocabulary studied. All the papers are
mixed into a bag. (T needs various sets of words so Ss can play in groups) T models the activity with one of the ss this way:
• T chooses one S and asks him/her to pick a word from the bag, if the S can’t read, T reads the word for that S. Then, S needs to mimic the sport
To describe for the class to guess.
MATERIALS: as many
20 sports and tell
Task T-S sets of vocabulary as
min whether ss like • When the class guesses, the T shows the model question for the actor s to ask to one of his/her classmates: Do you like soccer? the others should
groups in the class
them or not. follow the model to answer: yes, I do or no, I don’t. Then T introduces the next question: Do you play soccer? so that the other answers yes, I do
or no, I don’t. T encourages Ss to expand their answers to I play soccer on Saturday and Sunday.
• Once the activity has been modelled, Ss are organized in groups of 4 and they take turns picking a slip of paper from the bag, act out the sport,
and ask and answer the questions.
• T asks: “So, what sports does EVERYBODY like? –Using body language to facilitate understanding of Everybody.
To identify the
most popular
5 min Wrap up • T elicits answers from Ss and asks them to expand by saying if they play such sports or not. T-S
sports in the
class.
• To conclude, T provides feedback on their teamwork and use of extra information.
Resources Sports worksheet 3.1 (1 per couple), flashcards about sports and sets of vocabulary about sports mixed up in plastic bags.
http://www.cambridge.org/us/esl/touchstone/student/index.html
Additional Resources The suggested link displays a game about sports. This game is similar to hangman. Although Ss may not be familiar with the vocabulary at first, T can use it as an opportunity to practice the alphabet and to
introduce new vocabulary about sports. Also, there are hints (images) to facilitate Ss’ work.
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ADDITIONAL ACTIVITY
MATERIALS: Online
game available
at http://www.
• T tells Ss that they are going to play a guessing game online. T presents the game and tells Ss they are going to play it as a competition.
cambridge.org/us/esl/
touchstone/student/
• First, T places around the classroom the name of sports that will appear in the game with an image for Ss to associate them. Ss are organized in
10 To introduce index.html
Pre-task 2 two big groups. They take turns naming letters of the alphabet to complete the name of a sport. Alternatively, and if there is little time, T can click T-S
min new vocabulary
on the word hint to see a part of the image corresponding to that word. This may facilitate Ss’ work although they may not know some sports.
If T can not use the
online game, can play
• At the end of each sport, T reads the name out loud for Ss to repeat it and practice with pronunciation.
it by using flashcards
previously showed
during the unit.

ADDITIONAL ACTIVITY
• With Ss sitting in their chairs, T asks Ss if they think playing sports is healthy or unhealthy, or if they think it makes them strong or weak. T can act
out the words strong and weak so Ss understand the concept better.
To review the
concepts of I • T can also have healthy and unhealthy and weak and strong images to help Ss understand the concepts better. T can recycle the healthy and
like and I don’t unhealthy images and for weak and strong.
like and some
20 MATERIALS:
Pre task 2 action verbs • T can use images or flashcards of some sports such as (soccer, tennis, basketball, volleyball) and ask Ss the question, What sport do you play? T-Ss
min Flashcards
while presenting While showing the flashcards.
other games
or sports • T reads each sport and asks Ss if they play it or not. T elicits long responses from Ss. Yes, I play tennis. No, I do not play soccer/football)
vocabulary.
• T drills the structure I play tennis/basketball/soccer with Ss by asking them and repeating every time the structure after they say yes to any of the
sports.
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TOPIC: I can play different sports and games
MODULE: 2
UNIT: 3
SESSION: 3
AIMS: By the end of the session, Ss will express their abilities using can or can’t to play different sports or games on the playground

• T welcomes Ss and asks them to stand in a circle.
• T tells Ss they are going to listen to a song, What can you do?
SUGGESTED
• The first time T will sing the song and act out every single action mentioned in the song, T asks Ss to follow the movements they see the T doing.
MATERIALS:
To introduce the
I can song available
new language: • The second time the T plays the song and stops after each action is mentioned. When T stops the music, T says Can you jump? and jumps, Can T-Ss
10 at https://www.
Warm up CAN to talk you swim? and acts out swimming, and then asks Ss to follow along by acting out as well . Ss
min youtube.com/watch?
about physical
v=7MKmbyfhkkE
ability. • The third time T plays the song T asks Ss to act out by themselves each action they hear and try to repeat the words.
stimulus.
SEN ADAPTATION: singing this kind of song may help T involve Ss with hearing and visual disabilities since they provide visual, auditory, and
kinesthetic stimuli.
• For this stage, T needs flashcards with the actions mentioned in the song What can you do? (jump, run, swim, hop, stomp your feet and turn around)
and flashcards with some sports’ vocabulary from previous session. It can be the most common sports such as basketball, volleyball, ride a bike,
soccer.
• With Ss still standing T pastes flashcards on the board and tells Ss they are going to have two teams.
• T organizes Ss in teams, then T names one flashcard, and one S per team must run to the board and touch it.
To review some TIP: Make sure the
action verbs • The S who touches the card first must say the name of the image, with the help of his/her teammates. If the S is right, the team gets the flashcard floor is free of any
and sports if the S is not right, the T helps them with the correct name and the other team gets the flashcard. bags or elements that
15
Pre task Ss play while T-Ss may risk Ss safety.
min
expressing • The team with most flashcards wins the game. Tell Ss it is only a
ability with can game and they should
or can’t • Once this activity is finished, T collects the flashcards and starts telling Ss, I can jump, and jumps, and then asks them Can you jump? and be careful
encourages Ss to jump, and to say a complete idea. To do it, T may provide the following model: I can jump.
• Then T takes some of the flashcards and says I can’t (nodding his/her head) ride a bicycle or I can’t play soccer and asks Ss again Can you ride a
bicycle? Can you play soccer/volleyball?
The idea is that Ss understand the concept of can and can’t.
• T can also include words like fly and wiggle to show Ss actions they can’t do.
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• T tells Ss that now they are going to ask questions to their classmates in order to find the activities they can do.
TIP: Although young
• T provides Ss with the worksheet 3.2 and asks them to look at the images. T elicits the names of the activities Ss can see in the worksheet. learners tend to be
competitive, T should
• Ss are encouraged to read the instruction and model provided. T clarifies as necessary. Ss need to interview their classmates by asking: Can you encourage a healthy
To interview
_____? Interviewees answer yes, I can or no, I can’t accordingly. T can encourage Ss to provide extra information in the response. E.g. “Yes, I atmosphere and tell
Ss in order to T-S
15 can. I swim on Saturdays” them the idea is not
Task find out the S-S
min to finish fast by saying
activities Ss can
• When someone answer yes, I can, Ss have to write his/her name on the corresponding activity. The idea is for Ss to interview different yes to everything,
do
classmates in order to complete all the activities included in the worksheet. but to find interesting
information about
• T walks around monitoring Ss’ work and promoting interaction. their peers so they
can report later.
To report ss’ • T asks Ss about interesting information they found from their peers. He/she encourages and helps Ss to try to use complete sentences to
5 min Wrap up T-S
findings. report. E.g. “Laura can swim. She swims everyday”.
Suggested song: “I can” song available at https://www.youtube.com/watch?v=7MKmbyfhkkE This link displays a song for young learners about activities they can do such as jump, play the guitar, sing, etc.
Resources NOTE: Provide Ss with the puppet template attached Worksheet C and encourage them to decorate it at home and to bring it for the next session.
Worksheet 3.2
Other songs available are: https://www.youtube.com/watch?v=qI7nYvVXudo This link displays a song about activities children can normally do such as sing, catch a ball, etc.
https://www.youtube.com/watch?v=_Ir0Mc6Qilo This link displays a song about activities animals can do like clapping, flying, etc.
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ADDITIONAL ACTIVITY
• If computers are not available, T can use a glove puppet to tell Ss about the activities it can /can’t do. T needs to prepare some cut outs of a
racket, ball, kite, and others he/she may find useful to illustrate the activities the puppet can do/can’t do.
To introduce the
new language: • T introduces the character if it hasn’t been introduced in previous sessions. MATERIALS: Puppet
10
Warm up 2 CAN to talk T-S and cut outs about
min
about physical • Then, T shows the cut out and tells the class “I can play the guitar” or I can’t play soccer. familiar activities.
ability.
SEN ADAPTATION: T may allow Ss to touch the cut outs and elicit vocabulary about activities from them. This may be particularly useful in classes
with visually impaired ss.

ADDITIONAL ACTIVITY
To practice
• T gives the Worksheet 3.3 with actions to each S.
asking what
15 students can do • Each S starts working on the worksheet and T monitors their work, helping them with vocabulary and checking Ss’ comprehension. T-Ss
Task 2
min and answering, S-S
Yes, I can. or • Ss will report in pairs what they can do after finishing the worksheet.
No, I can't.
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TOPIC: I love eating and playing healthily
MODULE: 2
UNIT: 3
SESSION: 4
AIMS: By the end of the session, Ss will share their favorite healthy food and activities

• T welcomes Ss and tells them they are going to play “T says” (It is like Simon says)
• T says an action, e.g. Teacher says Jump, and Ss start jumping.
• T repeats this with different actions learned during the units. Jump, walk, run, play soccer, swim, wiggle, fly, ride a bicycle, etc.
• Then T tells Ss they are going to hear him/her say one action but he/she will do another one, Ss must do what they hear not what they see.
To review • After 3 times, T can ask one S to be the one saying the actions. E.g. Sara says…; the T can help the S by saying the first action and then the T T-Ss
10
Warm up vocabulary encourages the S to choose the action that he/she is going to name. Ss-Ss
min
about activities. •
• They can play the game like this 2 or 3 times with different Ss.
SEN ADAPTATION: Ss with hearing impairment may participate if the teacher uses Sign language. The following video illustrates how to play Simon
says in sign language. https://www.youtube.com/watch?v=ZIhJ-RPGvY4
• T can also use flashcards from previous sessions to help Ss remember the action verbs and sports.
• For this stage, T needs to prepare his/her own paper bag puppet. The T will give the puppet a name and will decorate it as he/she wishes with
different colors or materials such as colored paper, colored yarn and /or glitter. T must have a paper bag for each S so they can create their own
puppet or T can ask Ss in the previous sessions to bring one as homework. Also T must also have or ask Ss to bring yarn, glitter or colored paper
to decorate the puppet.
To review • T sits Ss in a circle and tells them they are going to meet his/her puppet friend.
T-Ss MATERIALS: paper bag
10 vocabulary
Pre task Ss puppet prepared by
min from previous • The first thing is that the T is going to introduce his/her puppet, e.g. Look, this is …, it’s my puppet friend, he/she likes to eat healthy food and likes
the teacher.
sessions to drink juice
• T tells Ss to say hello and encourages them to ask questions to the puppet as well: E.g. “Can you swim?” the puppet answers complementing his
answers. Example: “yes I can swim, because swimming is really healthy”
• T continues encouraging Ss to keep on asking questions, in this way Ss can practice what have learned during the unit.
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• Prior to the session, T must have provided each student with a paper bag puppet template (Worksheet 3.4 from session 3). They are expected to
decorate it and bring it to the class.
• During the class, T asks Ss to think about some things for their puppets and try to practice individually with their puppets saying this aspects:
Name:
To encourage
Favourite foods
Ss to participate
Daily routines S-S
20 orally while MATERIALS: Paper bag
Task Abilities
min presenting puppets made by ss.
their paper bag
• Once Ss have prepared ideas, T will organize them in groups of 4 and will ask them to present their puppet to the others by saying the information
puppets.
they prepared.
• T encourages and helps Ss use complete sentences and to ask questions to their classmates.
• T asks Ss what similarities they found about their puppets.
To provide
5 min Wrap up T-S
feedback. • T gives Ss feedback on their use of the key words they prepared in the preparation stage, expansion of ideas, and respectful attitude to listen to
their peers.
Resources Paper bag puppets made by T and ss.
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ADDITIONAL ACTIVITY
To encourage
• After Ss have introduced their puppets to their group, T can mix Ss a couple of times more to repeat the activity in order to have more oral
Ss to participate
Task 1 practice S-S
10 orally while MATERIALS: Paper bag
Extension
min presenting puppets made by Ss.
• At the end, T can ask Ss to report similarities among different puppets they met during the activity
their paper bag
puppets.

ADDITIONAL ACTIVITY
• Ss are organized in two lines in front of the board.
• T divides the board into two parts and tells Ss they are going to draw images related to a category given.
• T writes the category fruits and asks Ss to draw as many little images related to such a category as they can in 30 seconds.
To brainstorm T-S
15
Warm up useful S-S
min • At the end of 30 seconds, they give the marker to the next student in the line for him/her to complete the drawings.
vocabulary
• Each student draws as many images as possible related to the category and when all of them have done it, t checks if the words belong to the
category. T reminds Ss they should draw as fast as possible.
• T does the same with other categories such as activities.
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4
les
lifesty
y
UNIT
Health
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TOPIC: Caring for my body.
MODULE: 2
UNIT: 4
SESSION: 1
AIMS: By the end of the session, Ss will identify and name habits they must have at school and at home to stay healthy.

• T welcomes Ss and tells them they are going to learn a song about healthy routines.
• T asks Ss to sit in their chairs and watch the video: This is the way song and to try to imitate the actions / movements: wash our hands, comb our
hair, brush our teeth, put on our clothes.
video:
To awaken Ss’
T-Ss This is the way song
10 interest in the • T plays the song again and encourages Ss to sing along., T plays a part of the song and stops it to drill vocabulary and model pronunciation.
Warm up Ss available at https://
min class and set up
www.youtube.com/
their attention • As the vocabulary is introduced, T can stick images or flashcards about such words on the board and write the names of the actions below each
watch?v=zoJjUHBNufY
one. This may help hearing impaired Ss to remember the vocabulary. Also, it may be useful for other Ss to develop phonemic awareness.
• T keeps doing the same with the other parts of the video and encourages Ss to sing along.
• When the song is finished, T asks Ss whether or not they do those actions. E.g. “Do you wash your hands?, How often do you wash your hands?
Every day? Sometimes?, etc. T encourages Ss to use English to answer.
• Then T asks Ss about other activities they can include in the song as part of a healthy routines. Ss may be familiar with vocabulary such as play
sports, eat healthy food, exercise, etc.
TIP: Although Ss
working in groups may
• T can stick on the board images about these actions too.
require more attention
from T, it may optimize
• Ss get in groups of 3 or 4 and T tells them they are going to create their own version of the song. Ss can use 3 of the actions from the board.
time as everybody
To practice with does the activity
• T must go around the classroom helping Ss with ideas and vocabulary to create their own version. Also, T helps Ss singing the first times. T-Ss
15 new vocabulary simultaneously so that
Pre-task Ss-ss
min about healthy it is unnecessary for
• T gives each group 10 minutes to prepare their version of the song and encourages Ss to practice. E.g. this is the way we play sports, play sports,
habits. each group to perform
play sports, this is the way we play sports so early in the morning, This is the way we eat fruits, eat fruits, eat fruit, this is the way we eat fruits so
in front of the class.
early in the morning.
Also, it may encourage
shy ss to participate
• Finally, Ss present their song to another group. T puts two groups together. Ss take turns to sing and perform the corresponding movements.
without feeling on the
spot.
• T walks around listening to everybody’s song, supporting and praising Ss’ efforts.
SEN ADAPTATION: It is important to encourage Ss to use gestures to present their song. This may facilitate understanding of Ss with hearing
difficulties. To present, T may encourage this type of S to teach basic sign language to their peers so they can sing and perform the actions in sign
language too.
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• T tells Ss they are going to ask questions to see how healthy their classmates are. T asks questions to Ss like “ do you like to exercise?, Do you like
any sport? which one? In the morning? afternoon? or evening?” T asks the same questions to different Ss about 3 or 4 times. Then T chooses a high
achiever to try to ask the same type of questions to a partner, and T must help him?her. To produce complete perfect sentences is not a must. At
least, Ss just have to communicate the main message using key words.
• T must remind Ss (based on the previous unit) that exercising is not only going to the gym, it can be playing in the school or at home their favourite
games and sports.
• To start the interview, T tells Ss they are going to be organized in two onion rings. i.e. one inner and one outer circle of Ss. Telling Ss the name of
the activity may help them remember what they have to do in future opportunities.
To interview Ss’ TIP:
classmates in It is really important
• Ss get organized in two circles in order to be one in front of the other.
order to find that T monitors Ss as
20
Task the moments of T-S much as possible to
min • Ss are provided with the worksheet 4.1 for them to ask their partners what activities they do and when. T models the activity twice with 2 different
the day in which support them with
Ss and checks for understanding choosing another S.
they do healthy language use.
activities.
• Ss asks and answer the questions with the student in front. They check their partner’s answer (in the morning, in the afternoon, at night) according
to the information provided. After a couple of minutes, T asks Ss in the outer circle to rotate to the right so that they have the opportunity to talk
to another person.
• Since many Ss can write their partners name, as soon as they finish talking with a partner, they should ask the partner they interviewed to sign
their paper In the “name” space (please check worksheet 4.1 to understand instructions better)
• T monitors Ss and encourage them to use key words when asking and answering.
To report
• T asks Ss to go back to their chairs and to identify the student who is the healthiest in the class. T asks Ss to report. E.g. “Who has a very healthy
findings and
routine? Why?
5 min Wrap up reflect upon the T-S
importance of a
• T raises awareness of the importance of a healthy routine to stay strong, happy, and energetic.
healthy routine.
This is the way song available at available at https://www.youtube.com/watch?v=zoJjUHBNufY . The video displays an animated song in which the characters perform movements of the vocabulary about
healthy routines. However, there are a number of different versions so that T can select the one that he/she prefers.
Resources
Flashcards about healthy routines to provide a visual stimulus.
Worksheet 4.1
Additional Resources http://www.loving2learn.com/Books/RhymesandSongs/Health/ThisistheWay.aspx The link displays the lyrics of the This is the way song for T to print and sing along with Ss if there is no video available.
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ADDITIONAL ACTIVITY
• T welcomes Ss and tells them they are going to watch a video about David and his routines.
Optional
• T asks Ss to sit in their chairs and watch what David does.
Personal hygiene
To introduce video available
15 • T plays the video “Personal hygiene”.
Warm up new vocabulary T-S at https://www.
min
through a video youtube.com/
• T asks Ss if they think David is healthy, happy and strong.
watch?v=jEy0Ltlm3nU
• T should model the language so that Ss can start using the complete sentences, e.g. Is David healthy? Yes, he is, Yes, David is healthy.
Resources modelling clay, glue, scissors

ADDITIONAL ACTIVITY
• T may ask Ss to bring some of their personal care objects from home (soap, toothbrush, comb, etc.).
• Ss use their objects to tell others about the activities they do as part of their everyday routine.
To present TIP: T may need to
ss’ personal • To do it, Ss get in pairs. They take one of the objects and present it to their peers. E.g. “This is my comb, I comb my hair every day in the morning pre-teach useful
10
TASK objects and the and at night.” S-S vocabulary such as
mins
activities they toothbrush, comb,
do with them. • Ss take turns to talk about their objects. soap, etc.
• This type of activity may motivate Ss to talk because they are expected to share information about their own objects. Additionally, it may involve
Ss with visual disability.
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TOPIC: I take care of my body when I play
MODULE: 2
UNIT: 4
SESSION: 2
AIMS: By the end of the session, Ss will identify and name some games found on the playground while learning about the importance of playing safely.

• T could take the Ss to the school’s playground to show them the games they can play there. If it is not possible, T shows the video suggested: Let’s
Suggested
play at the playground to introduce vocabulary.
Video: Let’s play at the
to introduce
T-Ss playground available
10 vocabulary • T stops after each playground game is presented to drill vocabulary.
Warm up Ss at https://www.
min about the
youtube.com/watch?
playground SEN ADAPTATION: Visually impaired ss may benefit from having contact with the actual playground items. T may guide them to touch them and to
v=aTPb84pX71E
repeat their English name.
• T displays flashcards of each of the playground games around the classroom. In the attached file (worksheet 4.2) T may find some useful flashcards.
• T reviews vocabulary with Ss by naming each flashcard and having Ss repeat the names one time.
To practice
T-S
10 with vocabulary • For the second time T randomly points at one flashcard and Ss must name it, T can help them by prompting the names. MATERIALS: Flashcards
Pre-task s-s
min about about the playground
playground • Then, T asks Ss to keep playing in the same way in groups of 3. One Ss names the playground equipment and the others point at it.
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• T asks ss: “What´s your favourite playground game? And encourages Ss to answer with complete sentences. E.g: “My favourite game is the slide”.
MATERIALS: Blank
• T tells Ss that now they are going to draw their ideal playground.
paper, pencils or
colour pencils.
• T provides Ss with blank paper and asks them to draw their ideal playground by including their favourite games. T needs to tell Ss this should not
TIP: Although Ss
be a very elaborated drawing but a fast one. To guarantee Ss don’t take too long drawing, T gives Ss a limit of time (about 10 minutes).
should not be pushed
to draw quickly,
To describe • T keeps monitoring Ss’ work while they draw and encourage them to complete their playground within the time set so they can present it to others.
T should raise
their ideal
20 awareness of the fact
Task playground • At the end of 10 minutes, Ss get in pairs and T asks them to describe their playground by following the conversation model previously presented s-s
min that drawing is just a
and identify and practiced with the T: On my playground there’s one _________, there are # ________.
step to complete the
commonalities
task and encourage
• Ss describe their playground and try to identify similarities.
ss to finish within
the time set so they
SEN ADAPTATION: Visually impaired Ss can participate as well if they are asked to tell their classmates about the items in their ideal playground
can compare their
instead of drawing. They can use body language and gestures to accompany their description.
playgrounds.
• T asks ss to report their similarities. Then, T asks Ss to give recommendations for children to play safe on their playground.
To reflect upon
the importance
• Ss may answer in Spanish, T translates their ideas and writes them in simple words on the board. E.g don’t stand up in the slide, respect the turn,
5 min Wrap up of playing T-S
don’t push others, be careful.
safe in the
playground
• T reads the ss’ ideas and asks them to repeat.
Video: Let’s play at the playground available at https://www.youtube.com/watch?v=aTPb84pX71E The link displays a video that presents the most common playground equipment as well as activities that are
done in them.
Resources
Flashcards about the playground, blank paper, pencils, colour pencils
Worksheet 4.2
Additional Resources Ideas about rules to play at the playground through interactive game available at http://learnenglishkids.britishcouncil.org/es/word-games/make-the-sentences/playground-rules
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ADDITIONAL ACTIVITY
• T puts flashcards of each of the playground games around the classroom.
• T tells Ss they are going to go on a treasure hunt.
• T will name and act out the action of each playground game and the Ss will look for the flashcard.
To present • The S who finds it must shout, I found it!

10 playground
Pre-task 2 T-Ss
min games • T models the first time for Ss. Look for the merry–go- round, as the T makes circles with his/her hands and acts out as if he/she were in the merry-
vocabulary go-round.
• T and Ss look for the flashcard of the merry-go-round, and when the T or a S finds it, the T shouts I found it.
• Then T does the same with every flashcard.
• When a S finds it, T takes it and pastes it on the board.

ADDITIONAL ACTIVITY
• Do’s and don’ts on the playground role play
• T asks Ss to work in groups of four, they are going to think and act out one correct way of playing one of the playground games and one incorrect
To review way.
vocabulary
learned during • T gives Ss 3 o 4 min to prepare their act and then asks the groups to come out front and represent the role-play.
15
Task 2 the session s-s
min
while checking • When Ss are finished, the rest of the group says if they behaved correctly on the playground and get a happy face or if they behaved incorrectly
listening they get a sad face.
comprehension
• T provides the following model answer: that’s right! That’s wrong!
• Each group gets their faces on the board.
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TOPIC: Caring for my health
MODULE: 2
UNIT: 4
SESSION: 3
AIMS: By the end of the session, Ss will identify and name common ailments (headache, sore throat, runny nose, cold, earache, cough, stomachache) and will reflect on the importance
of having a healthy lifestyle to avoid those ailments.
• T welcomes Ss and asks them, “How are you today? Are you good? Happy? Healthy? Sleepy? Or sick?” T acts out each of these adjectives.
• T tells Ss, I’m very good, healthy, and happy. How are you? T encourages Ss to respond if they are good, happy, healthy, sleepy, or ill.
• Then, T tells Ss today they are going to talk about people who are not feeling good, people who are sick.
MATERIALS: 1
Worksheet 4.3
To introduce • To start, T provides Ss with worksheet 4.3 and allows Ss to look at the pictures.
10 per student or per
Warm up new vocabulary T-S
min couple
about illnesses • Then, T tells Ss that they need to listen to him/her as he/she reads the words, look at the pictures and identify the one that corresponds to the
word mentioned by T.
• T reads each of the words from the worksheet (put new name) and uses body language to facilitate Ss’ understanding.
• When Ss have matched all the words with their corresponding image, T asks Ss to listen to him/her again and repeat the words. This time, T goes
in the order of the images, not the words.
• For this stage, T needs the healthy routine flashcards vocabulary (wash your hands, eat healthy, brush your teeth, take a shower, etc.), and also
needs to print the ailments flashcards.
• The idea is that T is going to lead Ss into reflecting on how a healthy routine can help them prevent common ailments.
• T pastes ailments flashcards (Worksheet 4.4 flashcards) on the board and reviews names with Ss.
To present
MATERIALS: Flashcards
common • Then T shows Ss the healthy routine habits and tells them how to prevent from getting sick.
about healthy routines
ailments
T-Ss and illnesses
15 vocabulary and • T explains, If you wash your hands and shows the flashcard with the picture of wash your hands and then tells Ss, You can prevent a stomach
Pre-task Ss
min reflect on how ache, and pastes the flashcard next to the stomach ache flashcard to help Ss make the connection.
Worksheet 4.4
to prevent them
flashcards
with a healthy • T presents and practices the following model with Ss: if you _________, you can prevent ________.
routine T encourages Ss to follow the model provided to talk about other ailments.
• Then T asks Ss to work in pairs and to point at two of the images from the worksheet A. Then, to follow the model to identify possible ways to
prevent such ailments.
• T walks around monitoring Ss’ work and use of the model.

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• T tells Ss they are going to play to being doctors and patients.
• To do it, T divides the class into two groups: doctors and patients.
• T tells Patients they need to prepare ideas about symptoms they have before going to the doctor.(say hello, explain the symptoms)E.g. ”Hello
doctor. I am sick. I have a cough (coughing) and a fever.
• To prepare ideas, patients should get together and review the vocabulary about ailments from the worksheet A. TIP: Although T should
be monitoring Ss’
To role play • Doctors have to get together and prepare ideas on how to prevent ailments. To do it, they can practice with the conversation model provided. E.g. work, the idea is
a situation at I think you have the flu. If you drink a lot of water and eat healthy food, you can prevent the flu. to allow Ss to play
T-Ss
the doctor’s spontaneously and
20 S-S
Task office to give • T gives Ss 10 minutes to prepare their ideas before starting. not to frustrate their
min
advice on ways communication. T
to prevent • Then, patients organizes Ss in two lines: one in front of the other (doctors in front of patients) and asks them to role play the situation. should stay close
ailments enough if Ss need
• T may encourage doctors to check the patients by giving simple instructions such as: sit down, open your mouth, cough, etc. him/her but not too
close to interrupt.
• When they have role played the situation, Ss are grouped with another pair. They are asked to role play their sketch once again but this time in
front of the other group. The others pay attention to the sketch and then they switch roles.
• T may monitor Ss’ work and helps the out with any new vocabulary they may need.
SEN ADAPTATION: Role playing may involve Ss with physical disabilities easily. T just needs to make sure he/she provides the necessary visual or
auditory input.
To identify the • T asks Ss to identify the best sketch and T selects one for Ss to perform (if they wish) in front of the class. Ss shouldn’t be pushed to do so, though.
best sketch If no Ss want to perform, T can just elicit ideas on how to prevent common illnesses both from doctors and patients. E.g. How can you prevent the
5 min Wrap up and perform it flu? How can you prevent diarrhoea? T-S
in front of the
class *Additional activity 2
• Worksheet A: 1 per student or per couple.
Resources
• T may ask Ss to bring doctor toys so they can role play with all the necessary items.
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ADDITIONAL ACTIVITY
• T needs ailments flashcards and healthy routine habits flashcards.
• T pastes ailments flashcards and reviews vocabulary by asking Ss “What’s wrong with him/her?” according to the picture.
To drill common
• T helps Ss answer, He has a cold, She has a cold, He has an earache, She has an earache, and so on. MATERIALS: ailments
ailments
flashcards and
vocabulary
• T repeats this activity two times, by changing the order of the flashcards. healthy routine habits
15 while reflecting
Pre task 2 T-Ss flashcards Worksheet
min on how to
• Then T asks Ss to look at the healthy routine habits flashcards, T starts pasting them on the board and asks Ss, What are they? To review vocabulary. 4.4 flashcards
prevent them
/ worksheet 4.3
with healthy
• Once the Ss finish reviewing healthy habits vocabulary, T points to one ailment and asks Ss, What healthy habit can prevent this?, pointing at flashcards
routine habits.
examples to stomach ache and starts pointing at the healthy habits flashcards, the idea is to lead Ss into answering that washing their hands or
eating healthy is good to prevent a stomach ache.
• T repeats the activity with each ailment and allows different Ss to participate.

ADDITIONAL ACTIVITY
T-Ss
10 Wrap up To review
• T divides the class in two groups, shows the ailments flashcards and gives a point to the group that calls out the right name for each flashcard. Ss
min activity 2 vocabulary
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TOPIC: I prevent my body from ailments and little accidents
MODULE: 2
UNIT: 4
SESSION: 4
AIMS: By the end of the session, Ss will identify and name different actions and routines that can help them prevent common ailments (headache, sore throat, runny nose, cold, ear ache,
cough, stomachache) and will reflect on the importance of playing safe to take care of their body.
• T asks Ss to stand up and make a circle.
• T tells them they are going to listen to a song about getting ill and they will sing along and act out the ailments.
• T will allow Ss to play and act out the song by themselves.

I have a headache
To review song available
10 • T will play the song a second time but this time T will stop the song and Ss will be invited to sing without the music to enhance their oral production.
Warm up vocabulary T-Ss at https://www.
min
about ailments. youtube.com/watch?
• T can help them with the rhythm and the vocabulary by singing with them the first time.
v=HlrzpHyRNqQ
SEN ADAPTATION: T may teach the class some basic body parts in sign language to include hearing impaired ss in the class development. The fol-
lowing link shows how to name body parts in sign language: http://www.dummies.com/how-to/content/how-to-indicate-body-parts-in-sign-language.
html
• T will use the flashcards from all the sessions of this unit to review vocabulary related to healthy routine habits, playing safe at the playground and
ailments.
• Ss should be set in groups of 4.
• The idea is that T puts the flashcards in a long line, and students from different groups take turns to throw and eraser to them, the flashcard where
To review the eraser falls or is nearest to it is the one the S who threw the eraser needs to name.
T-Ss
15 vocabulary MATERIALS: Flashcards
Pre-task Ss
min from previous • His/her partners should assess whether it is right or wrong. Their conversation should be something like: about previous topics
sessions - What’s that?
- It’s stomachache
- That’s right/wrong
• T can do this one time per S. The Ss who already played can help the others with vocabulary.
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• T will tell Ss they are going to create a poster where they share 3 habits that allow them to stay healthy. Ss are organized in pairs.
• T will explain that Ss can use the flashcards as examples of the habits they must have to stay healthy and avoid getting sick.
• T allows some minutes for Ss to walk around the classroom and choose 3 flashcards they would like to include in their poster.
TIP: Working in
• T can use three flashcards to give Ss an example, e.g. T says, I like to wash my hands, eat fruit and swing on the swings to stay healthy. stands may help
teachers optimize
• Once they have stuck their flashcards on the paper, T goes around the groups asking and helping them with the what they are about to say (short time and promote s-s
To reflect
simple sentences).T gives Ss 5 minutes for them to practice what they are going to say and encourages them to follow the model. communication. T may
15 on habits Ss
task s-S give a purpose for Ss
min practice to stay
• After preparation time, Ss work in stands i.e. all presenters will present simultaneously and so will all observers. E.g. one of the members of each to observe such as
healthy.
pair of Ss present and the other observes the other presentations. T asks for volunteers or chooses who is going to be the presenter and who is find their favourite
going to be the observer. activity, similarities,
etc. This way, Ss will
• Once presenters and observers have been chosen, T asks observers to go to the next group and pay attention to their partner’s presentation. remain focused.
At the end of 5 minutes, they will have to go to the next group and then once again after 5 minutes. When observers have visited three different
groups, they come back to their original group and inform the presenter about the ideas they saw on the other presentations.
To give
• T elicits ideas from Ss about the purpose he/she gave to the presentation (similarities, differences, favourite activities, etc.) and provides feedback
5 min Wrap up feedback and T-S
on the Ss’ use of new language, interaction, following the model, etc.
report.
• Flashcards about previously studied topics.
Resources
• I have a headache song available at https://www.youtube.com/watch?v=HlrzpHyRNqQ. The link displays a song about common health problems such as headache, stomachache, backache, etc.
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ADDITIONAL ACTIVITY
• T tells Ss they are going to complement their poster by sticking different cutouts from magazines related to playing safely, health problems and
To write prevention.
MATERIALS:
15 personal letters
Task 2 S-S magazines, scissors,
min asking for • Once the mini-poster is ready, Ss get together with another pair and take turns to present it by following the model provided. e.g. I like to wash my
glue.
advice hands, eat fruit and swing on the swings to stay healthy.

ADDITIONAL ACTIVITY
• Ss are organized in groups of 4.
• T gives each group a set of cut outs about all the topics studied in sessions 1-3.
To review
vocabulary • Cut outs are mixed in a plastic bag.
10 Cut outs about
Pre-task 2 and expression S-S
mins. previous topics.
about healthy • One student from the group takes a cut out and acts the corresponding vocabulary for the others to guess.
life.
• The others follow the model provided to tell complete ideas about the vocabulary performed.
• Model: I like to _______. I _________to stay healthy
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5
healthy
les
lifesty
y
UNIT
Health
ALCALDÍA MAYOR
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TOPIC: I keep my home clean
MODULE: 2
UNIT: 5
SESSION: 1
AIMS: By the end of the session, Ss will identify and name some basic house chores and will share how they and their relatives help at home.

• T welcomes Ss and tells them that today they are going to read a story about a family as a class.
• Ss sit down on the floor around the teacher. T must have at hand the printed version of the short story (Worksheet 5.1) or show it as a presentation
on the computer.
• T starts by asking Ss to look at the initial picture and elicit vocabulary about family members they see. MATERIALS: Reading
attached in worksheet
• Then, T starts showing the first picture and asking questions about it such as Who is this? Where is she? 5.1.
T-Ss
10 To introduce This reading is a
Warm up Ss
min new vocabulary • After picture exploration, T tells the story aloud and points at the words he/she reads in the image. (sister, dishes, kitchen, etc.) simple short story
about family members
• T proceeds similarly with each part of the story: picture exploration plus reading aloud. doing chores.
SEN ADAPTATION: Reading aloud to Ss while showing images to them may be useful to involve Ss with special needs due to the visual and auditory
input.
• When the story is finished, T asks Ss if they help clean up at home. T can act out the word clean up to help Ss understand the question.
• T elicits some vocabulary Ss may remember (pick up the toys, wash the windows, etc.
• Then T tells Ss they are going to participate in a competition. To do it, Ss work in pairs.
• T provides Ss with the worksheet 5.2 and tells them they will have to match the vocabulary about chores to the corresponding images. MATERIALS: Worksheet
To review
T-Ss 5.2
10 vocabulary
Pre-task • T monitors Ss’ work and helps them out if necessary. Ss This worksheet is a
min from previous
matching game about
sessions
• When Ss are done, T elicits answers from Ss by asking “What do you have for #1?. T encourages Ss to answer with a complete sentence e.g. “I chores
have _______”
• When each expression about chores is named, T asks Ss to repeat in order to practice pronunciation.
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• T tells Ss they are going to interview (T clarifies: “ask questions”) their classmates in order to identify which Ss collaborate the most at home.
• T explains that they need to work in pairs and ask their classmate about the person who does different chores at home and the day in which he/
she does it.
• Ss are provided with the worksheet 5.3. T makes sure that Ss are given different worksheets (student A or student B) to guarantee Ss recycle as
much vocabulary as possible.
MATERIALS: Worksheet
5.3
• Once Ss have their worksheet in t their hands, T models the activity with 1 or two Ss in order to practice the questions and answers according to
This worksheet is a
the model that appears in worksheet 5.3. T must copy his/her partners answers on the board, for Ss to have a reference on how they should do it.
format to interview
Ss. It is divided into
• Once Ss are clear, T pairs Ss up and have them practice the model once or twice. T monitors pairs in order to check for understanding.
student A and B.
To interview • when Ss are ready, T encourages Ss to ask and answer with complete sentences as possible, making sure Ss use at least key words for questions
TIP:
Ss about the (who and when) and key words for answers (my mother, on Monday, everyday).
20 T can create
Task chores they and
min conventions on the
their relatives • Ss must register their partners’ answers in the same worksheet. Since many Ss don’t know how to write, T asks them to draw a face representing
board for standard
do the person of their partner’s family who does an specific shore. If Ss answer “Me”, then they should draw their partners face as they want.
faces that represent
main family members
• to answer the question “when”, Ss could copy from the board the corresponding day of the week. T must introduce the new word everyday:
(father, mother,
-Monday
grandma, grandpa,
-Tuesday
brother, sister and
-Wednesday
aunt)
-Thursday - Everyday
-Friday
-Saturday
-Sunday
SEN ADAPTATION:Most Ss may be still on the process of learning how to read and write, so it is important to offer them the model for writing the
days of the week. This will be an opportunity for them to practice letter recognition and association and handwriting as well. For this reason, T must
make sure Ss go over the spelling (review) of the days of the week in a couple of minutes.
To identify • T asks Ss: “Did you answer “ME” to some questions? Which of your classmates answered “ME” to more than 3 questions?
the s who
5 min Wrap up T-S
collaborates the • T asks Ss to report what their classmates do to help at home. E.g. Luciana washes the dishes in the afternoon, she makes the bed every day, she
most at home takes out the trash on Sundays.
• Reading: Tyding up together worksheet 5.1. This PPT displays a short story about family members and the chores they do at home.
Resources • Worksheet 5.2. This worksheet is a matching game about chores.
• Worksheet 5.3 This worksheet is a format to interview ss. It is divided into student A or B.
SEN ADAPTATION: Visually impaired ss can be provided with the following worksheet to learn the family members in Braille. http://braillealphabet.org/braille-worksheets/2014/braille-names-family-worksheet.
pdf The link displays a basic worksheet with answer keys for learners how to write the basic family members in Braille.
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ADDITIONAL ACTIVITY
• T can choose any video that displays a family doing house chores
• From this video T can elicit important vocabulary for the main task: family members vocabulary review Suggested video:
T-Ss https://www.
10 To activate prior
Warm up 2 • Before watching the video, T can tell Ss to pay attention to the people who appears in the video and the type of activities they do Ss youtube.com/
min knowledge
watch?v=DgXzJfyZET4
• T can pause the video and make emphasis on the activities and people that appear in the video
• T asks Ss to share in pairs the people they identified in the video and the activities as well finally, Ss report key words to T.

ADDITIONAL ACTIVITY
• T will have family chores flashcards (worksheet 5.4), since the file has many flashcards, T can choose 7 to teach Ss the following vocabulary: make
the bed, wash the dishes, do the laundry, sweep the floor, cook, dust and wash the windows.
• T will also have family members’ flashcards which can be recycled from previous units).
• T will start telling Ss, In my house, all my family helps to clean up. My mother cooks, my father washes the dishes, I make my bed, my sister picks MATERIALS:
up the toys, etc. Flahscards about
To reflect on T-Ss
15 family members and
Pre-task 2 chores Ss s-s
min • T can give one example with each member of the family putting the flashcards together as T names the family member and the chore. chores
perform.
worksheet 5.4
• Then, T gives a chore flashcard to a student and asks him/her about his/her family. E.g: Who cooks in your home?
• T encourages Ss to answer and point at the corresponding family member flashcard. Then T chooses another student and does the same.
• Eventually, T can ask give the chore flashcard to a student so he/she can answer the question to one of his/her peers. This can be done about two
or three times to promote s-s interaction
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TOPIC: I respect my friends at school
MODULE: 2
UNIT: 5
SESSION: 2
AIMS: By the end of the session, Ss will identify and name some basic strategies and actions to be a good friend and to behave in class.

• T asks Ss to sit on the floor.
• Before class, the T has posted some flashcards with basic classroom commands around the classroom.
• T tells Ss he/she is going to ask one S to look for one flashcard with one specific command and the S must go and find it.
To activate
prior knowledge
• When the S finds it, he/she can tell the rest of the class to perform that action.
10 while reviewing
Warm up T-Ss
min simple
• E.g. T says, Stand up. S goes and finds the flashcard and when S comes to the circle the S tells the rest of the Ss to stand up.
classroom
commands
• Flashcards can have commands, such as stand up, sit down, be quiet, raise your hand, open your book, close your book, take notes, etc.
SEN ADAPTATION: T may teach the class some basic commands in sign language for Ss to be able to interact with Ss with hearing disability. Work-
sheet 5.6 displays an image with basic commands.
• T asks Ss to watch the video “I can follow the rules” and try to imitate the movements.
• Then T plays the video again and stops it after each rule is mentioned to clarify vocabulary and pronunciation.
• T asks Ss to listen to the song one more time and try to sing along.
To identify
• Finally, T asks Ss to classify the rules from the video about class activities and classmates. E.g. “What rules are about the class? What rules are video “I can follow
important rules
about your classmates? the rules” available at:
15 to perform well
Pre task -Class activities: follow the directions, listen to my teacher. T-Ss https://www.youtube.
min in class and
-relationship with others: keep my hands to myself, be nice to everybody com/watch?v=iQxK-
to be a good
Ah7has
friend.
• T elicits answers from Ss and encourages them to provide complete answers by following the commands presented in the video.
SEN ADAPTATION: Although there are a number of versions about this song, this version is particularly useful to involve hearing impaired Ss as the
characters from the video use gestures and body language to explain each rule.
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• T tells Ss that as a class they are going to create a poster in order to remember the most important classroom rules
• T pairs up Ss and gives them 1 piece of coloured paper or 1/8 cardboard.
• T tells Ss that each pair is going to create a rule to be included in the poster.
• T provides Ss with one of the cut outs about classroom rules (Worksheet 5.5) and asks Ss to cut, paste and decorate their part of the poster. T
gives Ss 10 minutes. MATERIALS: Classroom
rules cut outs, blank or
To collaborate T-Ss
• After ten minutes, T asks Ss to present their rule to the class in order to identify the order in which they should be pasted on the poster based on colour paper, scissors,
20 Task and to come up with Ss-Ss
their relevance for the class. glue, craft paper.
min report the class rules
poster.
• T presents and practices with Ss with the following conversation model: Our class rule is : __________ It’s important to do well in class / be a Worksheet 5.5
good friend. Once each couple has presented, they stick their paper on the board.
• When all Ss have presented, T asks Ss to vote for the rules they consider to be the most important so that they can be pasted on the poster in their
order of importance. E.g T: “Which rule is the most important for you? S: “the most important rule is to...”
• T helps Ss negotiate and puts a big piece of craft paper on the floor so that Ss can paste their rules in the order they agreed on.
*Additional activity 2.
To review • T plays the “I can follow the rules” song once again and encourages Ss to sing along. At the end, T points at the other rules included in the poster
5 min Wrap up T-S
classroom rules. and together with Ss, try to sing them out too.
Video “I can follow the rules” available at: https://www.youtube.com/watch?v=iQxK-Ah7has . The link displays a short song about some of the most important classroom behaviours.
Classroom rules cut outs, blank or colour paper, scissors, glue, craft paper.
Resources
worksheet 5.5
worksheet 5.6 (Warm up SEN adaptation)
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ADDITIONAL ACTIVITY
• T can choose a video related to “basic classroom rules”
• T asks Ss to sit and watch the video without stopping it.
• After the video is over, T asks Ss what they remember, (What are good things to do at school?)
Bullying is another
To review basic • T gives examples like, When a S wants to speak what do you do? Do you speak without permission? T acts out that situation T asks, Do you raise
concept that has to be
classroom rules your hand and wait for permission? and T raises his/her hand.
introduced carefully.
10 while presenting
Pre- task 2 T-Ss You might want to
min the concept of • The idea is to have Ss reflect on how to behave in the classroom and at school.
explain this in Spanish
being a good
or provide the Spanish
friend. • T then repeats the video to stop on the part where they talk about bullying and being a good friend.
term.
• T asks Ss, How do you help a friend? How do you stop bullying?
• Ss can name some ideas in Spanish and the T can repeat them in English. However, T has to encourage Ss to use the English word, meaning or
expression.

ADDITIONAL ACTIVITY
• T pairs up Ss and gives them ½ sheet of craft paper.
• T tells Ss they are going to create a drawing with ideas on how to be a good friend and have good behaviour in the classroom.
To have Ss
reflect on what • T assigns one of these two topics to each pair and tells them that the best posters will be pasted on the school bulletin board MATERIALS: Craft
T-Ss
being a good paper, markers, colour
Task 2 and Ss-Ss
15min friend is while • T monitors Ss’ work and helps them with the vocabulary they don’t know. When Ss are finished they share their posters with the class. pencils or any other
wrap up
performing material Ss may need
hands on • Ss in pairs briefly explain their drawing. to create their poster.
activity
• Before drawing conclusions, T presents and practice with Ss the following conversation model: to be a good friend it is important to
___________ For example you can ______
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TOPIC: keeping good relationships at my school
MODULE: 2
UNIT: 5
SESSION: 3
AIMS: By the end of the session, Ss will identify and name some actions they should and shouldn’t do to keep the school’s environment healthy.

• T asks Ss to make a semi-circle in front of the white board without their bags.
• He/she displays the video: “The rules of the classroom.”

• Teacher asks students to move their bodies along with the music and repeat the lyrics displayed on the video. T stops video on each rule to video: The rules of the
reinforce pronunciation and asks students to mime each action as well. classroom available
T-S
To learn some at https://www.
S-T
5 min Warm up rules in the • T plays the video a second time, this time asking Ss to sign along, dance, and mime each action. youtube.com/watch?
S-S
classroom. v=A09cO4n7KYI TIP:
• Option: T can ask small groups to take turns (each group sings a rule). Arrange chairs in the
classroom in a semi-
• Raise your hand and wait to speak, walk in school, run or skip, be nice, be a bully, keep your hands and feet to yourself, touch your neighbours’ circle.
space, clean up all the time, leave a mess.
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• T recycles do’s and don’ts from video. T pastes two flashcards (one with a happy face and the word “should” and the other with a sad face and
the word “shouldn’t” on it) worksheet 5.7
• T provides each S with one action from video (each action should be written on a piece of paper). Ss are instructed to paste their actions on the
corresponding flashcard (happy face/should or sad face/shouldn’t).
• Once actions have been posted accordingly, T should reinforce pronunciation (should and shouldn’t plus actions).
Raise your hand
Wait to speak
To introduce
Walk in school
new language
Run or skip worksheet 5.7
and vocabulary T-S
15 Be nice
Pre-task about good S-S
min Be a bully worksheet 5.8
and wrong
Keep your hands and feet to yourself
behaviours in
school.
• Option: Teacher can paste twice each flashcard to make two teams in the class and have them compete.
• Now, teacher displays a PPT with slides showing pictures that represent behaviours that favour and behaviours that affect the healthy environment
in school. See pictures in worksheet 5.8
• Actions represented on pictures are: Litter, draw on the walls, damage chairs, leave bathrooms dirty, paint the school, plant trees, pick garbage, flush
the toilet, put papers in the baskets.
• Using pictures and verbs, T reinforces pronunciation and meaning of each action.
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• With worksheet 5.9, T asks students to work in pairs and match actions with what they should and shouldn’t do at school.
• Meanwhile, T displays pictures on slides again to help Ss remember the vocabulary needed.
To have
students • T monitors students’ work and reinforces instructions if necessary. T-S
20
task practice with S-S worksheet 5.9
min
new vocabulary • When done, T asks students to report their answers to the class. Each pair can share an example with should and one with shouldn’t.
and language.
• T is advised to reinforce pronunciation.
Reinforce
• T. displays a slide with all answers from worksheet 5.9 - in order to reinforce actions they should and shouldn´t do in order to keep a healthy
5 min Wrap up language T-S
environment at school.
learned.
worksheets 5.7 and 5.8 printed as flashcards.
Classroom rules video: https://www.youtube.com/watch?v=A09cO4n7KYI
Resources
This link displays a short animated song about 5 basic rules to behave in class. It includes dos and don’ts.
worksheet 5.9
Homework Ask students to bring cut outs from newspapers, pictures, or images that represent good and bad actions people do at home and at school.
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ADDITIONAL ACTIVITY
Video: Music
for Classroom
SEN ADAPTATION: If there are hearing impaired students, the video suggested could provide these students with more sign language in order to
Management - I Can
complement the previous video from warm up activity.
Follow the Rules song
Available at https://
• Other “should” activities could be added:
To help students www.youtube.com/
- listen to my teacher
10 Warm up 2 get familiar with T-S watch?v=kii8Nr5UYpc
- follow the directions
class rules. This link displays
- follow the rules
a short song with
- Keep my hands to myself
sign language and
- Be nice
gestures related to
classroom behaviours.
Resources For additional Activity 1: cardboard, markers, sheets of paper, colored pencils

ADDITIONAL ACTIVITY
• In order to complement students’ work, T. can divide the class in two teams. Each group appoints one representative to come in front of the class
To have in order to play Pictionary.
students T-S Actions written on
15 Task 2 practice with • T shows representatives one of the actions they had worked on from worksheet C. Then, each student needs to draw on the board the action S-S separate pieces of
new vocabulary requested. In order to win a point, each group needs to say the action using SHOULD. For instance, WE SHOULD or SHOULDN´T _______________. paper.
and language.
• Students in groups take turns to give everyone the chance to draw.
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TOPIC: Keeping my family and friends healthy.
MODULE: 2
UNIT: 5
SESSION: 4
AIMS: By the end of the session, Ss will present a collage with some images that represent ideas on how to keep their home and school with a healthy environment.

• T tells Ss they are going to sing “This is the way” song, but with actions related to house chores and school.
• T starts singing the song by saying “This is the way I clean my classroom, clean my classroom…” and acts it out
To set up Ss’
attention and T-Ss
10 • T invites Ss to imitate him/her and continues singing the song while varying the chores or actions vocabulary.
Warm up create a good Ss
min
atmosphere to
• T can include actions like help a friend, pick up the trash, organize the chairs, and raise my hand, and any other action or chore Ss have seen during
start class
the unit. Depending on Ss’ level, T could also invite some of them to take the lead and state some sentences themselves.
• T can also mention actions without acting to check Ss’ comprehension of vocabulary.
• T sets Ss in groups of 3 and they are going to create their own banners with ideas on how they help at home and school.
• Each group of Ss receives a piece of craft paper and T tells them they are going to use the images they brought from home to create the collage
with the right and wrong actions they do at school and at home.
To reflect
on right and • Ss can paste pictures and decorate the collage. T-Ss MATERIALS: Craft
20
Pre-task wrong actions S-S paper, images brought
min
at school and • T monitors Ss’ work and goes around helping them with vocabulary. by ss.
home
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• T provides students with a model on how to present their collages: He/she models instructions with examples from students’ collages and asks
one student to do it, too.
At home we should _________.
At home we shouldn’t __________.

T-Ss
To present At school we should ___________.
15min Task collages to the
class. At school we shouldn’t __________. SS-SS
• Groups should briefly explain their collage to the class using the models provided.
• T should monitor as Ss present and take notes on their performance. Once presentations are over, T should provide Ss with feedback.
SEN ADAPTATION: Ss with hearing or speaking disabilities may be paired up with another so that one of them uses sign language and the other
explains the collage orally.
House chores flashcards. Recycled from previous sessions

Healthy and unhealthy house and school environment images
Resources
Craft paper per each group of 3 Ss, colours, markers, glue, tape.
Clean-up song can be taken from: https://www.youtube.com/watch?v=oY-H2WGThc8. The link displays a short animated song about activities to be done at school or at home in order to clean up.
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ADDITIONAL ACTIVITY
• T can use the healthy and unhealthy school images from the previous session to review the concept of healthy and unhealthy and right and
wrong actions.
• T can also review family chores by asking Ss, How do you help at home? Showing them different household chores flashcards to review
vocabulary.
To present the
concept of a
• T gives Ss examples of how he/she helps at school and at home to create a good environment.
banner and Make sure to have
10
Pre-task 2 explain to Ss the T-SS models on a slide or
min • T can use cut-outs for these examples or material used on previous lessons to reinforce vocabulary.
task they will do on a poster.
while reviewing
• T says, I help at home when I wash the dishes and I help at school when I respect my friends, or when I clean the classroom.
vocabulary
• Then the T says, I don’t help at home when I my room is messy, I don’t help at school when I litter.
• Now, T encourages a few Ss to model the language previously introduced.

ADDITIONAL ACTIVITY
• For kinaesthetic students:
• T. hides 10 different words related to house chores and school activities in different parts of the classroom (sweep the floor, iron clothes, wash
the dishes, take out the trash, flush the toilet, plant a tree, pick up the garbage, listen to the teacher, clean up, pay attention)
To review key T-SS Slips of paper with key
15 • Students are asked to find as many as possible. Once a S finds one, he/she needs to write it one the board.
Pre-task 3 vocabulary from SS-SS words or phrases for
min
Unit activities.
• Then, T. asks Ss to mime actions written on the board to double check understanding of the concepts which had been studied on previous
lessons.
SEN ADAPTATION: Mimic may involve hearing/speaking impaired Ss in the class and give them an active role. Also it may encourage other learners
to understand their condition and to cooperate with them.
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worksheet
5.1 Family flashcards
5.2 household chores
MODULE 2
WORKSHEETS – LIST 5.3 Household chores chart
1.1 Food chart 5.4 Household chores
1.2 What can you find in your fruit salad? 5.5 Classroom rules
1.3 Food bingo 5.6 Basic sign language
1.4 Fruits and vegetables domino 5.7 Should- shouldn’t
2.1 Everyday activities slips 5.8 Take care of things
2.2 Activity canlendar 5.9 Should-shouldn’t chart
2.3 Activity cutouts

3.1 Can you…?
3.2 Sports crossword
3.3 I can….
4.1 Healthy habits chart
4.2 Activities flaschards
4.3 diseases
4.4 diseases flashcards
worksheet
190

1. watch the video and check ( ) yes or no according to the foods the dragon eats for breakfast.
foods Yes no foods Yes no foods Yes no
Chicken Grapes Cabbages
1.1 / Food chart

rice Cake Tomato
apples Fruit Mushrooms
Sausages vegetables Beans
Oranges mangoes sweet
worksheet
191
1.2 / What can you find in your fruit salad?

1. listen to your teacher describing foods. Colour each fruit according to the colours you hear.
worksheet
192
Master Bingo Card
1.3 / Food bingo

milk
water
soda
bread
cheese
meat
chicken
cabbage
chocolate bar
sandwich
banana
grapes
orange
carrots
tomato
apple
worksheet
193
1.4 / Fruits and vegetables domino

Broccoli Lettuce
Broccoli
Banana
Banana Mushrooms Carrot

Onion
Apple
Lettuce
Mushrooms
Carrot cabbage
cabbage
Lettuce
tomato
Onion Lettuce
Apple tomato
worksheet
194

1. provide each pair of ss with a set of images for pre-task 1.
2.1 / Everyday activities slips

worksheet
195
month
year
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
2.2 / Activity canlendar

worksheet
196
2.3 / Activity cutouts

Jose
Jorge
ela
Marc
Mario
Sara
o
Antoni
Maria
o
Gerard
Alicia
o
Robert
o
Santiag
worksheet
197

1. interview your classmates to find a person who can do these activities. Write the name of the classmates who says YES.
QUESTION: Can you ___________
ANSWER: Yes, I can / No, I can’t.
3.1 / Can you…?

NAME _____________________________ NAME _____________________________
NAME _____________________________
NAME _____________________________ NAME _____________________________ NAME _____________________________
worksheet
198
P W H G P M L S Z T R W A D
3.2 / Sports crossword

L C X C V H S L K U N A H C
G N I H S I F Z A A V P H K 1. BASKETBALL
2. TENNIS
S W I M M I N G X B T O I B 3. BASEBALL
4. RUGBY
5. SWIMMING
F X D Y E I R N 6. SKIING
7. SKATING
8. FISHING
R M R R X S N U 9. SORF
10. WINDSURF
11. FOOTBALL
F R U S X Y A G
G P T I Z W W B
K N X X V T O G
U R I K C Q L H
Z N K I V F R U S D N I W N
T M R X K L L A B T O O F U
Z L V B A S K E T B A L L R
S T E N N I S Y B G U R L O
worksheet
199
P W H G P M L S Z T R W A D
3.2 / Sports crossword

L C X C V H S L K U N A H C
G N I H S I F Z A A V P H K 1. BASKETBALL
2. TENNIS
S W I M M I N G X B T O I B 3. BASEBALL
4. RUGBY
5. SWIMMING
F X D Y E I R N 6. SKIING
7. SKATING
8. FISHING
R M R R X S N U 9. SURF
10. WINDSURF
11. FOOTBALL
F R U S X Y A G
G P T I Z W W B
K N X X V T O G
U R I K C Q L H
Z N K I V F R U S D N I W N
T M R X K L L A B T O O F U
Z L V B A S K E T B A L L R
S T E N N I S Y B G U R L O
worksheet
200

1. O = YES
X = NO
3.3 / I can….
worksheet
201
4.1 / Healthy habits chart

Activity My classmate’s name In the morning In the afternoon At night
worksheet
202

1. Reading comprehension activities
4.2 / Activities flaschards

playground roundabout monkey bars
swings springy rope bridge
slide sandpit drinking fountain
seesaw climbing frame path
worksheet
203
Read and match:

What’s the matter?
4.3 / diseases
I have an earache
I have a headache
I have a stomach ache
I have a toothache
I have flu
I have a cough
I have a sore throat
I have diarrhea
worksheet
204

Draw the pictures in the boxes below:
a runny nose, a cough, a sore throat, a headache, a cold, a stomachache
4.4 / diseases flashcards

What’s wrong?
I have a cough
worksheet
205
Household chores
wash dishes do the laundry wash the windows
5.1 / Family flashcards

Who washes the dishes? Who does the laundry? Who washes the windows?
V
Sister washes the dishes. Father does the laundry. Father washes the windows.
Where is she? Where is he? Where is he?
She is in the kitchen. He is in the laundry room. He is in the living room.
cook the meals

iron the clothes make the bed
Who cooks the meals?
Grandmother cooks the Who irons the clothes? Who makes the bed?
meals. Sue irons the clothes. Tina makes the bed.
Where is she? Where is she? Where is she?
She is in the kitchen. She is in the laundry room. She is in the bedroom.
Pick up the toys vacuum the carpet mop the floor
Who picks up the toys? Who vacuums the carpet? Who mops the floor?
Cousin picks up the toys. I vacuum the carpet. Grandfather mops the floor.
Where is she? Where am I? Where is he?
She is in the kids’ bedroom I am in the living room. He is in the bathroom.
sweep the floor

dust the furniture
take out the trash
Who sweeps the floor?
Grandfather sweeps the Who dusts the furniture?
Who takes out the trash?
floor. I dust the furniture.
I take out the trash.
Where is he? Where am I?
Where am I?
He is in the kitchen. I am in the dining room.
I am outside.
worksheet
206

Read the names of the chores and match them to the corresponding image.
wash dishes
5.2 / household chores

cook the meals
Pick up the toys
sweep the floor
do the laundry
iron the clothes
vacuum the carpet
dust the furniture
wash the windows
make the bed
mop the floor
take out the trash
worksheet
207

1. Ask your partners about the chores they do at home and the days in which they do them.
2. Ss draw a face(s) representing the person who does an specific shore (mother, father, grandma, grandpa, brother, sister, etc). For the day of the week, Ss write the day with letters (Ss copy the days of
5.3 / Household chores chart

the week from a model on the board)
QUESTION: Who does this chore in your house?

ANSWER: Me/my __________
QUESTION: When?
ANSWER: On _day of the week__
Household chore Who? When? Household chore Who? When? Household chore Who? When?
worksheet
208
5.4 / Household chores

Take out the trash make the bed dusting
worksheet
209

wash the dishes walk the dog clean the cat litter
worksheet
210

wash the windows do the laundry rake the leaves
worksheet
211

vacuum mow the lawn get the mail
worksheet
212

ironing water the plants unload the dishwasher
worksheet
213

wash the car sweep the floor pull the weeds
worksheet
214

shake the rug turn in recycling shovel the snow
worksheet
215

cook paint the fence water the lawn
worksheet
216

run errands read to someone pick up toys
worksheet
217
School
5.5 / Classroom rules

OUR CLASSSROOM RULE ONE
Listen when your teacher is
RULE TWO
Follow directions quickly
RULES talking
RULE THREE RULE FOUR

RULE FIVE
Respect others. Respect your Raise your hand to speak to the
Be safe. Be kind. Be honest
self. Respect your school class
BE RESPECTFUL BE RESPONSIBLE BE SAFE
worksheet
218
NOT Please Thank you More All done
5.6 / Basic sign language

Help Play Please be quiet Slow Don’t
listen I’m ready OK Hello It’s time
Suggested websites to check:

http://www.lenguasdecolombia.gov.co/content/pdf-del-diccionario-b%C3%A1sico-de-la-lengua-de-se%C3%B1-colombiana
https://www.youtube.com/watch?v=3Zqzarqesk4
worksheet
219
5.7 / Should- shouldn’t

A SHOULD
B SHOULDN’T
worksheet
220
5.8 / Take care of things

DON’T BE A
LITTER BUG!
worksheet
221
5.9 / Should-shouldn’t chart

SHOULD SHOULDN’T
Match these verbs with the correct face.
Draw on the walls

Damage chairs
Leave bathrooms dirty
Paint the school
Plant trees
Pick garbage
Flush the toilet
Put papers in the baskets
MODULE 3 I am a natural artist
1
es &
ions
l valu
tradit
a
UNIT
Cultur
ALCALDÍA MAYOR
DE BOGOTÁ D.C.
MODULE 3
Word Bank
Abilities
Artistic expressions
Visual-impairment
Wild animals
4
Artistic talents and abilities
Assessment
Continents
Countries
Ecosystems
Fauna
Flora
Guabina
Hearing-impairment
Holidays
Joropo
Mapale
Means of transportation
Memorable dates
1
Monitor
Music genres
Musical bounds
National celebrations
National symbols
Punched Borders
Recycling
Sen adaptations
Shapes
Ss performance
Traditional dishes
Traditional food
Traditional music
Traditions
Transportation
CYCLE:
225
TOPIC: My special artistic talents and abilities at home and at school
MODULE: 3
UNIT: 1
SESSION: 1
AIMS: By the end of this session, students will be able to recognize their own artistic abilities and likes regarding different art expressions.

• T asks Ss to sit down on the floor to form a circle so that everybody sees each other’s face.
• T has flashcards with the main vocabulary and shows them to Ss one by one so they can identify what they see. T says aloud the word to make Ss For this activity T
drill what they hear. must have flashcards
with the professions:
• T sits down with Ss as well, in order to lead the activity and sets the flashcards facing down. T takes an empty plastic bottle and spins it in the Singers, Cartoonists,
middle of the circle. When the bottle stops, the S who is facing its cap (the top of the bottle) has to pick one of the flash cards from the middle of T-S Musicians, Sculptors,
the circle and acts it out so the rest of the Ss guess the word. Actors, Dancers,
10 To introduce
Warm up Acrobats, Painters
min new vocabulary
• T does the activity until all the professions are practiced and praises Ss’ performance with positive comments.
T will repeat the
• T pastes the flashcards from the activity on the board and makes the Ss repeat the words one more time. words to the students
as many times as
SEN ADAPTATIONS possible so the Ss can
• For visually-impaired Ss, T must describe orally the professions so these Ss can identify who is the person that makes each profession. practice in class.
• For hearing-impaired Ss, T must show the words of the professions written in other flashcards.
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• Ss remain on the floor and T presents the objectives to Ss using other flashcards and examples specifying the work abilities related to the
T must previously
occupations:
prepare and use
“Sing – I can sing” (T mimics)
flashcards or internet
images with the
• Once again T sits down in a circle on the floor and spins the plastic bottle.
action verbs Sing,
T-S
Draw, Paint, Play an
• When the bottle stops, T dares the S in front of the bottle with a question: Can you sing?” T encourages S to answer, Yes, I can. or No, I can’t
instrument, Dance,
Sculpt, Act, and
• After the S answers, T encourages him/her to make associations and stick each flashcard next to the corresponding profession that were previously
To present and Somersault.
pasted on the board, e.g. Paint with Painter…
15 contextualize While T leads the
Pre-task
mins the topic about activity, he/she has
• Every time a student comes to the board to paste a flashcard, T encourages him/her to say, I can be an actor, I can be a singer, etc.
artistic abilities to encourage Ss to
follow the language
• After practicing the same activity a couple of times, T asks for volunteers to lead the activity a few more times. T can help Ss start or finish the
modelled by T.
words in case they cannot manage them well. S-S
It is OK if Ss make
mistakes, since it is a
*ADDITIONAL ACTIVITY 1
free practice activity
for them to get used
SEN ADAPTATIONS: For visually impaired Ss, T must describe orally the action verbs so these Ss can match them with the professions on the board.
to the language.
For hearing-impaired Ss, T must show the words of the action verbs written in other flashcards. T also needs to write down on the board the examples
of the sentences to produce.
• T hands out the Worksheet A to each student in where he/she decides how artistic they are by drawing what they know to do.
• T encourages Ss to trace the words under each drawing like I can sing, I can be singer; I can dance, I can be a dancer, etc. S-S
T must use
• At the end of the activity, Ss motivated by the teacher who want to present their drawing to the class, move to the front and say their names, the Worksheet 1.1
To communicate
ability and the profession they chose: My name is Sophia. I can play an instrument. I can be a musician. Encourage Ss
through a
to say complete
15 Task drawing of the
• Ss support their classmates with applause and T congratulates Ss for their hard work and talent. sentences, but T can
abilities each S
pay attention to the
has.
*ADDITIONAL ACTIVITY 2 process as well.
T-S
SEN ADAPTATIONS: For visually impaired Ss, T must pair these Ss with other classmates so they describe their abilities and the other Ss helps
drawing.
For hearing-impaired Ss, T must write the instructions for them and give them examples.
• T calls 2 Ss from different groups to the front of the classroom and asks them to answer as fast as possible every flashcard that is shown.
5 min Wrap up • T repeats this activity with different students from different groups. T-S
SEN ADAPTATIONS: For visually impaired Ss T must describe orally the flashcards.
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ADDITIONAL ACTIVITY
• T motivates Ss by reminding them that all of them have talents.
To support T-S T must prepare the
students in • T asks Ss to repeat the vocabulary and structure once again using the two columns of images pasted on the board I can sing. I can be a singer.
little flashcards in
the process
advance.
10 of getting • T takes off the flashcards from the board, so that Ss cannot see the pairs anymore.
Pre-Task 2 T must encourage
mins familiar with the
Ss to name the
usage of the • T groups Ss and gives them a set of little flashcards with the same images. Ss have to organize them in pairs by making associations.
S-S flashcards as they are
vocabulary and
organizing them.
the modal Can • As a whole class activity, T and Ss check the correct answers and give feedback

ADDITIONAL ACTIVITY
• T tells Ss that they are about to perform in front of their classmates.
To perform • T asks Ss to select one profession and groups them according with what they choose.
T goes around the
a profession
15 Task classroom helping Ss
and the • T explains Ss that they have 5 minutes to create a short presentation which demonstrates, for example, how good they are at singing or drawing. S-S
mins extension to be more fluent with
corresponding
their presentations.
ability • Ss perform in front of the class and the rest of the classmates give feedback at the end of each presentation.
SEN ADAPTATIONS: For both visually and hearing-impaired Ss will have all the help needed throughout their classmates.
A plastic bottle
Half page (11cmx14cm) flashcards with lines to cut with the professions images (Singers, Cartoonists, Musicians, Sculptors, Actors, Dancers, Acrobats, Painters) and the work abilities related to these occupations
Resources (Draw, Paint, Play an instrument, Dance, Sculpt, Act, Somersault, Sing)
Little flashcards (5cmx7cm) with the images and names of the artistic abilities and professions.
Worksheet 1.1
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TOPIC: My favourite kinds of artistic expression
MODULE: 3
UNIT: 1
SESSION: 2
AIMS: By the end of this session, students will be able to share with others their artistic abilities and likes through an artistic product made by themselves

• T greets and welcomes Ss to the class.
• Concentration game: T places the previous session’s flashcards on the wall; they should be faced down so that Ss cannot see the images with the
words of the verbs related to artistic abilities such as sing or dance, and artistic professions like singer or dancer.
The first round is
aimed to model the
• T selects a S to stand up and take one of the cards. The S has to name and show it to the rest of the class to memorize where the image was. T-S
activity until Ss get
To review and used to it.
• T asks the same S to turn over another image and repeat the same thing from the previous action.
10 practice the
Warm up
min last session T needs to help
• If the S notices that the two words are related, he/she can take the two images to his/her chair. If not, the images are turned over, and the T looks
vocabulary the Ss to create
for another volunteer. S-S
the sentences well
structure using the
• Every time a S pairs two cards, e.g. the Dancer with the action Dance, all Ss with the T help, have to build a sentence with those words I can be a
prompt I can…
dancer, I can dance.
SEN ADAPTATIONS: For visually impaired Ss, T can describe orally the flashcards so these Ss can identify them and pair them.
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T needs to prepare in
advance a PPT with
the slices representing
different art
• T presents the objective to Ss about associate different art expressions vocabulary, such as music, painting, dancing and acting, with basic positive expressions and using
adjectives to describe arts like great, cool and nice. the positive adjectives
to describe them.
• T tells Ss that art is expressed in different ways like music, painting, dancing and acting. T shows a PPT of these common art expressions. For T must have happy
example, for music, a popular singer performing on a stage; for painting, an image of a painter; for dancing, a popular dance like salsa; and for faces cut in papers
acting, the image of a famous actor or a known movie. representing de three
different grade of
• During the presentation, T places examples on the board of the adjectives in each category showing three types of happy faces according to his/ excitement, nice, cool
T-S
her tastes. Each one representing a different grade of excitement for nice, cool and great (Worksheet 1.2). and great (Worksheet
To introduce
1.2).
the topic and
10 • T tells Ss that he/she likes music, so T plays a video sample of a really nice dance for some seconds. T stops the video and justifies why music is T needs to have a
Pre-task contextualize
mins good for him/her, I like music because it’s great. music video, an image
language and
of a beautiful painting
vocabulary
• Then teacher shows an image of a cool painting and says I like painting because it’s cool. and an image of a
movie that he/she
• T shows the image of a movie or a famous actor and says, I like acting because it’s nice. really likes at the end
of the PPT.
SEN ADAPTATIONS: For visually impaired Ss, T must give them in advance the three happy faces with relief borders so they build an image in their It is important that
minds. During the PPT, T must describe orally the images or play related sounds. T acts out and uses
facial clues so Ss
For hearing impaired Ss, T needs to write down the meaning of each face on the board understand the
different meaning
of intensity in each
word (a vocabulary
technique called
“scales”)
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• T shows Ss a sample of a mini-poster (Worksheet 1.3) according to the topic, as an example for Ss to do and decorate theirs with different material
available at school (recycling paper, magazines, temperas, clay, play-dough, strips of coloured paper, etc.). T encourages Ss to be creative and use
T needs to print out in
different colours and materials according with their tastes.
advance a mini poster
according with the
• Each S stands up and shows their posters to their classmates. Ss need to explain what they did by using sentences like My favourite artistic
topic and using the
expression is music. This is reggaeton, I like reggaeton because is cool.. My favourite artistic expression is painting. This is a flower; I like flowers S-S
art expressions and
To foster because they are nice... T helps students in the construction of the sentences.
the adjectives. See
speaking skills
20 Worksheet 1.3
Task and show • Ss hung up their posters around the classroom and choose a favourite one.
min Complete sentences
understanding
are not a must;
of vocabulary *ADDITIONAL ACTIVITY 1 T-S
however, they should
be modelled and
SEN ADAPTATIONS: For visually impaired Ss, T can describe the poster and pair these Ss with other classmates so they can describe what they want
encouraged at all
on their posters and the other classmates help with the construction a composition of it.
times.
• For hearing impaired Ss, T must hand out the example of the sentences written on a paper.
• T tells Ss that they are about to play a mimics game. T asks Ss to stand up and get ready to participate.
• T demonstrates the actions for each artistic expression. T plays an instrument for music, T simulates drawing something in the air for painting, T
dances an imaginary song for dancing and acts a scene for acting.
To mimic
• T names one artistic expression and Ss must mimic the action.
the artistic
5
Wrap up expressions T-S
mins • T repeats several times the words each time faster to make the activity fun and challenging.
and review the
vocabulary
SEN ADAPTATIONS: For visually impaired Ss, T can describe orally the actions so these Ss can mimic them.
For hearing impaired Ss, T must write down the instructions and the artistic expressions on the board so these Ss can read them a follow the activity.
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ADDITIONAL ACTIVITY
• T reminds the Ss of the three faces according to the different opinions worked on in the previous activity and shows them again at the end of the
presentation.
T monitors Ss’ work
To express an
• T gives Ss three medium-sized circles of cardboard to draw their faces expressing the same feelings, just like what the T showed in the presentation. and encourages and
10 opinion about
Pre-task 2 T-S guides them to use
min an artistic
• T takes Ss to observe their mini posters. T asks Ss to give an opinion on their classmates´ posters and to raise their cardboard faces and say aloud complete sentences
sample
what their opinion is. when responding
SEN ADAPTATIONS: For visually impaired Ss, T can describe the posters so these Ss can raise their faces with relief borders and give an opinion.

ADDITIONAL ACTIVITY
• T explains Ss that they are going to sculpt one symbol from one artistic expression and that they must choose which one they like the most, music,
painting, dancing, and acting.
• T elicits ideas from the Ss, e.g. for music the symbol could be a musical note, for painting could be a brush, etc
T could help Ss to use
15 Task Modelling an • T hands out different pieces of play-doh in different colours to the Ss. the play-doh wisely
S-S
min extension artistic symbol and help them with
• After creating a symbol, T encourages some Ss to show their sculptures to the rest of the class. some ideas.
• Ss give once more their opinions using the three faces from the activities before.
SEN ADAPTATIONS: T can help visually-impaired Ss to mould their figures.

A presentation with images and videos (previously downloaded) to support the explanation of the vocabulary: music, painting, dancing and acting, with basic positive adjectives to describe arts like great, cool
and nice. If it is not possible to show a PPT presentation, T should prepare all material only in printed images.
Video beam, speakers, computer.
Resources
Three medium-sized circles of cardboard for each S (according to sample worksheet 1.2)
Mini poster example worksheet 1.3 and different material available at school.
Different colours of Play-doh.
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TOPIC: Traditional colours and symbols
MODULE: 3
UNIT: 1
SESSION: 3
AIMS: By the end of the session, students will be able to identify, value and name different types of typical music from their own culture and international genres that influence
them.

• T says hello to all Ss.
• T shows Ss the figures of Mike (the HE- Robot) and Sally (The SHE- Robot): Worksheet 1.4
Students should be
asked to be seated
• T tells Ss they are very artistic. (They like to sing, they like to dance, they like to paint, they like to draw, and they like to act).
on the floor. Chairs
To present
should be placed
the new topic • T presents Ss the robots artistic abilities flashcards which represent these activities: worksheet 1.5
10 against the wall.
Warm up or review and T-Ss
mins
practice the • T gets the robots singing, dancing, acting, painting and drawing through the flashcards.
worksheet 1.4
previous session
• During this presentation, T asks Ss to scream aloud the activity the robots are doing (singing, dancing, painting, drawing, acting.)
worksheet 1.5
• T asks HE-students to mime what Mike (the robot) is doing. Then, T asks SHE-students to mime what Sally (the robot) is doing.
SEN ADAPTATIONS: For visually impaired Ss, T needs to give small cards to these Ss using braille language.
• T shows Ss, though the flashcards, that Mike and Sally can be separated into different figures, so Ss can separate the robots into pieces, too.
• T introduces the names of colours and shapes (Circle, rectangles, squares, triangles.) T uses the expression “This is a…” T sticks the flashcards on
the board so Ss are able to look at the spelling.
• T divides the whole class into groups of 4 students. Flashcards

To practice
15 new vocabulary
Pre-task • T has previously made packages of four different shapes with the same colour per package (yellow, red, green, blue). Colours need to be
mins about colours
changed per package.
and shapes
• T gives every group a package with the names of the shapes. Every name is scrambled, and every letter comes in a shape related to the whole worksheet 1.6
name. Every shape also comes in a particular colour.
• Ss negotiate in every group to organize the name of every shape based on the letter and the colour.
• T monitors this activity by moving around and helping students in organization and pronunciation.
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LET’S MAKE FIGURES
• When groups have finished, T tells Ss that they are going to make figures with different shapes. T explains that he/she is going to ask for a number
of shapes on specific colours.
• Then Ss will come to the front to share these shapes. Finally, T will stick these shapes on the wall and ask students to say the shapes they used.
• T says to the whole class that he/she needs a yellow circle and two green triangles. masking tape
the board
• Ss come to the front of the classroom and T shows the whole class that they have 2 mountains and the sun. Ss say “green triangles and a yellow There are different
circle”. T-Ss figures a T can come
To consolidate
15 up with. Here, there
Task to use new
mins • T gives every group one figure that is possible to make with the figure Ss have in their groups and asks Ss to say aloud the figures they need in Ss-Ss are just a few of them.
vocabulary
order to create the figure.
Colours can be
• Some examples of these figures are: modified.
• 1 orange square, 1 blue triangle, 1 green triangle – a kite.
• 4 red squares, 1 yellow rectangle, 4 blue triangles and 1 purple rectangle – house.
• 2 yellow squares, 4 red rectangles, 1 purple circle – a man.
Some other figures:

To end the class
A woman.
while reviewing
5 A car.
Wrap up the concepts T shows students some other figures they can make with their shapes. T-S
mins A big truck.
learned during
A round table.
the session.
A TV.
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ADDITIONAL ACTIVITY
LET’S PLAY “SIMON SAYS…”
• After the unscramble activity, T says they are going to play “Simon says…”
• T says “Simon says he wants all triangles to get together (set a place in the classroom for these students)”. Ss with triangles get together.
• T says “Simon says he wants all circles to get together (set a place in the classroom for these students)”. Ss with circles get together.
T – Ss There are different
To strengthen
• Then, T asks for volunteers to come to the front and say a command. Some examples of commands are: instructions T can say.
Ss’
10 All rectangles get together. Ss – Ss
Pre-task 2 comprehension
mins. All squares get together. Packages of shapes in
on colours and GW
All rectangles get together. different colours
shapes.
All rectangles and all circles get together.
All squares and all triangles get together.
Red squares and yellow rectangles get together.
Blue circles and green triangles get together.
SEN ADAPTATIONS: For hearing-impaired Ss, T needs to model the figures and colours.

ADDITIONAL ACTIVITY
ITEM DESCRIPTION
• Now that Ss have their figures, T tells Ss that they are going to make a description of their figures: “I have a kite. My kite has 2 yellow triangles and
Shapes in different
1 red square”.
colours
• T models the description on the board and then, asks Ss to model their descriptions after the T. T – Ss
To encourage Board
15 Task
Ss to describe
mins extension • Then, Ss repeat their descriptions with other Ss. Ss - Ss
their figures. Papers to write down
descriptions.
• Finally, T asks Ss who made and described similar figures to come to the front and describe them to the rest of Ss.
Pencils.
SEN ADAPTATIONS: For visually-impaired Ss, T asks these Ss to make their description in an oral way and helps them find other Ss with similar figures.
For hearing-impaired Ss who come to the front, T encourages them to draw their descriptions on the board / notebook.
• Worksheets 1.4, 1.5 and 1.6 • Packages of shapes in different colours
Resources • Flashcards • Papers to draw their descriptions.
• Masking tape • Pencils.
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TOPIC: I’m a natural artist
MODULE: 3
UNIT: 1
SESSION: 4
AIMS: By the end of the session, students will be able to identify, value and name different types of typical music from their own culture and international genres that influence them.
• T takes to class the flashcards used in previous sessions about the robots dancing, singing, etc.
To practice
vocabulary • T divides the group into 5 groups.
T – Ss
learned in
5
Warm up previous • T gives every group a flashcard that Ss need to act out the activity presented in the flashcard. Flashcards
mins GW
sessions and
lead to the new • T says the activities (dancing, singing, etc.) one by one and every group starts acting out the activity.
topic.
SEN ADAPTATIONS: For hearing-impaired Ss, T needs to show the flashcard to the whole group
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I’M AN ARTIST
• T writes down on the board “ARTIST”. T explains Ss there are different types of artist because they have different abilities.
• T sticks on the board a poster: a singer. T tells Ss “I’m a singer. I can sing.” As teacher is saying the activity, T needs to mimic this activity. Then,
T asks Ss to choral repeat the same.
• T repeats the same activity with posters of a painter, a dancer and a photographer. “I’m a dancer. I can dance. I’m a painter. I can paint. I’m a
photographer. I can take photos.”
• Now, T asks Ss to arrange the chairs for pair work. T asks Ss to work in pairs and gives every pair flashcards (the same as the posters).
• T writes down on the board: “I’m an Artist. I’m a…, I can…” T explains Ss that they need to use the flashcards to complete the statements. T models
To practice
the activity by using the posters. Worksheet A – I’m an
new vocabulary T – Ss
artist
15 about artists
Pre-task • T explains Ss that they are going to put the flashcards face-down, then, they both are going to pick just one at the same time and are going to tell C1M3U1S4 -
mins and promote PW
each other what kind of artist they are. WORKSHEET A
language
production
• T explains Ss that they need to do repeat this activity for 40 seconds. After those 40 seconds, T says “Burning House” and Ss need to leave the
flashcards, move quickly and find another place and another S to practice again.
• T monitors the activity.
SEN ADAPTATIONS: For visually-impaired Ss, T need to be careful Ss at the moment of moving around, probably help this S to move around.
For hearing – impaired Ss, T needs to have another set of flashcards with the prompts “I’m an Artist. I’m a…, I can…” so these Ss are able to show
prompts and flashcards.
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• T makes groups of 4 Ss.
• T tells Ss that they need to use the flashcards they already have in their hands.
• In the group, one S is going to pick a flashcard and act it out in front of the group and the rest of the Ss in the group need to figure what the S is
acting out.
• T explains that in this case, Ss needs to use some other expressions according to the person who is acting out. “He is an Artist. He is a … He
To identify how can…” or “She is an artist. She is…She can…”
the description
T – Ss
changes • First, T models some activities, so Ss have the idea. Worksheet 1.7
15
Task based on the – I’m an artist
mins GW
person and • Then, Ss start the activity in their groups.
promote langue
production • Every 4 minutes, T says “Burning House” so that Ss have the opportunity to interact with other Ss in class.
• T monitors every group and corrects possible mistakes.
SEN ADAPTATIONS: T asks Ss to approach any Ss with visual impairments.

For hearing – impaired Ss, T needs to have another set of flashcards with the prompts “He’s an Artist. He’s a…, He can…” or “She’s an Artist. She’s a…,
She can…” so these Ss are able to show prompts and flashcards.
• T sticks around the classroom the signs “Dancers, Singers, Painters, Photographers”.
To encourage
T – Ss
Ss to use the • T asks Ss to go to the activity they love to do. Signs “Dancers,
5
Wrap up vocabulary and Singers, Painters,
mins Ss - Ss
language in an • T says he/she is going to call out the artists and the ones he/she says, Ss scream out and the rest of Ss scream aloud “They are…” Photographers”
open way
SEN ADAPTATIONS: For visually-impaired Ss, T needs to guide them to the specific sign.
Resources Internet Connection
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ADDITIONAL ACTIVITY
• Now, T shows Ss pictures of 2 types of music (Salsa and Vallenato) and explains they can use them with the flashcards “I can sing Vallenato” “I can
dance Salsa”, and 3 pictures (mountains, a house and a car), “I can paint a house” “I can draw a car” “I can take pictures of the mountains”
To promote T – Ss
• T elicits pronunciation of the new vocabulary in Ss.
10 a deeper
Pre-task 2 Worksheet 1.7
mins language PW
• T includes these pictures to the set of flashcards.
production in Ss
• T changes the pattern of the activity. Now, one of the Ss choose the flashcards and shows them to the other, so he/she needs to say as fast as he/
she can.

ADDITIONAL ACTIVITY
• T keeps the same groups. Now, T numbers groups and Ss.
• T explains Ss that he/she is going to ask a some Ss to come to the front, by saying the number of the group and the number of the Ss in that group.
• T is going to show Ss in the front some flashcards and the group where this S belongs needs to figure out what the Ss are acting out.
To develop in
Ss language • T explains that in this case, Ss needs to use some other expressions according to the people who are acting out. “They are Artists. They are … They
awareness and can…” T explains Ss the difference between talking about one person and two or more people.
15 Task
production Worksheet 1.7
mins extension
and make • First, T models some activities, so Ss have the idea.
emphasis on the
vocabulary • T has the opportunity to recycle the language from previous activities.
SEN ADAPTATIONS: For visually-impaired Ss, T needs to use braille language on the flashcards. T need to be careful with these Ss at the moment of
moving around, probably help this S to move around.
For hearing – impaired Ss, T needs to have another set of flashcards with the prompts “They are Artists. They are … They can…” so these Ss are able
to show prompts and flashcards.
• Worksheet 1.7 – I’m an artist
RESOURCES
• Signs “Dancers, Singers, Painters, Photographers”.
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2
es &
ions
l valu
tradit
a
UNIT
Cultur
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TOPIC: Music I like
MODULE: 3
UNIT: 2
SESSION: 1
AIMS: By the end of the session, Ss will be able to identify different kinds of music from different cultures.

• T greets and welcomes Ss
• T presents a video song Chocolate cake to Ss and asks Ss to move their bodies softly with the song rhythm. T will model and show Ss how. 1 minute
later, T starts clapping and asks Ss to keep rocking and clapping with him/her.
T-S
• T asks Ss to take 2 pencils, crayons or coloured pencils from their pencil case. T models how to tap out a rhythm with pencils on a table. Now, T T has to prepare and
taps out the rhythm of the song without playing the music and asks Ss to follow the rhythm too. practice the song
rhythm in advance in
To get Ss into a
10 • T asks Ss to sit on their desks and plays the video (Chocolate cake) one more time. During the video, T asks Ss to rock with their heads and tap order to avoid getting
Warm up musical mood
min out the song using their sticks on their desks. T emphasizes in the video where the drummer is taping out in order to show Ss a clearer image of Ss confused.
and play with
what tap out means. Be sure to carefully
rhythms
follow the instructions.
• T takes turns with different Ss to show how they can tap out the song. T congratulates Ss and informs them that they will continue practicing the
song through the unit.
S-S
SEN ADAPTATIONS: For hearing impaired Ss, T must help these Ss to follow the tap out activity showing them the sequences of rhythm and giving
them a sign where to start and where to finish.
• T presents objectives to Ss and to introduce them to common types of music, T plays some popular music samples that are in fashion like romantic,
tropical, rock, pop and hip hop. While music is playing, T asks Ss to identify the type of music it is: What type of music is this? Is it tropical? Is it T-S
To have reggaeton? Is it romantic? Is it rock, rap, pop? (These are the types of music Ss are more likely to have been exposed to in their culture)
Ss identify
different types • If Ss don’t know what type of music is being played, the T explains to Ss the music type, so that Ss get familiar with them. T has to prepare a
10
Pre-Task of music by varied music list to
mins
1 recognizing • T plays many songs repeatedly and asks Ss to say aloud and faster, the type of music they are listening to. play in class.
rhythms
*ADDITIONAL ACTIVITY 1 S-S
SEN ADAPTATIONS: T could help hearing-impaired Ss to understand better the concepts by illustrating them through images and written phrases.
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T needs have paper
cut outs with the
names of different
kinds of music.
• T plays music sample and models with a puppet what it can do (dance, sing, rap and tap) with that type of music, for example, with romantic music
T says Dance! and the puppet dances in circles; with Hip Hop, T says Rap! and the puppet starts jumping around and moving its hands, etc. T can design and
introduce the Ss
• T gives a puppet to each S to act out different actions with the different music samples. T continues to play music and calls for actions, e.g. T says to another type of
Dance! and Ss perform the action with their puppets. graphic organizer for
matching music types
T-S
• T asks some Ss to stand up in front of the class to perform the action (dance, sing, rap and tap). and actions.
• After some practice, T asks Ss to sit in groups of 3 or 4 and gives each group, the Worksheet 2.1 and different paper cut outs with the names of To represent music
To associate music types, in order to classify them into different actions. Ss have 4 action categories so that they can glue music types’ names in each category. genres use symbols
different types such as a heart,
20
Task of music with • Then, Ss compare their worksheets with another group. for romantic music;
min
different types an electric guitar,
of activities • T models the language to compare the charts, e.g. I can dance to tropical music. I can sing to romantic, tropical, pop and rock music. for rock; maracas,
for tropical; baggy
• T encourages one or two Ss from each group to describe the chart to the rest of the class using the modelled sentences. clothes, for hip hop
S-S
and some headphones
*ADDITIONAL ACTIVITY 2 for pop music.
SEN ADAPTATIONS: For visually-impaired Ss, T can describe orally the puppet’s actions so these Ss can follow the activity. During the worksheet, T Ss may not be able
must ask other classmates to describe the paper cut outs so they can decide where to stick the images. to produce complete
accurate sentences,
For hearing-impaired Ss, T must write the names of the actions on the board to help these Ss follow the puppet activity. however be sure to
guide them on how to
use the vocabulary in
a logical manner.
• Now, T asks Ss, What type of music do you like? For example, I like rock music because I can sing and play the guitar. I like tropical music too,
because I can dance and sing.
T-S
• T asks a high achiever, What type of music do you like? T asks the same questions to a couple of Ss and helps them answer with the target T constantly monitors
To answer
vocabulary. Ss and encourages
5 min Wrap up about music
them to participate in
preferences
• T has Ss work in their groups in order to report the type(s) of music they like and why. T writes some prompts on the board to help Ss follow the the conversation.
activity, for example, I like .….. (romantic, tropical, rock, pop and hip hop.) music because….. I can…….(dance, sing, rap and tap)
S-S
SEN ADAPTATIONS: T must give the instructions written down for the hearing-impaired Ss to help them complete the exercise.
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ADDITIONAL ACTIVITY
• T divides the class in two and explains what the game is about. T tells Ss that they are about to play a competition game in where they will need to
T needs to help Ss
unscramble some words as fast as they can in order to make points for their teams.
to build the word
because Ss are
• T models the game with one exercise and writes on the board the word encaD. Then T asks Ss to look at the letters and try to put them in order so
To review the learning to write the
the word makes sense. When a S identifies the word (Dance), he/she needs to run to the board and write it down faster to win a point.
10 main vocabulary words from the new
Pre-Task 2 T-S
mins throughout a vocabulary.
• T points out that the letters have one capital letter so Ss must start with this one to form the word.
game
T must have a list of 8
• T runs the game up to 6 or 8 times. The team with more points is the winner.
scramble words ready
to play with.
SEN ADAPTATIONS: For visually-impaired Ss, T must spell the words letter by letter so these Ss can organize the word in their minds.
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ADDITIONAL ACTIVITY
• T tells Ss that they are about to organize a party in groups and that they will create a big banner to invite their classmates to the party.
• T shows Ss a banner image or a banner sample (Worksheet 2.2).
• T organizes Ss into 5 different groups (a group per taught music type) in order to represent a different type of music: a rock party, a tropical party,
etc.
• T puts little pieces of paper with images representing each type in a plastic bag, and asks every group to take one of them in order to assign a
theme to every group.
• In order to save time, T gives every group a set of large images to colour, related to a specific music genre. Ss colour and stick the images on a
piece of craft paper or poster board.
To express
• When Ss paste their banners on the classroom walls, T asks them to go to their seats and gives each S a pass with a little piece of tape so that Ss
musical
15 Task are able to choose a party banner and stick their pass on it.
preferences PW Worksheet 2.1A
min extension
and to support
• T goes first and sticks his/her pass on one poster and model the language: I like the hip-pop party because I can rap and dance. Then, S by S stands
choices
up, chooses a party, sticks his/her pass on it and says why they have chosen that type of banner.
• At the end of the activity, T counts the number of passes on each party banner and reports the most popular type of music according to Ss’
preferences.
• T plays a song representing the wining musical type, and Ss have a short party dancing, singing, rapping, and tapping with their puppets.
SEN ADAPTATIONS: For visually-impaired Ss, T must describe orally the banner so these Ss can get a picture in their minds of what it is about. These
Ss can also help building the banner telling their classmates creative ideas to do it. During the last activity, choosing what banner Ss like the most, T
can also describe them orally so these Ss can decide which one they prefer and stick their passes.
For hearing-impaired Ss, T can write down some Ss sentences on the board so these Ss follow their classmates’ opinions about the banners and get
some ideas on how to describe theirs.
• Possible video song: http://learnenglishkids.britishcouncil.org/en/songs/chocolate-cake • Paper cuts with names of music types
• Computer • Worksheet 2.2 (Banner sample)
• Video beam • Glue
• Speakers • Cut-outs
Resources
• Songs list with popular music samples that are in fashion like romantic, tropical, rock, pop and hip hop • Images about music genres for colouring
• Puppets • Passes (Cards or stickers)
• Worksheet 2.1 • Craft paper or Poster board
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TOPIC: Musical bounds
MODULE: 3
UNIT: 2
SESSION: 2
AIMS: By the end of the session, students will be able to associate different types of musical instruments with different genres of music.

• T greets and welcomes Ss.
• T plays last class song Chocolate Cake in order to practice it.
• T asks Ss to take out 2 pencils or coloured pencils or crayons from their pencil case to use a as drum sticks in order to tap out the song.
To have T-S
students playing
• T plays again the video song Chocolate cake and both, T and Ss start tapping the song a few times following the rhythm. Suddenly, T stops the
with rhythms Ss work with the
song but Ss have to continue tapping without missing the correct pace and rhythm.
12 and stimulate same video song as
Warm up
min their creativity the previous session.
• T makes the activity even more challenging by splitting the class in two (girls vs. boys if they prefer to) so that Ss can compete taking turns tapping
by practicing (Chocolate cake)
the song correctly.
the previous S-S
session song.
• T congratulates Ss and tells them that next class the song will be even more challenging.
SEN ADAPTATIONS: For hearing impaired Ss, T must help these Ss to follow the tap out activity showing them the sequences of rhythm and giving
them a sign where to start and where to finish.
• T presents objective to Ss introducing the most important and traditional types of music, typical instruments and clothes from Colombia.
• T shows Ss different videos of typical Colombian dances such as Cumbia, Joropo, Mapalé and Bambuco. T must search for 2
or 3 short videos of
• T asks Ss a question: What type of music is this? Now, with each dance, T elicits some answers, e.g. This is Cumbia. This is Mapale. the Colombian typical
If Ss are not able to answer, T will name the dance and encourage Ss to repeat, Ex. This is Mapalé. music Cumbia, Joropo,
To present and
10 Mapalé and Bambuco.
Pre Task 1 contextualize T-S
min • T plays around 8 short videos to clarify the main vocabulary.
the topic
Each video sample in
*ADDITIONAL ACTIVITY 1 this activity must last
for 10 seconds.
SEN ADAPTATIONS: For visually-impaired Ss, T must describe orally the videos so these Ss can get a picture in their minds of what it is about.
For hearing-impaired Ss, T must write on the board the names of the different types of Colombian music as they are shown.
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• T asks Ss what instruments can be used to play these types of music What musical instruments can we use to play these rhythms? A piano? Drums?
A guitar? (T should mime the action of playing each instrument to help model and or recycle instruments).
• Ss may answer in their mother tongue and say for example Tambor! but T needs immediately say the English version, Drums! If a S answers
correctly, T shows the image for Ss to have a visual representation of it (Worksheet 2.3).
• T models language: I can use a harp and maracas to play Joropo. I can use drums to play Mapalé. I can use a Guacharaca to play Cumbia, etc. (T
To associate T-S
must use images to reinforce the names of the instruments)
some basic
traditional If possible, use
• T plays the videos of typical Colombian dances once more so Ss name and mimic the instruments that they hear.
instruments realia (real musical
with typical instruments) for Ss to
• T points out that there are other parts of the world that have important famous dances as well.
18min Task dances from manipulate them and
Colombia make the activity more
• T plays some video samples of different kinds of international music (Flamenco, Samba, Belly dance, etc.) and asks Ss to dance and tap their
and from the meaningful.
rhythm out with their pencil sticks.
most popular
dances around image worksheet 2.3
• T plays the international videos a couple of times more and asks Ss to call aloud what instruments they hear.
the world
S-S
SEN ADAPTATIONS: For visually-impaired Ss, T must describe orally the images and videos so these Ss can get a picture in their minds of what it is
about. If it is possible, T could bring real instruments to these Ss to have a better experience during the activity.
For hearing-impaired Ss, T must write down on the board the names of the different types of Colombian and international music as they are shown,
and the questions to be answer.
• Now, T names a Colombian dance and plays an audio sample, T asks Ss to say aloud the name of the type of music and name one of the
instruments that is being played in the song.
• T writes on the board I can play … and models an example of a sentence I can play the harp with Joropo. T elicits Ss to create sentences with
each song. T-S
T needs to give
To review the
5 min Wrap up • T does the same activity with every dance support during the
main vocabulary
S-S sentences formation.
• T congratulates Ss on a job well done.
SEN ADAPTATIONS: For hearing-impaired Ss, T can show to these Ss images of the dances while the class is listening to the songs.
• T can help Ss with Ss with visual impairments by describing parts of the videos so they can guess the Colombian dance.
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ADDITIONAL ACTIVITY
• T plays some of the videos with the different dances again and describes the people clothes in them highlighting the typical outfits of these
rhythms. Since the costumes are really similar, T explains how the dancers are dress, the woman with a large skirt and a blouse, the man with pants
and a shirt wearing a hat, and both, are wearing typical shoes except for the Mapalé where the women’s skirt is short and men wear no clothes
on their upper bodies.
• T reviews the clothing vocabulary using images of the typical outfit and writes on the board the main words (skirt, blouse, shirt, pants, shoes, hat)
• T gives Ss worksheet 2.4 in order to dress a man and a woman figure with the correct clothes.
• Using the words previously written on the board, T writes prompts on the board to help Ss draw the descriptions of the outfits, He/She wears…..
To identify some T may create a Power
10 • T pairs Ss to compare their pictures, and with the help of the T, one S orally describes the boy and the other describes the woman’s clothes. “He
Lead in extra examples T-SS Point presentation or
mins wears pants, a hat, typical shoes, and a shirt” “she wears a skirt, a blouse and a flower.”
of outfits print colour images.
• T asks a couple of Ss to tell/share their descriptions in front of the class to consolidate the activity.
• T helps them with language if necessary.
SEN ADAPTATIONS
• T can help visually-impaired Ss describing orally the typical outfits and during the worksheet activity, these Ss can work with other classmates to
collaborate while completing the exercise.
• For hearing-impaired Ss, T must hand out the written descriptions of the outfits previously to start the activity.
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ADDITIONAL ACTIVITY
• T has little musical instruments images in a bag and asks Ss to put their hand in it and take out a little paper. Ss with the tiple are one group, Ss
with the maracas are another group, etc. (tiple, maracas, harp, drums and guacharaca)
Ss can use real
• Ss choose one of the traditional rhythms (Bambuco, Joropo, etc.) they liked a lot in order to create its rhythm. If they are not able to decide about
To represent musical instruments,
it, T can assign the group a specific type.
a national or sticks, or their body
international like their mouth,
15 Task • Every group performs the rhythm they just composed. T has 1 S from each group to present the rhythm.
rhythm by hands, or feet.
min extension
creating S-S
• After every group finishes playing their music, T elicits some Answers and asks the other groups: What type of music it is? What kinds of instruments
the rhythm T may help Ss to build
were used?
themselves complete answers.
SEN ADAPTATIONS: T ensures Ss with any visual or hearing impairments are assigned to a group and their contributions taken into account to
complete the task. For hearing-impaired Ss, T must write on the board the questions so these Ss can answer them.
• Video song: http://learnenglishkids.britishcouncil.org/en/songs/chocolate-cake

• Videos of Colombian (Joropo, Cumbia, Bambuco, Mapalé) and international typical music (Flamenco, Samba, Belly dance)
• Computer, speakers and video beam or TV
• Audio samples of Colombian typical music
Resources
• Image worksheet 2.3. (Flashcards of typical Colombian musical instruments like guacharaca , drums (tambores), maracas, tiple (real instruments if possible))
• Worksheet 2.4
• Images of typical Colombian dancing clothes like alpargatas or sandals, white pants, white shirts, the typical hat, a long wide skirt, a white blouse and a hair flower.
• Little musical instruments images.
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TOPIC: I express my feelings about different types of music
MODULE: 3
UNIT: 2
SESSION: 3
AIMS: By the end of the session, students will be able to associate and express feelings and emotions according to different types of music
It is necessary for the

teacher to set the
classroom before the
session starts.
Smiley faces need to

be as big as a poster
• T greets and welcomes Ss. including the emotion
in written form.
• T asks Ss to sit down on their chairs, close their eyes.
Suggested songs:
• T plays a song 1 for a few seconds and Ss listen carefully on their chairs.
To have Song 1: Guabina
students listen • Now, T asks Ss to open their eyes and look around the classroom. Ss will find some “smiley faces” on the walls. Ss need to move to the “smiley Santandereana:
10 to different face” that represents their feelings about the song they just listened to. T models this activity. https://www.
Warm up
min rhythms and youtube.com/watch?
relate them to • T asks Ss to walk back to their chairs and close their eyes once again. T plays songs 2 and 3, and repeats the activity. T-Ss v=1WrqYrEbM5Y
their emotions.
• After playing all the songs, T uncovers what every “smiley face means”. Song 2: El Mapalé:
https://www.
SEN ADAPTATIONS: For hearing-impaired Ss, T needs to model the rhythm by dancing in front of the class. youtube.com/watch?
v=PNkQlNCARTw
Song 3: Joropo:
https://www.
youtube.com/watch?
v=r7IegHERdNs
Worksheet A – Smiley
faces
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T monitors that Ss
use the correct
vocabulary. They must
focus on function
• T presents objectives to Ss (Suggested objectives: talk about their feelings and moods when listening to different types of music.)
rather than on
grammar.
• T elicits new vocabulary by acting out the smiley faces on the wall. As T acts out, Ss mimic the T. Then T names aloud the emotion he/she is acting
out. Ss say it, too.
Song 1: Guabina
To review T - Ss Santandereana:
• T writes on the board “He is… / She is…”
last sessions https://www.
vocabulary youtube.com/watch?
• T asks for volunteers to act out different feelings so that the rest of Ss guess how they feel by saying “He/she feels excited”
15 and to express Ss – Ss v=1WrqYrEbM5Y
min Pre- task their feelings
• T models the activity by acting out the “smiley faces” and encourages Ss to guess the feeling and saying it aloud.
regarding Song 2: El Mapalé:
different types GW https://www.
• Finally, T makes groups of 4 Ss. T plays the same songs played in the warm-up and asks every group to pick one of them to act out the feeling, the
of music. youtube.com/watch?
rest of Ss need to say “He/she feels sad”.
v=PNkQlNCARTw
• Every time T plays a different song, groups need to pick another S.
Song 3: Joropo:
https://www.
SEN ADAPTATIONS: For hearing-impaired Ss, T needs to recycle the cards previously used and ask them to react according to the music.
youtube.com/watch?
v=r7IegHERdNs
Worksheet 2.5 –
Smiley faces
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Worksheet 2.6
Cut-outs of smiley
faces
List of songs:
Song 1: Guabina
Santandereana:
https://www.
youtube.com/watch?
v=1WrqYrEbM5Y
Song 2: El Mapalé:
https://www.
youtube.com/watch?
v=PNkQlNCARTw
• Ss get worksheet 2.6 in order to classify their feelings according to the type of music.
Song 3: Joropo:
• Ss also get a package with the smiley faces to the stick on the chart that, according to them, represents the emotion. https://www.
youtube.com/
To classify
• On every line of the chart, Ss stick the smiley face. watch?v=r7IegHERdNs
and talk
T – Ss
about feelings
15min Task • After Ss finish completing their chart, they work in pairs in order to tell their partner about their feelings using the previous language models. Song 4: Tropical:
according to
IW Boquita de Caramelo:
the type of
• To consolidate the activity, T elicits some answers from Ss and encourages and supports them to use complete sentences. https://www.youtube.
music
com/watch? v=Oa89y
SEN ADAPTATIONS: For visually-impaired Ss, T needs to use Braille language to print the order of the types of music that is going to be played. eqk4ns&list=PL72A22
Besides, the smiley faces need to have printed braille language. FD4D7E50A36
Song 5: Rock: ¿Dónde

estás corazón?:
https://www.
youtube.com/watch?
v=I67cgXr6L6o
Song 6: “Hip-Hop”:
Fiesta Animal: https://
www.youtube.com/
watch? v=wpE1yFtjfaw
Song 7: Romantic:
Desde lejos: https://
www.youtube.com/
watch? v=S8RmXvxlIzc
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T needs to have these
new types of music
ready before class.
• T asks Ss to sit down and make a circle. Song 1: samba:

magalenha: https://
• T explains Ss they are going to end the activity by acting out their emotions but listening to different types of music. www.youtube.com/
watch? v=stYJkLlNmsY
To review Ss’ • T takes a bottle to spin it in the middle of the circle in order to pick a S who comes to the front to act out his/her feeling about the song.
feelings by Song 2: Classical
5 min Wrap up
playing different • Ss in the circle need to identify the emotion by saying “He/She is confused”. Music: Moonlight
types of music Sonata: https://www.
• T plays other rhythms (classical music, rock music, Samba music, etc.) youtube.com/watch?
v=4Tr0otuiQuU
SEN ADAPTATIONS: For hearing-impaired Ss, T needs to show in a card the type of music.
Song 3: Tango:
Cambalache: https://
www.youtube.
com/watch?
v=fsAGpw5uwDU
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ADDITIONAL ACTIVITY
Song 1: Tropical:
Boquita de Caramelo:
https://www.youtube.
com/watch? v=Oa89y
eqk4ns&list=PL72A22
• T introduces other new types of music (tropical, Rock, Hip-Hop and Romantic). FD4D7E50A36
• Now, in the same groups, T asks Ss to pick two of them to act out how they feel. Song 2: Rock: ¿Dónde
estás corazón?:
• T writes on the board “They are…”, and explains Ss that this is the expression used when they are talking about 2 or more people. https://www.
To strengthen T – Ss youtube.com/watch?
15 language and • T models the activity by playing a song and expressing his/her feelings. v=I67cgXr6L6o
Pre-task 2
min vocabulary use GW
about the topic • Then, T encourages Ss to start the activity. Song 3: “Hip-Hop”:
Fiesta Animal: https://
• Finally, T recycles all the types of music, plays the songs and Ss cream out the name of the rhythms. www.youtube.com/
watch? v=wpE1yFtjfaw
SEN ADAPTATIONS: For visually-impaired Ss, T needs to tell these Ss the new language.
Song 4: Romantic:
Desde lejos: https://
www.youtube.com/
watch? v=S8RmXvxlIzc
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ADDITIONAL ACTIVITY
• T gives Ss a word search.
To consolidate • Ss need to find and circle the types of music presented below. T – Ss
10 new vocabulary
Pre-task 2 Worksheet 2.7
min about types of • After Ss complete the activity, they need to share their results with other Ss. Ss - Ss
music.
SEN ADAPTATIONS: T asks Ss with visual impairments to work with a buddy who will read out the letters for him/her, so he/she can contribute to
the word search
Worksheet 2.5
Worksheet 2.6
Worksheet 2.7
Cut-outs of smiley faces
Suggested songs:
Guabina Santandereana: https://www.youtube.com/watch?v=1WrqYrEbM5Y

Resources
El Mapalé: https://www.youtube.com/watch?v=PNkQlNCARTw
Joropo: https://www.youtube.com/watch?v=r7IegHERdNs
Tropical: https://www.youtube.com/watch?v=Oa89yeqk4ns&list=PL72A22FD4D7E50A36
Rock: https://www.youtube.com/watch?v=I67cgXr6L6o
“Hip-Hop”: https://www.youtube.com/watch?v=wpE1yFtjfaw
CRomantic: https://www.youtube.com/watch?v=S8RmXvxlIzc
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TOPIC: Music from the world
MODULE: 3
UNIT: 2
SESSION: 4

Worksheet 2.8
Suggested songs:
• T divides the class in groups of 4 Ss.
Song 1: Guabina
Santandereana:
• T gives every group 3 pictures divided into pieces. Ss need to put them together and figure out what they are.
https://www.
To review youtube.com/watch?
• T plays Colombian traditional music (Guabina Santandereana, El Mapalé and Joropo). These songs help Ss figure the pictures out.
some typical v=1WrqYrEbM5Y
10
Warm up Colombian Ss - Ss
mins • When Ss complete the activity they have to scream out “It’s (name of the type of music)”
rhythms Song 2: El Mapalé:
through dancing https://www.
• Finally, T asks Ss to look at the posters located on the board.
youtube.com/watch?
v=PNkQlNCARTw
• T encourages Ss pronunciations “It’s mapale”
Song 3: Joropo:
SEN ADAPTATIONS: Ss with visual impairments are assigned to work with other sighted classmates who can describe the pictures for them.
https://www.
youtube.com/watch?
v=r7IegHERdNs
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• T presents the objective to Ss (Suggested objective: to introduce Ss to traditional musical instruments and to use arts and crafts to represent
them).
• T brings into the classroom 2 musical instruments made of recycling material (drums, and guitar).
• T allows Ss to check the musical instruments and elicits Ss pronunciation.
To strengthen • T writes on the board “What type of music can you play with this instrument?” and asks this question to the Ss.
the type of
10 Drums and guitar
Pre- task music in relation • T explains Ss that he/she is going to play the songs and Ss need to pick the instrument they consider. T explains Ss they need to say “I can play T - Ss
min crafts
to the musical (type of music) with the (musical instrument)”.
instruments
• T leaves the instruments on the floor and models the first activity.
• T plays Guabina Santandereana and takes the guitar. And T says “I can play Guabina with the Guitar”.
SEN ADAPTATIONS: For hearing-impaired Ss, T needs to show in a piece of paper the type of music he/she is playing.
T could also give these Ss a balloon and place them close to the speakers, so they could feel differences in music vibration and rhythm with their
hands.
• T gets all the Ss together and asks them to play the instruments.
T – Ss Drums craft
To play the
15 • T writes on the board “We can play the instruments”
Wrap up instruments Ss
min GW Guitar Craft
recently made.
• T plays El Mapalé and asks Ss to say aloud “We can play El Mapalé with the drums” while the Ss are playing.
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ADDITIONAL ACTIVITY
• Now, T tells Ss that they are going to start making the drums.
• T writes on the board “I can make some drums” and encourages Ss to say this aloud.
Drums craft
• T brings into the classroom another poster with the instructions to make the drums.
• T models how to make the drums while he is reading the instructions. T needs to encourage Ss to repeat the principal actions: “Cut the balloon,
Stretch the Balloon, and Put the rubber bands around”. Then, T says “I can make some drums”. T – Ss 1 big can of powder
15 Task To make some
milk – or any other
mins extension drums craft GW
• Then, Ss start making the drums. can, 1 balloon, 2
rubber bands, scissors
• T monitors the activity and helps Ss cut or put the balloon or the rubber bands. and 2 pencils per
group.
• At the end, T encourages Ss to say “I can make some drums”
SEN ADAPTATIONS: T encourages Ss with special needs to contribute as much as they can to the different tasks. T invites them to make use of any
other skills they have.
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ADDITIONAL ACTIVITY
• T tells Ss, they are going to make a guitar.
• T brings the material for the guitar into the classroom. T gives every group 1 tissue box and 6 rubber bands.
• T includes the poster of the tissue box to the posters of the materials. T elicits in Ss the pronunciation of the tissue box.
Guitar craft
• T writes on the board “I can make a guitar” and encourages Ss to say this aloud. T – Ss
10 Task To make a 1 tissue box and 6
mins extension guitar craft • T brings another poster with the instructions to make the guitar. GW rubber bands per
group.
• T models how to make the guitar while he is reading the instructions. Ss start making the guitar at the same time. T needs to encourage Ss to
repeat the principal action: “Remove the plastic from the box and Put the rubber bands around”. Then, T and Ss say “I can make a guitar”.
• T monitors the activity and helps Ss.
• At the end, T encourages Ss to say “I can make a guitar”

Worksheet 2.8
Song 1: Guabina Santandereana: https://www.youtube.com/watch?v=1WrqYrEbM5Y
Song 2: El Mapalé: https://www.youtube.com/watch?v=PNkQlNCARTw
Song 3: Joropo: https://www.youtube.com/watch?v=r7IegHERdNs
RESOURCES
Drums and guitar crafts
1 big can of powder milk – or any other can, 1 balloon, 2 rubber bands, scissors and 2 pencils.
1 big can of powder milk – or any other can, 1 balloon, 2 rubber bands, scissors and 2 pencils.
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3
es &
ions
l valu
tradit
a
UNIT
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TOPIC: Our national symbols
MODULE: 3
UNIT: 3
SESSION: 1
AIMS: By the end of the session, students will be able to identify and name some important national symbols from Colombia and its capital city in order to start building a sense of
national identity

• T shows Ss pieces of paper in different colours and asks them What colour is this? So that Ss name them aloud. If Ss do not remember some words,
• T helps saying the names aloud and asks Ss to drill.

Pieces of paper in
different colours
• T pastes the all coloured papers around the classroom. T-S
• T asks Ss to make a circle and calls out a colour aloud, so that they start running to find and touch one of the papers with that colour.
5 min Warm up
To review and
practice colours • T repeats for the exercise a few times.
• Every round, the last S to touch the paper has to take on the role of calling out a couple of colours. S-S
Pieces of paper with
the names of the
• Ss play at least 6 rounds.
colours
SEN ADAPTATIONS: For hearing-impaired Ss, T needs to show the name of the colour at the same time he/she names it during the game activity.
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Suggested video
Colombian National
Anthem (2:15
min) https://www.
youtube.com/
watch?v=SrvKADxxsqg
• T tells Ss that they are about to watch a video containing important information about Colombia. T tells Ss to pay attention to the information in
order to identify people, places, and objects that are familiar to them.
T will need a video
beam, speakers and a
• T shows the National Anthem video to Ss so that they can identify and appreciate cultural diversity and representative colours and national
To have an computer. T can use
symbols.
image of what internet or previously
10 Colombian download the video.
Pre Task 1 • After watching the video, T elicits responses from different Ss. Ss may report most of the answers in Spanish, but T can help them paraphrasing T-S
min colours and
their words in English.
symbols are and T prepares images
mean in advance of the
• T asks Ss what other beautiful things they like from Colombia. T elicits some answers (typical food, places, animals, etc.), using I like ….., I love ……
representative objects,
animals or places that
SEN ADAPTATIONS: For visually-impaired Ss, T needs to describe what the video is about before playing it.
appear in the video in
order to introduce key
vocabulary. (National
symbols: The flag,
the coat of arms, the
orchid, the condor and
the wax palm)
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Since these symbols
are an important
part of Ss´ identity, T
needs to investigate
• T tells Ss that there are official symbols that represent each country.
on the meaning of the
Colombian symbols so
• T asks Ss to name the Colombian symbols that they identify from the video and shows at the same time images of the most representative
they can be explained
objects that appear in the video.
to Ss.
T renames in English
• As the Ss identify each image, T explains what each symbol means in the Colombian culture.
all the words that Ss
express in Spanish.
GUESSING THE SYMBOL: T-S
Make sure that Ss
T models an activity where Ss have to guess the symbol based on colours. It is yellow, blue and red? What is it? – It is…. The flag!
understand why
T repeats the exercise 3 - 4 times more before asking a volunteer to do a different example with another symbol.
Spanish is being used
To identify T pairs Ss so that they play the guessing game with all the patriotic symbols.
25 to introduce new
Task Colombian
min concepts. Ss meet
national MATCHING SYMBOLS:
both the word in
symbols T keeps Ss in pairs and handles Worksheet 3.1 and explains the activity.
English and in Spanish
Ss need to match the images of Colombian symbols with their names and colour them according to what they saw in the video.
“Our symbols are…..”
If necessary, T plays the video one more time.
Ss repeat after T.
S-S
* ADDITIONAL ACTIVITY 2
T monitors that Ss use
the correct colours to
SEN ADAPTATIONS: For hearing-impaired SS, T needs to show the name of the symbols at the same time he/she names it during the activity.
describe the symbols
For visually-impaired Ss, T organizes the group in pairs. While completing the worksheet, T asks for the Colombian symbols in English and invites Ss
during the guessing
to answer orally in Spanish.
game.
T needs to have the

copies in advance of
Worksheet 3.1
• T plays the video from the Pre – Task activity one more time and allows the students to sing along the Colombian anthem.
To review the
5
Wrap up Colombian • T shows once again the images of the different symbols and asks students to identify them as quickly as they can. T - Ss
mins
symbols
* ADDITIONAL ACTIVITY 1
Resources Worksheets: 3.1A & 3.1B
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ADDITIONAL ACTIVITY
• T explains to the Ss that they will play a mimic game.
• T performs or acts out to Ss a mimic for each Colombian symbols, e.g. T waves his/her arms to mimic a condor.
T needs to prepare
10 To understand
Pre-Task • T elicits Ss to name aloud the words every time he/she mimics one symbol. T - Ss the mimics and
min instructions
sounds in advance.
• T encourages a few students to pass to the front and lead the mimic exercise.
SEN ADAPTATIONS: For visually-impaired Ss, T creates different sounds for each symbol that is represented.
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ADDITIONAL ACTIVITY
• T organizes the class in groups of 4 or 5 Ss. T tells Ss that they will create their own country and that this country has its own national symbols
as well.
Ss will need pieces of
• T asks Ss to come up with a name and to think about 3 symbols that best represent their country.
cardboards, markets,
colours and tape.
• Ss use their creativity and choose the flag colours and shapes, a national flower and an animal that can be their favourite one.
• Ss should have a large piece of cardboard (50x35 cms.) to draw their symbols.
T monitors Ss
To create a fake
15 constantly to make
Task country and its • T helps students to describe their country posters: My country is Saralandia. The flag is pink, purple and green. The flower is Martha. The animal S-S
min sure everybody
symbols is a cat.
participates and
uses the correct
• T consolidates the activity by having some volunteers presenting their country for everybody.
vocabulary. T supports
and helps them when
• T pastes the poster around the classroom.
necessary.
SEN ADAPTATIONS: For both, hearing and visually impaired Ss, as the activity is in groups they will have help from their classmates and the T as
well.
Colombian anthem (2:15 min) https://www.youtube.com/watch?v=SrvKADxxsqg
Pieces of paper in different colours
Pieces of paper with the names of the colours
Video beam, speakers and a computer

Images of the representative objects, animals or places that appear in the video (National symbols: The flag, the coat of arms, the orchid, the condor and the wax palm)
Worksheet 3.1
Pieces of cardboards (50x35 cms)
Markers, colours and tape.
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TOPIC: Our ecosystems
MODULE: 3
UNIT: 3
SESSION: 2
AIMS: By the end of the session, students will be able to identify the types of ecosystems in Colombia and their characteristics

• T splits the class in 2 in order to play Pictionary.

Make sure that rules
• A representative from every group goes to the board. of the game are
explained to Ss.
To review
10 • T shows them a picture of the symbol they are about to draw.
Warm up the national
min Children may not draw
symbols
• Ss draw the symbol on the board while their partners try to guess what it is. well at their age, but
it will make the game
S-S
• If a S guesses the symbol, he or she must call it out in English, if not, the other team can call it. more challenging.
SEN ADAPTATIONS: During the activity, T will help the hearing impaired S by showing him/her the image of the symbol he/she must draw.
For visually impaired Ss, T must pair them with another Ss that can describe the drawings so they can identify the symbol.
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A map of Colombia
with the political
• T presents a map of Colombia and invites Ss to answer questions about the shape of the map and other features that they can see on the map. Ss
distribution and
may answer in Spanish so T needs to model the words in English for them and make Ss to drill every time.
physical features
should be used to
• T points out to their location in the map in order to introduce the capital city Bogotá.
reinforce the names
and locations of
• T asks Ss about the names of important cities in Colombia, such as Santa Martha and Cartagena. Ss can name other popular places, and every
places.
time, T shows them each city in the map. T asks Ss if they like these places and about the beautiful things they can see there, like the water, the
ocean, the colours, etc.
T-S Flash cards with
images of the objects
To present and • T tells Ss that there are other places that are important in terms of natural places in Colombia, like the Amazon. T shows its location in the map and
and animals from the
10min Pre Task 1 contextualize some images of the Amazon to Ss. Then, T names some key words like jungle, big plants and wild animals.
video of the Amazon
the topic
• T plays a video song about the Amazon jungles in Brazil and prepares Ss to identify the words mentioned before and recognize or be aware of new
Video song Jungles of
words and objects.
S-S Brazil. If the teacher
does not have access
to internet, the video
could be previously
SEN ADAPTATIONS: For visually-impaired Ss, T needs to share a piece of paper with the map of Colombia. The map needs to be punched on the
downloaded.
borders so these Ss may have the opportunity of touching it and getting a figure of the map in their heads. During the video, T can describe orally
what it is happening with the map.
T will need a video
For hearing-impaired Ss, T needs to share images with words from the Amazon before playing the video
beam, speakers and a
computer.
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• After the video, T tells Ss that the Amazon is an ecosystem, which is a group of animals and plants that share a place with special characteristics.
• T tells Ss that the Amazon is so big that it is also part of other countries like Peru, Ecuador and Brazil and that it is very important for the planet.
• T shows the flashcards one more time and quickly reviews the vocabulary eliciting answers from the Ss and asking What is this?, What are these?
• T shows Ss the video song one more time, so Ss can practice it and have fun.
• T pauses the video on the map image in order to point to the continent, Brazil and Colombia.
• T tells Ss that there are other types of ecosystems like forest, jungle, desert, ocean and grassland. T shows images of these places as he/she names
them. Then T sticks 5 different posters that represent each of the ecosystems on the classroom walls. Ecosystems posters
(forest, jungle, ocean,
CREATING AN ECOSYSTEM desert and grassland)
To identify
• T divides the class into 5 groups. T assigns one ecosystem name to each group.
20 and create
Task
min different kinds
• T gives every group Worksheet 3.2 and a set of cut-outs with different features related to ecosystems like sand, rocks, plants, trees, cacti, alga, Cut-outs of sand,
of ecosystems
vines, water, etc. cactus, rocks, trees,
T-S
vines, grass, water,
• T explains to the Ss that they must create their ecosystem using the cut-outs and the worksheet. alga, etc.
• After sticking each of the objects on the ecosystems, Ss must draw some animals and writes the name of the objects and T and Ss describe them Worksheet 3.2
together to the class. There are rocks in the desert. There are trees in the jungle, etc. Glue, pencils, tape,
colours
• T pastes the Ss’ worksheets on the wall.
T supervises Ss going
*ADDITIONAL ATIVITY 2 around the classroom
to make sure they
SEN ADAPTATIONS: For visually-impaired Ss, T needs to describe orally the posters. During the worksheet Ss work in group and T makes one interact with their
classmate to help and describe the images. For hearing-impaired Ss, T needs to write the questions on the board so the students can elicit some partner and use the
answers. correct vocabulary.
S–S
To review T plays the video song of the Amazon jungle in Brazil one more time.
5 min Wrap up vocabulary from T encourages Ss to sing along and have fun.
the lesson T uses the flashcards and elicits Ss to call out loud the names of the images. T–S
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ADDITIONAL ACTIVITY
• T splits the class in 2. T asks the groups to stand up and face each other.
To learn and
10 practice the • T asks to one group to sing the song Jungles of Brazil and to the other to make the sounds of the animals.
Pre-Task 2
min song Jungles of S-S
Brazil • T plays the song 2 or 3 more times and asks Ss to switch every time so the group which was singing change to do the animals sounds and the
group which was doing the animal sounds, change to sing.

ADDITIONAL ACTIVITY
T monitors Ss’ job and
• T shows Ss a mock up or model sample from the internet or T can show them a picture of one. T tells Ss that they are about to build their own mock
occasionally helps
up or model representing their favourite ecosystem using modelling clay.
them when necessary.
To make a
• Each S gets a disposable plastic plate as the base for their mock up, and modelling clay of different colours that make up the ecosystem features
craft (mock up) T needs an image of a
15 Task such as water, plants, rocks, animals, etc., it depends on the one that the S chose.
representing mock up
min Extension
their favourite S-S
• When Ss finish their mock up, they describe their ecosystems characteristics by naming: The Ocean. There is water, There is algae and rocks.
ecosystem Disposable plastic
plates, clay of
SEN ADAPTATIONS: T will need to help the visually-impaired Ss to mold/shape the features of their mock up so they can get the shapes of what they
different colours
want.
Video song (British council “learnEnglishkids”) http://learnenglishkids.britishcouncil.org/en/songs/jungles-brazil

Video beam, speakers and a computer
Pictures of the Colombian national symbols
A map of Colombia with the political distribution and physical features
Flash cards with images of the objects and animals from the video song Jungles of Brazil
Ecosystems posters (forest, jungle, ocean, desert and grassland)
Resources
Cut-outs of sand, cactus, rocks, trees, vines, grass, water, alga, etc.
Worksheet 3.2
Glue, pencils, tape, colours
Mock up or model sample of an ecosystem, it could be an image
Disposable plastic plates
Clay of different colours
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TOPIC: Our flora and Fauna
MODULE: 3
UNIT: 3
SESSION: 3

• T greets Ss.
• T uses a PPT slide to show Ss a map of Colombia (worksheet 3.3). T tells Ss that they are going to listen to some sounds about Colombia and Ss
have to figure out what these sounds are.
Sounds: The sea, the
• T uses a PPT slide to show an image of the sea (woksheet 3.4) plays the sound of the sea and Ss are expected to scream out “El mar”. T needs to jungle.
To elicit
model pronunciation in English “The sea”. T says “Colombia has 2 seas: The Atlantic and The Pacific”. T uses the PPT slide to show the location of
previous
these seas on the map. WORKSHEET 3.3
session
T – Ss WORKSHEET 3.4
knowledge
5 min Warm up • T praises Ss for their answer. Then, T plays the sound of the jungle, Ss may come up with different answers in Spanish, so T needs to model and
about
encourages Ss to use the English response. T needs to model the pronunciation in English “The jungles”. T says “Colombia has an important jungle: Ss - T PPT Slides with
ecosystem and
The Amazon”. T uses the slide to show the location of the Amazon in the map. T praises Ss for their answer. Colombia’s map and
to lead Ss to the
using animations
new topic.
• T says Colombia is a beautiful country and today they are going to focus on some important animals, plants and flowers they may find in this including the sea and
country. the jungle.
SEN ADAPTATIONS: For visually-impaired Ss, T needs to share with the whole class a piece of paper with a map of Colombia. These maps need to be
punched on the borders so these Ss may have the opportunity of touching it and getting a figure of the map in their heads.
For hearing-impaired Ss, T needs to share with the whole group pictures of the sea and the jungle before playing the audios.
• T splits the whole class into 2 groups. T gives every group a package of cut-outs for the Ss to organise. Every group has a total of 4 pictures
Worksheet 3.5.
totally mixed in cut-outs and Ss need to deal with them in order to get the four images proposed.
Names of the animals,
• As soon as Ss finish, T checks if work is done. T uses tape in to put all the pictures together.
plants and flowers
To introduce to stick under every
• T divides the board in 2 parts by using a marker. On top of the first part there is a heading: “FLORA = Plants and Flowers”. On top of the second
vocabulary picture.
15 part there is another heading: “FAUNA = Animals”. T explains Ss these are technical words.
Pre-task 1 about flora Ss - Ss
min
and fauna in Some tape.
• Every group chooses a S who will come to the front of the class and stick the pictures on the board according to the heading.
Colombia
Board markers.
• T sticks names on the board under every animal, plant or flower.
SEN ADAPTATIONS: For visually-impaired Ss, T needs to explain where FLORA and FAUNA are on the wall. And if one of these S is chosen by the
group, T needs to help him/her stick the picture on the board.
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It is necessary for the

T to mimic all these
features.
The vocabulary about

colours and shapes
was presented in
GUESSING WHAT IT IS.
previous sessions.
Vocabulary about
• Now, T splits each group in 4 smaller groups. Ss are going to prepare a short written description about the animal, plant or flower, and the rest
height is tall and short,
of the groups need to figure out what animal, plant or flower is.
and size is big and
T – WH
To encourage small.
• T elicits vocabulary about features of these pictures such as colours, shapes, height and size with the whole group.
Ss to produce
20 T – Ss
Task language about T needs to include
min • Then, T helps Ss in every group by focusing on special features according to their picture. T guides Ss presentation and encourages
flora and fauna at the end of the
pronunciation. Ss - Ss
description. PPT slide pictures to
show the difference
• Ss start coming to the front of the class to orally describe their pictures. The rest of Ss need to figure them out. Finally, T shows the picture on
between tall and
the slide.
short, and big and
small.
SEN ADAPTATIONS: For hearing-impaired Ss, T asks Ss to draw the description on the board or in their notebook.
T needs to elicit the
expression “It’s…” and
the features.
Ss need the necessary

input to start to
produce.
To consolidate
description of
T encourages Ss to
5 min Wrap up the animals, • T shows Ss the pictures through the PPT slides and Ss by way of choral drilling describe the pictures. T - Ss
describe.
plants and
flowers.
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ADDITIONAL ACTIVITY
• T uses the PPT slide to compare the picture of the animal, plant or flower with colours and shapes studied in previous units and sessions. So, Ss
get the idea of the description.
To recall
vocabulary
• T presents pictures to elicit vocabulary about height and size (Tall – short / big – small).
about colours Power point slides
10 and shapes with pictures to
Pre-task 2 • T encourages students to say the vocabulary aloud as the PPT slides are passed. T - Ss
min and present compare Tall – short /
new vocabulary big – small.
• T divides the group in pairs and gives every pair some pictures. Ss show each other the pictures and say the vocabulary previously studied.
about height
and size
SEN ADAPTATIONS:: For visually-impaired Ss, T needs to use same pictures but one short and the other tall, so that these Ss are able to compare.
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ADDITIONAL ACTIVITY
It is necessary to
include 2 times the
HOT POTATO same item in order
to maximise Ss’
• Before class, T makes a paper ball and takes the cut-outs (WORKSHEET 3.5) to make the Hot Potato. participation.
To strengthen • T organises Ss in a circle, then, T plays music as Ss pass the paper ball. When T stops the music, the S takes a piece of paper with the name of an Ss – Ss Paper ball
15 Task
vocabulary animal, plant or flower. worksheet 3.5
min extension Ss - T
learned
• Ss describe the animal, plant or flower. Cut-outs with the
names of the animals,
SEN ADAPTATIONS: For visually-impaired Ss, Ss next to this person mention to his/her ears the name of the item. plants and flowers.
Tape.
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TOPIC: Traditional colours and symbols
MODULE: 3
UNIT: 3
SESSION: 4
AIMS: By the end of the session, students will be able to identify, value and name different types of typical music from their own culture and international genres that influence them

What’s your favourite…?
• T divides Ss in 6 groups.
• T writes on the board “What’s your favourite…” Then, sticks on the board a picture of food, a picture of clothes and a picture of music.
WORKSHEET 3.6
• T gives every group a worksheet 3.6 with the same head – question and divided in the same 3 aspects.
WORKSHEET 3.7
To contextualise • Ss have 2 mins. to share and draw their favourite food, clothes and music.
T – Ss
Ss in aspects
10 T need to handle a
Warm up related to • T picks up the results and share them with the Whole class. T emphasises on the differences from S to S.
min Ss - Ss careful and smooth
traditions and
transition from Ss
symbols. • T uses a poster (worksheet 3.7) to present the northern part of the map of South America and mentions that Colombia also has music, colours,
likes to the country
food and other symbols that make a difference from neighbouring countries.
particular aspects.
• T focuses on these particularities about Colombia.
SEN ADAPTATIONS: For hearing-impaired Ss, T needs to make simple flashcards with pictures of clothes, food and music in order to enhance their
communication about these topics.
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8 – 10 pictures of
every symbol with the
WHERE ARE THE SYMBOLS?
name written in the
• Ss stay in the same 6 groups that were made in the first stage.
back.
• T gives every group the (WORKSHEET 3.8) with the pictures Ss need to find. These pictures are representative symbols of Colombia. T explains
WORKSHEET 3.8
to Ss, that these pictures are also hidden in the classroom, Ss need to find them and look at the back of every paper in order to get a message.
for every group
(Flag, Anthem, Orchid, Wax Palm, Andean Condor, Sombrero Vueltiao and Coffee). Ss need to write down that message on the worksheet in front
including the pictures.
of the picture just found.
To present T – Ss T need to move
• T shows Ss samples of the pictures that Ss need to find.
15 vocabulary around with Ss during
Pre-task
min about national Ss - T their quest.
• T explains Ss they need to move around the classroom looking for the same pictures they have on the worksheet 3.9
symbols
In the event that Ts
• When Ss collect all of the pictures with their messages, T gets all the Ss together, checks the activity and starts promoting vocabulary development.
need to modify this
task according to
• T uses the poster to explain to Ss that these are the symbols in our country (Flag, Anthem, Orchid, Wax Palm, Andean Condor, Sombrero Vueltiao
Ss abilities, add two
and Coffee.)
vocabulary words
below each picture on
SEN ADAPTATIONS: For visually-impaired Ss, T needs to have at least one picture with punched borders (or the name on braille language) and to
WORKSHEET 3.9
explain the other Ss they need to be patient and supportive at the moment they have to work with these Ss.
and have Ss to circle
the correct response.
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MATCHING ACTIVITY
• T divides the whole class in groups of 3 Ss.
• T gives every group a set of 14 cards (worksheet 3.9)

WORKSHEET 3.9
To strengthen
• T explains Ss to each group that they need to place the cards face down and start turning around in order to match the picture with the name. T need to monitor
15 in Ss national
Task When Ss match 2 cards (picture and name), Ss can keep the 2 cards. In a turn, when Ss don’t match cards, Ss need to turn the cards face down Ss - Ss every group and
min symbols
again and let the other Ss play. check Ss are playing
identification.
correctly.
• T asks one member of the group to come to the front and play in the front of the class.
SEN ADAPTATIONS: For visually-impaired Ss, T needs to have cards with punched border in order to allow these Ss to participate individually. T needs
to pay special attention to groups where these Ss are in order to be very supportive.
Video about
Colombia’s symbols:
https://www.
youtube.com/
To promote • T shows Ss a video with the most representative national symbols.
watch?v=S5sx2sk8rUA
in Ss sense of
5 min Wrap up T - Ss
belonging to • SEN ADAPATION: For visually-impaired Ss, T needs to make sure the video includes sounds that help these Ss to get a better idea of this tool.
Video beam
our country.
Computer
Speakers.
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ADDITIONAL ACTIVITY
COLOURING
• T gives Ss worksheets 3.9.1 with the pictures and their names.

To consolidate
Worksheet 3.9.1
10 vocabulary
Pre-task 2 • Ss needs to colour the pictures with the most similar to the original images. Ss - Ss
min presentation
Colour pencils
to Ss.
SEN ADAPTATION: For visually-impaired Ss, T needs to have some old magazine and ask these Ss to tear pieces of paper apart and stick them on
the picture. It’s necessary some help from the T.
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ADDITIONAL ACTIVITY
MEMORY GAME
• Ss stay in the same groups previously created.
• T uses the slide to show a set of pictures, in a particular order, related to the national symbols.
To generate One bag with names
• Ss need to remember that order, say the names of these pictures in that specific order and then say the names aloud.
retention of countries and
15 Task T-SS
about national another with the
min extension • Volunteers in every group come to the front to play. SS-T
symbols aspects mentioned in
vocabulary the task.
• T prepares different orders and repeats the game as time allows.
SEN ADAPTATIONS: For visually-impaired Ss, T needs to include in the PPT slides the pronunciation of the word represented by the picture, so these
Ss may have the opportunity to get input this way.
For hearing-impaired Ss, T needs to allow these Ss to write down the order of the sequence and give them more time at the moment of playing.
Worksheet 3.6
Worksheet 3.7
Worksheet 3.8
Worksheet 3.9
Video about Colombia’s symbols: https://www.youtube.com/watch?v=S5sx2sk8rUA
Video beam
Resources
Computer
Speakers.
Worksheet 3.9.1
Coloured pencils
PPT Slides with pictures in different order.
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4
continents
es &
ions
l valu
tradit
a
UNIT
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TOPIC: There are six continents.
MODULE: 3
UNIT: 4
SESSION: 1
AIMS: By the end of the session, students will be able to associate different animal species to the continents they live in.

THIS IS COLOMBIA
To activate
• T presents posters with the different national symbols worked on previous sessions.
previous
knowledge and
5 min Warm up • As Ss look at the symbols, they scream out the name of the symbol. T - Ss WORKSHEET 4.1
lead the session
to the new
• When Ss finish, T explains these are Colombia’s symbols, but now, they are going to talk about the world.
topic.
SEN ADAPTATION: For visually-impaired Ss, T needs to include sound to the pictures or cut-outs for the Ss to touch and get the idea of the symbol.
• T asks Ss to work in pairs.
• T gives Ss a map of the world. The map represents the 6 continents around the world. (The map should be carefully selected in a way that doesn’t
show the names of the continents.)
Suggested video
about the continents,
• Ss must tell each other, for 15 seconds, as many names of cities or countries as possible that they probably know. (Spanish is OK. However, when
and some countries
possible T needs to model and/or repeat the English word.)
around the world:
https://www.
• T tells Ss “Stop” and then, elicits some answers from Ss.
youtube.com/
To present T – Ss
watch?v=fqsCWZtZlk4
15 vocabulary • Now, T plays a video about the continents and asks Ss to pay close attention to it in order to identify the continents and some countries.
Pre-task
min about the Ss - Ss
Video beam
continents • After showing the video, T asks Ss to share in pairs again the countries and cities Ss identified.
Computer
• T shows the map of the world again and elicit the names of cities, countries or continents they previously shared. T shows Ss in the slide the
names of the continents and their location in the map, and focuses Ss’ attention on those names. T asks Ss to repeat their pronunciation. T
Worksheet 4.2 (map of
presents images of the continents.
the world)
SEN ADAPTATIONS: For hearing-impaired Ss, When working in pairs, T encourages Ss to write down cities, countries or continents.
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Kangaroo (Australia),
giraffe (Africa),
penguin (Antarctica),
• Now, T recalls the national bird of Colombia: The Andean Condor and explains that in the continents there are some other animals that live in those caribou (North
places. America), Andean
condor (South
• Now, T gives Ss some cut-outs of different representative animals from each continent. Kangaroo (Australia), giraffe (Africa), penguin (Antarctica), America), panda bear
caribou (North America), Andean condor (South America), panda bear (Asia), dog (Europe). (Asia), dog (Europe).
Pictures about the
• T asks Ss to show them to a classmate and say the animal names in English (in case Ss come up with the word in Spanish, T needs to model it in continents and
English.) pictures about the
animals need to have
To reinforce
• T displays some images, slides or flashcards of the same animals that Ss just received. Pictures need to carefully show where the animal lives a similar relation in
vocabulary
(ecosystems). T presents the animals to Ss by naming them and referring to a simple description about the place the picture shows. Where T can ecosystem so that
learning about
say “Penguins live in cold places” and gets Ss to repeat and model the language. T – Ss Ss can easily identify
the continents
20 where the animal lives
Task by relating them
min • T writes on the board the question: “Does it live in… (Africa)” and the possible answers “No, it doesn’t”, “Yes, it does”. Ss - Ss and relate it to the
to the animals
proper continent.
that live in
• T needs to plan the slides in a way Ss can match the ecosystem of the animal and the continent. T encourages Ss to look at the picture of the animal
those areas of
and reply to the question. So all Ss look at their pictures and decide whether yes or no answer. T needs to move
the world
carefully from activity
• Finally, Ss match the animal and the continent where the animal lives. to activity in this stage
and needs to look
• T continues doing the same with the rest of the animals as times permits. carefully at the Ss in
order to guarantee
*Additional activity 2 they are following the
process without any
SEN ADAPTATIONS: For visually-impaired Ss, T needs to share animal pictures with punched borders (or the names of the animals in braille language). problem.
It’s necessary to get sounds and T needs to carefully guide the comments in order to promote these Ss participation.
WORKSHEET 4.3
Board and markers

• T divides Ss in groups of 3 and encourage Ss to ask the same questions each other.
To consolidate
the vocabulary
5 • T monitors the activity and correct possible mistakes.
Wrap up of continents in Ss - Ss
mins
relation to the
SEN ADAPTATIONS: For visually-impaired Ss, T needs to talk to Ss in these group in order to let these Ss touch and feel pictures in order to get a
animals.
response.
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ADDITIONAL ACTIVITY 1
• T takes out the pieces of a giant continent jigsaw puzzle and asks Ss to help him/her figuring it out by looking at an image of the original shapes T needs to carefully
To consolidate
(a slide if possible). Puzzle is solved on the floor. T – Ss monitor the activity in
the connections
10 order to consolidate
Pre-task 2 between
min • T shows Ss a picture of each continent with a special feature for Ss to make connections and have a point of reference and mentions some of the Ss - Ss relationship.
continents and
ecosystems seen in the previous unit.
the animals
WORKSHEET 4.4

ADDITIONAL ACTIVITY
To make a more
meaningful
process of
• T elicits questions from Ss such as “Does it live in…” and Ss stick the animal in the continent where it belongs to. (In case it’s not possible to use
connection T – Ss
the jigsaw puzzle, T can use the C1M3U4S1 - WORKSHEET B).
15 Task between the C1M3U4S1 -
min extension continents and Ss - Ss WORKSHEET B
• An adaptation to this activity is encouraging Ss to ask the questions.
the animals
and encourage
language
production
• Worksheet 4.1
• Worksheet 4.2
• Video about the continents, and some countries around the world: https://www.youtube.com/watch?v=fqsCWZtZlk4
• Video beam
Resources • Computer
• Worksheet 4.3
• Board and markers
• Worksheet 4.4
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TOPIC: Countries and means of transportation.
MODULE: 3
UNIT: 4
SESSION: 2
AIMS: By the end of the session, students will be able to meet and identify some means of transportation in different parts of the world

LET’S MIMIC
• T tells Ss that they are going to play a mimic game. T asks Ss to make a horse-shoe seating arrangement. T is going to pass a ball (Tingo-Tango /
Hot Potato) and when T says “Stop”, the S with the ball in his/her hands needs to come to the front. T shows this S a picture of one of the different
options of transportation (car, bus, train, airplane, boat, and bicycle in worksheet 4.5).
• As soon as the T says “Now”, Ss start to mimic the transportation means he/she was told. At the same time, T plays a sound related to the
To link previous CD Player
transportation that the S is acting out in order to support visual-impairment Ss.
knowledge
with the new T – Ss Speakers
• T motivates Ss to come up with ideas about that transportation mean. When Ss figure it out, T writes the word down on the board.
topic and To
10
Warm up activate basic Transportation means
min • T repeats the same process until he/she has covered all the words proposed for this activity.
vocabulary Ss - Ss sounds
about
• Finally, T presents the posters with the pictures of the transportation means. T plays the sounds again according to the picture. T asks Ss to say
transportation WORKSHEET 4.5
the transportation means aloud as the pictures are shown.
means
• T explains that transportation means are used to connect the continents but some of them are very particular from country to country. Also, T
explains that some animals are used as transportation means.
SEN ADAPTATIONS: For visually-impaired Ss, T needs to use sounds of the transportation means.
For hearing-impaired Ss, T needs to present images of the transportation means with their names.
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WORKSHEET 4.6
In case, computer
can´t be used, it could
be possible to use
pictures and develop
the activity on the
LET’S PLAY AGAINST THE CLOCK
board.
• Now, T asks Ss “What animals are used for transportation?” T elicits answers from Ss in 15 seconds. T tells Ss that they are going to play a game:
CD Player – Computer
“Against the clock”. T explains to Ss that they need to say the letter in order to complete the names of some animals used as a transportation
means. Ss need to pronounce the letters in order to get name of each animal.
Speakers
• T explains Ss that they are going to have 1 minute to complete every animal name but every 15 seconds a letter will be shown in order to help Ss
Transportation means
figure out the name. (animals: horse, elephant, camel and dog)
sounds
• When an animal is recognized, T presents the name of the animal and a picture. T presents each animal and explains in which continent and country
Images of the animals
To present these animals are used as transportation “Dog sled are used in Antarctica for transportation” T explains conditions in some countries (for “Dog”,
T – Ss
vocabulary T needs to explain Ss about Dog sled)
15 Riding a horse:
Pre-task about animals
min Ss - Ss https://www.
used for • T presents the pictures of these animals and explains to Ss that they are used in different parts of the world. T asks Ss “Where are these animals
youtube.com/watch?
transportation used as transportation?” T elicits some answers from Ss.
v=K568xGHWxTA
• T plays very short videos that show where these animals are used for transportation.
Riding an elephant:
https://www.
• T asks the question again, elicits answer from the Ss and explains to Ss where these animals are used for transportation.
youtube.com/watch?
v=xItFimDTz0I
*Additional activities 1 and 2
Riding a camel:
SEN ADAPTATIONS: For visual-impaired Ss, T needs to play the sounds of letters.
https://www.
For hearing-impaired Ss, T need to support explanations about the animals used for transportation, so these Ss are able to read the images.
youtube.com/watch?
v=D18b2IZpxk0
Riding a Dog Sled:

https://www.
youtube.com/watch?
v=tKDi2uDO2r0
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ROLE-PLAY
• T explains Ss that for the next activity they are going to need a friend (T takes out a puppet and presents it to Ss.) T explains to Ss that they are
going to have a short conversation with Tom (the name of the puppet). Some other examples
of conversation that T
• T writes the based conversation down on the board. may model:
A: Hello. Where are you from? A: Hello. Where are

B: Hi. I’m from … you from?
A: What´s the transportation like in…? B: Hi. I’m from Bogota,
B: … are used in … for transportation. in South America.
A: OK, thanks, bye A: What´s the
B: Bye. transportation like in
Bogota?
• T models the conversation with the puppet. (If possible, T should model the conversation with another T (if not possible, model the conversation B: Buses, taxis
with an advanced S), but using the puppet.) and bicycles are
used in Bogotá for
To foster
A: Hello. How are you, where are you from? transportation.
vocabulary
B: Hi. I’m from Antarctica. A: OK, thanks, bye
about T – Ss
A: What´s the transportation like in Antarctica? B: Bye.
15 continents and
Task B: Dog sleds are used in Antarctica for transportation.
min transportation PW
A: Ah OK, thanks, bye A: Hello. Where are
through
B: Bye or see you later. you from?
speaking
B: Hi. I’m from India, in
activities.
A: Hello. Where are you from? Asia.
B: Hi. I’m from London, in Europe. A: What´s the
A: What´s the transportation like in London? transportation like in
B: Buses and taxis are used in London for transportation. India?
A: Ok, thanks, bye B: Trains and
B: Bye or see you later. elephants are
used in India for
• T organizes Ss in pairs and gives every pair a puppet. T explains that Ss need to use the vocabulary they learned about transportation. T also transportation.
explains Ss that one of the Ss has the puppet and the other S starts the conversation. Then, T says that after 2 minutes of conversation he/she is A: Ok, thanks, bye
going to clap his/her hands and pairs must change. The S with the puppet stays in that place and the other S moves to his/her right. B: Bye.
Puppets
• Every 5 minutes, T pauses the activity and asks for volunters to come to the front and practice in front of the class. Board, markers
Computer
SEN ADAPTATIONS: For hearing-impaired Ss, T needs to make cards (letter paper size) with the specific parts of the conversations so, these Ss may slides
have the conversation by picking up the specific piece of the conversation. Additionally, these Ss need to have the pictures of the transportation at
hand.
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• T shows Ss the slides about the different means of transportation one more time.
Computer
• In every PPT slide T asks Ss “What is it?” T elicits answers from the Ss “It’s a bus / It’s an Elephant”. Then, T asks Ss “Where is it used?” Ss answer slides
To consolidate
5 min Wrap up the country or continent I “It’s used in London / It’s used in India”. (If possible, T should play the short videos again.) T - Wh Short videos about
the topic
transportation means
SEN ADAPTATIONS: For hearing-impaired Ss, T needs to post the questions within the PPT slide and encourage these Ss to respond by showing
pictures about transportation and places.

ADDITIONAL ACTIVITY
Pictures chosen for

this Bingo need to be
the same as used in
BINGO GAME
previous activities in
this session.
• Ss get in pairs.
WORKSHEET 4.7
• T gives every pair a card with 5 different pictures of transportation.
Pictures and a bag for
• T explains to Ss that they are going to have 10 pictures about transportation in a bag. T gets a picture and says the name aloud.
the T.
To link machines • Ss need to cover the pictures that they listen to on the cards. T – Ss Pieces of paper
10 and animals as
Pre-task 2 for the Ss to cover
mins transportation • When a group gets all the 5 pictures covered, one S from the team needs to scream out “BINGO”. GW
the transportation
means
mentioned.
• T checks first if BINGO is OK.
Computer
• After checking and identifying that the BINGO card is a winner one, T asks Ss who to stand up and say the names of the pictures they have aloud.
Slides.
Then, T collects all the Bingo Cards and share them again trying not to repeat the cards in groups.
Picture BINGO Picture
• T plays again until the time permits.
SEN ADAPTATIONS: For hearing impaired Ss, T needs to show every picture in a slide. BINGO Picture BINGO
Picture BINGO Picture
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ADDITIONAL ACTIVITY
T needs to help Ss to
organise the activity.
It’s necessary to move
all the chairs against
the wall.
COLLECTIVE JIGSAW PUZZLE
T needs to take into
account the number
• T divides the whole group in 10 groups.
of Ss in order to make
the packages.
• T gives every group a package with one piece of the 10 means of transportation. Meaning that every group has 10 pieces and each one corresponds
To strengthen to one of the means of transportation. (T has previously divided the pictures of transportation into 10 pieces). T – Wh The sound of the
15 the vocabulary
Pre-task 3 transportation means
min about • Groups need to deal each other in order to get all the pictures together. (Pictures include the names of the transportation). Ss - Ss
should be played in
transportation.
order to guide Ss.
• T comes to every group and asks for a few means of transportation. “What’s this?”, and Ss in every group need to answer “It’s a…” T asks at least 4
or 5 questions about different means of transportation.
Computer
• At the end of the activity, T elicits Ss to pronounce the vocabulary about transportation.
Sounds of the
Speakers
Pictures divided into

10 pieces
Cd Player
Speakers Riding a camel: https://www.youtube.com/watch?v=D18b2IZpxk0
Means of transportation sounds Riding a Dog Sled: https://www.youtube.com/watch?v=tKDi2uDO2r0
Worksheet 4.5 Puppets
Worksheet 4.6 Board, markers
Resources
Computer Worksheet 4.7
Images of the animals Pictures and a bag for the T.
Riding a horse: https://www.youtube.com/watch?v=K568xGHWxTA Pieces of paper for the Ss to cover the transportation mentioned.
Riding an elephant: https://www.youtube.com/watch?v=xItFimDTz0I
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TOPIC: Traditional music and dishes.
MODULE: 3
UNIT: 4
SESSION: 3
AIMS: By the end of the session, students will be able to meet international food and music around the world.

• T shows Ss a picture of traditional Colombian food including traditional music. The picture needs to be so attractive that Ss feel like they want to
eat it right away. Computer
• T tells Ss that this is Colombian food but “What´s the food and music like in other continents?” Slides
To activate
previous • Then, T sticks a map of the world (same used in unit 3) and some pictures about food from around the world. The pictures about the food need to Video Beam
5 min Warm up T - Ss
cultural be on every side of the map.
knowledge in Ss Video about
SEN ADAPTATIONS: For visually-impaired Ss, T needs to accompany the video with his/her voice trying to describe, in a motivating way, the food Colombian food and
the video presents. music.
For hearing-impaired Ss, T elicits comments from the Ss.
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Computer and video
beam
T must look for a

“who wants to be
millionaire” template
for PPTs and arrange
the necessary
questions for the
LET’S PLAY “WHO WANTS TO BE A MILLIONAIRE?” game.. If T doesn’t
• T gets a “Who Wants to Be a Millionaire” template for PPTs and sets questions about food and music from different parts of the world. (Argentina: have the means to
Churrasco and Tango / USA: Hamburgers, Hot dogs and Rock and Roll / Mexico: Tacos, Burritos and Ranchera music / Brazil: Samba / China: present slides in the
Chinese rice / Italia: Pasta / Japan: Sushi / Egypt: Belly dance). classroom must do the
activity in posters.
• T sets the questions on the PPT slides and the 4 possible answers. The question needs to mention the food or the music and the 4 possible
answers need to be based on 4 countries. For example: “Hamburgers and Hot Dogs are very important dishes in... a. Italia b. Japan c. USA d. Pictures about food
Argentina.” and music
Pictures about
To present • T divides the groups in pairs. countries and flags
vocabulary
T – Ss
to Ss about • T explains Ss the rules of the game and some supporting tips the players have. T also explains that Ss have the opportunity to ask for a picture Suggested videos
15
Pre-task 1 music, food of the country including the colour of the flag. Also the Ss have the opportunity to ask for a video about the music or the food and finally Ss can about food and/or
min PW
and countries get help from other groups. music
around the
world. • T models one game as an example for the pair work. Tango music: https://
www.youtube.
• After the game is over, T explains Ss some of these foods and music in relation to the country they represent. com/watch?
v=fsAGpw5uwDU
*Additional activity 1 and 2
Samba music:
SEN ADAPTATIONS: For visually-impaired Ss, T needs to read the questions and possible answers aloud. Besides, T needs to encourage Ss to be https://www.
supportive at the moment they get a clue, so Ss can share information about it. In order to guarantee understanding videos, T needs to explain the youtube.com/watch?
video. v=uoblz9g13NA
Rancheras:
https://www.
youtube.com/watch?
v=DjnhGwxQkFk
Belly Dance:
https://www.youtube.
com/watch? v=8YQM_
zfYO7Q
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It’s important for
• T explains to Ss that they are going to open a new restaurant “The Food and Music International Restaurant” and Waiters and Waitresses it’s
the T to monitor
necessary to have. T tells Ss they are going to make a role-play.
carefully the activity
in order to correct
• T shows Ss a menu previously made. The menu includes food and music from different parts of the world.
possible pronunciation
mistakes or to
• T shows Ss the conversation they are going to perform:
explain Ss any kind
W: Welcome to the international food and music Restaurant. What would you like to eat?
of question they may
C: Thank you. I’d like to eat… or Can I have …
To improve have.
W: OK. And what would you like to listen to? / Can I listen to….. / Can you play ….
Ss’ vocabulary
C: I’d like to listen to… / I want to listen to …
about T – Ss For impaired Ss, T
W: Perfect, one moment please.
20 international needs to be ready
Task
min food and music Ss - Ss to support with the
• T explains to customers (Ss) that they need to look at the menu and choose one of the dishes and one type of music, and explains waiters and
through a material they need.
waitresses (Ss) they are going to ask questions about food and music to the customers.
conversation
activity Be sure to use the
• T divides the group in pairs and asks Ss to practice the conversation. Every 3 minutes of conversation practice, T is able to change pairs in order
different tenses:
to refresh the activity.
• T asks for volunteers to perform the conversation in front of the group. I would like.
(Advanced)
SEN ADAPTATIONS: For visually-impaired Ss, T needs to model the conversation as many times as possible in front of the WH and monitors practice I want … please
time. Can I have…. Please
For hearing-impaired Ss, T needs to prepare written lines of interventions of the customers and waiters as well, so that Ss show them at the moment I want to listen to …..
of the conversation.
Computer
LET’S MIMIC THE MUSIC T – Ss
To review the
5 mins Wrap up topic of the Videos
• T shows Ss a piece of the video about music and asks Ss to dance the most similar to the people in the video. Ss - Ss
session
• T just plays every video for 30 seconds and then, changes to another type of music. Video beam
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ADDITIONAL ACTIVITY
LET’S PLAY HANGMAN
• T makes groups of 3 and tells the groups that they are going to play hangman with the vocabulary about music and food.
• T explains the rules of the game: every group will have the chance to say a letter in order to make the word. If the letter is correct, the group
continues saying words until the word is complete. If the word is not correct, then, the T passes to another group and starts drawing the hangman. T – Ss
To strengthen Board
10 So, the hangman is for the whole class.
Pre-task 2 vocabulary
min Ss - Ss
through a game Markers
• T pays attention to the time in order to use as much vocabulary as possible.
SEN ADAPTATIONS: For visually-impaired Ss, T needs to explain how many letters the word has and every time there is a letter on a line, T needs to
say aloud the number of position of the letter.

ADDITIONAL ACTIVITY
LET’S MAKE A MENU
• T explains Ss they are going to make a menu for an international restaurant. T tells Ss that the menu includes pictures about the food. Additionally,
T explains Ss this menu also needs to offer international music to the customers.
Cardboard
• T divides the group in pairs. T gives every pair a package with cardboard, cut-outs about food and music, glue and markers. Ss need to work on
the cardboard in order to make it look like a menu, then, Ss need to organise the pictures, stick them on the cardboard and paste (cut-outs) the cut-outs about food
To consolidate
names of the food and music right next to the pictures. T – Ss and music
vocabulary
15
Pre-task 3 through a
min • In the front side of the cardboard Ss need to paste using cut-outs the names of the restaurant and make some decorations for the menu using PW glue
handcraft
the markers.
activity
markers
• Ss get a few tables together and present the menus to the class.
Scissors
SEN ADAPTATIONS: For visually-impaired Ss, T needs to share pictures that include braille language, so that these Ss may have the opportunity to
learn by themselves the names of the food and music. Also T encourages these Ss to be creative at the moment of making any design to the menu.
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MODULE: 3
UNIT: 4
SESSION: 4
AIMS: By the end of the session, students will have consolidated all the vocabulary seen through the unit and be more aware of their national culture and identity

WORD SEARCH
• T gives Ss a word search with the vocabulary developed throughout the unit. This handout has pictures used in previous sessions in this unit in
order to help Ss find out the words.
T – Ss
• T explains Ss they are going to work individually but after working for 2 minutes, Ss are going to have the chance to move around the classroom
To activate
10 for 1 minute asking for the missing words. IW
Warm up vocabulary of WORKSHEET 4.9
min
the unit.
• When Ss complete the activity, T checks the completion of the activity. Ss - Ss
SEN ADAPTATIONS: For visually-impaired Ss, T needs to say the vocabulary Ss need to find. Letter in the words search need to be adapted to braille
language.
GUESSING GAME
• T takes a set of pictures (animals, plants, flowers, continents, music, food and types of transportation.) in his/her hand and chooses one of them,
takes a look at it and sticks it on his/her forehead. Then, T asks Ss “What is it?” and Ss need to answer by saying the name of the element and if it
is an animal, a plant, a flower, a continent, music, food or one of the transportation means.
To encourage
Ss to use the • T gives every S one picture, asks Ss to stick it on their foreheads and asks Ss to move around the classroom asking the question to the class. T – Ss
15 vocabulary
Pre-task WORKSHEET 4.9
min developed • When Ss are done, T consolidates the activity by having the whole class choral answer basic questions about vocabulary. Ss - Ss
throughout this
unit *Additional activity 1
SEN ADAPTATIONS: T tells Ss with visual impairments, the cards he/she has given their classmates, so they can participate in the game too.
For hearing-impaired Ss, T needs to give these Ss a set of cards with the names of the item, so these Ss have the chance to look at the picture, look
for the name in his/her set of cards and show it to the Ss.
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PICTURE DICTATION
• T explains Ss he/she has a special set of pictures in his/her hands and Ss will draw it according to the instructions and some other tips they are
going to get. T explains Ss they need to be quiet even if they already know what the T is describing.
• T dictates the instructions “It’s a big bird. There are mountains. The bird lives in the mountains in South America”. T plays the Colombian national
T – Ss
Anthem. Then, Ss share their pictures with the class. Pictures need to have the name of the animal, plant, flower, continent, music, food or
To assess Ss’ Worksheet 4.9
transportation mean.
20 vocabulary IW
Task
min comprehension papers
• T uses the vocabulary developed throughout the unit in order to design more descriptions.
though drawing Ss - Ss
SEN ADAPTATIONS: For visually-impaired Ss, T needs to use a piece of white paper in which he/she punches “the mountains, the bird” so the Ss
have the opportunity to picture the image in his/her head. It’s important not to leave lines or any other figure so the rest of the Ss start looking at it.
To consolidate
5 min Wrap up the vocabulary • Now, T explains to Ss that they are going to post their drawings around the classroom, T is going to check them and Ss are going to describe them. Ss - T Ss’ drawings
of unit.
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ADDITIONAL ACTIVITY
To promote • T divides the class in groups of 3 Ss. T explains groups they are going to get cards from the T’s set of cards. Ss need to analyse it and get ready to
language describe the other groups the picture.
production T – Ss WORKSHEET 4.9
15 using • Ss in the other groups need to draw the picture described and then, share this picture with the other groups.
Pre-task 2 papers
min vocabulary Ss - Ss
developed SEN ADAPTATIONS: For visually-impaired Ss, T needs to encourage the other Ss to help these Ss in every group, so they have the chance to support
throughout the with their ideas.
unit

ADDITIONAL ACTIVITY
Continents of the
To complete world in cardboard
world collage (Recycle World Map)
• T sticks on the board the 6 continents of the world and gives Ss every group an envelope with a set of pictures related to them. The pictures are T – Ss
by matching
10 Task mixed up, there are animals from different continents, food, music etc.
key vocabulary Pictures of animals,
min extension Ss - Ss
inside the plants, flowers,
• Ss need to look at the pictures, negotiate and decide where to put them.
shapes of the continents,
continents music, food and
• At the end of the activity, T elicits the vocabulary from the Ss based on the continents.
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5
traditions at home and at school
es &
ions
l valu
tradit
a
UNIT
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TOPIC: Local celebrations around the world
MODULE: 3
UNIT: 5
SESSION: 1
AIMS: By the end of the session students will be able to name, value and recall activities related to the most important celebrations at home and around the world.

Suggested video
Song: http://www.
youtube.com/watch?
v=yFGJKSs6WRo
es &
ions • T shows up in class wearing a party hat and carrying some balloons. T tells Ss that they are going to celebrate in class.
T can look for another
video where different
ways to celebrate a
To show • T hands out some hats and balloons and indicates Ss to have fun with the music.
event are showed, or
how people
where Ss can different
10 celebrate in • T plays the video song Celebration and elicits Ss to stand up and dance.
Warm up S-S celebrations.
min different places
l valu
around the • T asks Ss questions about what they saw in the video and what different cultures they have identified in it.
tradit
Party hats and

world
balloons.
SEN ADAPTATIONS: T helps the visually-impaired Ss through the activity and holds their hands during the dancing.
Video beam, computer
and speakers.
T can download the

video previously or
look for it on the
internet.
a
Cultur
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• T talks with Ss about what kinds of celebration do they have and how do they feel celebrating every time.
• T elicits Ss to name special dates for them (Birthdays, Christmas, New year’s eve, Halloween)
• T takes a big bag or box with different objects and images inside of it. Those objects represent artifacts used in celebrations, like presents,
decoration or food.
A box or bag with
To • T asks for volunteers to stand up and take an object from the bag. S shows it to his/her class. T-S different party
10
Pre task 1 contextualized decoration items and
min
the topic • T asks, “What’s it?” and encourages Ss to answer, “it is a/an… If Ss answer in Spanish, T can re-state the word in English. images about different
kinds of celebrations
• T helps Ss to report sentences like “it’s a birthday cake” “it’s a Christmas tree” “it’s a Halloween pumpkin”
• As Ss keep participating, T takes the images that represent these celebrations and stick them on the board.
SEN ADAPTATIONS: For visually-impaired Ss, T describes orally the objects and images used during a celebration.
For hearing-impaired Ss, T must show papers with the words from the main vocabulary or write down on the board when necessary.
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DATES TO CELEBRATE
• Ss repeat and practice the vocabulary.
• T emphasizes that there are special months to celebrate these events.
• T asks Ss to tell their partners about their birthday month “When is your birthday?”
• After Ss talk to each other, T elicits some answers from Ss. If the S says the month in Spanish, T just re-states what he/she said.
• T ask Ss to repeat the months after him/her by counting with their fingers.
• T writes down the month for each celebration image pasted on the board in the previous activity.
ACTIVITIES WE USUALLY DO TO CELEBRATE A SPECIAL DATE
• T directs Ss attention to the objects taken from the bag or box in a previous activity.
To identify
basic common • T asks questions like “How do you celebrate birthdays at home? Narrow the vocabulary
activities of the activity by just
20
Task carried out • T encourages Ss to answer using the adverb “always” PW having 2 or 3 activity
min
to celebrate “We always have a cake” “We always blow out candles” “We always give/get presents” examples for each
special dates at special date.
home • T splits the class in two, so that Ss work in two different groups in order to play Chinese whisper. Example: Halloween:
Dress up in a
• T whispers a traditional activity that matches a celebration to the first Ss in both lines. costume and ask for
candy/sweets in the
• Ss send the message to the S behind them by whispering it. neighborhood, local
malls, etc. “Trick or
• The last S in the line runs to the board and touches the celebration image previously pasted on the board and says the activity. The sentences are Treat” …
correct if they make sense.
• T plays at least one round for all the Ss to participate.
SEN ADAPTATIONS: For visually-impaired Ss, T describes orally the objects and images used during a celebration. T also needs to help these Ss by
interacting with them and help them with the actions.
For hearing-impaired Ss, T must write the questions and instructions on the board so these Ss can see what to do. During the Chinese Whisper game,
T must hand out papers with the words.
To review
• T points image by image asking Ss as a group “what do we usually do for __________?”
the main
5 min Wrap up
celebrations • T help Ss come up with answers and complete sentences “we usually ______, ________ and _______ for ______.” T-S
and the months
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ADDITIONAL ACTIVITY
• T tells Ss that now it is time to practice the month’s names with a song.
British council
• T plays a video song, and asks Ss to pay attention in order to see if they mention 12 months. video: http://
To practice the
10 learnenglishkids.
Pre - Task 2 months of the
min • T plays the song a second time in order to have Ss check their answers. This time Ss sing the month’s names and touch a finger every time they britishcouncil.org/en/
year
say a month. songs/time-another-
year
SEN ADAPTATIONS: For visually-impaired Ss, T needs to help these Ss by interacting with them and help them with the actions.

ADDITIONAL ACTIVITY
• T tells Ss that they are about to perform a type of celebration.
T needs to help
• Ss are divided in different groups in order to perform the assigned celebration.
Ss in every step
in order to make
To perform • With the T’s supervision, Ss get some minutes to prepare and practice how to represent that specific event.
the performances
a short play
organized.
in order to • Ss have to represent both parents and children.
15 Task
represent one S-S
mins extension Some black and brown
of the family • For Ss to differentiate between children and parents can draw a beard on her faces; use their school sweaters as an apron for mothers.
make up pencils and
celebrations at
sweaters or old shirts
home. • Ss present their mini-plays to the class.
from parents to use as
aprons.
• After ever group finishes its presentation, Ss have to name aloud all the activities they saw during the performance right away.
SEN ADAPTATIONS: T ensures Ss with visual and hearing impairments are assigned to a group and can contribute to the task
• Video Song: http://www.youtube.com/watch?v=yFGJKSs6WRo
Party hats and some balloons.
Video beam, computer and speakers.
Resources A box or bag with different party decoration items
Images about different kinds of celebrations
• British council video: http://learnenglishkids.britishcouncil.org/en/songs/time-another-year
Black and brown make up pencils and sweaters to use as aprons.
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TOPIC: The school community celebrate memorable dates
MODULE: 3
UNIT: 5
SESSION: 2
AIMS: By the end of the session students will be able to identify and name important celebrations at school

T makes sure Ss
participate actively.
• T asks Ss to work in pairs and try to recall as many months of the year as possible
T only needs to play
the song; the video is
• T asks Ss to try to number the months of the year using their fingers like they did singing the song in the previous session.
no longer necessary.
• T plays once again last class song “Time for another year”
Speakers.
To focus and
bring energy to • Ss check their answers by listening to the song
10 Cut-outs with the
Warm up the class and S-S
min names of the months.
review some • Ss practice the song singing. In this second round, T pauses the music to challenge Ss to keep singing.
vocabulary
Suggested song
• T makes more challenging the activity and gives different turns to different pairs each time.
British council video
song:
SEN ADAPTATIONS: For visually-impaired Ss, T needs to help these Ss by interacting with them and help them with the actions.
http://
• For hearing-impaired Ss, T needs to hand out different images with words of the song so the Ss can follow the song.
learnenglishkids.
britishcouncil.org/en/
songs/time-another-
year
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• T presents objectives to Ss and talks about different memorable Colombian school dates and how they are celebrated at school: Earth day,
Language day, Race day, Family day, Water Day.
T-S
• T also emphasizes the importance of commemorating these dates and tells Ss that there are other children in other continents who commemorate
special dates too, for example, in Africa, Egypt. Video beam, computer
and speakers.
STORY TIME: “MY FAVORITE GAME EID AL FITR”
• T displays the online story image, and contextualizes the story. Suggested video:
British council video
To contextualize • T plays the story and pauses it frequently to analyze the images for Ss to understand better “This is Egypt, these are pyramids…” story
10
Pre task 1 and present http://
min
objectives to Ss • Also, every time a PPT slide of the story is told, teacher paraphrases the most important vocabulary and ideas. learnenglishkids.
britishcouncil.org/
• After listening to the story and analyzing the images, T elicits Ss to answer “What activities do they do to celebrate memorable dates? en/short-stories/my-
favourite-day-eid-al-fitr
• Ss name the basic activities in pairs like decorate, eat candy, get money, dance and play.
Images of the main
• T writes down all the information given by the Ss on the board in order to have it during the whole session as a point of reference for the Ss. vocabulary seen in the
T-S
slides
SEN ADAPTATIONS: For hearing-impaired Ss, T needs to show the images of the main vocabulary every time is mentioning a new word.
For visually-impaired Ss, T must to describe orally what is happening in the slices for the Ss to get a picture of them.
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• T asks Ss to work in groups of 3 or 4 and brainstorm memorable dates celebrated at their school.
• T elicits some answers from Ss and states them in order to present their equivalent in English.
T-S
• T narrows the topic by showing images that represent 4 important celebrations (earth, language, race and family day) Flashcards with
images of 4 important
• T has Ss practice the words by drilling them. celebrations at school
To match
memorable • Now, T briefly refers to each one in order to mention why it is a relevant date. *ADDITIONAL ACTIVITY 1 Worksheet 5.1
dates
20 celebrated • T gives the Worksheet 5.1 to Ss where they can classify different activities to represent each memorable date by making little drawings.
Task
min at school
with months • T refers to each of the images that represents dates and starts “dictating” actions “We celebrate Family day in May. Families come to school and
and different we decorate a card for them”. “We celebrate Race day on … and we paint our faces and dance to typical music”…
activities
• After Ss finish their drawings, they get with other partner in order to explain to their classmate key words about the activities from each category T helps Ss all the
S-S
(paint, decorate cards, plant a tree, etc.) time building the
vocabulary and uses
*ADDITIONAL ACTIVITY 2 often drilling exercises
T-S
for them to practice
SEN ADAPTATIONS: For hearing-impaired Ss, T needs to show the written words of the main vocabulary every time a new word is mentioned.
For visually-impaired Ss, these Ss can describe and use words to give an idea about what happens in each celebration date.
• T asks the Ss to pay attention in order to explain the activity.
T-S
To review the
• T calls out aloud different actions made in each memorable date such as blow candles, or asking for candies. Each time, Ss need to answer faster T encourages Ss to
5 min Wrap up main vocabulary
what action belongs to what date. participate actively
from the session S-S
• After a few turns, T can give the opportunity to some Ss to call out the actions.
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ADDITIONAL ACTIVITY
• Ss watch a video about weird celebrations from around the world. (Suggested video – resources)
• T stops the video when the name of each celebration is presented so that students can copy it.
To get familiar
T is advised to show
Additional with examples • The video can be played 2 times for Ss to have the opportunity to take notes and practice their listening/writing skills.
the ‘25 craziest
15 activity 2 of weird
T-SS celebrations from
min Before pre celebration • T asks Ss to write down the name of the weirdest celebration and the reasons why they find them so strange.
around the world’ –
task 1 around the
youtube
world SEN adaptation: With this video clip, students with hearing impairments will be able to identify the celebration activities, but teacher needs to have
the names of the celebrations written down on the board or on cardboard cuttings, and needs to point at each name as it is mentioned in the video,
so that the student knows what celebration the pictures he is looking at belong to.

ADDITIONAL ACTIVITY
• After students’ task presentations, T encourages groups to create an invitation where they explain the name, purpose, date, and characteristics
Additional To write an
10 of the weird celebration they created before. Cardboard and
activity 2 invitation to a GW
min markers
Wrap up celebration
• Students ‘send’ the invitation to other groups and the class will decide on the most appealing.
Cut-outs with the names of the months.
• British council video song: http://learnenglishkids.britishcouncil.org/en/songs/time-another-year

Video beam, computer and speakers.
• British council video story http://learnenglishkids.britishcouncil.org/en/short-stories/my-favourite-day-eid-al-fitr

Resources
Images of the main vocabulary
Flashcards with images of 4 important celebrations at school
Worksheet 5.1
Sticker papers or papers cuts in circle shapes and little hangs
Little papers with pictures about memorable dates at school.
Worksheet 5.2
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TOPIC: My holidays are celebrated around the world too.
MODULE: 3
UNIT: 5
SESSION: 3
AIMS: By the end of the session, students will meet different celebrations and customs around the world and find out differences and commonalities between their own and other cultures

• T greets Ss.

Christmas carols
To activate • T gives every group 4 handouts. Every handout has a title on the top (Easter, Valentine’s Day, Christmas and New Year). Additionally, T gives every
T – Ss
cultural group a set of pictures of these celebrations. (Candies, colourful eggs, Santa Claus, fireworks, romantic dinner, a cross, Christmas tree, family
Cotton
knowledge dinner, etc.)
10 IW
Warm up about
min Handouts with pictures
celebrations • Ss need to negotiate and decide where to place the pictures.
Ss - Ss about celebrations
around the
around the world.
world. • Groups share each their results and make final decisions about the pictures.
• Finally, T checks the hand outs and explains to Ss that they are going to talk about these celebrations around the world.
SEN ADAPTATIONS: For visually impaired Ss, T assigns a classmate to describe the pictures.
• T tells Ss that he/she is going to explain the celebrations around the world and the difference with celebrations in Colombia, so Ss need to pay
close attention to the activities people do during celebrations because they are going to play a game with this information. T use images in a PPT
slide to support the presentation.
• After T explains, T divides the class in 2 groups. T asks Ss to stand up one next to the other and grab their arms making a line. Groups need to T needs to prepare
stand up facing each other. sentences in advance.
To present
When referring to
vocabulary T – Ss
• T says a sentence such as We ask for candy on birthdays, or We decorate a tree on Christmas, and Ss need to identify if it is true or false. other cultures, T
about different
must investigate and
15 celebrations Ss – Ss
Pre task • T also uses statements that refer to other parts of the world like: on New year’s eve celebration in China, animals are very important to people” Ss choose interesting and
min around the
must decide if it is true or false as well. appealing facts for
world and GW
little children. These
contextualize
• T says a sentence just to one group, if they consider it is true Ss need to take a step forward, if it’s false, they have to stay right in the place. Ss sentences are to be
Ss.
can’t let go from each other. used in the task as
well.
SEN ADAPTATIONS: For visually-impaired Ss, T needs to tell Ss to be careful at the moment of stepping forward.
For hearing-impairment Ss, T needs to use a PPT slide in order to share the question recently asked.
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UNSCRAMBLE THE SENTENCES
• T divides the class in 4 groups.
• T gives every group a set of words printed on paper (New Year/People/other/hug/for/each) to complete sentences about celebrations around the
world. Every group has a particular celebration and has to unscramble 2 sentences.
To unscramble
Computer
sentences • These sentences refer to particular activities people do during celebrations around the world, but one last word every group needs to complete
15 related to the activity is in any other group set of words, so Ss need to negotiate meaning in their groups and negotiate with other groups in order to finish.
Task T - Ss Video Beam
min celebrations “People hug each other for New Year”
around the
PPT slides
world. • T explains that all the groups need to help each other and provide the words during the activity to find the words needed to complete the
sentences.
• When a group finishes, T checks the sentences.
• T uses a PPT slide to show pictures about different celebrations around the world. Ss need to scream out the celebration every picture refers to.
To review the
5 min Wrap up
topic
SEN ADAPTATIONS: For visual-impaired Ss, T needs to pronounce the vocabulary presented through the slides.
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ADDITIONAL ACTIVITY
• T explains to every group that they will watch some videos about celebrations around the world (Easter, Christmas, Valentine´s day, New Year) and
pay a lot of attention for the next activity.
• T plays the videos, mediates the information presented and tells the Ss that every group is going to stand up in the front by turns.
To strengthen
• T asks one group to step forward and plays one of the videos again.
the cultural T – Ss Computer
and vocabulary
• The group of Ss in the front can’t look at the video, just listen to it. T explains that when the video stops, they can ask 3 questions about it to figure
15 knowledge Ss – Ss Video Beam
Pre-task 2 out the celebration presented through the video.
min about
celebrations GW Videos
• T helps Ss to create the sentences modelling questions such as Do people hug in the celebration? Do people look for something? Do people
around the
decorate a tree?
world
• The rest of the groups are sitting down and are just able to answer yes or no uses.
• If the group in the front is no able to figure it out, the Ss sit down and another group takes has a new chance.
SEN ADAPTATIONS: For hearing-impaired Ss, T needs to ask these Ss to take another role: this S has the opportunity to watch the video and mimic
to the Ss in the group.
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ADDITIONAL ACTIVITY
MIMIC GAME
• T keeps the same groups from the task activity.
To consolidate • Now, T asks all groups to sit down in a horse-shoe seating arrangement. Then, T explains that he is going to use the sentences previously GW
10 Task
the content of unscramble to show to a particular group which has to mimic this in front of the class. The rest of the groups need to figure it out. Set of sentences
min extension Ss - Ss
the session.
• The group that figures out the word has the opportunity to come to the front of the classroom and mimic the next activity.
SEN ADAPTATIONS: For visually-impaired Ss, T asks Ss in their group to read out the words
Sets of pictures of these celebrations. (Candy, colourful eggs, Santa Claus, fireworks, romantic dinner, a cross, Christmas tree, family dinner, etc.)
Hand outs with titles on the top (Easter, Valentine’s Day, Christmas and New Year)
Christmas carols
Cotton
Resources
A PPT about the celebrations around the world and the difference with celebrations in Colombia
Computer, Video Beam and speakers
Sets of words printed on paper with scrambled sentences such as: New Year/People/other/hug/for/each
Videos about celebrations around the world (Easter, Christmas, Valentine´s day, New Year)
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MODULE: 3
UNIT: 5
SESSION: 4
AIMS: By the end of the session, students will be able to value and name different local and international special dates and things people do to celebrate them

• T greets and welcomes Ss
T only needs to play
the song; the video is
• T asks Ss to work in pairs and try to orally list the months of the year in the correct order
no longer necessary.
• T calls out a loud a name of a month and Ss need to follow and call out in order the name of the next month.
Speakers.
To practice the
• T plays a song for a review and practice: It’s time for another year”
5 min Warm up months of the T-S Suggested link, British
year council video song:
• T plays the song and encourages Ss to sing along with him/her.
http://learnenglishkids.
• T pauses the song in some segments, but Ss can’t stop singing (especially in the parts where a month is about to be said).
songs/time-another-
year
SEN ADAPTATIONS: For hearing-impaired Ss, T must show the video one more time so they can follow the song. During the activity calling out the
names of the months, T must write the words on the board.
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• T asks Ss about their favourite dates “What are your favourite dates or celebrations of the year?
Video beam, computer
and speakers.
• Ss work in pairs to answer this question “My favourite day is…”
Video Story, “my
• T asks Ss the reasons why they like this date “Why do you like this/these date(s)?” and Ss must answer with CAN “because I can …”
favourite day-
Christmas: http://
• T invites Ss to watch a video story about other children in the world’s favourite day.
T-S learnenglishkids.
britishcouncil.org/
• T plays the video story: “My favourite day, Christmas”
en/short-stories/
To contextualize my-favourite-day-
• T displays the online story image, and contextualizes the story (basic facts). T may recycle the strategies used during the last session (Preview &
Ss in one of the christmas
visualize).
20 most important
Pre-task
min celebrations
• T plays the story and pauses it frequently to analyse the images for Ss to understand better (for example, T explains what a calendar is)
around the
world.
• Also, every time a slide of the story is told, teacher paraphrases the most important vocabulary and ideas related to the topic.
• After watching the video, T gives Ss a hand out with pictures of the story mixed up. Ss need to label numbers under each picture in order to get
the story right.
S-S Hands out with
SEN ADAPTATIONS: For hearing-impaired Ss, T needs to show the images and words of the main vocabulary every time is mentioning a new word.
pictures of the story.
For visually-impaired Ss, T must to describe orally what is happening in the slices for the Ss to get a picture of them. T can pair these Ss with other
classmates to help them during the hand out activity, describing what is in each picture so impairment Ss can identify and put the pictures in order.
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• T divides the class in 12 groups (pairs or Ss could work individually depending on the number of Ss) Model of a calendar
with images that
T-S
• T tells Ss that they are about to create a favourite day calendar aircraft to decorate the classroom. represents different
celebrations
• T shows Ss a finished model of a calendar that contains images that represent different celebrations. (previously done)
To create a
15
Task favourite day
min • T hands out a blank model of a calendar and some images with different celebrations to each group. Every group needs to work on a month of Images that represent
calendar craft
the year. different celebrations
S-S
• T supervises and supports Ss with their task Complete sentences
are not a must, but
• T chooses a space in the classroom to place Ss calendars on the wall. logic sentences.
• T explains Ss that they are going to play Tingo, Tingo, Tango.
T encourages Ss to
• T asks Ss to sit in a circle. T hands out a pencil case and asks Ss to pass it quickly as they can while he/she is saying the word Tingo. T explains
participate actively
that when he/she says Tango the one who got the pencil case must stand up and say as many words as he/she can remember about a special
To play a game and helps them to
5 min Wrap up celebration. E.g. My favourite celebration is… is in October. I can… T-S
and review the build the sentences
main vocabulary using the right
• T plays the game one more time and then he/she allows a S to do lead the activity.
vocabulary.
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ADDITIONAL ACTIVITY
• After watching the video about Christmas, and pointing out the most important facts related to the topic, T asks comprehension questions to Ss.
• Answering with just one word is enough. T asks the questions to the whole class, but Ss answer the question with a classmate. Then T asks
T must help Ss to
everybody:
make up meaningful
To answer - When is Christmas? September or October?
10 sentences and
Pre-Task 2 questions about - Where does he put the presents? In the fireplace? Next to the Christmas tree?... T-S
min encourages them to
celebrations - What can he decorate? The living room? The presents?
use all the vocabulary
- What do you do with Christmas carols / songs? Play? Eat?
that they can.
- What can he eat? Hamburgers? Pizza, Hotdogs or cookies & milk.
SEN ADAPTATIONS: For hearing-impaired Ss, T needs to hands out the questions to these Ss on a piece of paper during the exercise.

ADDITIONAL ACTIVITY
• Once Ss finish their calendars, they share and express what they like with peers recycling expressions and vocabulary “My favourite day is
Halloween because I can dress up. I can be a super hero. I can eat candy. I can decorate my house.” (Ss do the same with every date they put on
To search for
15 Task their calendars)
words about S-S
min extension
celebrations
• Ss present their calendar’s section in an inner and outer circle while T monitors and supports them with language use them
• British council video song: http://learnenglishkids.britishcouncil.org/en/songs/time-another-year

Video beam, computer and speaker.
Resources • Video Story, “my favourite day- Christmas: http://learnenglishkids.britishcouncil.org/en/short-stories/my-favourite-day-christmas

Hands out with pictures of the story
Model of a calendar with images that represents different celebrations
Images that represent different celebrations
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3.6 What’s your favorite …
MODULE 3 3.7 South America
WORKSHEETS – LIST
3.8 Colombian flag
3.9 Symbols cards
1.1 I can chart
3.9.1 Coloring symbols
1.2 Faces
4.1 Symbols’ images
1.3 My favourite artistic expression is:
4.2 the map of the world
1.4 Mike and Sally in pieces
4.3 Wild animals images
1.5 Figures acting
4.4 Map of the world puzzle
1.6 Figures and letters
4.5 Means of transportation
1.7 I’m an artist
4.6 Animals for transportation
2.1 What kind of music do you like?
4.7 transportation Bingo
2.2 Sample
4.8 Food and music from around the world
2.3 Musical instruments
4.9 Word search
2.4 Typical dancing clothes
5.1 Important celebrations at school
2.5 Feelings
5.2 My comic strip
2.6 Music and feelings
2.7 Music crossword
2.8 Puzzle
3.1 Colombian symbols
3.2 Ecosystem
3.3 Map of Colombia
3.4 The sea and the Jungle
3.5 Animal puzzle
worksheet
313

1. I can ____________________________________
1.1 / I can chart

Instructions:
2. I can be a/an ____________________________________
worksheet
314
COOL GREAT NICE
1.2 / Faces
worksheet
315
1.3 / My favourite artistic expression is MUSIC

worksheet
316
1.4 / Mike and Sally in pieces

worksheet
317
1.5 / Figures acting

DANCING
SINGING
PAINTING
DRAWING
ACTING
worksheet
318
1.6 / Figures and letters

T R I A N G L E
S Q U A R E
C I R C L E
R E C T A N
G L E
worksheet
319
SINGER DANCER PAINTER PHOTOGRAPHER
1.7 / I’m an artist

SING DANCE PAINT TAKE PHOTOS
SALSA MUSIC VALLENATO THE MOUNTAINS A HOUSE
A CAR
worksheet
320
2.1 / What kind of music do you like?

DANCE SING TAP RAP
worksheet
321
2.2 / Sample
worksheet
322
2.3 / Musical instruments

worksheet
323
2.4 / Typical dancing clothes

worksheet
324
2.4 / Typical dancing clothes

worksheet
325
2.5 / Feelings
worksheet
326
TYPE OF MUSIC
2.6 / Music and feelings

WHAT’S YOUR
FEELING?
EXCITED BORED SAD RELAXED HAPPY SENTIMENTAL CONFUSED
worksheet
327
U L N Y C G K C O R
Music crossword
A A M V N Q G Z P J
GUABINA
H C C I T N A M O R
MAPALE
I I R T K M G A R M JOROPO
P P E O H E N Z O M ROCK
2.7 /
H O F P T I Z V J T TROPICAL
HIP-HOP
O R B K B D V T O V
ROMANTIC
P T R A U G S A O H
D S U S H G S S I Q
X G M A P A L E Y C
worksheet
328
2.8 / Puzzle
worksheet
329
2.8 / Puzzle
worksheet
330
2.8 / Puzzle
worksheet
331

1. Label the pictures with the words in the box
3.1 / Colombian symbols

COAT OF ARMS WAX PALM CONDOR ORCHID FLAG
worksheet
332
ECOSYSTEM NAME: ___________________________________
3.2 / Ecosystem
worksheet
333
3.3 / Map of Colombia

worksheet
334
THE SEA
3.4 / The sea and the Jungle

THE JUNGLE
worksheet
335
3.5 / Animal puzzle

worksheet
336
3.6 / What’s your favorite …

worksheet
337
3.7 / South America

ORDEM E P
ROG
RES
SO
worksheet
338
3.8 / Colombian flag

Oh gloria ¡Oh, gloria inmarcesible!
¡Oh, júbilo inmortal!
¡En surcos de dolores
El bien germina ya!
...
COLOMBIAN FLAG
COLOMBIAN COFFEE
SOMBRERO VUELTIAO
ANDEAN CONDOR
WAX PALM
ORCHID
COLOMBIAN ANTHEM
worksheet
339
COLOMBIAN FLAG
3.9 / Symbols cards

ORCHID

COLOMBIAN ANTHEM
El bien germina ya!
...
WAX PALM
ANDEAN CONDOR
SOMBRERO VUELTIAO
COLOMBIAN COFFEE
worksheet
340
WAX PALM
SOMBRERO
VUELTIADO
3.9.1 / Coloring symbols

ANDEAN
CONDOR ORCHID
YELLOW
BLUE
RED
COLOMBIAN COFFEE
COLOMBIAN FLAG
worksheet
341
4.1 / Symbols’ images

El bien germina ya!
...
COLOMBIAN FLAG
COLOMBIAN COFFEE
SOMBRERO VUELTIAO
ANDEAN CONDOR
WAX PALM
ORCHID
COLOMBIAN ANTHEM
worksheet
342
4.2 / the map of the world

worksheet
343
4.3 / Wild animals images

worksheet
344
4.4 / Map of the world puzzle

worksheet
345

worksheet
346

worksheet
347

worksheet
348

worksheet
349

worksheet
350

worksheet
351

worksheet
352

worksheet
353

worksheet
354

worksheet
355

worksheet
356

worksheet
357

worksheet
358

worksheet
359

worksheet
360

worksheet
361
4.5 / Means of transportation

TAXI
worksheet
362
4.6 / Animals for transportation

worksheet
363
4.7 / transportation Bingo

Bingo!
Bingo! TAXI
Bingo!
Bingo!
worksheet
364

Bingo!
Bingo! Bingo!
Bingo!
worksheet
365

Bingo!
Bingo! Bingo!
TAXI Bingo!
worksheet
366

Bingo!
Bingo! Bingo!
Bingo!
worksheet
367

Bingo!
Bingo! Bingo!
Bingo! TAXI
worksheet
368

Bingo!
Bingo! Bingo!
Bingo!
worksheet
369

W K N J L O H E E E G T
S L I E D H A J I L S T
4.9 / Word search

C I U N I E M K F E D C
F S G A H S B Q M P O G
L I N L C A U O H H G D
A U E P R R R O Q A S Q
G K P R O A G R P N L M
R S V I T C E A R T E C
A U Y A Q E R G L J D B
G S O A H Z L N C X S F
L H G J K L Y A M O G I
Z I X T K D O K C Z X L
worksheet
370
5.1 / Important celebrations at school

worksheet
371

_____________________________________________________________________
(TITTLE)
5.2 / My comic strip

MODULE 4 Technology is all around me
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Enviro
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UNIT
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ALCALDÍA MAYOR
DE BOGOTÁ D.C.
MODULE 4
Word Bank
Daily Routines
Communication Media
4
Transportation
Traffic signs
Places in the city
Rooms in the house
Furniture
Weather
Seasons
Clothes
Months of the year
Solar System
Water cycle
Environment
Code switching
CYCLE: 1
375
TOPIC: Means of communication
MODULE: 4
UNIT: 1
SESSION: 1
AIMS: • By the end of the session, Ss will learn and practice vocabulary, different means of media and time expressions.
• By the end of the session, Ss will be able to ask and answer questions about the media; for example, When do you watch TV? - I watch TV on the weekend.

• T selects some flashcards from Worksheet 1.1 (about daily routines) and, as telling a short story T shows flashcards with actions people do every
day (somebody having breakfast, taking a shower, brushing his/her teeth, etc) and place them on the board, e.g. Teacher: I have breakfast. And
you? Class: Yes, I do / No, I don´t. Teacher: I take a shower. How about you? Class: Yes, I take a shower / No I don´t take a shower. Worksheet 1.1
Daily routines
• T continues with other routines: go to school, drink chocolate, have lunch, watch TV, read a book, listen to the radio, listening to music, etc. flashcards could also
be found at
To catch Ss
• T tells the Ss when s/he does these things and encourages them to tell the class when they do them: I take a shower in the morning. And you? I
10 attention and
Warm up watch TV in the evening. And you? etc. T-Ss http://www.mes-
min have them feel
english.com/
relaxed
• T highlights time expressions like in the morning / afternoon / evening, after school, on (Sundays), on the weekend (T can support this vocabulary flashcards/files/
with images of previous units as well) dailyroutines1_flash.
pdf
SEN adaptation: For blind students or with sight impairments T needs to make sure SEN Ss received the message by telling him/her also in Spanish,
using code switching.
• T presents the Ss with 5 different types of media (a newspaper, a magazine and a radio program or show, a television and a computer (the Internet)
with the help of flashcards (Worksheet 1.2) related to media.
To introduce
8 min Pre-task 1 new vocabulary • T shows each flashcard, says the name of the media and asks Ss to repeat the word. T needs to repeat it several times. T-Ss woksheet 1.2
about the media
• Then, T shows the flashcards with the actions and elicits the verbs for each picture: read the newspaper, watch TV, read a magazine, listen to the
radio, surf the Internet.
• T hands out a worksheet with transport images and an empty box in front of each image so that students write a number (Worksheet 1.3). Then T
says “Write the number of the sentence I say in the box next to the image” T gets Ss to repeat the sentences after him/her:
To identify
7 min Pre-task 2 the target T-Ss worksheet 1.3
• T says: “Number one: She looks at the magazine at noon. Number two: She reads the cartoons from the newspaper every day. Number 3: He watches
vocabulary
TV in the evening. Number 4: She surfs the internet in the afternoon. Number 5: She listens to music on the radio every day at 2:00 pm”.
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• T shows Ss a comic sheet sample (with 3 sections and 3 activities only) where he/she reflects, through comic drawings, the activities related to
media he or she does on Saturday morning, afternoon, and evening. T has prepared in
advance a comic
• Ss must draw themselves doing 3 of the learned activities presented in the session sample to show it to Ss
• Ss stand up and are divided in 2 groups to form an inner and outer circle where each S must face another one in order to show their comic and Make sure to
To practice T-Ss
15 name de activities he/she does on Saturday morning, afternoon and evening. T counts 40 seconds to ask the outer circle Ss move or rotate to provide Ss with clear
Task questions and Ss-Ss
min their right in order to talk to the next partner. Inner circle Ss must stay always in the same place). instructions on what
simple answers
goes on how to rotate
• According to the time and number of Ss, T must decide how many times Ss can rotate. by modelling the
activity once they
• T monitors and supports Ss’ performance. are organized in the
circles.
*Additional activities 1 and 2
To create a T has previously
• T collects all Ss comic worksheets and sticks them together to form a big comic book.
class comic prepared the cover for
5 min Wrap up T-Ss
bood for the the class comic book
• T tells Ss tha their book will be always available for them to read or for them to show it to a guest in the T’s bookcase.
class about media
Flashcards worksheet 1.1
worksheet 1.2
Resources
worksheet 1.3
T must find the song: This is the way…to use as a model for the proposed lyrics in pre task 2
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ADDITIONAL ACTIVITY
• T takes a hand puppet out of the bag and it greets all the Ss. T encourages Ss to greet the puppet. (the puppet could be a pet, a famous cartoon,
etc)
• T starts by modelling a dialogue with the puppet.

To provide Ss
Teacher: “When do you watch TV?”
Pre with more input
15 Puppet: “I watch TV in the evening, and you?”
task 3 and content Ss-Ss
min Teacher: “I watch TV in the morning”
vocabulary
about media
• T asks Ss to ask the questions as he/she modelled with the puppet, in pairs, so that Ss practice asking and answering the question.
• The puppet asks one of the Ss “When do you watch TV?” T encourages the student to answer using a complete sentence “I watch TV in the
2
afternoon”. The puppet continues, and asks next student a question.
ADDITIONAL ACTIVITY

Suggested
• T introduces the following song with the melody of the song “This is the Way” as follows:
link:
This is the way I watch TV, watch TV watch TV, this is the way I watch TV early in the morning
To socialize With the rhythm of
This is the way I read the news, read the news, read the news, this is the way I read the newspaper early in the morning
10 their Front page the song found on
Pre task 2 This is the way I read a magazine, magazine, magazine, this is the way I read a magazine, early in the morning Ss-Ss
min with the rest of youtube
This is the way I listen to, listen to, listen to, this is the way I listen to news in the radio
the class https://www.
youtube.com/
• This is the way I surf the web, surf the web surf the web, this is the way I surf the web, I surf the internet
watch?v=zoJjUHBNufY
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TOPIC: Means of transportation
MODULE: 4
UNIT: 1
SESSION: 2
AIMS: • By the end of the session, Ss will learn about different means of transportation.
• By the end of the session, Ss will be able to say how they go to school (How do you go to school? - I go to school by bus)

Once Ss have
• Before class, T prepares flashcards of the vocabulary of the different types of transportation (car, van, helicopter, motorcycle, bus, train, lorry,
identified the drawing,
plane, boat) and stick them on the walls around the classroom. (Worksheet 1.4) transport flashcards.
T models the correct
To catch Ss’ • T draws a plane slowly on the board and encourages Ss to guess what it is as s/he draws it. When the Ss guess what it is, T asks one of the students way to say it: E.g. This
8 min Warm Up T-Ss
attention to bring her/him the corresponding flashcard; T pronounces the word, and asks Ss to repeat after him/her. “This is a plane”, etc. is a plane, This is a car.
• T continues with other means of transport (eg., car, train, boat, plane, bus, motorcycle, bicycle, etc.) worksheet 1.4
• T draws a line on the board, a school on one end and a house at the other end.
• T explains to Ss what each place is E.g. “This is our school” and “This is your home/house”. T asks a question “How do you go to school?”
• T takes the first flashcard (“car”) and puts it in the middle of the line (between the school and the home) and says “I go to school by car”. T
accompanies it with the gesture of holding and moving a steering wheel of a car.
To encourage • T asks all Ss to stand up and imitate driving a car.

12
Pre task 1 Ss to use new T-Ss
min
vocabulary • Next, T changes the flashcard, and shows the one with a bus and says “I go to school by bus”. T imitates riding a bus and asks the Ss to repeat the
movement and the phrase.
• T continues doing this for all of the flashcards and actions.
SEN ADAPTATION: T could bring some toys of the different means of transportation for a blind student to touch and feel what they are talking about.
*Additional Activity 1
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• T starts by asking Ss a question using the different means of transportation: Do you like traveling by …?
• T asks a model question and writes it on the board. Then T divides the class into groups of four. And hands out a chart for a little survey as shown
in the suggested model below.
Bus Car Plane Boat
T design the chart
and needs to make
copies of the chart in
To monitor T-Ss
advance. The table in
20 the Ss while
Task the procedure column
min using learnt Ss-Ss
Student 1 is an example.
vocabulary
Make sure T includes
Student 2 the drawings of the
Student 3 target words.
Me
TOTAL
• T asks the Ss to answer the questions about themselves first, and then Ss stand up and ask 3 more classmates the question “Do you like travelling
by …?” and write Yes or No in the columns or a happy or sad face.
To check the
learning of
• To draw conclusions from the task, then T asks each group “How many classmates like travelling by car?” T encourages Ss to give a complete
5 min Wrap Up the target T-Ss
answer; e.g. “Two classmates like travelling by car”
expression and
vocabulary
Flashcards Worksheet 1.4
Bingo Cards: Worksheet 1.5
Resources
Images of different modes/types of transportation
Survey chat for the Task
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380

ADDITIONAL ACTIVITY
• T prints out Bingo cards . (Worksheet 1.5)
• T gives one Bingo card to each player and pieces of paper to cover the images when they are called.
To end the class • T tell students they need to complete the BINGO in a letter L shape.
while reviewing T-Ss
15
Pre Task 2 the concepts • The T is the first caller and calls out words for any of the pictures on the Bingo card at random. IW possible.
min
learned during
the session • The Ss cover each of the pictures when they hear the caller names an object they have in their cards.
• The first person to cover L shape “Shouts” Bingo!
• He or she then becomes the caller and the game can be repeated with other letters P, X, O, I, etc.

ADDITIONAL ACTIVITY
• After Ss finish their transportation surveys, T asks them to sit down in order to analyze their findings
To end the class
T must constantly
while reviewing • Ss must color with green the total column with the biggest number, it means the most popular transportation media T-Ss
10 Task monitor Ss to check if
the concepts IW
min extension they added numbers
learned during • Then, Ss must color with orange the least popular one, the smallest number
properly
the session
• Finally, Ss can compare their findings in groups.
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381
381
TOPIC: Road safety
MODULE: 4
UNIT: 1
SESSION: 3
AIMS: By the end of the session, Ss will learn about road safety and will be able to recognize traffic lights – three colors and their meanings.

• T has written on the board “on land”, “in the air” or “on water” T shows a flashcard from last session Worksheet 1.4 (transport flashcards) with a
means of transportation and calls them out and encourages Ss to say “on land”, “in the air” or “on water”.
To review the
• Then T asks one of the Ss to stick it in the correct column.
vocabulary T-Ss A flashcard from last
10
Warm Up learnt in the Ss-Ss session
min • When all the words are done, T models the words and asks Ss to repeat them.
previous worksheet 1.4
session
• T tells Ss that for transportation on land there are some rules we all need to follow for safety.
SEN adaptation: T might want to bring toys to use realia with sight impairment students. E.g. a plane, a truck, a boat. So that, he/she is able to
• T shows Ss a video about the traffic lights in order to teach the basic road safety rules. This video contains the following song with the melody of
Twinkle, twinkle little star:
Twinkle, twinkle traffic light

Shining on the corner bright.
When it’s green it’s time to go;
When it’s red it’s STOP! You know.
Twinkle, twinkle traffic light Suggested video
Shining on the corner bright. https://www.
To introduce
“Stop!’ says the Red light, youtube.com/watch?
10 new vocabulary
Pre task 1 “Go!’ says the Green. T-S v=Olq6sBeMc0M
min about road
“Wait!’ says the Yellow,
safety
Till the light is Green.
worksheet 1.6
• Next, T shows traffic light flashcard (Worksheet 1.6) to Ss and asks the question “What color is it?” T encourages the Ss to answer “It is red”/ “It is
yellow”/ “It is green”
• T asks the following question: “What should we do when we see a red light?” T encourages the response “Stop”, “We should stop”, etc.
• Ss listen to the song for the second time, and sing along. Make sure song is played several times, so that the Ss are able to sing it all together.
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382

• T models Stop/Look/Listen/Think actions and has Ss practice them when s/he calls out each word.
• T mixes the words up to encourage Ss to recall the action.
• Afterwards, T discusses the body parts and senses used in each of the steps when crossing roads. For example: feet: stopping back from the
edge of the road; eyes (sight): looking and checking traffic; ears (sound): listening and sensing traffic noises and direction; brain: thinking if it is T needs to find a song
safer to cross; hands (touch): holding hands with an adult. that explains how
to cross the street.
To monitor • T asks all Ss to: Example:
T-S
20 the Ss while 1) Show how you stop before you cross the road with an adult. (STOP) http://
Task S-S
min using learnt 2) Show how you turn your head to look for traffic. (LOOK) learnenglishkids.
vocabulary 3) Show how you know that a car is coming and you need to wait before you cross the road. (THINK) britishcouncil.org/
4) Show what we use to listen for traffic. (LISTEN) en/songs/stop-look-
listen-think
• When the Ss are ready, T plays a song that shows how to cross the street when there is traffic.
• T asks Ss to sing the song and repeat the movements after her/him for the words “Stop”, “Look”, “Listen”, “Think”.
• T brings a hand puppet, and makes the puppet ask Ss the following questions: What do you do when the light is green?
• T should encourage Ss to give a complete answer “I go!/I cross the street”

5 min Wrap up To end the class T-S
• Once the puppet has asked all the questions, he says good bye and leaves.
• T should encourage Ss to say “Bye (Name of Puppet), Thank you., Come back soon, etc.
Flashcards 1.4 from previous session
Resources Song - T needs to find a song that explains how to cross the street.
Worksheet 1.6
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383

ADDITIONAL ACTIVITY
• T uses cones, chalk, or stop signs to mark start and finish lines.
To encourage
15 • T explains the rules: when the T says “Green Light” Ss can walk towards T and the finish line. The teacher’s back will face Ss during ‘green light’.
Pre task 2 Ss to use new T-S
min When the T says, “Red Light” everyone has to stop and freeze in place. The T will immediately turn around and see if anyone is moving. Anyone
vocabulary
caught moving has to take three steps backwards. These steps are repeated until someone crosses the finish line and ends the game.

ADDITIONAL ACTIVITY
• T groups Ss with 5 members per group in order to give and follow directions in a game:
• There is a director in every group (the person who gives the commands)
To encourage • The director must say the name of a transportation vehicle so that the members of his/her group mimic that vehicle. Then the director must say
10
Pre task 3 Ss to use new “orange light!”, and vehicles slow down. Then the director says “red light!” so the vehicles stop, and so on. Also, the director must pay attention to S-S
min
vocabulary vehicles in order to identify who makes a mistake. When a S makes a mistake it is the end of the round
• In the next round, there must be another director and he/she must choose another type of vehicle.
• The activity can continue until all Ss have been directors, if possible.
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384
MODULE: 4
UNIT: 1
SESSION: 4
AIMS: By the end of the session, Ss will be able to identify and follow different traffic signs they may find on the street.

• T invites Ss to play the game of “Red light, Green light”.
• T lines the Ss up while s/he stands several feet away. T-Ss
To review • If T says “Green light,” the Ss run towards him/her. If T says, “Yellow light” the Ss should walk slowly toward T. If T says, “Red light,” the Ss should
10 the contents stop – freeze exactly where they are. T alternates between commanding “Red Light, Green Light and Yellow Light” until one of the players reaches
Warm Up
min studied during him/her. That player is the winner.
past sessions
• Then, T asks the Ss to play this game in small groups of 3-5 S-S
SEN ADAPTATION: For visually Impaired students, this game could be played in pairs, so that the SEN competes in pairs with a classmate.
• T tells Ss that traffic signs aren’t just for drivers.
• The Ss need to understand the different road signs so that they know how to proceed and what to expect from the cars.
To show Ss
other signs that
15 • T presents those sings with flashcards (Worksheet 1.7) and mimics for Ss to figure out their meaning: stop, yield, pedestrian crossing, school zones,
Pre Task 1 are important to T-Ss Worksheet 1.7
min one-way streets, and do not enter.
keep in mind in
the street
• After miming, T shows Ss the flashcards, one by one and s/he asks Ss about what drivers SHOULD or SHOULDN´T do when they see the signs.
Drivers should stop, Drivers should stop and let people cross, drivers should let people cross, drivers should slow down in school zones, drivers
shouldn’t enter a street, drivers shouldn’t turn right.
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• T divides the class in groups of 4 Ss and gives each group a set of a maps and traffic signs (Worksheet 1.8). T could place the traffic signs on the
map in advance (to save time).
To practice
The teacher needs to
the target
15 • Ss will play with the map each one taking turns to drive their cars, and when they get to a traffic sign, they will say. “I should stop”, “I should let make sure there are
Task expressions
min people cross”, “I shouldn’t walk in the street”, etc. enough cars for all
in an artificial
the Ss.
context
• Ss and T can give inmediate feedback to the S
To close the
5 min Wrap up • T asks Ss what they remember about the game and review the use of should/shouldn´t and the meaning of the traffic signs. T-Ss
session
Flashcards worksheet 1.7

Resources
Map, small traffic signs and cars (Worksheet 1.8).
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ADDITIONAL ACTIVITY
• Ss will get in pairs and T will pass the flashcards (Worksheet 1.7) with the traffic signs around. Ss must have a short conversation in pairs about
To monitor the the signs. T-Ss
process when
Ss create their • They show each other the sign and say what they have to do if they see it. I need to stop! I need to listen! Etc. T monitors the process and models
10
Pre task 2 traffic signs and the desired language (should/shouldn´t). Worksheet 1.7
min
when they apply
the traffic rules • Then, once again, T guides Ss to practice by holding up the signs and having them tell what they mean. S-S
they have learnt
• By the end of the class, Ss stick their signs on the wall, and they could be later used for vocabulary review.

ADDITIONAL ACTIVITY
• T divides the class into 6 groups and gives 1 sign to each group. Ss need to draw a sign and colour it.
To have Ss
share their
15 • Then, Ss will stick their signs to the classroom walls and one student in each group will be assigned to present the traffic sign.
Pre Task 3 traffic signs and S-S
min
explain them to
• Ss should say the traffic sign name and what people should and shouldn´t do when they see it. Groups can prepare those sentences in advance
their partners
to avoid Ss feeling anxious as they present.
1
CYCLE:
DE BOGOTÁ D.C.
MODULE 4 My house and my school
2
l
ty for
menta
es
l nativ
nsibili
n
Enviro
digita
UNIT
respo
ALCALDÍA MAYOR
DE BOGOTÁ D.C.
388
388
TOPIC: Places in my town
MODULE: 4
UNIT: 2
SESSION: 1
AIMS: By the end of the session, Ss will be able to be familiar with common places in the city and to ask and answer the following question “Where are you going?” - “I am going to …”

• T asks students which places they would like to visit. e.g. The zoo, the cinema, the park, etc.
• T asks everyone to line up behind him/her.
To catch Ss • T asks everyone to shout “Where are you going?” and the T shouts back “Over here!” - Then T starts walking to a different part of the classroom, T-Ss
10 attention and with everyone following in a line behind T (like a snake), and keeps on asking “where are you going?” Students answer “To the zoo, to the cinema,
Warm up
min have them feel etc.
relaxed Ss-Ss
• After some time of playing this game, T asks a S to be the head of the snake and give instructions.
SEN ADAPTATION: Make sure the space is wide open for students with physical impairments, and ask classmates to be careful with the movements.
• T needs to prepare the flashcards (Worksheet 2.1) for the different places such as school, the park, the restaurant, the post office, etc.
suggested song:
• T presents new vocabulary to the class by holding up each flashcard and teaching the word, she asks Ss to repeat the word several times.
T can use the following
song as an alternative
• T gives a flashcard to the first student in each line and has Ss pass each flashcard to the student next to him/her to practice the following question
to present new
and answer:
To introduce vocabulary
T-Ss
15 new vocabulary https://www.
Pre Task 1 • Student 2 asks, “What place is that?” Student 1 with the flashcard says: “This is the park” and passes it to student 2. Student 2 to receives the Ss-Ss
min about the youtube.com/
flashcard and asks again, What place is that? And the one who just received the flashcard says “This is the park” and so on until the end of the line.
places in a town watch?v=LULzOE1IVYk
• Once each line finishes the flashcard could pass to the next line to practice the question with a different flashcard/place (police station, school,
etc.)
Worksheet 2.1
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• T places the flashcards (school, police station, restaurant, post office, etc.) where all students can see them either on the board or on the walls.
• T models the following conversation with one or two of the students. Then in pairs students will practice and personalize the conversation taking
turns with each one of the places in the flashcards:
Teacher/Student1: “Where are you going?”

Student2: “I’m going to the beach”
To monitor
Teacher/Student1: “How are you going there?”
15 the Ss while
Task Student: “I’m going (e.g. by bus, by car, by bicycle, etc.)” PW
min using learnt
Teacher/Student1: “Ok then. Goodbye” (thanks, see you later, bye, etc.)
vocabulary
Student: “Goodbye”
• T has Ss practice the conversations and monitors and helps them constantly
• After some minutes of practice, T could bring two couple of students in front to show the conversation they practiced.
• T reviews the different ways to say good bye to the class as it is over. Make sure you provide
IW Ss with an opportunity
To end the class
• T says “Good bye” and asks Ss to respond “Good bye teacher” to use the dictionary
while reviewing
T-Ss when necessary.
5 min Wrap up the concepts
• T says “See you tomorrow” and asks Ss to respond “See you tomorrow teacher”, and so on. Additionally, walk
learned during
PW around the room to
the session
• T could encourage students to give different answers. provide Ss with any
e.g. Good bye, see you tomorrow, see you later, so long, bye, etc. support they need.
https://www.youtube.com/watch?v=M3_6qtuipA8 This song suggested is: “Welcome to my neighborhood”
Resources
Flashcards “In the town” (Worksheet 2.1I, is suggested)
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ADDITIONAL ACTIVITY
• T plays “Touch a flashcard” game. T separates the group in two teams. Each time a different student from each group will participate.
To encourage
15 • T places all the flashcards on the board. Once the two representatives from each group are ready and equidistant from the flashcards, T says “I am
Pre task 2 Ss to use new
min going to the park!” and they must quickly put their hand down on the correct card. The first one to do it gets the point for the group.
vocabulary
• T plays this until every flashcard/place has been practiced.

ADDITIONAL ACTIVITY
This song suggested
is: “Welcome to
my neighborhood”
https://www.
To reinforce youtube.com/watch?
the target v=M3_6qtuipA8
10
Post task vocabulary • T needs to find a song with the target vocabulary, “places”, to play it and sing it along with the Ss. The song contains
min
and practice Spanish and English
pronunciation expressions, which will
help the Ss to learn
the song faster and in
a funnier way.
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391
TOPIC: My house
MODULE: 4
UNIT: 2
SESSION: 2
AIMS: By the end of the session, Ss will learn the vocabulary of house and rooms

• T gives each S a handout (Worksheet 2.2) with a house to color and asks them to follow instructions.
T must color a copy
of the picture ahead
• T points at the sun, and says “Colour the sun yellow”. T waits until they complete the task.
of time to use as a
To catch Ss’ reference.
• T points at the chimney, and says “Colour the chimney brown”
attention and
15
Warm up revise the T-Ss Make sure to point
min • T continues giving the commands until all the elements in the handout are coloured.
vocabulary of at each part of the
colors. house, since it is new
• By the end of the activity, T displays his/her picture so the Ss can compare their finished product with his/hers. If they followed the directions, each
vocabulary for the Ss.
picture should look similar.
worksheet 2.2
• T should use praise words to boost Ss’ performance.
• T uses a glove puppet to introduce new vocabulary.
• The puppet greets all the Ss, looks at the picture and says “What a beautiful house!”
• The puppet points at the door and asks a question: “Is it a door?” T answers, “Yes, this is a door!” and he/she encourages all Ss to repeat after
him/her.
• The puppet looks at another picture, points to the window, and asks, “Is this a window”? T answers “Yes, it is a window”, and the whole class
repeats after him/her.
To introduce
10
Pre task 1 new vocabulary T – Ss
min • The dialogue continues until all new words are introduced and repeated by Ss.
about the house
• Then, T uses the flashcards with the names of different rooms in a house to introduce them. (bedroom, living room, kitchen, bathroom).
• After introducing the vocabulary, T asks each student a question “What is your favorite room?” and encourages Ss to give a complete answer
“My favorite room is…”
SEN ADAPTATION: For sight impaired students, T could bring a doll house to let them touch each of the rooms as they are named.
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To monitor • Then, T completes the room’s handout (Worksheet 2.3) together with a student. First, the Ss need to identify the room, as Ss can´t read, T should T-Ss
15 Ss while read the options aloud; and second, they will practice tracing the names of the rooms.
Task worksheet 2.3
min using learnt Ss-Ss
vocabulary *Additional activity 2
This song is suggested
https://www.
youtube.com/watch?
• T plays a song with the learnt vocabulary. T plays it and sings it along with the students. The song is about rooms in the house with the target
5 min Wrap up To end the class T – Ss v=DR5qPNPGCmY
vocabulary practiced during the session.
in order to finish the
class and revise the
vocabulary learnt.
Flashcards
worksheet 2.2
Resources Worksheet 2.3, Rooms in a house
This is a song with rooms in the house and some animals in each one: http://learnenglishkids.britishcouncil.org/en/songs/animal-house
This is a game to match and practice the main rooms in the house http://www.wikisaber.es/Contenidos/LObjects/bb1/act3f/act3f.html
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ADDITIONAL ACTIVITY
• T asks Ss to brainstorm lots of different animals on the board.
• T plays the ‘Animal house’ song or a similar one, and asks Ss to listen and see if any of the animals that were brainstormed on the board are
mentioned in the song. This song is suggested
for this activity
• After listening to the song, T checks answers and sees if Ss can name another animal that was in the song.
To encourage
15 http://
Pre task 2 Ss to use new T - Ss
min • T asks some students to model the question to the whole class. (Where is the dinosaur? – The dinosaur is in the dining room. learnenglishkids.
vocabulary
• T plays the song again and asks Ss questions and encourages them to answer as a group. (Where is the kangaroo? - The kangaroo is in the kitchen.) songs/animal-house
• T asks this question about the animals in the rooms taught.
• Now, T plays the song again and encourages Ss to sing along!

ADDITIONAL ACTIVITY
• T plays a matching exercise with the class found in the website suggested in the comments column.
This game is
• T divides the class into 2-3 groups and plays the game for each group. The group who has fewer mistakes matching is the winner. T – Ss suggested and is
Identify the found at
10 Or
Pre task 3 rooms in the Another option http://www.wikisaber.
min
house. Ss - Ss es/Contenidos/
• If the game is not found on the web, T asks the Ss to draw their house following the model from the previous exercise. LObjects/bb1/act3f/
act3f.html
• After drawing their houses, T helps Ss to label the different parts of the house. When it is finished it will be pasted on the walls around the classroom.
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394
TOPIC: My room
MODULE: 4
UNIT: 2
SESSION: 3
AIMS: By the end of the session, Ss will be able to use some basic vocabulary related to furniture in a house.

To catch Ss • T passes out the handout which consists of a house model (Worksheet 2.4) and asks Ss to complete the task. Ss need to colour and count the
attention and windows, doors and chimneys.
10
Warm up review the T-S worksheet 2.4
min
structure “there • When Ss are ready, T asks every student “How many windows are there?” and encourages Ss to respond “There are 9 windows, There are two
is/are” chimneys, there are 6 doors.”
In this two websites
it is possible to find
flashcards related
• T elicits different room names from Ss.
to furniture in the
living room and in the
• T writes these words on the board. Then for each room, T asks Ss. to say the names of some of the furniture that is in that room. (It´s OK if Spanish
bedroom
is used, however model the correct response in English.)
To introduce http://www.mes-
10 new vocabulary english.com/
Pre task 1 • Next, T uses flashcards related to furniture used in the house. T-S
min about the flashcards/livingroom.
furniture php
• T asks the Ss to repeat each new word several times. E.g. This is a sofa, this is a lamp, etc.
http://www.mes-
english.com/
flashcards/bedroom.
php
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• T plays Bingo vocabulary game with the Ss.
• T prints out Bingo cards. (Worksheet 2.5)
• T gives one Bingo card and four counters to each player.
• The Ss choose four pictures (or words), and then covers them with counters.
To encourage • The caller calls out words for any of the pictures on the Bingo card at random. Bingo cards must be
15
Task Ss to use new T-S printed beforehand
min
vocabulary • The Ss uncover each of their chosen pictures said by the caller. (worksheet 2.5)
• The first person to uncover all four pictures shouts “Bingo!”
• He or she then becomes the caller and the game can be repeated.
SEN adaptation: For the BINGO, a visually impaired or physically impaired student needs to be paired with a classmate to work together.
To end the class

http://learnenglishkids.
while reviewing
10 • In order to finish the session, T could look for a game in which students could identify the different furniture words learnt during the lesson. Some britishcouncil.org/en/
Wrap up the concepts T-S
min websites are suggested in the resources section. word-games/paint-it/
learned during
bedroom
the session
Flashcards
worksheet 2.4
Bingo Cards worksheet 2.5
Resources
http://learnenglishkids.britishcouncil.org/en/word-games/paint-it/bedroom
https://elt.oup.com/student/newsparksfunzone/level3/maze/unit2?cc=pl&selLanguage=en
http://www.lcfclubs.com/englishzone/practicezone/flashEN/11Efurnituredrag.swf
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ADDITIONAL ACTIVITY
• T needs to prepare a handout with a living room and some objects (e.g. a TV, an armchair, a coffee table) the rest of items will be drawn by the
students.
• Now, T divides the class into small groups of 3 or 4 students and asks them to listen attentively to the story below. T tells students that there will
be a winner, and it is the drawing closer to the description given.
• T reads the following story to the Ss, and Ss listen.
My living room is very large. There is a big sofa and a TV in front of the sofa. Between the sofa and the TV there is a coffee table. A nice armchair is next
to the sofa. There is a small bookcase on the right side of the TV. The blue and red cushions are on the sofa and the clock is above the TV. There are
some newspapers on the coffee table and there is a dictionary and books in the bookcase.
T needs to provide
To monitor
T-S pieces of paper
15 the Ss while • T reads twice (even three times if it is necessary)
Pre task 2 S-S with the living room
min using learnt
partially drawn to the
vocabulary • Then, T asks the Ss to draw the living room on a piece of paper based on the description made.
students.
• T gives some time to the Ss to complete the task, while reading or playing the audio of the story several times
• Finally, the T asks all Ss to sit down in a circle, takes all the drawings, reads the description once again and compares them by asking the questions
provided below. The winning team is the one that has drawn the most correct items in the room.
Where is the TV?
What is there between the TV and the sofa?
What is next to the sofa?
Where is the clock?
Are there any magazines in the living room?
Where are they?

ADDITIONAL ACTIVITY
• T exhibits all the drawings on the walls of the classroom and students will go around in pairs asking each other questions about the drawings as
the teacher modeled before:
To ask an
Where is the TV?
answer T-S T needs to provide
10 What is there between the TV and the sofa?
Post task questions about S-S pieces of paper to the
min What is next to the sofa?
objects in the students.
Where is the clock?
living room
Are there any magazines in the living room?
Where are they?
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MODULE: 4
UNIT: 2
SESSION: 4
AIMS: During this session, Ss will be able to review, practice and assess all the concepts and contents learned through the unit.

This song is
To revise the • Ss sing a song revising vocabulary related to the names of the rooms. T needs to find a song about the different house rooms learnt in previous suggested. It presents
vocabulary sessions. the different rooms in
learnt in the T-S the house
10
Warm up previous • Ss will need to listen to the song several times so that they can sing along. S-S
min
sessions and https://www.youtube.
have them feel *Additional Activity 1 com/watch?v=d_
relaxed *Additional Activity 2 JilGMyT3w
Preparation: 20 min
To help the • For this consolidation session, T divides Ss into several groups and asks them to design their own ideal house using boxes. (Shoeboxes can be
Ss while glued or taped together to create 3D houses, T should ask Ss to bring boxes to recycle from their homes)
they create T needs to inform the
their houses • T helps Ss to brainstorm as a class the elements of the house Ss will need to decide on. T helps Ss to decide how many floors and rooms the house Ss about the project
35 and monitor will have. They could include furniture, windows and doors, color scheme, etc. during the previous
Task S-S
min the process sessions, so that the
when they • Once Ss have planned their house in their groups, they should take a box and start creating. They can use colored or decorated paper for Ss bring all necessary
describe them wallpaper and carpet, and they can either draw the furniture directly on the box or draw it on paper and cut it out. You could also encourage your supplies
using learnt Ss to create their own furniture.
vocabulary
SEN adaptation: A physically impaired student will need a specific role in this activity. E.g. (to draw, colour or paint any of the parts of the model.)
Presentation: 15 min
• Once Ss have the finished house, T asks the Ss to display it in the room and have each group describe their house. T has to model the desired
language as well provide Ss with language samples to be used as part of the description.
• Suggested song about rooms in the house https://www.youtube.com/watch?v=d_JilGMyT3w
Resources
• Boxes, crayons, coloured paper, glue, etc.
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ADDITIONAL ACTIVITY
To review the • Ss should get in groups of 3 or 4. T gives Ss the drawing of a house plan. Furniture should be included too.
15
Pre task 1 vocabulary S-S
min
about the house • Groups are supposed to colour the plan. As Ss do so, they should name the parts of the house and the furniture they are colouring.

ADDITIONAL ACTIVITY
To ask about Accurate grammar is
10 location of • With the previous house plan, one S should take the paper and ask the others questions about where furniture and rooms are located (Where is not a must. However,
Pre task 2 S-S
min furniture in the the bed?). Other Ss should recall the information and answer the questions. Students could take turns to ask the questions. this is a chance to
house challenge Ss.
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3
l
ty for
menta
es
l nativ
nsibili
n
Enviro
digita
UNIT
respo
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400
TOPIC: The weather
MODULE: 4
UNIT: 3
SESSION: 1
AIMS: By the end of the session, Ss will be able to ask about and describe the weather.
This good morning

song is suggested.
To catch Ss • T needs to find a “Good morning” song; there is one suggested in the comments column. T plays it to the students. Ss could start singing along
5 min Warm up T-Ss https://www.
attention when played for the second time.
youtube.com/
watch?v=1Ziku4FLka4
• T asks Ss several times “What is the weather like?” or “How is the weather today? “What color is the sky?” “What should I wear?”
Link suggested
for a weather
• T tries to elicit some answers from the Ss. S/he encourages all the attempts.
song:https://www.
youtube.com/watch?
• Next, T selects some weather flashcards (Worksheet 3.1) and puts them on the board (e.g. sunny, cloudy, windy, rainy, snowy) and tells Ss that
v=DnGKfOX5bVQ
To encourage they are going to sing a song about the weather. T needs to find a simple song.
10 Link to find the
Pre task 1 Ss to use new T-Ss
min flascards; however
vocabulary • T plays the song for the 1st time and points at the corresponding flashcard. Ss observe the T singing and showing the flashcards.
they were downloaded
(Worksheet 3.1) http://
• T plays the song for the 2nd time and asks Ss to sing along and point at the corresponding flashcard.
www.mes-english.
com/flashcards/files/
weather_flash.pdf
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• First, T gives a picture weather worksheet (Worksheet 3.2) to each S. Ss need to look at the pictures and match them with the corresponding words.
T needs to help Ss in order to complete this exercise and praise their efforts.
To monitor
• T tells students NOT to colour the drawings. Colouring will be done during the wrap up.
10 the Ss while
Pre task 2 IW worksheet 3.2
min using learnt
SEN adaptation: A student with sight impairment could work with one of his/her classmates to indicate him what is there on the worksheet and be
vocabulary
aware of the activity.
• As flashcards are still stuck to the board, Ss should be paired up. Then, one S should point at one flashcard and asks his/her classmate the question
“What is the weather like?” The S needs to answer based on the picture i.e. “It is cloudy”. Then, it is the partner´s turn to point at the flashcard and
To provide ask the question “What is the weather like?”
15 students with a PW
Task
min short speaking • T walks around the class and monitors the process providing help if needed. Ss - Ss
practice.
• T asks students to take their worksheet (Worksheet 3.2) and asks them to colour some of the weather drawings. The number of drawings will
To identify the
depend on the time.
5 min Wrap Up vocabulary
E.g. Colour the rain blue, colour the sun yellow, colour the snow white, colour the clouds gray.
learnt in class.
This is a game to match the weather with the place it is happening:http://learnenglishkids.britishcouncil.org/en/fun-games/whats-the-weather

This is a good morning song: https://www.youtube.com/watch?v=1Ziku4FLka4
Resources This is a “How’s the weather song: https://www.youtube.com/watch?v=fWIhHTfJ34M
Worksheet 3.1
Worksheet 3.2
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ADDITIONAL ACTIVITY
• T needs to find flashcards, the link in the comments column is also suggested.
http://
learnenglishkids.
• For this activity, T needs to open the space. T could have chairs layout as a round table. As flashcards are one the walls, T goes around the class,
and stops by each of the flashcards, and name the weather. (E.g. Oh, It is sunny!) .
worksheets/weather-
To practice flashcards
15 • T asks Ss to repeat after him/her.
Pre task 3 new vocabulary T-Ss
min
about weather Before class, T needs
• When all flashcards are practiced, T shouts out a weather word and asks Ss to run over to the corresponding picture and touch it.
to stick weather
flashcards on the walls
• T can stick several samples of the same flashcards. Cards could be placed strategically around the room on the walls, so that all Ss can participate
of the classroom.
in the activity.

ADDITIONAL ACTIVITY
This website is
• T needs to look for a game to play with the weather vocabulary. It could be a matching exercise like the one on the website in the comments suggested
To identify
column is suggested. Ss need to drag the weather symbol into the correct country’s weather box.
the target T-Ss
10 http://
Pre task 4 vocabulary as S-S
min • T could divide the class in two or three groups and have a representative in each turn with the game and give points each time they have a correct learnenglishkids.
the words are
answer. britishcouncil.org/en/
pronounced.
fun-games/whats-the-
weather
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403
TOPIC: Seasons
MODULE: 4
UNIT: 3
SESSION: 2
AIMS: By the end of the session, Ss will be able to associate seasons with some parts of the world and express their likes about seasons

Song: The leaves on
To catch • T needs to look for a song which contains the four seasons to start the class. “The leaves on the tree” is suggested. It could be found in the website the tree
students’ in the comments column. http://
10 attention and learnenglishkids.
Warm up T-S
min revise the • T asks Ss if they can remember the actions that they were doing for each season as they listened and sang the song. britishcouncil.org/en/
vocabulary songs/the-leaves-the-
about seasons. • T plays the song again, encouraging Ss to sing along and perform the actions. tree
• T writes on the board the twelve months of the year in groups of three. e.g. June, July and August, and tells Ss that summer occurs in those months.
To identify
Then, s/he moves on to the next season and the months that it includes.
which months
5 min Pre task 1 T-S
the seasons
• T could also use a big calendar to show students the months of the year and repeat the information when the 4 seasons take place.
take place.
• T needs a picture or image of a bear and then shows it to Ss. T asks them what animal it is and if they know that bears sleep all winter.
• T uses the story ‘The lazy bear’ to introduce different seasons to the Ss.
A picture or image of
• T tells Ss that they are going to watch a story about a bear that sleeps a lot. a bear
• T either plays or tells the story and stops at different points during the story in order to elicit the name of the season. “The lazy bear“ story
could be found at:
To introduce T-S
20 • T encourages Ss to explain each season according to the vocabulary used in the previous song and in the story. (i.e. winter - there is snow). https://www.youtube.
Task new vocabulary S-S
min com/watch?v=H4U_
about seasons
• T does the same procedure with the other seasons. qpk9wro
SEN adaptation: T could bring a bear doll so that students with visual impairment can feel it as the story is told. To could also play with the senses T can look for a similar
as the story is told. (e.g. for hot weather have blind student feel a warm/hot object, for cold weather have him/her feel ice, for a windy weather, have story or invent one
him/her feel wind by blowing or using a fan, and so on.)
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The colouring
activity can be
• T displays a colouring activity on the board and explains to Ss what they should do in each picture (Worksheet 3.3). T should only print the second
found at: http://
page.
learnenglishkids.
britishcouncil.org/
10 To identify the • T reads the instructions on the worksheet and asks the Ss to colour the pictures according to the season.
Wrap Up sites/kids/files/
min four seasons.
songs-the-leaves-on-
• T should encourage Ss to remember what happens in each picture based on the song they listened at the beginning of the lesson.
the-tree-worksheet-
final-2012-10-22.pdf.
• T can play the song again while Ss colour.
Worksheet 3.3
http://learnenglishkids.britishcouncil.org/en/songs/the-leaves-the-tree
https://www.youtube.com/watch?v=H4U_qpk9wro
Resources
http://learnenglishkids.britishcouncil.org/sites/kids/files/songs-the-leaves-on-the-tree-worksheet-final-2012-10-22.pdf.
This pdf could also be found in Worksheet 3.3
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ADDITIONAL ACTIVITY
• T needs to find a song about the four seasons. There is one suggested in the comments column.
• T asks Ss about their favourite season and announces that they are going to sing a song.
• T plays a song for the first time, and asks the Ss to listen carefully.
• T plays the song for the 2nd time, pauses in the moment of the question “Can you tell me what season it is?” and elicits an answer.
• T plays the song for the 3rd time and asks Ss to sing along and shout out the answer to the questions from the puppets.
SONG LYRICS:
There are four seasons that happen in a year
Spring, Summer, Autumn, Winter
Suggested song:
In this link the T can
find the melody for
To encourage Spring, Summer, Autumn, Winter T-S
15 the song.
Pre task 2 Ss to use new Can you tell me what season it is? S-S
min https://www.
vocabulary Let’s take a look
youtube.com/
SPRING
watch?v=ksGiLaIx39c
Can you tell me what season it is?
Let’s take a look
SUMMER
Let’s take a look
AUTUMN
Let’s take a look
WINTER
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ADDITIONAL ACTIVITY
• T uses PPT slides to show Ss a map of the world. This must have places of the continents or some famous countries highlighted with a different T must display
colour to show places where seasons exist. pictures or images of
different activities in
• With few and simple words, T must explain why we don’t have seasons in almost all South America before the session for
Ss to have input when
To encourage • T pairs Ss and asks them to tell their partner what activity they would do in each season (Ss will look at a series of flashcards or internet images T-S looking for ideas
10
Pre task 3 Ss to use new that suggest Ss a series of simple activities they could do. For example, playing sports, swimming, skiing, going to the beach, playing with snow, S-S to discus with their
min
vocabulary collecting flowers, riding a bike, etc. peers
If there is not a
• Ss can name the activity or T can help them produce sentences to recycle previous topics like “in summer I can go to the beach and go swimming” computer to display
a PPT, T can prepare
• Finally, T elicits different ideas from Ss and draws conclusions a poster with the
location of countries
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407
TOPIC: Weather and Clothes
MODULE: 4
UNIT: 3
SESSION: 3
AIMS: By the end of the session, Ss will learn about different types of clothes and recognize the importance of the weather to choose what to wear

This is the song
To catch Ss
suggested in the
attention and
previous session
review the
5 min Warm up • T starts the session with a song about the seasons presented in the previous session in order to review the vocabulary learnt. T-Ss https://www.
vocabulary
youtube.com/
about seasons
watch?v=ksGiLaIx39c
and weather
• In order to introduce new vocabulary to the Ss, T needs to bring different adult sized clothes (shirt, pants, socks, jacket, shoes, coat, skirt, jeans,
scarf, hat, gloves, sundress, sandals, etc.)
• T gets everyone to sit down and asks for a volunteer.

To introduce
• T explains that the volunteer is going to choose something (among the selected clothes available) that s/he likes.
15 new vocabulary
Pre task 1 T-Ss
min about the
• T helps the S to put clothes on and teaches the word for the item.
clothes
• T asks for another volunteer once Ss have been able to use the new word in context and to model the word(s)
SEN adaptation: In order to present the vocabulary, T could invite a blind student and present the clothing vocabulary with him/her as the S touches,
feels and repeats after T each one of the clothes brought to the classroom by the T.
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Task AIM AIM PROCEDURE INTERACTION TIPS AND MATERIALS

• T reminds the Ss that the weather affects many aspects of our lives and especially the clothes we wear.
• T asks “What’s the weather like today?” and elicits some answers. Possible S responses: It is sunny, It is rainy, It is cold. etc.
To encourage
15 • Then, T asks questions about the clothes that Ss are wearing, for example, “Who’s wearing a jumper today?”
Task Ss to use new T-Ss
min
vocabulary
• T needs to include questions about inappropriate clothes for the weather conditions, for example, “Who’s wearing sandals?”
To relate • T asks students to give back the clothes according to the season and put it on the appropriate box. T needs to prepare four boxes with each
each piece of season name on it. Students should say the name of each piece of clothing when they take it to the box. And say: “Today, I am wearing a coat”.
10
Wrap Up clothing with T - Ss
min
the different *Additional activity 2
seasons.
Resources https://www.youtube.com/watch?v=ksGiLaIx39c
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ADDITIONAL ACTIVITY
• Next, T organizes the class into 4 groups, assigns a season, and gives each group a magazine, a large piece of construction paper, scissors, glue
and some crayons.
For this activity, T will
To monitor need to bring in some
• T tells the class that they have 15 minutes to create a scene with lots of people and different seasons: the Ss will have to cut out clothes from the
15 the Ss while old magazines with
Pre task 2 catalogue and draw to create the scene. GW
min using learnt images of the different
vocabulary clothing used in the
• It will be really helpful if the T creates his own scene as a model. During these 15 min, T walks around the classroom asking lots of questions related
seasons.
to the vocabulary (What is he wearing?, etc.) and helping with any new vocabulary.

ADDITIONAL ACTIVITY
To practice
asking and • T asks the Ss to present the scene using the structure “He / She is wearing” (e.g. “It is winter and she is wearing a coat”).
10 answering
Post activity T-S
min questions about • After presentations, T + Ss put all the scenes up on the classroom walls as decoration and use them as a reminder and review for future lessons.
the weather
clothing.
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MODULE: 4
UNIT: 3
SESSION: 4
AIMS: By the end of the session, Ss will have created a campaign for the school to reduce its carbon footprint.

Word guessing
• T asks Ss to work in groups of 3 and choose 1-2 words or expressions from the previous sessions to be guessed by the rivals. The T decides
upon each group’s rivals.
To activate Possible words: carbon footprint, mapping environmental problems, etc. T-Ss
Ss’ previous
8 min Warm up
knowledge of • Once Ss have chosen their words/expressions, they call out a member of a rival group to tell him/her the word/expression. This student is GW
the topic expected to explain, mime or draw the word/expression for his/her group to be able to guess it quickly.
SEN adaptation: In case you happen to have Ss with hearing impairments, make sure the groups speak loud enough (without shouting) in order to
avoid unfair conditions.
Discussion
• The T asks Ss to work in the same groups and choose an age group they would like to focus on with the purpose of making people aware of their
Pre To set the T makes sure every
carbon footprint and reduce those both at school and at home. The idea is not only to choose the age group but also to provide the reasons for GW
7 min Task context for the group chooses a
this choice.
main task different age group.
* Additional activity 1
Designing a campaign
• The T tells Ss that they will be designing a campaign to make people aware of their carbon footprint and reduce those both at school and at home.
Each group starts designing its campaign for their target audience. Ss are asked to be brief on the information they write on posters so they have
To continue the more opportunities to explain instead of reading what is written there.
15 development of GW Provide each group
Task 1
min critical thinking Campaigns must be very visual, very dynamic, as well as including at least 5 words from the vocabulary of the unit and attending target needs and with poster size paper
skills language.
SEN adaptation: If you happen to have Ss with visual impairment, find a classmate who will explain to them what is being depicted on the posters.
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Carrousel walk (campaign display)
• T asks Ss to stick their posters to the walls of the classroom and take turns to either explain their campaign or visit other stands.
10 To share
Task 2 Wh
min findings SEN adaptation: In case you happen to have Ss with visual impairment, make sure they can have access to each poster and ask representatives of
each group to help these Ss.
Feedback
• T walks around the room checking the Ss’ work and providing them with constructive feedback, taking notes on the frequent mistakes to be
To provide Ss used later in the upcoming sessions.
5 min Wrap up T-Ss
with feedback
* Additional activity 2
Resources Poster size paper, pens/pencils/markers

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ADDITIONAL ACTIVITY
To activate
Brainstorming
10 Ss’ previous
Pre-task • Once Ss have decided upon the age group to target, they should continue working in their groups and brainstorm the most effective strategies/ GW
min knowledge of
communication channels to reach those age groups and make sure the information is interesting enough for them.
the topic

ADDITIONAL ACTIVITY
Making decisions
• After checking all the group posters and reviewing all the campaigns, the Ss are expected to make a decision upon the most interesting
campaign to implement. T-Ss
15 To provide Ss
Wrap up
min with feedback Wh
• Possible criteria to evaluate the campaigns: creativity, practicality, innovation, suitability for the context, cultural fit, adaptability to change, the
financial side, etc.
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TOPIC: Inside planets
MODULE: 4
UNIT: 4
SESSION: 1
AIMS: • By the end of the session, Ss will meet facts related to the space and the planets.
• By the end of the class, Ss will be able to talk about the planets

• T divides the board into halves and writes “Day” on the one half and “Night” on the other.
• T asks the Ss what they can see in the sky during the day. When a S gives an answer, T invites him/her to draw that object on the board in the “Day”
column. (e.g. the Sun, clouds, birds, rainbow, rain, planes)
10 To activate prior
Warm up T-Ss
min knowledge
• Next, T asks the Ss what they can see in the sky at night and follows the same procedure. (i.e. the Moon, stars, planets, planes, etc.)
Additional Activity 1
• T gives Ss modelling clay of different colours
• T takes modelling clay too and starts modelling a little moon, and asks Ss to do it too. T does a little sun and Ss as well. T does the planets and
asks Ss to repeat their names as Ss do them too. T always tells Ss what colours to use. While Ss work, T can tell them important facts about these
Modelling clay of
elements of the space and monitor them at the same time.
different colours
To introduce • Once Ss are done modelling all the items, T asks Ss to look at the board to pay attention to the position of the items in the space, so that Ss do it
In advance, T must
15 new vocabulary individually on their tables. At the end, every S has a solar system
Pre Task 1 T-Ss get familiar with the
min about the space
position of the planets
and the planets. • T must leave their systems on their tables until the end of the session
and important facts
about its elements
SEN adaptation: T could bring a 3D solar system model to present to a sight impaired student. He/She could touch the different planets as they are
presented.
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• Ss go back to their solar systems, and after they are more familiarized with it and its elements, T asks Ss to work in pairs in order to ask and answer
To encourage questions about the planets names.
Ss to use new
15 knowledge and • T models the activity with a high achiever: “What is this?” “This is the sun” ”and what’s this?” “it’s mars” “it isn’t, it’s mercury”
Task
min vocabulary
about space • Ss start working with their partner; they take turns to ask each other different questions.
and planets
• T monitors Ss’ performance
• T goes over the solar system drawing on the board and asks the class to help him/her name the solar system. The idea is that all Ss name the
To consolidate
solar system elements at the same time.
5 min Wrap Up the names of
theplanets
• Finally, T asks volunteers to recall important facts about the solar system
Modelling clay of different colours

Resources A song with the name of the planets
http://learnenglishkids.britishcouncil.org/en/songs/flying-the-sun-the-stars
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ADDITIONAL ACTIVITY
• T starts showing the flashcards with the planets and elicits their names. When showing the flashcard, T asks the question: “Which planet is this?”
To monitor
- “This is Mars!” T praises students for each correct answer. T-S
15 the Ss while
Pre Task S-S
min using learnt
• Finally, T has Ss work in pairs, showing the flashcards, asking and answering the aforementioned question.
vocabulary

ADDITIONAL ACTIVITY
• T needs to find a song with the names of the planets. There is one song suggested in the comments column. T tells Ss that they are going to listen
Song about the solar
to a song about the solar system.
system
To identify
the target • T asks Ss to carefully listen to the names of the planets. T-S
10 http://
Pre task 2 vocabulary as Ss-Ss
min learnenglishkids.
Ss listen to a • T plays the song. Once the song is over, T elicits the names of the planets, which Ss remember and write them on the board.
song
songs/flying-the-sun-
• T plays the song once again and encourages Ss to sing along using the names of the planets.
the-stars
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TOPIC: The water cycle
MODULE: 4
UNIT: 4
SESSION: 2
AIMS: By the end of the class, the students will learn the vocabulary related to the water cycle and will understand the concept of water cycle.

• T asks about today’s weather by looking out the window and asking the students, “What’s the weather like today?” “Is it sunny?” “Is it cold?”
Since there is no
To review the time to ask all Ss,
• T draws some weather concepts on the board and goes through the words with the class: e.g. the Sun, cloud, wind and rain.
vocabulary of be sure to look for
8 min Warm up T-S
weather and a few volunteers in
• T asks the students what they do when it is sunny/rainy/windy, etc.
daily activities different parts of the
classroom.
• T elicits different answers and encourages the students to give a complete answer. When it _______ I _______ .
• T reviews the vocabulary (sun, rain, wind, clouds, sea, river, mountains) which students will need for the topic of water cycle.
• T mimes the weather words (E.g. sun, draw a circle in the air; rain, move your hands and fingers up and down; cloud, draw a cloud in the air; wind,
make a sound like the wind).
To introduce
15 new vocabulary
Pre task 1 • T prompts the students to mime the words. T-Ss
min about the water
cycle.
• T asks Ss to draw and color to represent each one of the words. (e.g. sun, rain, wind, clouds, sea, river, mountain)
*Additional activity 1 and 2
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• T needs to find a video of the water cycle. There is one suggested in the link provided in the comments column. Suggested video
To present the
5 min Pre Task • Students will see the explanation in the video as input for the following task. https://www.
water cycle
youtube.com/
• T could also use a poster Worksheet 4.1 to explain the water cycle watch?v=ncORPosDrjI
• T asks students to work in pairs.
T-S
To identify and • T hands out Worksheet 4.2, with the water cycle for students to colour and identify the different stages
12
Task colour the water worksheet 4.2
min PW
cycle stages • T gives each pair a worksheet which they will need to colour and describe orally.
While students are colouring, T asks the questions “What is it?” “Is it a mountain?” “What colour is it?”
When Ss finish colouring the worksheet, point and name key vocabulary of the cycle in pairs.
• T asks Ss to help him/her telling the steps of the water cycle in order. All Ss must participate at the same time.
To identify the
5 min Wrap Up
water cycle
• T makes corrections if necessary
A video about the water cycle, example:
https://www.youtube.com/watch?v=ncORPosDrjI
Resources
Worksheet 4.1
Worksheet 4.2
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ADDITIONAL ACTIVITY
• T draws a picture of the water cycle on the board.
If it is difficult for a
To practice
teacher to draw the
target • T starts by drawing the Sun and asking the students “Is it a cloud?” – “ No, it’s the Sun.”
15 water cycle, T needs
Pre task 2 vocabulary and T - Ss
min to find a picture/
questions about • T continues with the sea, a cloud, wind, a mountain and a river.
poster of the water
it.
cycle.
• T goes through the vocabulary, checking comprehension, but providing help when needed and always modelling desired language.

ADDITIONAL ACTIVITY
• T explains to the Ss the water cycle using the video.
To encourage • T asks the Ss questions while pointing one of the images in the video (T needs to pause the video), e.g. “Is the Sun hot or cold?” “Hot, very hot”.
10
Pre task 3 students to use “What happens to the sea?” “The water evaporates and forms clouds”. “What happens to the clouds?” “The wind blows them and they meet the T-S
min
new vocabulary mountains”. “What happens then?” “It starts to rain.” “Where does the rain go?” “To rivers”. “And where do the rivers go?” “To the sea again!”
SEN adaptation: T could bring elements to have student feel the different temperature and water states as T explains. (ice, liquid, warm water)
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TOPIC: The three Rs (reducing, reusing, recycling)
MODULE: 4
UNIT: 4
SESSION: 3
AIMS: By the end of the session, Ss will have designed and presented a ‘website’ to promote an ecotourism destination in Colombia

• T gives Ss a Recycling Sign coloring page (Worksheet 4.3) and asks them if they know what it means. If Ss do not know, T explains to them and
asks them to color it. T needs to explain the colors to be used in this activity.
• Ss will take this recycling sign to their classroom or homes in order to hang it in.
10 To introduce the
Warm up T-S Worksheet 4.3
min word Recycling
SEN adaptation: T could bring a 3D model of the recycling symbol so that a student with sight impairment could touch
it and make his own version with modelling clay.
• T asks Ss what people can do in order to help our planet.
• So T gives Ss a couple of minutes to share their ideas in groups of 3

http://
To introduce
T-S learnenglishkids.
10 and • T elicits as many answers as possible (Spanish could be used by children), however it is important for Ts to model the desired responses and elicit
Pre task 1 S-S britishcouncil.org/en/
min contextualize that from Ss.
songs/its-up-me-and-
the topic
you
• T needs to find a song referred to recycling and things we should do to help our planet. There is one suggested in the comments column; T asks
Ss to listen to the song ‘It’s up to me and you’, and see which of their ideas were in the song.
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• T asks Ss to complete exercise 1 Worksheet 4.4. T reads and acts out the phrases to make sure that all Ss understand the sentences. T might think
of asking the question “So, what can we do to help our Planet?” and encouraging Ss to repeat the phrases mentioned in the song.
• T plays the song again and encourages Ss to do the actions and sing along!
To introduce
• T presents the meaning of the modal verb “should” and asks Ss to sort out the habits according to ‘should’ and ‘shouldn’t’. Remember to use
and use the
15 ´should´ and ´should not´ in context regardless of what is shown in video. (e.g. When we brush our teeth, we should turn off the tap; We should
Task modal verb worksheet 4.4
min take a shower, we shouldn’t take a bath, we should walk to school, we should ride a bicycle, we should unplug the tv, we should plant a tree, we
should,
shouldn’t waste water, etc.) T might want to use pictures for all these actions and put them in two different columns SHOULD/SHOULDN’T
shouldn’t
• T asks Ss to look at the drawing that they have made at the beginning of the class “Recycling”, and asks the Ss what we can recycle.
• T elicits as many answers as possible and writes them on the board (T can also ask Ss to draw the things that could be recycled on the board). T
To encourage adds some other examples of the objects to recycle if needed.
10
Post task Ss to use new T-S
min
vocabulary • Following this, T writes on the board the following words “Paper”, “Plastic and Metal”, “Glass” and “Compost”.
• T explains that each object must go into a separate column. T asks Ss to name the objects that will go to the 1st, 2nd , 3rd and 4th box.
These are two suggestions to show the topic of the 3 Rs:

https://www.youtube.com/watch?v=SKvGgb3YcDQ https://www.youtube.com/watch?v=AsBOoCDXLH4
• This is a song to introduce the topic of recycling

http://learnenglishkids.britishcouncil.org/en/songs/its-up-me-and-you
Resources
• This is a game to reinforce the topic of recycling
http://learnenglishkids.britishcouncil.org/en/fun-games/clean-and-green
Worksheet 4.3
Worksheet 4.4
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ADDITIONAL ACTIVITY
• T needs to find a video that talks about the 3 Rs, Reduce, reuse, recycle, which is the name of this session. There are two videos suggested in the
comments column.
• T plays the video and asks Ss if they can tell him/her the three most ‘important’ words from the video. If they need a hint, tell them they begin with
Suggested videos:
‘r’ or ‘re’. T elicits ‘reduce’, ‘reuse’ and ‘recycle’ and elicit the ideas what we should reduce, reuse and recycle. Be sure provide language samples
/ models for Ss to follow.
https://www.
To practice
youtube.com/watch?
the use of • T might want to have 3 flashcards with the words REDUCE, REUSE, RECYCLE and put them on the board
15 v=SKvGgb3YcDQ
Post task should through T - Ss
min
presenting the • T asks the question what should we do to reduce, reuse and recycle?
https://www.
three Rs
youtube.com/watch?
• T prompts Ss to use the expression SHOULD/SHOULDN’T
v=AsBOoCDXLH4
• E.g.
We shouldn’t turn on the lamp during daytime.
We should turn off the tap.
We should reuse water for plants.
• Etc.

ADDITIONAL ACTIVITY
• In groups of 4, ask students to draw one of the possibilities to REUSE, REDUCE or RECYCLE.
To suggest one
10 way to REUSE, • Once they draw it, they will show it to the class and say:
Post task GW
min REDUCE OR You/We should_________ or
RECYCLE You/We shouldn’t ___________
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MODULE: 4
UNIT: 4
SESSION: 4
AIMS: By the end of the session, Ss will be able to identify and follow different traffic signs they may find on the street.

• T invites Ss to play the game of “Red light, Green light”.
• T lines the Ss up while s/he stands several feet away. T-Ss
To review • If T says “Green light,” the Ss run towards him/her. If T says, “Yellow light” the Ss should walk slowly toward T. If T says, “Red light,” the Ss should
10 the contents stop – freeze exactly where they are. T alternates between commanding “Red Light, Green Light and Yellow Light” until one of the players reaches
Warm Up
min studied during him/her. That player is the winner.
past sessions
• Then, T asks the Ss to play this game in small groups of 3-5 S-S
SEN ADAPTATION: For sight impaired students, this game could be played in pairs, so that the SEN competes in pairs with a classmate.
Make sure you get

the necessary digital
Research equipment for the
To set the T instructs Ss to work in groups and act as if they run a travel agency. He/she recommends them to review their notes as well as the products from session together with
context and the previous sessions. Ss are expected to choose either a national or an international ecological trip (possibly one from the previous sessions) and the Internet access. If
15 Pre
gather relevant make some visual aids to promote it (this could be a brochure, a poster or any other aid), including important and interesting information on the trip. GW they are not available,
min Task
information for then prepare some
the main task *Additional activity 1 materials beforehand,
print them and limit
Ss’ options to the ones
you have brought.
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Organizing the travel fair
• Ss organise their stands around the classroom and take turns to either present the information about the ecological trip or visit other stands.
15 To inform the
Task Wh See worksheet 4.3
min class
SEN adaptation: Make sure you organize the room properly to enable all the students easily move around the room.
Feedback
• T leads a whole class feedback highlighting the most interesting ideas in the fair. T can also make reference here to recurring language mistakes
To provide class during the session and provide Ss with constructive feedback.
5 min Wrap up T-Ss
with feedback
Resources The necessary digital equipment and the Internet access or paper, pens/pencils/markers, etc
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ADDITIONAL ACTIVITY
Discussion
To gather • T holds a brief discussion of the topic related to the main task. The question to answer is the following: “What would motivate people to
T-Ss
15 relevant purchase a trip or a vacation package?”
Pre-task
min information for
the main task • Possible ideas: price, discounts, activities included in the package, natural beauty of the place, etc

ADDITIONAL ACTIVITY
To continue • T asks students to reflect upon Colombia privileged position in terms of biodiversity and ecosystems (At this moment, Colombia is considered
10 T-Ss
Wrap up developing the 2nd most bio diverse country in the world). Ss talk about protected areas (national parks) and say what could be done to promote these
min
speaking skills areas for ecotourism without placing a threat for their unique environments. Wh
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TOPIC: Amazing world of wild animals
MODULE: 4
UNIT: 5
SESSION: 1
AIMS: By the end of the class, Ss will get familiar different animals and the noises they produce.
• T talks to Ss about her/his favourite wild animal, bring a picture and tells them why she/he likes it. Then T asks some students what their favourite
animal is and ask them to make its noise. Ss can say their names in Spanish, if so, T will say it in English and ask Ss to repeat it in English.
To catch Ss´
5 min Warm up T-Ss
attention
SEN Adaptation: T can bring a 3D model of his favourite animal used as realia, so that sight impaired students could touch it and feel it.
• T puts the animal flashcards into a box before the class starts. It is advisable to select the animals that will be taught in the song during task 2.
• T slowly takes out the animals and teaches the animal name. (What is it? - It is a lion!!! What noise does a lion make? - Rooooaaaarrr) T asks Ss to Elephant, Kangaroo,
To introduce
repeat the word several times. Monkey, penguin,
10 new vocabulary
Pre Task 1 T-S snake and polar bear
min about wild
• T continues with the next animal. are the animals found
animals
in the song in task 2
SEN Adaptation: Animal toys could be brought instead of flashcards for blind students. They will be able to touch them and recognize them.
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• Next, Ss are going to sing a song. T needs to look for a song so that students learn it and practice target vocabulary. There is one link suggested
in the comments column.
• T plays the song and has everyone do the actions as they sing along.
• After singing the song, T has everybody stand at one end of the classroom.
Suggested video
To encourage https://www.
10 • T models the activity: S/he holds up a flashcard of a lion and shouts “Jump like a kangaroo!” – Then jumps like a kangaroo.
Pre Task 2 Ss to use new T-S youtube.com/watch?
min
vocabulary v=OwRmivbNgQk
• After this, T has the Ss do the same. Note: this can be adjusted according to the space available in the classroom or this can be done outside.
• Then, T gives another animal flashcard to a S and asks him/her to do like an animal does. Ss repeat this activity for all the other animals (e.g. “Stomp
like an elephant!”, etc.).
• T divides the class in four groups, Ss should decide on the turns they will take to represent an animal. Representatives will go to the T and check
the flashcard with the animal they should imitate.
To monitor
15 the Ss while
Task • Ss will go back to their group, mimic the animal and their partners should guess which animal it is: “Are you a lion?” “Yes, I am/No, I´m not”. GW
min using learnt
vocabulary
• T makes a circle with all the students and takes out a flashcard and passes it to the nearest students.
To remember
the animals at • The Ss need to say “This is a kangaroo¨ and pass it to the next student.
5 min Wrap up
the end of the
class • T has the Ss pass all the animals around the circle while saying their names.
Resources This is a song which introduces some wild animals and a movement they make. https://www.youtube.com/watch?v=OwRmivbNgQk
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ADDITIONAL ACTIVITY
• T arranges the Ss so that they are sitting in groups of four or five.
• T instructs Ss to start drawing a picture of one of the animals they saw in the video.
S-S
15 To foster • After one minute, T tells them to change places around the circle. Each student should now be in front of a different picture. They continue
Pre task 3
min creativity in Ss drawing on the new picture. Ss continue drawing and changing places until they return to their original drawing. The group then has to talk about
what was drawn.
• At the end, T reviews the pictures with the class.

ADDITIONAL ACTIVITY
• T holds the colouring page of the animal up for all to see.
• T takes a pencil and elicits its colour (e.g. “What colour is this?”).
T needs to find a
To revise the
10 • Afterwards, T colours one of the animals while eliciting its name. colouring page with
Post task vocabulary Ss - Ss
min the animals taught in
learnt
• T gives out the handout and has the Ss colour the animals, all the time praising, helping, encouraging and asking target questions (e.g. “What is it?”) the song.
• Once the pages are coloured, T helps the Ss to hang them on the wall.
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TOPIC: Where do animals live?
MODULE: 4
UNIT: 5
SESSION: 2
AIMS: By the end of the class, Ss will be able to name the places where different animals live.
• T plays “Word association”. T calls out a colour, and Ss name animals that are that colour or T calls out an action, or place and Ss try to guess the
To get Ss in the T-S
10 animal. For example, T says “green” students could say “frog”; T put hands together as flying, Ss could guess “bird, dove”; T says the jungle, Ss
Warm up mood for the S-S
min could say “monkey”.
class
• T repeats with different colours, places and actions.
• Before the class, T prepares two sets of flashcards. (1st) – different animals and (2nd) – different places where they live (the sea, a desert, a village,
a farm, a cave, a river, a mountain, etc.)
• T places the flashcards with animals on one side of the board, and the places on the other.
To introduce • T starts with the first animal (e.g. a fish) and says, “Where does a fish live?”
new vocabulary
15
Pre Task 1 about the • T points to the places to the “farm” flashcard and says, “Does a fish live on the farm?” and points at several places asking, until T points at the “sea”. T-S
min
places where And ask the question again “Does a fish live in the sea?”
animals live
• T asks Ss to repeat the word “the sea” several times. And have Ss repeat, Fish live in the sea.
• T places the sea next to the fish and continues with next animal and continues ensuring that Ss respond completely. Lives in the ……
• T asks students “what is your favourite animal?” of those learned in class. The students will guide them to select one animal to be drawn.
• Each student chooses one animal of those taught in this or past sessions and will draw it in its natural environment. They could do it on their
To monitor
notebooks, or T supplies a piece of paper to work on it.
15 the Ss while
Task S-S
min using learnt
• Finally, Ss will present his/her drawing to a classmate by saying “I am a hippo. I live in the river.”
vocabulary
SEN adaptation: T could bring 3D models to the S and ask him/her to make a plasticine model by touching the 3D model. And this S could say at the
end the place where this animal lives.
• T will select some animals Ss drew to review the names of the animals and the places where they live. T will say for example, “This is a snake”, “The
To review target snake lives on a tree” (according to the drawing) and T could ask several students to present it in front of the class.
5 min Wrap up
vocabulary
Resources Pencil crayons, pieces of paper, flashcards
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ADDITIONAL ACTIVITY
• T announces that Ss are going to play a game.
• T uses some masking tape to divide the classroom into four areas. T should label each area with the name of a kind of ecosystem. (e.g. forest, sea,
mountain, river, jungle)
To encourage • Them T asks Ss to stand in a line

15
Post task Ss to use new T-Ss
min
vocabulary • T calls out an animal: “Where does the bear live?”. All students should jump to the right area and say, “The bear lives in the forest”.
• Ss have to jump to the appropriate side. The Ss who jump to a different side, have to say the correct sentence again.
• T continues with the next animal.

ADDITIONAL ACTIVITY
• T divides the class into two groups.
To recognize
10 Post task size of the • T assigns the word big to one group and small to the other. T -Ss
animas
• T calls out an animal. Ss stand if the animal matches their adjective and Ss also can shout out the name of the animal.
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433
TOPIC: Plants
MODULE: 4
UNIT: 5
SESSION: 3
AIMS: By the end of the class, Ss will be able to name and describe the main parts of the plant.

To motivate • T needs to look for a short video of a plant growing. The link shown in the comments column is suggested. http://learnenglishSs.
T-S
10 students with britishcouncil.org/
Warm up S-S
min the topic of • T asks Ss what they saw in the video. Responses in Spanish are accepted. es/short-stories/the-
plants lucky-seed
• T replies in English and makes emphasis on the parts of a plant.
• T asks Ss about the plants they have at home.
• T draws the picture of a plant on the board and asks Ss if they know how many parts the plant has (root, seed, stem, leaf, flower). (Spanish is OK)
• T points at each part and pronounces the name of the plant´s part in English.
• T asks Ss to repeat the word several times after him/her. Saying “This is the ….”
To introduce
15
Pre task 1 new vocabulary T-S worksheet 5.1
min • T gives Ss a handout of the plant (Worksheet 5.1) and asks Ss to color it.
about plants
• T walks around and asks about the color of each part.
• Once that is done, T asks Ss to label different parts of a plant. Ss can copy the word from the board. T helps as needed.
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• T invites a volunteer to draw a tree on the board.
• T also invites some Ss to come to the front of the class and label the five parts of a tree: roots, trunk, branches, leaves and flowers (or fruit). (T will
have prepared some tags in advance and should indicate Ss what each of them says if Ss don´t know how to read.)
To monitor
• T explains that trees usually have trunks and branches instead of stems. Most trees have got flowers and then fruits (flowers make fruits).
15 the Ss while
Task worksheet 5.2
min using learnt
• T divides the class in groups. T gives each group a set of 4 separate pictures (cut out) and a worksheet with 4 squares as suggested in Worksheet
vocabulary
5.2.
• Students will stick the pictures in the empty squares according to the order of plant growth.
• Finally, each group presents saying. “This is a plant, this is the seed, this is the stem, this is the leaf, this is the root, etc.“
• T mimes the different parts of a tree and say their names asking Ss to repeat and do the actions too.
T-Ss
• Trunk: stand still with arms down. Roots: hands open next to your feet. Branches: open arms. Leaves: open arms and move them in a circle.
5 min Wrap up To end the class Ss-Ss
• The Ss take turns to mime and guess the parts of the tree in groups.
Additional resource: http://learnenglishSs.britishcouncil.org/es/short-stories/the-lucky-seed

Worksheet 5.2
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ADDITIONAL ACTIVITY
• T finds an evocative piece of music for the class. E.g. Vivaldi Four seasons, or any other T finds appropriate.
• T tells Ss to lie with their heads on their desks.

T-S
10 To have Ss feel
Warm up • T plays the music for a minute. Then, T stops the music and tells Ss to take out a piece of paper and pencil. S-S
min relaxed
• T plays the music again and tells them to draw what the music makes them think of.
• They then briefly work in pairs to explain their drawings. Afterwards, Ss explain their pictures to the class.

ADDITIONAL ACTIVITY
• T says some true and false statements about plants.
Plants have got roots. (T)
Roots grow under the ground. (T)
Plants can walk. (F)
Plants need sun, air, water and minerals. (T)
There are plants on the moon.(F)
• T asks Ss to stand up if they think it is true, and sit down if it is false. T can use
To encourage Worksheet 5.3 in
15
Post task Ss to use new • T discusses the correct answer after each sentence. T-S order to aid Ss in
min
vocabulary responding correctly.
• T explains that most plants have four parts.
• T needs to use the picture on the board to explain why each part is important. (E.g. The roots get water and minerals from the soil. The stem
supports the plant. Leaves make food for the plant. Flowers make fruits.
• Fruits have got seeds. Plants grow from seeds.)
• T has Ss work in pairs, showing each other his/her plants, and asking and answering the question “What is it?” – “It is a root”, “What color is it?”, etc.
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436
MODULE: 4
UNIT: 5
SESSION: 4
AIMS: by the end of the session, Ss will use their knowledge about animals to talk about them.

• T sings the Jungle song with the Ss in order to review the names of the animals and the noise that they produce.
In each stage of the
To revise the song, T should elicit a
• T revises some actions before listening to the song.
vocabulary complete answer from
learnt in the Ss.
10 • T plays a song for the 1st time and stops after each noise and asks Ss which animal produces this sound. T-S
Warm up previous Suggested video
min S-S
sessions and https://www.youtube.
• T plays the song for the 2nd time, and asks the Ss which animals they could identify.
have them feel com/watch?v=GoSq-
relaxed yZcJ-4
• T plays the song for the 3rd time and ask the Ss to sing along and to accompany the song with the movements (walking, jumping, stomping,
forward, back, stop, etc.)
• T prepares some cut-outs with different types of plants and ecosystems. S-S
To review some
important • Ss should get in groups of four. Each group will get a set of cut-outs. Ss should take one picture at a time and pass it over to each S in the group.
10
Pre-task 1 vocabulary
min
studied during • When each S gets the cut-out, they should say an animal, ecosystem or part of the plant, depending on the picture they got.
the unit. T-Ss
• T will go over the pictures and elicit vocabulary from Ss.
• T tells Ss that they are going to create their own zoo.
• T divides the class into several groups and assigns 2-3 animals to each.
To monitor T needs to inform the
• Ss will need to work in groups and draw the animals.
the process of Ss about the project
T-S
25 creation of the during the previous
Task E.g. On a sheet of paper, Ss draw a sheep. With coloured pencils, they can give colours to the legs and face. They can draw a farm in the background. S-S
min zoo and present session, so that the
Then they can put some glue on the body of the sheep and on that they put some cotton to give the impression of wool. Now you have a sheep model.
them to the Ss bring all necessary
Or
class. supplies
They can take a thick cardboard and paint a dinosaur on it. Then cut out the drawing and below the belly, cut out two slits. Draw two legs on the card-
board and cut them out. Cut slits on them also. Insert the legs into the slits under the dinosaur belly. Now you have a model of a standing dinosaur.
• T monitors the process, and asks target questions “Who is this animal?” “Where does he live?” “What size is it?” “What colour is it?”, etc.
https://www.youtube.com/watch?v=GoSq-yZcJ-4
Resources
Songs about walking in the jungle
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ADDITIONAL ACTIVITY
To consolidate
• T asks Ss to show and talk about their animals to their zoo group partners. (using colours, sizes, habitats, etc.) Ss-Ss
10 and assess
Post task 1 T-Ss
min Ss knowledge
• T helps Ss stick their animals on the wall.
about animals

ADDITIONAL ACTIVITY
To share Ss´ • Each group presents their zoo to the rest of the class.
Final outcomes of
15
project zoo their projects • The audience can make questions to the presenters (questions learned through the unit) with the help of T.
min
presentations with their
partners • For this presentation, T can invite other people from the school community (Teachers, other Ss, parents, etc.)
1
CYCLE:
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worksheet
4.4 It’s up to me and you
MODULE 4 5.1 Parts of the plant
WORKSHEETS – LIST 5.2 Plant cycle
5.3 Plant growth
1.1 Daily routines flashcards
1.2 Communication media
1.3 Media chart
1.4 Transportation flashcards
1.5 Transportation bingo
1.6 Traffic light
1.7 Traffic symbols
1.8 City map
2.1 Places in the city
2.2 House
2.3 Rooms in a house
2.4 Large house
2.5 Living room bingo
3.1 Weather images
3.2 Weather test
3.3 Leaves on the tree
4.1 The water cycle
4.2 the water cycle
4.3 Healthy planet
worksheet
439
1.1 / Daily routines flashcards

worksheet
440

STOP
School bus
worksheet
441

Jos
e
e
Jorg
cela
Mar
io
Mar
Sara
nio
Anto
a
Mari
rdo
Gera
a
Alici
erto
Rob iago
Sant
WHAT DO YOU DO EVERY DAY?
worksheet
442
NEWSPAPER
1.2 / Communication media

THE INTERNET
RADIO STATION
TELEVISION
MAGAZINE
worksheet
443

1. Write the number in the box in the order the teacher says the sentence
1.3 / Media chart

in the afternoon
every day at 2:00 pm
In the evenings
Adapted from: http://www.teach-ict.com/gcse_new/entertainment/games/miniweb/pg8.htm
worksheet
444

1. Write the number in the box in the order the teacher says the sentence
2 4
1.3 / Media chart

every day
in the afternoon
5
3
every day at 2:00 pm
In the evenings
worksheet
445
1.4 / Transportation flashcards

worksheet
446

School bus
TAXI
worksheet
447

worksheet
448
1.5 / Transportation bingo

TAXI
worksheet
449

School bus
worksheet
450

School bus
worksheet
451

worksheet
452

TAXI
worksheet
453

worksheet
454

TAXI
School bus
worksheet
455

School bus
worksheet
456

TAXI
worksheet
457

TAXI
School bus
worksheet
458

School bus
worksheet
459

TAXI
worksheet
460
1.6 / Traffic light

STOP
WAIT
GO
worksheet
461
1.7 / Traffic symbols

STOP
worksheet
462
1 1 USAQUEN
2 CHAPINERO
3 SANTA FE
1.8 / City map

4 SAN CRISTOBAL
2 17 5 USME
6 TUNJUELITO
11 3 7 BOSA
12 8 KENNEDY
13 4 6 9 FONTIBON
14 10 ENGATIVA
11 SUBA
15 12 BARRIOS UNIDOS
10 16 5 13 TEUSAQUILLO
18 14 MARTIRES
15 ANTONIO NARIÑO
16 PUENTE ARANDA
17 LA CANDELARIA
6
9 8 18 RAFAEL URIBE
19 19 CIUDAD BOLIVAR
worksheet
463
Station 1 CYCLE: 1 MODULE: 4 UNIT: 2 SESSION: 1
2.1 / Places in the city

School
UNIVERSITY
Post Office
worksheet
464
2.1 / Places in the city

Supermarket
RESTAURANT
worksheet
465
2.2 / House
worksheet
466
2.3 / Rooms in a house

Number the rooms in the picture above.
1. bathroom
2. bedroom
3. dining room
4. kitchen
5. living room
worksheet
467
2.4 / Large house

worksheet
468
2.5 / Living room bingo

LIVING ROOM BINGO
CLOCK TABLE SOFA
PLANT PICTURE ARMCHAIR
PHONE TV SET FIREPLACE
worksheet
469

Paint the weather today!
3.1 / Weather images

worksheet
470
3.2 / Weather test

Rainy
Snowy
Warm
Hot
Sunny
Cloudy
Stormy
Cold
Foggy
worksheet
471

1. Match them up!
Draw a line to match the picture and the word.
3.3 / Leaves on the tree

leaves tree ground flowers
2. What’s the order?

Listen to the song and put the sentences in order.
The leaves on the trees have fallen down.
The leaves on the tree are turning green.
The leaves on the trees are falling down.
The flowers on the trees are beautiful.
worksheet
472

3. Read and colour!
Read the sentences and colour the pictures.
3.3 / Leaves on the tree

In spring In summer
The leaves on the tree are turning green. The flowers on the trees are beautiful.
In autumn In winter
The leaves on the trees are falling down. The leaves on the trees have fallen down.
worksheet
473
4.1 / The water cycle

Stormy Wind
Rain Evaporation
Trees
Sea
worksheet
474
Condensation
4.2 / the water cycle

Precipitation Transpiration
Evaporation
Percolation
worksheet
475
4.3 / Healthy planet

worksheet
476
1. Match them up!

Read the sentences and match them to the picture.
a. Brush your teeth but turn off the tap.
b. Take a shower, don’t have a bath.
c. Walk or ride your bike to school.
4.4 / It’s up to me and you

d. Unplug the TV and switch off the lights.
e. Join a green group and plant a tree.
ON
OFF
2. Where does it go?

Write these words in the correct group. Can you write more ideas?
reuse things like reduce your use

buy recycled prod- leave lights or your
have showers waste paper recycle things leave the tap running drive if you can walk plastic bags for of water and other
ucts computer monitor on
shopping resources
You should... You shouldn’t...
worksheet
477

3. Draw a picture.
Choose one thing we can do to help the environment. Make a poster to encourage people to do it!
4.4 / It’s up to me and you

worksheet
478
5.1 / Parts of the plant

Leaves
Stem
Seed
Roots
worksheet
479
5.2 / Plant cycle

worksheet
480
5.3 / Plant growth

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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1

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

• Then T asks one S to help him/her and models a small dialogue:

TIME STAGE AIM PROCEDURE INTERACTION TIPS AND MATERIALS

TIME STAGE AIM PROCEDURE

• E.G. “Good morning!”

TIME STAGE AIM PROCEDURE

• T models the role play with the puppet.

TIME STAGE AIM PROCEDURE INTERACTION TIPS AND MATERIALS

• T uses the puppet to model a short dialogue:

TIME STAGE AIM PROCEDURE INTERACTION TIPS AND MATERIALS

• The puppet says Goodbye and goes to sleep in his bag.

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 • Puppet from previous lessons.

• Small or medium plastic ball.

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 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 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

• T gives Ss the opportunity to create their own mutant.

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 INTERACTION TIPS AND MATERIALS

TIME STAGE AIM PROCEDURE INTERACTION TIPS AND MATERIALS

TIME STAGE AIM PROCEDURE INTERACTION TIPS AND MATERIALS

TIME STAGE AIM PROCEDURE INTERACTION TIPS AND MATERIALS

TIME STAGE AIM PROCEDURE

TIME STAGE AIM PROCEDURE

TIME STAGE AIM PROCEDURE INTERACTION TIPS AND MATERIALS

T can look for

If the T doesn’t have

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

• Now, T tells Ss that they will be talking about “Important People.”

• T asks, What kind of person is Pablo (random name of S)?

• T models, Pablo is fast. Pablo is friendly.

TIME STAGE AIM PROCEDURE INTERACTION TIPS AND MATERIALS